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Azevedo, J. (sd). O Ensino Profissional. Analisar o Passado e Olhar o Futuro. [the author describes and analyses, in a time arc of twenty years, the movement described by a social and educational innovation, the professional schools in Portugal, from their creation in 1989 to their institutionalisation in the educational system as a whole, after 2005].

Azevedo, A. (sd). Ensino profissional em Portugal, 1989-2014: os primeiros vinte e cinco anos de uma viagem que trouxe o ensino profissional da periferia para o centro das políticas educativas. [This text describes and analyses, in a time arc of twenty-five years, the movement described by a social and educational innovation, vocational education in Portugal and the vocational schools, from its creation in 1989 to its institutionalisation in the educational system as a whole, after 2005].

Barbosa, B., Melo, A., et all (2019). Caracterização do Ensino e Formação Profissional em Portugal. Análise de dados secundários (2015-2019). EDULOG – Fundação Belmiro de Azevedo. [At present, we are witnessing a time of change that Education must keep up with. Vocational education responds to the importance of the technological and professionalising aspect of education as a preparation for the citizen of the future. Thus, it is urgent to invest in the development of this training pathway and implement educational and socio-economic policies that promote its valorisation].

Barbosa, B., Melo, A., et all (2020). Oferta de ensino profissional secundário em Portugal. Triénio, 2018/2021. EDULOG – Fundação Belmiro de Azevedo. [The primary objective of this report is to characterise the training provision of secondary school vocational courses in Portugal (Level 2 and 4 of the National Qualifications Framework)].

European Commission/EACEA/Eurydice (2020). The Structure of the European Education Systems 2020/21: Schematic Diagrams. Eurydice Facts and Figures. Luxembourg: Publications Office of the European Union. [This document focuses on the structure of education and training systems from pre-primary to higher education for the 2020/21 school/academic year. It covers 43 education systems, corresponding to 38 countries participating in the EU’s Erasmus+ programme (27 EU Member States, United Kingdom states, Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey). This report has three main sections: 1. A brief presentation of the main organisational models of primary and secondary education (ISCED 1-2 levels); 2. A guide to reading the diagrams; 3. The schematic diagrams].

s.a. (s.d.). As Escolas Profissionais de Música, cap. 4.º. [This chapter reviews the specialised teaching of music in Portugal, from historical, political and socio-cultural aspects to its current description in organisational and pedagogical terms].

Fernandes, D., do Ó, J., ferreira, M. et all ( 2007). Estudo de Avaliação do Ensino Artístico. Relatório Final Revisto. [This overall synthesis of conclusions and recommendations is organised along four axes that emerged naturally throughout the development of this evaluation study: Knowing, Defining, Consolidating and Expanding].

Oliveira, F., Rodrigues, H. & Vasconcelos, A. (1995). As escolas profissionais de música em Portugal em 1995. Boletim da Associação Portuguesa de Educação Musical, n.º 85, pp 16-23. [Legal context; creation and financial support; aspects of curricular organisation. The reality of 10 professional music schools existing in Portugal in 1995].

Orvalho, L., Alonso, L. (2009). Estrutura modular nos cursos profissionais das escolas secundárias públicas: investigação colaborativa sobre mudança curricular. Actas do X Congresso Internacional Galego-Português de Psicopedagogia. Braga: Universidade do Minho. [The critical factors of academic success in vocational courses, created by the 2004 Secondary Education Reform, in public secondary schools].

Martins, A. (2014). Perfil da escola profissional como uma organização aprendente. Dissertação para a obtenção de grau de mestre em Gestão na área de especialização em Gestão de Recursos Humanos. Universidade Católica Portuguesa. [Keywords: Learning Organisations, Learning, Organisation, Organisational Learning, Teachers, Professional Schools, Leadership].

Rodrigues, M.L. (2010). A escola pública pode fazer a diferença. Coimbra: Edições Almedina SA. [the creation of professional education schools in 1989 allowed the development and consolidation of about 7 professional schools , located in the north of the country, having a regulatory framework and a clear pedagogical and financing model (p.200)].

Silva, R. (2013). Ensino Profissional: Vocação ou Recurso?. Dissertação para a obtenção de grau de mestre em Administração e Organização Escolar. U.C. P – Centro Regional das Beiras. [Keywords: Vocational Education, Choices and Expectations, Vocational Schools, Educational Attainment].