ERIC ED613885: Spotlight on VET: Portugal

2021·2.8 MB·English

by  ERIC

EN
spotlight on VET
PORTUGAL
2021
spotlight on VET
VET in Portugal
The current VET system in Portugal is the result a curriculum that combines elements of
of a 2007 large-scale reform, which reorganised general and VET programmes. WBL takes
VET into a single system (Sistema Nacional de place as traineeship in companies or other
Qualificações, SNQ). This was done under the host entities, in periods of variable duration.
joint supervision of the Ministry of Education, • apprenticeship programmes are for young
the Ministry of Labour, Solidarity and Social people up to age 25. A training contract
Security, and in connection with the Ministry of between the apprentice, the training provider
State, Economy and Digital Transition. The main and the enterprise must be signed;
objectives of the SNQ are to ensure that VET – a t post-secondary level, technological
qualifications better match labour market needs, specialisation programmes (CET, ISCED 454;
promoting the competitiveness of enterprises, EQF 5) last from one to one-and-a-half years,
and to reinforce the recognition, validation and leading to a technological specialisation
certification of competences (RVCC). It also diploma. Through agreements with higher
aims to guarantee scholarly and professional tertiary institutions, CET graduates are credited
progression of citizens in 43 sectoral areas of up to 90 ECTS points;
education and training. Permeability between – a t tertiary level, two-year short-cycle high
general and VET programmes is possible. professional technical programmes (CTeSP,
Approximately 40% of upper secondary ISCED 554) are offered by polytechnics.
education learners attend VET programmes Graduates are credited 120 ECTS points
which grant double certification: education and receive a higher professional technician
(nationally referred to as school) and professional diploma (not a tertiary education degree).
certification. They comprise four components:
general, scientific, technological training and Adult learning includes the following
work-based learning (WBL). programmes:
– e ducation and training programmes for adults
The main VET programme types are: (EFA, ISCED 100, 254 and 354); these target
– a t lower secondary level, education and learners who want to complete lower or
training programmes for young people (CEF, upper secondary education and/or obtain a
ISCED 254; EQF 2) are school-based and professional qualification at EQF 1 to 4;
include practical training. They target those – c ertified modular training (ISCED 100, 254
aged 15+ who completed the first cycle of and 354), based on short- term training units
basic education (four years) and who are (UFCD) of 25 or 50 hours, allowing learners to
at risk of early leaving from education and select an individual learning path offering them
training. Progression to upper secondary greater flexibility in obtaining a qualification.
education is possible; These learning paths can lead to a certification
– a t upper secondary level, the VET programmes at EQF 1 to 4;
(ISCED 354, EQF 4) are: – R VCC (ISCED 100, 244, 344) is a process,
• three-year professional programmes; leading to the certification of formal,
approximately 33% of learners at upper non- formal and informal competences
secondary education attend such developed through life, including at least
programmes. WBL is provided in the form of 50 training hours. The two RVCC paths
a traineeship carried out in an enterprise or a (education and professional) can lead
public organisation; to a basic, upper secondary education,
• three-year specialised artistic programmes professional or double certification (EQF 1
including visual arts and audiovisual, and to 4). Adults lacking competences required
dance programmes; for a qualification are guided to relevant
• specific curriculum programmes granting training programmes to acquire them.
autonomy to schools to diversify their
education and training provision: designing
VET in Portugal’s education and training system
TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING
EQF 1-4 EQF 1-4 EQF 1-4
EQF 8 Adaunldt etrdauicnaintgio n Certified modular Vparliodcaetsiosn ( 1(R8V-2C3C )
programmes (EFA) training year-olds should
PhD programmes, (also for <18 (also for <18 have 3 year
3-4 years year-olds in year-olds in professional
labour market) certain cases) experience)
ISCED 100, 254, 354 ISCED 100, 254, 354 ISCED 100, 244, 344
ISCED 864
EQF 7 EQF 7 EQF 7 POST-SECONDARY LEVEL
University master Polytechnic master
programmes, 1.5-2 years programmes, 1.5-2 years
Integrated ISCED 767 ISCED 767
programmes EQF 6 EQF 6
leading to a master Polytechnic bachelor
degree, University bachelor programmes,
5-6 years programmes, 3-4 years
3-4 years ISCED 665 EQF 5
CTeSP CET
2 years, WBL ≥25% 1-1.5 years, WBL 30-46%
ISCED 766 ISCED 665 ISCED 554 ISCED 454
18+ 12+
18 12 EQF 3 EQF 4 EQF 4 EEQQFF 44 EQF 4
Professional Specialised artistic Specific curriculum Apprenticeship progr.,
17 11 General programmes, programmes, programmes, programmes, 3 years 3 years,
3 years 3 years, 3 years, WBL varies WBL >40%
WBL 19-24% WBL varies
16 10
ISCED 344 ISCED 354 ISCED 354 ISCED 354
15 9 EQF 2 EQF 2 EQF 2
14 8 Basic education – 3rd cycle, Specialised artistic programmes, CEF programmes for >15 year-olds,
3 years 3 years 3 years, WBL 17%
13 7 ISCED 244 ISCED 244 ISCED 254
AGE YEARS in E&T SECONDARY LEVEL
General education programmes Giving access to tertiary education
Programmes combining VET and general education Possible progression routes
Prior VET studies may be recognised affecting programme duration
May also be offered to adults (full-, part-time or distance education)
Entry through validation of prior learning (formal/informal/non-formal)
Officially recognised vocational qualifications
WBL Work-based learning, either at the workplace or a VET institution
Qualifications allowing access to the next education level
End of compulsory education
NB: ISCED-P 2011.
NSoBu: rcISe:C CEeDd-ePf o2p0 a1n1d. TRheifse riNs eat Psiomrtpuglifiale, d2 0c1h9a.rt, based on the unified approach used for the spotlights on VET in all EU-27 countries plus Iceland and Norway.
Source: Cedefop and ReferNet Portugal, 2020.
PORTUGAL
Distinctive features of VET Challenges and policy
responses
Key principles of VET provision are the wide
range of programmes accessible to young
people and adults, the link between VET Several issues are high on the policy agenda:
provision and labour market needs, and flexibility increasing participation in LLL (in 2019 this
in type and duration of programmes for adults. was 10.5%, slightly below the EU average);
Accrediting publicly funded VET providers and modernising VET provision by introducing
trainers, along with external evaluation, ensures new training methods and diversified VET
VET quality. programmes; strengthening the alignment of
The SNQ promotes upper secondary education VET with labour market needs; and upskilling
as the minimum level of attainment. It adopted a and reskilling vulnerable groups. Although
governance model based on the involvement of early leaving is significantly reduced (10.6%
the different VET providers, sector councils, and in 2019), it remains a priority. Further, VET
social partners, establishing common objectives should respond to the profound transformations
and tools. SNQ support tools are: caused by digitalisation.
– t he eight-level national qualifications The Government, through the preliminary
framework (QNQ), designed in line with version of the Recovery and resilience plan
the EQF; (2020), has identified areas that future policy
– t he national catalogue of qualifications interventions will focus on. It draws attention
(CNQ), which helps manage and regulate to the share of active population with a low-
non-tertiary VET qualifications. This aims to level qualification (approximately 50%). It sets
develop competence-based qualifications, objectives for the education and training system
regulate double certification, aid designing to modernise VET: promote quality VET; support
learning programmes, provide a reference the transition towards a digital and greener
framework for the RVCC process, promote the economy by offering learners the necessary skills
transparency and efficiency of public funding, and competences; develop skills for innovation
and modularise the training offer; and industrial renewal in liaison with the world
– the Qualifica passport, an instrument of business; and attract more learners to higher
for guidance and individual record of education, particularly from VET. The plan also
qualifications and competences; aims to expand the network of adult education
– t he System for anticipating qualification and training providers in cooperation with the
needs (SANQ), evaluates the relevance of Qualifica centres to attract more adult learners to
qualifications to the labour market and monitors VET programmes. The recently launched (2020)
trends in qualified human resources supply; Ativar.pt initiative aims to address the challenge
– t he National credit system for VET, which of increasing unemployment by promoting up-
allocates credit points to VET qualifications. and reskilling of the unemployed, focusing on
young adults, for instance in areas related to
digital, green and social economy.
In the current economic context, where the
socioeconomic effects of the pandemic crisis
are apparent, VET should be a crucial tool in
fostering employability, social inclusion and the
development of the economy.
PORTUGAL
Education and training in figures
VOCATIONAL GENERAL
Upper secondary 100
students (ISCED 2011 28.4
80 46.4
level 3) enrolled in 51.6 60.3 60.7 64.2
vocational and general 60 83.3
programmes
40 71.6
% of all students 64.3
53.6
48.4
in upper secondary 20 39.7 39.3 35.8
education, 2018 16.7
0
FI IT EU-27 PT FR ES CY IE
Source: Cedefop calculations, based on Eurostat, UOE data collection on education systems, date of
extraction 11.9.2020
Lifelong learning 35
% of population aged 30
25 to 64 participating in 25
education and training 20
34.3
over the four weeks prior 15
to the survey, 2019
10 19.5 E&T 2020=15
5 12.6 10.8 10.6 10.5 8.1 1.3
0
SE FR IE EU-27 ES PT IT RO
Source: Eurostat, EU labour force survey, date of extraction 11.9.2020.
2019 2020 NATIONAL TARGET
Early leavers from 25
education and training 20
% of the population 16.0 15.0
aged 18 to 24 with at 15 EUROPE 2020=10
most lower secondary 8.0 9.5 10.0 10.0
10
education and who were
4.0
not in further education 5
0.0
or training during the last 3.0 5.1 8.2 10.2 10.6 13.5 17.3 17.9
0
four weeks prior to the HR IE FR EU-27 PT IT ES IS
survey, 2019 Source: Eurostat, EU labour force survey, date of extraction 11.9.2020.
Employment rates of 100
young graduates
80
% of 20 to 34 year-olds 79.4 79.0
no longer in education 60 56.7
64.3 44.4
and training, 2019
40 50.8 49.8 50.0
20 5 2 1 8 0 2 6 7 7 6 4 5 6 6 9 7
4. 0. 6. 5. 1. 2. 7. 9. 6. 7. 3. 6. 7. 7. 2. 6.
9 9 8 8 8 7 7 6 7 7 7 6 6 5 6 6
0
MT PT EU-27 ES IE FR IT EL
Upper vocational secondary and post-secondary non-tertiary education (levels 3 and 4)
Upper general secondary and post-secondary non-tertiary education (levels 3 and 4)
Less than primary, primary and lower secondary education (levels 0-2)
Source: Eurostat, EU labour force survey, date of extraction 11.9.2020.
PORTUGAL
spotlight on VET
EN
Further information
Cedefop (2021). Vocational education and training in Portugal: short description.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/4191
Cedefop; Directorate-General of Employment and Industrial Relations (2019). Vocational
education and training in Europe: Portugal [From Cedefop; ReferNet. Vocational education
and training in Europe database].
https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/portugal
Eurydice (2020). Portugal: overview.
https://eacea.ec.europa.eu/national-policies/eurydice/content/portugal_en
República Portuguesa (2020), Plano de Recuperação e Resiliência - Plano preliminar
[Recovery and resilience plan – preliminary version].
https://www.portugal.gov.pt/download-ficheiros/ficheiro.
aspx?v=%3d%3dBQAAAB%2bLCAAAAAAABAAzNDAzNgMAAfd%2fsQUAAAA%3d
88
www.refernet.pt ReferNet Portugal 11
33
www.dgert.gov.pt Danirde cIntodruastetr-iGale Rneelraatli ofonrs Employment 8 EN –8 EN –
www.dge.mec.pt Directorate-General for Education TI‐0 TI-0
www.dges.gov.pt Directorate-General for Higher Education 66
‐2-2
www.portugal.gov.pt Government web portal 00
‐1-1
National Agency for Qualification and Vocational 5151
www.anqep.gov.pt Education and Training ‐E-E
NN
www.iefp.pt Institute for Employment and Vocational Training ‐C-N
wwwwwwwwwwww....cqginauaetra.aaplilnfitotcgiaaoj..ogavonevqm.epp.tp/.gtov.pt NQYNoaauuttaiitoolhifinn cgaaaull acIpnrarsatotnaigtltoureagteemu femo ore fS qtautaislitfiiccsations – doi:10.2801/86616- doi:10.2801/38579
This Spotlight is based on input from DGERT (ReferNet partner in 2020). 2
Europe 123, Thessaloniki (Pylea), GREECE
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