Acquiring cultural and creative competences through education and training

In Portugal, the development of cultural and creative competences among young people is primarily anchored in the education and training system and framed as a long‑term process rather than as the early identification of artistic “talent”. Public policy in this area follows a broad‑base approach, prioritising widespread access to cultural experiences and creative practices over early selection or differentiation.

Within compulsory education, arts and culture are integrated both through specific curricular subjects and through transversal, project‑based approaches. Creativity is promoted as a core competence linked to critical thinking, expression, collaboration and interpretation, contributing to the development of broader citizenship skills. Cultural and artistic activities are used not only to transmit technical skills, but also to foster aesthetic sensitivity, cultural literacy and reflective engagement with society.

The National Arts Plan (Plano Nacional das Artes – PNA) plays a central role in the acquisition of cultural and creative competences. Through the development of Cultural School Projects, the PNA encourages schools to embed arts, culture and heritage into everyday educational practices. Schools work in partnership with artists, cultural institutions and local communities, enabling sustained engagement with creative processes rather than isolated activities. This approach aims to ensure continuity, progression and meaningful participation across educational stages.

At upper secondary level, young people may access more structured pathways in artistic and creative fields, such as music, visual arts, audiovisual studies and design. These pathways combine practical training with theoretical and cultural foundations and may lead either to higher education or to professional artistic trajectories. Higher education institutions further contribute to competence development by offering specialised courses that integrate artistic practice, theory and research.

In addition to formal education, cultural and creative competences are reinforced through non‑formal and informal learning contexts, including extracurricular activities, youth projects and community‑based initiatives. These contexts complement formal education by offering flexible spaces for experimentation, peer learning and self‑directed creativity.

Specialised training for professionals in the education, culture and youth fields

The development of creativity and cultural talent among young people is closely linked to the competences of professionals working in education, culture and youth fields. In Portugal, specialised training for these professionals is provided through higher education, continuous professional development and targeted sectoral initiatives.

Teachers involved in arts and cultural education may access specialised initial training as well as continuous training programmes aimed at strengthening pedagogical, artistic and mediation competences. Training often emphasises interdisciplinary approaches, project‑based learning and cultural mediation, enabling teachers to integrate arts and culture more effectively into educational contexts and to engage diverse student populations.

Professionals working in cultural institutions, including artists, cultural mediators and programmers, may access training opportunities linked to public cultural funding. The Directorate‑General for the Arts (DGARTES) supports professional development through funding schemes, networks and initiatives that encourage experimentation, audience development and mediation strategies. These training contexts increasingly stress the role of cultural professionals as facilitators of learning and participation, particularly for young audiences.

Youth workers and professionals in non‑formal education contexts also contribute to the development of creativity and cultural talent, often through project‑based work that combines cultural expression with participation and inclusion objectives. While training pathways in this area are more heterogeneous, cultural and creative dimensions are increasingly incorporated into youth work methodologies.

Overall, specialised training aims to reinforce the capacity of professionals to act as mediators between young people and cultural environments, supporting creativity not only as artistic production but also as a social and educational process.

Providing quality access to creative environments

Providing young people with quality access to creative environments is a key condition for developing creativity and cultural talent. In Portugal, such environments are offered through a combination of educational institutions, cultural infrastructure, community‑based initiatives and local cultural policies.

Schools increasingly function as creative environments beyond their instructional role, hosting artistic projects, workshops, residencies and collaborations with cultural institutions. Cultural centres, libraries, museums, theatres and community spaces provide opportunities for young people to engage with professional artistic practices and cultural production in diverse settings.

Local authorities play a decisive role in ensuring territorial access to creative environments. Municipal investment in cultural infrastructure and programming helps reduce geographical inequalities, particularly in non‑metropolitan and rural areas where access to specialised facilities may be limited. Mobile cultural initiatives, partnerships with regional institutions and the use of multifunctional community spaces are common strategies to extend access.

Non‑formal environments, such as youth associations, cultural collectives and informal creative spaces, also play an important role by offering flexible, low‑threshold contexts for experimentation and peer learning. These environments are particularly relevant for young people who may not identify with formal artistic education or institutional cultural spaces.

Taken together, these diverse creative environments form an ecosystem that supports the gradual development of creativity and cultural talent, emphasising access, continuity and diversity of pathways rather than early professionalisation.