Every two years, the S System, through the National Industry Observatory, releases the Industrial Labor Map, a prospective study that identifies future demand for workers in the industrial sector. The 2024–2027 edition highlights the need to train 14 million workers, both for those entering a new occupation (initial training) and for those already employed who need to update their professional skills (training and development).

The data highlights the strategic importance of offering vocational technical courses, since, of the 14 million workers in demand, 2.2% are new professionals, many of whom are graduates of technical training programs. “The demand for technical training has been increasing, especially in sectors such as logistics, automation, robotics, mechatronics, and maintenance. It is a demand that requires specialized workers rather than those with cross-functional skills,” says Felipe Morgado, superintendent of the Professional and Higher Education Unit at SENAI’s National Department .

Another positive point worth highlighting concerns employability and comes from the OECD: in developing countries, 70% of young people who complete only high school find a job; with a vocational technical program, that percentage rises to 84%. At SENAI, for example, employability reaches 86%.

“Companies will also have to recognize the value of hiring skilled technicians. It is well known that a skilled technician is 16% more productive than a worker who has only completed a vocational training course. We’re talking about a growing need in the industry for new professionals. The logistics sector, for example, will need 474,000, construction 179,000, industrial operations 171,000, and metalworking 175,000,” Morgado points out.

However, even with compelling arguments in its favor, vocational technical education faces challenges in attracting more students. Morgado believes that what he calls “Brazil’s bachelor’s degree culture” hinders the expansion of vocational education. “Today, only 11% of young people enrolled in high school in Brazil also take a technical course. I like to compare this with neighboring countries: in Chile, the figure is 33%; in Mexico, 35%; and, a little further afield, in the European Union, 51%. The OECD average is 44%. In other words, we are far behind. Since 2018, growth has been modest relative to the potential,” he notes.

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In Morgado’s view, the country is on the right track with technical training in high school, but he finds the way public policy is being implemented concerning. “Basic education is a universal public policy—that is, it’s for everyone. Vocational education, on the other hand, only makes sense if it is aligned with the demands of the productive sector and the labor market. My concern is that, since the expansion of high school education is being driven by public schools—with a universalist mindset—there is a surplus of courses for which there is no demand. For example, the ‘digital games technician’ program may have the worst job prospects at SENAI.”

According to him, more than 75% of enrollments are concentrated in just 10 programs, even though the catalog includes more than 200. “This expansion of programs is not aligned with the demand from the productive sector. There is a significant lack of awareness about technical and vocational programs. We conducted a survey of young people aged 14 to 24, and only 25% know little or nothing about technical programs. Among respondents aged 14 to 17, that figure rises to 52%. Even more concerning: public school students know less about these options than those in private schools. “Another interesting finding from the survey is that young people know more about vocational apprenticeship programs, such as the Young Apprentice program, than they do about technical courses,” he reveals.

Morgado advocates for expanding the range of courses offered. Although enrollment in technical programs is growing—currently exceeding 2 million—the country is still far from reaching the initial goal of tripling that number, as set forth in the National Education Plan. “The resources are there. Now, we need to change the mindset surrounding Brazilian education. Communication is the first step; the second is to expand the number of available spots in public schools,” he argues.

In analyzing the global landscape, Morgado points to a dichotomy that is taking shape. “The world is making choices. The West is investing in microlearning—short, adaptive courses—while the East, such as China, offers longer, more specialized technical courses lasting up to 4,000 hours. Who is right or wrong? We’ll only know in the future. Many countries are betting on technical training as the future, since ‘learning to learn’ and ‘learning to do’ are fundamental skills for professional life.”

Significant impact on the economy

Maria Odete Perrone, director of technical schools at the J&F Institute, brings another relevant piece of data to the discussion: a study by Insper, in partnership with Itaú Educação e Trabalho and the Unibanco Institute, reveals that for every R$ 1 invested in secondary-level Professional and Technological Education (EPT), the return in graduates’ earnings can exceed R$ 3. The analysis, based on 16 studies, also indicates that graduates are 5.5% more likely to secure formal employment than workers without technical qualifications.

Maria Odete, who is responsible for implementing the “Educating Company” methodology at the J&F Group, emphasizes the importance of integrating education and business. “Technical training has always been viewed as less important, aimed at ordinary people without many opportunities. Unlike in other countries, where technical professions are essential, there is still prejudice in Brazil,” she says.

Despite the progress, she points out that many technical schools in the country still offer a superficial education. “Technical training could prepare students much more thoroughly. In some places, technical education does not provide students with the necessary skills to compete in the job market.”

Maria Odete also highlights the importance of technical schools in reducing school dropout rates. “Students see technical schools as an opportunity to complete high school while gaining a profession and a salary. For many young people, this is essential.” According to her, the partnership between companies and technical schools is crucial. “At the J&F Institute, we have a close relationship with the companies in the group, which ensures that the curriculum reflects changes in the job market.”

The J&F Institute operates three free technical schools that serve students from the 6th grade through high school, offering courses in business administration, technology, and production leadership. “Most of our students come from the local area, with 50% coming from public schools and 40% from families with a per capita income below one and a half times the minimum wage. In 2024, we had 5,000 applicants for 400 spots,” he concludes.

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