The Horta Professional School (EPH) is preparing for the 2025/2026 academic year with a diverse range of courses, ranging from psychosocial support to sports, including computer science, educational activities, and administration. With almost 27 years of activity, the institution stands out for its proximity to training, its commitment to personalized courses, and its ability to attract students from all the islands of the Azores. For the school’s administration, “EPH’s commitment to vocational education shows, year after year, that this model of education is a path to success for many young people, whether they choose to enter the job market directly or continue their studies.”

Correio dos Açores – What training courses does the school currently offer?

Marco Silva (General Director), Célia Pereira (Administrative Director), Alice Menezes (Coordinator of the Training Support Office), Ana Naia (Pedagogical Director) – In the 2025/2026 academic year, the training courses offered by EPH-Escola Profissional da Horta will be as follows: Psychosocial Support Technician (3rd year); Management Information Technology Technician (2nd year); Educational Action Technician (2nd year); Administrative Technician (1st year); Sports Technician (1st year)

What sets you apart from other vocational schools in the Azores? What are your characteristics?

EPH has been training generations for almost 27 years, and many young people and adults have passed through EPH and gained professional skills and abilities to face an increasingly complex and competitive job market. Lifelong learning has also been a constant, particularly in the professional qualification and retraining of employed and unemployed people.

It is also worth mentioning that EPH has already registered trainees from all the islands of the Autonomous Region of the Azores in its courses, a fact that we are very pleased to note.

EPH’s premise is to diversify its training offer, given that the island’s job market is small in scale. It has also been a challenge to run regional Level IV courses, especially when the training areas are more distinct, namely courses in the maritime sector that were taught between 2003 and 2017, as well as this year’s attempt to open a technical course in Aesthetic and Wellness Massage, which was a novelty in the training landscape that has been developed.

The teaching/learning combination, as well as training with a local focus, makes EPH more than just a school, but a big family.

In terms of government, institutional, and European support, what is the current situation of the school?

The school maintains a stable financial situation. Currently, several requests for reimbursement are being submitted to the European Social Fund (ESF) management entity, relating to eligible expenses from previous academic years, which are in the process of analysis and validation.

It should be noted that transitions between Community support frameworks often lead to delays in the transfer of funds from European funds. To mitigate the constraints arising from this situation, the Regional Government took out a bank loan, assuming full responsibility for the interest charges.

This measure allowed funds to be advanced to vocational schools, ensuring that the current expenses associated with the normal functioning of these educational establishments were covered. In practical terms, it was this intervention that ensured that teaching activities could continue without operational compromises.

In general, do trainees enter higher education after completing their vocational course?

Every year, without fail, we have graduates who continue their studies, and this year was no exception. In other words, vocational education motivates young people to continue their studies and set concrete goals for the future.

EPH thus sees some of its graduates continuing their academic careers in higher education, a reality that fills the entire training community with pride.

Interestingly, many of these young people start vocational education with no intention of continuing their studies. However, throughout the course, they gain not only highly valued technical and practical skills, but also the confidence necessary to consider entering higher education as a real possibility.

This process is closely monitored by the Training and Professional Integration Support Office, which plays a key role in guiding young people, helping them to chart paths in line with their dreams and life goals, through close and continuous monitoring, which guides them in their doubts, difficulties, and expectations, both academically and professionally.

One of the distinguishing features of vocational education is Work Context Training (FCT). This curricular component enables trainees to have direct contact with the realities of the labor market, serving as a bridge between academia and the world of work. This practical experience is often decisive in helping young people to mature in their choices.

Another highlight is the Technical Sports Course, now in its third edition. This course has attracted young people with different ambitions: some intend to continue their studies in the field of sports, while others are preparing to pursue careers in security or military forces.

EPH’s commitment to vocational education demonstrates, year after year, that this model of education is a path to success for many young people, whether they choose to enter the job market directly or pursue further studies.

What are the current needs or problems facing the school?

The main concern at the moment is to ensure that the training offered guarantees the school’s financial sustainability. In recent years, we have faced a decrease in the number of applicants, which has resulted in a reduction in the training offer (there were years when we only opened one course) and, consequently, has put existing jobs at risk. Fortunately, this academic year, this trend has been reversed, and we have managed to open two courses with maximum capacity. We are committed to working to maintain and reinforce this positive dynamic.

On the other hand, since 2019, there has not been such a low dropout rate as in the past academic year. In other words, student retention has improved, and this is an aspect that we want to continue to improve. Attracting and retaining students has been and continues to be a priority for the school.

Another difficulty is the recruitment of trainers in some areas, which we try to solve in the best way possible, while always maintaining the quality of the teaching-learning process.

What are the main areas of investment planned for the coming years in terms of equipment and infrastructure?

In terms of infrastructure, the building where the school is located is adequate for the volume of training currently provided. However, given its size, the main challenge lies in maintaining the space in sufficient conditions, which requires continuous investment in conservation and rehabilitation.

In terms of equipment, we intend to focus on the digital transition, namely through the acquisition of interactive televisions, which will replace the current multimedia projectors, providing better teaching and learning conditions.

We believe that investing in vocational education in the region is a winning bet, although it is acknowledged that there is still much to be implemented and developed.

José Henrique Andrade is a journalist for the Correio dos Açores newspaper. Natalino Viveiros is the director. Photos from Correio dos Açores and the School’s Facebook page: https://www.facebook.com/ephorta

Translated into English as a community outreach program by the Portuguese Beyond Borders Institute (PBBI) and the Modern and Classical Languages and Literatures Department (MCLL), in collaboration with Bruma Publication and ADMA (Azores-Diaspora Media Alliance) at California State University, Fresno. PBBI thanks Luso Financial for sponsoring NOVIDADES.