Portugal

The future of vocational education and training in Europe: volume 2

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Document

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Generic document

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Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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skpCaseStdy

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case-studies-and-good-practices

Publication Date:

22 Aug 2022

Open

5584_en.pdf

This study examines the way in which institutional arrangements for the delivery of IVET have changed in response to shifts in skills demand.

Although these arrangements vary across countries, it is possible to identify common trends over time, such as institutional hybridisation, the blurring of boundaries between IVET and general education. Despite this development, IVET has been able to retain a distinct identity, which is attractive to learners and has the support of key labour market actors. This reflects IVET’s adaptability and resilience in the face of change.

Building on a Europe-wide survey of VET providers and in-depth national case studies, the study delivers a timely update of, and insight into, the continually changing IVET landscape. Results show increasing similarities in how countries configure their IVET systems. This is evident in the broadening of IVET curricula, the prominence given to the work-based learning pathway, as well as the growing importance attached to local and regional autonomy.

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Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Countries and territories:

Poland

Romania

Slovakia

Slovenia

Spain

Sweden

United Kingdom of Great Britain and Northern Ireland

Governance and financing of apprenticeships

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Document

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Governance and financing of apprenticeships

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English

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english

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skpEng

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Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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other-sources

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Financing of training

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Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

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skpFinanT

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financing-training

Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.

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skpRPS

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research-papers

Publication Date:

04 Apr 2016

Open

wcmstest4_170255.pdf

This report analyses VET governance structures and financing arrangements in Spain, Italy, Latvia, Portugal and Sweden in view of developing and expanding apprenticeship.

The study identifies ‘favourable’ or ‘ideal’ (from a theoretical point of view) governance structures and financing arrangements (normative model) that would support sustainable implementation of high-quality apprenticeship.

Against the backdrop of this model, current structures in these countries are assessed and areas that need action identified. Possible options as to how apprenticeship or similar schemes could be further developed in each country are presented.

Designed as action research in which relevant national stakeholders – government representatives, employers, employees and training providers – were actively involved in carrying out the assessment and discussing future policy options, the study aims to contribute to policy learning and encourage the national and international dialogue on apprenticeship.

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Apprenticeships

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apprenticeships

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639

Financing training

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financing-training

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673

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

Identifier

124

Regions:

Europe and Central Asia

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Countries and territories:

Italy

Latvia

Portugal

Spain

Sweden

OECD skills strategy diagnostic report: Portugal

Type:

Document

Content Type:

OECD skills strategy diagnostic report: Portugal

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English

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english

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skpEng

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International organizations

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skpIntOrg

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international-organizations

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Anticipating and matching skills needs

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Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions.

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skpAFSN

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anticipating-and-matching-skills-needs

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

01 Apr 2015

Open

wcmstest4_137852.pdf

Skills have become the key driver of individual well-being and economic success in the 21st century. Without proper investment in skills, people languish on the margins of society, technological progress does not translate into growth, and countries can no longer compete in increasingly knowledge-based economies.

This diagnostic report identifies 12 skills challenges for Portugal. The challenges are described under each of the main pillars of the OECD Skills Strategy and are formulated as outcomes. The first nine challenges refer to specific outcomes across the three pillars of developing, activating and using skills. The next three challenges refer to the ‘enabling’ conditions that strengthen the overall skills system. Success in tackling these skills challenges will boost performance across the whole skills system.

All of the challenges identified are strongly interlinked, and their connections with each other are identified throughout the report at the end of each challenge. Failure to look beyond policy silos will have implications for specific groups in Portugal, such as youth, as well as for the economy and society’s ability to recover after the economic crisis and build a solid foundation for future prosperity.

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Skills and training policy

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skills-and-training-policy

Identifier

666

Skills anticipation

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skills-anticipation

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677

Skills indicators

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skills-indicators

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653

TVET systems

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tvet-systems

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661

Regions:

Europe and Central Asia

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Countries and territories:

Portugal

Monitoring ECVET implementation strategies in Europe in 2013

Type:

Document

Content Type:

Monitoring ECVET implementation strategies in Europe in 2013

Language:

English

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english

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skpEng

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Other sources

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skpOSource

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other-sources

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

18 Mar 2014

Open

wcmstest4_110650.pdf

Working Paper No. 22 The aim of the European credit system for vocational education and training (ECVET) is to allow individuals to gain a full vocational education and training (VET) qualification, or to update/upgrade their VET qualifications in a flexible way, by use of credits.

ECVET requires qualifications to be described in terms of learning outcomes that will be then defined as units that might translate into credits. Learning outcomes recognised in form of credits may be transferred between education and training institutions, whether in the same country or abroad, and accumulated towards achieving a full or a partial qualification. If the VET system allows it, learning acquired in non-formal and informal settings may be assessed and validated as credits to be used for transfer and accumulation purposes. In this context, ECVET is more likely to reach its full potential if linked to the European qualifications framework (EQF)/national qualifications framework (NQF) developments that support the description of qualifications in terms of learning outcomes, as well as with national arrangements and practices for validating non-formal and informal learning.

This report covers ECVET developments in 38 countries and regions up to September 2013; it is the fourth since 2010, when Cedefop started its regular ECVET analysis in relation to national VET reforms. The deadlines of the ECVET recommendation set 2013 as the year for ECVET’s gradual application to VET qualifications at all levels of the EQF, following more than three years of testing and development.

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Qualification frameworks

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qualification-frameworks

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651

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skills-recognition

Identifier

656

TVET systems

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tvet-systems

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661

Regions:

Europe and Central Asia

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Countries and territories:

Austria

Belgium

Bulgaria

Croatia

Cyprus

Czechia

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Italy

Latvia

Lithuania

Malta

Montenegro

Netherlands

North Macedonia

Norway

Poland

Portugal

Romania

Serbia

Slovakia

Slovenia

Spain

Sweden

Switzerland

Türkiye

United Kingdom of Great Britain and Northern Ireland

Sub-Regional Workshop on Apprenticeship Systems in Europe

Type:

Document

Content Type:

Sub-Regional Workshop on Apprenticeship Systems in Europe

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English

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english

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skpEng

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ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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ilo

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Knowledge Products:

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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skpAIM

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promotional-material

Publication Date:

24 Feb 2014

Open

wcmstest4_108656.pdf

Provides a summary of the workshop held from 9-12 December 2013 in Geneva, Switzerland. Structured apprenticeship programmes are increasingly recognised as key policy tools to facilitate school-to-work transitions, as they combine (a) directly applicable experience at the workplace, and (b) applied knowledge and skills that enable the trainee to understand the logic behind the job s/he is tasked with, cope with unpredictable situations, and acquire higher level and transferable skills. These programmes also give the apprentice a chance to demonstrate his/her productivity potential to companies who may be otherwise reluctant to hire fresh graduates. Apprenticeship programmes might thus present a crucial strategy to respond to the severe youth employment crisis affecting the European region.

This publication provides a summary of the sub-regional workshop on apprenticeship design, organized by the ILO. The workshop was meant to (1) share experiences and to reflect on existing apprenticeship systems in Europe, (2) enhance the level of understanding of quality apprenticeships, and (3) develop feasible action plans for improving apprenticeship systems in each six countries that participated (Cyprus, Greece, Poland, Lithuania, Portugal, and Spain); all with tripartite delegations.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Training of trainers

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training-of-trainers

Identifier

122

Regions:

Europe and Central Asia

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Countries and territories:

Cyprus

Greece

Lithuania

Poland

Portugal

Spain

New Opportunities, Portugal

Type:

Document

Content Type:

New Opportunities, Portugal

Language:

English

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english

Identifier

skpEng

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International organizations

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skpIntOrg

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international-organizations

Topics:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.

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skpATSU

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access-to-training

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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skpCaseStdy

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case-studies-and-good-practices

Publication Date:

11 Jan 2013

Open

fm11g_012413.pdf

The publication provides an overview of The New Opportunities Initiative in Portugal. This programme is the first example of a formal recognition of informal and non-formal qualifications within the Portuguese national education system. It aims to open possibilities for low-qualified workers to build on their professional experience and skills developed though their working lives to obtain a secondary diploma. This is carried out by motivating low-skilled adults to embark in a system of informal and non-formal skills recognition, accreditation and certification, with complements of formal learning of 4th, 9th and 12th grades education or/and a vocational certification. To implement the programme, a new framework of recognition, validation and certification of competences was developed that totally differed from the traditional curricula. It is to lead to the introduction of a new service from both the public and private sector, and to be a true contribution to a second chance of many low-skilled workers in the modern competitive market.

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