Qualifica centres

In addition to the coordinator, the staff of each Qualifica Centre is made up of guidance, recognition and validation of competences professionals (Técnicos de Orientação, Reconhecimento e Validação de Competências – TORVC), trainers or teachers in the various key competency areas and the different education and training areas for processes of recognition, validation and certification of school and vocational competences.

This team can also be supported by a member of administrative staff whose work is overseen by the coordinator and the respective orientation, recognition and validation of competences staff.

The TORVC professional is responsible for the different stages of the process.This means providing guidance and follow-up for candidates until the end of their qualification pathway, as well as conducting the RVCC processes. 

These involve:

• registering candidates in the Information and Management System of the Education and Training Provision (SIGO) and giving information on the Qualifica Centre’s work;
• providing guidance sessions to enable each young person and adult to identify the most appropriate opportunity in accordance with their skills and interests;
• organising information sessions on education and training provision, the current job market, job opportunities, diagnosing training needs and mobility opportunities in Europe and further afield regarding training and work;
• organising guidance sessions that help every young person and adult identify the provision most suited to their skills and interests;
• referring candidates, considering information on the job market and education and training courses given by training bodies from the respective area or, in the case of adults, for the RVCC process (guidance, recognition and validation of competences) whenever appropriate;
• monitoring the pathway of candidates referred by the centre for certain training;
• organising information sessions for various audiences residing or studying in the area they work regarding the Qualifica Centre’s role and qualification opportunities, such as dual certification provision;
• placing candidates in RVCC process (academic, vocational or dual certification) according to their life experience and skills profile;
• providing information regarding the methodology adopted in the RVCC process, the techniques and tools used and the certification of competences, according to different forms of intervention;
• monitoring candidates throughout the RVCC process, via sessions for recognition, support for constructing the portfolio and the application of specific assessment tools, in conjunction with trainers or teachers;
• identifying, in conjunction with trainers, teachers and other staff specialised in skills gaps, candidates’ training needs, which, after partial certification, may involve referral to provision that leads the completion of a qualification.

The TORVC professional must have a higher education qualification and professional experience al least in one of the following:

• school or vocational guidance in different training types;
• adult education and training methodologies, including the balance of competences and the construction of portfolios.

Trainers’ and teachers’ main responsibilities at Qualifica Centre include:

• identifying the training needs of each candidate;
• participating in the RVCC, academic, vocational or dual certification process, calling upon the certification panel, when necessary;
• organising and providing complementary training sessions;
• developing follow-up activities and supporting documents for adult qualification processes;
• serve on the Assessment and Certification Commission, when appointed by the coordinator.

Adult education and training courses (EFA)

In addition to the educational coordinator, who acts as a facilitator, the technical and educational team for the EFA courses comprises trainers from the various fields of education and training and the various key competence areas. The trainers are responsible for:

• delivering training in the area for which they are qualified;
• designing and producing the technical and pedagogical materials and assessment tools necessary for the delivery of the training programme, in relation to the area for which they are qualified;
• maintaining close cooperation with the other members of the teaching team.

In EFA courses, trainers delivering the competence units (UC) and/or teaching modules (UFCD) within the basic training component must hold a professional teaching qualification in the key competence area in which they teach and, preferably, have professional experience in the field of adult education and training. Trainers in the technological component must hold a Certificate of Pedagogical Competence (CCP), except where they are covered by exemptions provided for by law. In addition, they must possess technical competence and professional experience appropriate to the subjects or content to be taught, in accordance with their respective fields of training, and in compliance with the provisions of the applicable legislation.