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4. Case studies

4.1. Introduction

This section features six case studies which provide a more detailed report of developments
in particular countries. These examples have been chosen to demonstrate the ways in which
different countries have approached developments that relate to career guidance services.
None provides a universal blueprint for action, but all offer valuable insights based on what
has been achieved and how.
Four case studies (Bulgaria, Latvia, Poland and Scotland) cover specific actions that led
to the development of new training courses. These all follow the same broad structure, under
headings that reflect issues which were explored in Section 3 of this report.
One case study (Denmark) explores a range of integrated actions affecting delivery
systems and the associated changes to training for career guidance practitioners.
The remaining study (Ireland) reports the work to develop a national competence
framework for guidance practitioners, linked to a range of associated studies and reports,
including analyses of the views of, and competences needed by, users of career guidance
services.

4.2. Bulgaria

4.2.1. Summary
Bulgaria offered its first master’s degree in career guidance as part of developments arising
from a labour market project supported by the USA. More Bulgarian universities are now
planning to develop such courses.

4.2.2. Policy and legislative initiatives
Developments in professional training for career guidance practitioners in Bulgaria have
taken place under the aegis of the Ministry of Education and Science’s National Pedagogical
Centre, through an international arrangement with the USA for a labour market project. This
project has facilitated the delivery of global career development facilitator (GCDF) training to
roughly a thousand practitioners in Bulgaria. An essential element of the agreement was the
development of a ‘train the trainers’ programme to build capacity within Bulgaria.
Project staff in Bulgaria identified the need for a further progression route for those newly
trained through this programme, and entered into discussions with a number of universities
to explore options for this. Under the USAID labour market project, one of the country’s
smaller universities (Ruse University) had agreed to train one person to master’s level as a
future leader of the GCDF program. This university showed interest and had the flexibility to
develop quickly a master’s programme aligned with their existing programmes in pedagogy,

social sciences and psychology. This programme started in 2006; it has had sufficient impact
that two of the country’s largest universities, Sofia University and the private New Bulgarian
University, are both now planning similar master’s programmes.

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