Education, training, and labour market systems are increasingly challenged by global developments such as digital transformation, globalization, demographic change, climate change and global disruptions such as the [Coronavirus Disease 2019] COVID-19 pandemic. A fast-evolving world and a changing labour market require individuals to become real lifelong learners, to acquire new competences to cope with change and to adapt and further develop existing competences. And, secondly, there is a growing demand for valid information on the changing labour markets and future prospects. This goes along
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Education, training, and labour market systems are increasingly challenged by global developments such as digital transformation, globalization, demographic change, climate change and global disruptions such as the [Coronavirus Disease 2019] COVID-19 pandemic. A fast-evolving world and a changing labour market require individuals to become real lifelong learners, to acquire new competences to cope with change and to adapt and further develop existing competences. And, secondly, there is a growing demand for valid information on the changing labour markets and future prospects. This goes along with a growing need for supporting people to manage their more frequent and complex transitions within and between education and work. In this context, there is a greater need than ever for career development support. At the same time, career development support, i.e. lifelong career guidance, and in particular career education, and career development support for workers, itself faces challenges in adapting to the new circumstances.
Against this background, the European Training Foundation (ETF) engaged in reviewing the state of national career development support systems in Armenia, Azerbaijan, Georgia, and Ukraine. The objective is to describe existing capacities and development potentials of career development support systems, not just services or policies, to inform policy and practice enhancement in a system approach, to support the selection of country priorities for further system development and future planning, and to inform ongoing and future EU and ETF activities, like the EU4Youth. The review process was led by local experts under the coordination of ETF and included (a) desk research and individual consultation interviews, (b) a national consultation meeting that involved all relevant stakeholders, (c) report distribution, and (d) discussion of findings with national authorities to identify priority areas for further system development.
Edited excerpts from publication.
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