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EU Skills forecast insights by country. Each Analytical highlight contains in-depth analysis about a specific skill, a group of skills, an individual sector, a particular occupation or a country of interest to you.

https://skillspanorama.cedefop.europa.eu/en/analytical-highlights

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Students can sign up for email updates from the Home Office on Brexit negotiations:

https://eucitizensrights.campaign.gov.uk/

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Some CDT seem to be very relevant in the light of Brexit, these are just a few examples:

STRUCTURAL THEORIES

- Brexit as structural factor
- It may be benefitial to students to accept the Brexit reality in order to avoid denial and move on.

HAPPENSTANCE THEORY

- Brexit as unplanned event
- Are Brexit times the best times to make important career decisions?

- It may be benefitial to students to postpone important career decisions for the time being.

CAREER ADAPTABILITY

-Concept comes from constructivist theories of career decision-making.
- Being adaptable is especially important in times of political and economic change.
- Students will need to have a high level of adaptability in order to cope with the big change in the world of work that Brexit represents.

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→https://study-uk.britishcouncil.org/planning/eu-students

→https://ec.europa.eu/unitedkingdom/services/your-rights/Brexit_en

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- CBT shows us that thoughts, situations and actions are interconnected.

- Students have self-limiting beliefs about their career prospects after Brexit.

- CBT can help us reframe those self-limiting thoughts and help students to move forward

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https://www.hepi.ac.uk/2017/01/12/universities-lose-students-gaining-financially-brexit-new-restrictions-I

https://www.thetimes.co.uk/article/universities-lose-121m-in-eu-funds-dvr3kv35z

http://monitor.icef.com/2017/01/eu-applications-uk-higher-education-7-2017/

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- Promoting global attributes in the classroom: showing the students the benefits of internationalisation on their future employability.
- Organising debates about Brexit and careers prospects after March 2019.
- Asking European and international students for their input on job hunting skills, interview preparation, etc. back in their home countries: domestic students may be interested in working in those countries

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- Looking for part-time work in the UK
- Going back home (in order to prepare students to put into practice the knowledge and skilles acquired while in the UK)

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https://www.theguardian.com/education/2018/apr/24/vice-chancellors-urge-action-eu-students-international-fees

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Working in the EU
Your European gap year

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- Prompting students' reflections on the skills (e.g: cross-cultural awareness, cultural intelligence) that they gained through international experiences.

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- Invite multinational companies to attend career fairs and employer events
- Students interested in working abroad will be very interested in this.

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→https://www.bbc.com/news/politics/uk_leaves_the_eu

https://www.theguardian.com/politics/eu-referendum

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→http://www.goinglobal.com/

→https://www.prospects.ac.uk/jobs-and-work-experience/working-abroad

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→http://www.internationalgraduate.net/

→https://www.goabroad.com/

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https://business.linkedin.com/talent-solutions/blog/interview-questions/2018/why-cultural-intelligence-is-increasingly-important-and-how-to-test-if-your-candidates-have-it

https://www.forbes.com/sites/iese/2015/03/24/why-you-need-cultural-intelligence-and-how-to-develop-it/#7ad5d7a317d6