CONTEXTAlong with the changing society and the deep shifts in the world of work there is a growing demand for the continuous professional development of individuals. The idea that professional development can foster improvements also in career guidance and counselling (CGC) is widely accepted. Yet despite this widespread agreement about its importance, there is a lack of good quality, self-regulated and freely available education in CGC. The conclusions of our previous project Quality in Career Guidance (www.guidancequality.eu) speak of similar experience: career guidance practitioners (CGPs) in the field of education, employment and supporting professions from both the public and private sector, also students in training for CGC and professional public interested in CGC and influencing the quality of the provided services are calling for self-guided, flexible education that is suitable to get successfully applied to their current practice. They expressed the need for applying elements of self-reflection and peer learning as well.OBJECTIVESTo make education available to the widest possible amount of CGPs;To show the direction of further education and professional development for CGPs and useful resources in the field of CGC;To enable CGPs to apply the acquired knowledge and skills in the context of CGC;To introduce modern training delivery methods in education of CGPs.PARTICIPANTSThere are 5 partner organisations with long and rich experience in CGC and e-learning development participating in the project. The Czech and The Slovak Association for Career Guidance and Career Development associates CGPs and other individuals interested in the field from all over the country. As the partner organizations of the above listed QUAL-im-G project, together with the Norwegian partner, Inland Norway University of Applied Sciences, they developed a certification system for CGPs. The Slovak Association completed the annual IAEVG international conference 2019. The Polish partner, Katalyst Education, is active in implementing equal opportunities in school education by developing digital education tools. It will support the Czech partner, santiaX, with long-term experience in e-learning development and responsible for that part in the project. The well-known researcher, Tristram Hooley, as a part of the Norwegian team, will support the implementation of social justice in the course.ACTIVITIESPreparatory activities:Research activities (desk research, interviews with educators and potential focus groups with CGPs) and Agreement on Guidelines setting out the topics, structure and content of the course, as well as the division of tasks, responsibility and the timetable.Activities resulting in the course:Preparation of the course materials under the supervision of the screenwriter resulting in a pilot EN version followed by its online testing in the partner countries. Based on the feedback finalisation and translation in the national languages. After tutors´ selection and their training the course will be publicly available.The last activities:Feedback collection from the first participants, evaluation. Methodology of e-learning support designed by the tutors. Dissemination at a conference in each partner country.Ongoing dissemination and evaluation of the activities throughout the project.METHODOLOGYA QUAL and QUAN research will be undertaken resulting in recommendations for the course design and development. It will apply for the principles and elements of collaborative and social learning, esp. sharing, responding to other posts, while supporting peer learning, self-reflection and tutors´ mentoring approach.RESULTS AND IMPACT ENVISAGEDThe main result will be a new innovative e-learning for CGPs supporting them in professional development. Based on the researches focused on the efficiency the design will follow:the newest knowledge and trends in e-learning like the principles of collaborative and social teaching; the user's point of view on the effectiveness and usability of the course; short, practically oriented modules incl. practical examples; modules allowing the participant to study according to their time possibilities and at their own pace; the possibility of self-check by getting learning support and feedback.Number of potential course participants in partner countries: 47.500 (for further indicators see Follow-up / Impact).POTENTIAL LONG TERM BENEFITSBy having an immediate positive influence on the CGPs' professional development the completion of the course may result in increasing their motivation to self-guided continuous education. The more CGPs will educate, the more they will have a huge impact on their employers, organisations providing CGC in both the public and private sector. Slowly but surely it will contribute to the quality of the field and the quality assurance system in CGC in the partner countries.