Conception and Management of Formation

« Return


Discuss the principles underlying vocational education and training and the relationship between teachers, trainers, trainees and knowledge in educational dynamics.

Recognize planning as a strategy to improve the educational process and the quality of vocational training. Recognize the various components and stages of the educational process.

Grasp the relationships between competencies, learning objectives, teaching methods and techniques.

Understand the characteristics and importance of different ways of organizing and following-up the training process.

By the end of CU students should be able to: Critically analyze training programs, projects and situations. Develop and manage training programs / modules/ units suited to different goals and audiences.


1. Introduction
1.1. Concept(s) of training.
1.2. Training situation.
1.3. Trainers’ competence profile and functions.
2. Designing vocational education training programs
2.1. Planning:
2.1.1. Skills and goals.
2.1.2. Content.
2.1.3. Group organization.
2.1.4. Assessment.
2.2. Selecting training methods:
2.2.1. Affirmative methods
2.2.2. Interrogative methods
2.2.3. Active methods
2.3. Some training techniques:
2.3.1. Brainstorming
2.3.2. Pedagogy of discovery
2.3.3. Project work
2.3.4. Simulation
2.3.5. Portfolio
3. Managing training
3.1. Organizing training programs
3.1.1. Classroom training/ e-learning/ b-learning.
3.1.2. In service training.
3.2. Continuing training
3.2.1. Coaching.
3.2.2. Supervision
3.2.2. Training networks.

Teaching Methodologies

This course combines expository sessions, supported by questioning and video resources, sessions with online research, debate, oral presentation and discussion of student work, planning, in pairs, of training modules and tutorial sessions, in person or through skype, aiming to deepen and clarify content and support students’ work. The Moodle platform is used to provide teaching resources used in class, bibliography to support lessons and student work, facilitate interaction between students and between them and teachers on content or tasks.

Assessment is based in two tasks:

i)a written paper, based on a script provided by the teacher, regarding the design and rationale, in pairs or groups of three, of a training module / course (70%);

ii)oral presentation and discussion of the work referred to in i) (30%).


ECDVT. (2013). Trainers in continuing VET: emerging competence profile. Luxembourg: Public. Office of the EU.
IFQ. (2004). Guia para a concepção de cursos e materiais pedagógicos. Lisboa: IQF
IFQ. (2005). Formação para a inclusão. Guia metodológico. Lisboa: IQF
Le Boterf, G. (1995). De la compétence: Essai sur un attracteur étrange. Paris: Éditions d' Organisation
Mager, R. (1975). Como definir objetivos pedagógicos. Lisboa: Carreira & Carreira.
Mira Leal, S. & S. N. Caldeira (Orgs.) (2011). Formação de Adultos: Desafios, articulações e oportunidades em
tempo de crise. PDL: UAc
Nigro, N. (2005). Guia do Coaching e do Mentoring. Lisboa: Monitor – Projetos e Ediç.
Pinheiro, J. & Ramos, L. (1998). Métodos pedagógicos. Lisboa: IEFP
Silva, Mª G. (1997). Métodos ativos. Lisboa: IEFP
Tira-Picos, A. & Sampaio, J. (1994). A avaliação pedagógica na formação profissional – Técnicas e instrumentos.
Lisboa: IEFP
Vieira, M.ª de L. (1998). Definição de objetivos de formação. Lisboa: IEFP.



ECTS Credits



  • Teóricas - 15 hours

Evaluation Methodology

  • Individual and/or Group Work: 70%
  • Oral presentation and discussion of the work : 30%