Course Features
Language: English
7 Days
Certificate of Completion

Programme summary

Our world is changing rapidly. The way in which work is organised is shifting in response to political, economic, social, environmental and technological influences. Career development can be used to help societies, individuals and organisations to respond to and shape such changes. Career development is an individual and a social good. It can be a critical lever for optimising the functioning of the labour market and supporting individuals to manage learning and work throughout their lives.

Through participating in career development programme individuals asses and develop their 21 career competences, which help them learn, raise their self-awareness, plan their career goals, regularly reflect on their career path, find work, manage to balance different life roles, make professional changes, deal with career challenges and be more satisfied in their professional life. Through exciting exercises, inspiring discussions, deeper reflection, play roles and peer feedback participants will learn how to use exercises, questionnaires, work sheets and other materials for career guidance in their work contexts. Being skilled in career competencies themselves, teachers will be empowered to support their children and students to develop their own career competences.​


The main objective of the programme is to enable the participants to
reflect on their career path, competences and management skills and create their career vision as well as transfer gained knowledge and skills to their students. By the end of the programme, participants will know more about career competencies for the century, changes regarding professions, employment and labour market. They will develop core career skills to permanently plan and develop their careers, maintain balanced personal and professional roles, deal with unhealthy stress, make successful career decisions and efficient career transitions.
They will be able to adjust and use different tools and materials to effectively support students in their learning process and career planning.

Target groups

Teachers (pre-school, primary, secondary, vocational, adult, special needs), teacher trainers, student counsellors, career guidance counsellors, headteachers.

Programme day-by-day


Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.


At the beginning, we will encourage the participants to express their expectations, needs and wishes regarding the content of the programme and the learning methods.
The participants will be encouraged to reflect on their career path using different tools (e.g. life and emotional curve, coaching cards, career thermometer, life wheel). This means the reflection on one’s own career, the participants’ motivation, dreams and future. The participants are enabled to address goals and possible changes in their future career. They self-assess one’s own career management competencies in order to assess, which one should be developed and worked on.


Relevant theoretical models (e.g. Parsons, Holland, DOTS, Krumboltz) will be presented, basic terminology introduced and relevant skills for a 21st century career management presented. Participants will be informed about the relevant career guidance policies and the labour market. We will encourage the participants to relate the received knowledge to their own career development. They will participate in exercises that can be adjusted for their use in the classroom.


The participants will use different techniques and tools (e.g. values diamond, check lists, Dilts pyramid) to identify their values, skills and goals in relation to the four biggest influencing factors (self, family, work, wider environment) . They will compare and contrast them with the findings of the self-analysis. They will use the insights to enhance their future career path.


The participants will set medium and long-term goals for their career using appropriate coaching tools (e.g. GOAL and GROW models). They will design their own career plans. In order to realize goals, different strategies will be identified that fit the participants’ wishes, expectations and attitudes. Possible obstacles will be tackled, analysed and strategies how to overcome them discussed. The concept of fixed and growth mindsets by Carol Dweck will be introduced and practiced.


The participants will analyse the gained knowledge and skills related to career development in order to identify possible future career scenarios.
They will share ideas in which way colleagues and students can be supported in their career management skills. They will make analysis of the current state and discuss possible changes. They will be supported by some materials that can be used in the classroom.


Planning follow up activities, dissemination and implementation of learning outcomes. Discussing possibilities of future cooperation among participants.

Download Europass template for this course


  • 06. 12. – 12. 12.
    (open for pre-registration)

  • 01. 08. – 07. 08.
    (open for pre-registration)

Pre-registration form for Career development survival kit course

Useful information about Career development survival kit course

Which competencies will you acquire in the “Career development survival kit” course?

Career development theories are several. This programme is based on DOTS theory (Tom Watts, Bill Law).  Several recent European documents (Evropean Comission 2004, 2008) emphasise the importance of lifelong career guidance for all citizens of any age, and at any point in their lives (European Lifelong Guidance Policy Network 2012). At the end of the course you’ll be equipped with the following competencies:

  • Understanding recent theories and concepts of career development and their relation to local, national and global changes.
  • Understanding the different segments of the labour market and their influence on leading my career development.
  • Understanding the meaning and the importance of my career development for my professional and personal life.
  • Improving and enriching teacher’s professionalism.
  • Interacting confidently and effectively with others to build networks.
  • Developing a range of scenarios for my preferred future.
  • Making effective career decisions.
  • Following my career path.
  • Managing changes.
  • Being aware of how person change and grow throughout life.
  • Being aware of one’s skills, strengths and achievements.
  • Reflecting on my needs, aspirations and opportunities.
  • Continually reassessing my goals, values, interests and career decisions.
  • Learning from my own experiences and formal and informal learning opportunities to inform and support my career choices.
  • Being able to set short-term and long-term goals for my career.
  • Being able to develop strategies to reach short-term and long – term goals.
  • Being able to acquire information that help me in my attempt of changing my job.
  • Being able to manage the whole process of finding, applying and getting the job.
  • Being confident, resilient and able to learn when things do not go well or as expected.
  • Being aware of what might interfere with my goals, and I am able to develop strategies to overcome these barriers.
  • Being confident about using different (self) assessment/ (self) evaluation tools and techniques.

In what ways can you integrate competencies into work?

Programme is oriented towards raising awareness of oneself and his/her social context, making career decisions and professional changes. It helps teachers and other members of educational staff to plan their career, reflect on it, make desired changes to keep their health and motivation for teaching, make the best possible career decisions as well as manage to maintain balance between different life roles. Besides that, you will be encouraged to use content, tools, techniques and materials to carry on career guidance activities for students. Students may benefit in:

  • Self-reflection;
  • Being more aware of their strengths and weaknesses;
  • Knowing their values, competences, skills regarding their learning and professional decisions;
  • Understanding changes in the society, economy, labour market;
  • Gaining skills in searching information and making data based professional/career decisions;
  • Being able to take all the steps for their transitions form education world to world of work.

Meet the trainers

Tatjana Ažman


Tatjana Ažman, Ph.D., senior lecturer, launched her career while a student of educational sciences and sociology, gaining her first work experience as a part-time kindergarten teacher. Her first regular job upon graduation from the Faculty of Arts, University of Ljubljana, was that of a boarding school teacher and educator for over a decade, then she worked as a school counsellor in a grammar school, advising students, teachers, and leadership for over fifteen years. Gaining her Ph.D. in supervision from the same faculty in 2007, she has worked for the Slovenian National Institute for Leadership in Education since 2009, sharing her diverse knowledge and experience in headteacher and teacher education programs. Her main interest is people and their personal and professional growth. A trained and certified supervisor and coach, she has also given many lectures and workshops for parents with children in kindergarten, as well as primary and secondary schools.
Her preferred topics are communication, career development, school culture, relationships, changes, learning how to learn, and leadership skills. Her priorities are workshops and experiential learning. She has written two manuals for teachers and student counsellors: Learning how to learn and The Roles and Tasks of A Class Teacher. She has taken part in several international projects and likes meeting new people and learning from them. She lives in Ljubljana with her husband, the youngest of their three sons, and a cat. In her spare time, she enjoys reading and doing different arts and crafts and loves to travel. Summer is her favourite season, giving her some time to relax at the coast with her family and friends.

Mihaela Zavašnik Arčnik


​Mihaela Zavašnik Arčnik (PhD) has more than 15 years of experience of working with adults and students in the education sector. She has worked in a variety of educational fields, which include: teaching in primary and secondary school, teaching in private sector, working as a assistant lecturer and professor at a university, training and coaching (head)teachers, leading (inter)national programmes and projects. Her areas of expertise include: career and professional development of (head)teachers, self-evaluation and critical reflection, strategic and action planning, middle leadership, change management, trends in education, (head)teacher evaluation. She is s trained career counsellor, internationally accredited coach (ACTP), external evaluation expert for Erasmus+ programmes and Cambridge English Language Assessment Examiner. Mihaela’s main focus is to assist students, (head)teachers and other people to develop their career and professional pathways. She believes that every individual has potentials that can be successfully developed if ensured that their individual needs are met and properly addressed.


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