Nowadays, when the general rate of unemployment in Latvia is not that high anymore, there are still a lot of people who are unemployed for many years and during all those years they are abusing the budget of municipality by receiving social benefits. The aim of the article was to examine the way how the long-term unemployed social benefit receivers assess the meaning of support in job searching. On the basis of The Theory of Planned Behaviour a questionnaire was developed by the authors, 37 long-term unemployed social benefit receivers registered in Riga Social Service were asked to take part in the survey and gave informed consent. The results show that the respondents who are longer unemployed receive more support from their families. Statistically significant correlations (p=0.03) were found between the duration of unemployment and person’s determination to search a job, the unemployed who are longer without a job are less active in job searching process. Direct support in the job searching process is deeply connected with the possibility to share individual’s thoughts and emotions with the family. There is no statistically significant correlation between men and women responses.

Nowadays the need for a qualitative, accessible and varied lifelong learning is becoming more and more necessary. In Latvia, different institutions take part in the implementation of lifelong learning; however, in spite of the negative factors of demography and migration, changes of work force supply and demand, investment and information shortage, the role of universities has not been properly investigated. The role of higher education in lifelong learning was studied in 9 state universities of Latvia in the period of 2013 – 2015. Monographic analysis and method of synthesis, data statistical research methods – grouping, comparison, relative and average indicators, as well as dynamics line analysis was used in the article. The study proved that the number of occupied work places has increased in 2015. However, it has not reached the average of ten and seven years since 2006 and 2009. Comparing with the free vacancies, the number of them has increased by 2164, especially in the profession group specialists and senior specialists, which as well as executives, is the target audience of universities, which in its turn is a lifelong learning event insufficiently used potential. The universities have suffered because of demographic and migration factors: the rate of student number increases (-9.4%). In order to reach the goals of education politics, universities try to direct education function from studies to lifelong learning; they try to improve existing lifelong learning courses and programs, as well as to propose new ones in order to offer something for workforce corrections.

Unemployment and labour market adjustments have featured prominently among the problems of transitional economies. However, the position of young people and their transition from school to work in these new market economies has been virtually ignored. This paper deals with long-term youth unemployment problems and their integration into the labour market as viewed by different authors. The authors consider that the youth long-term unemployment is a global problem. Also, there are analysed statistical data on youth long-term unemployment, and a forecast of the youth unemployment rate for the 1st quarter of 2014 is made. The weakening of the global recovery in the years 2012 and 2013 has aggravated the youth employment crisis when there were no free jobs with adequate requirements for people without education and professional skills. The current situation promotes the trend that was already evident before the economic crisis. Most of young people are now turning to available part-time jobs or choose to study only. The author considers that the youths who have access to different resources will find more stable jobs or make their own businesses after unemployment than those lacking such different kinds of support. In building the education and employment decisions in the transition from school to work, there is a strong evidence of the importance of youths making good initial career decisions and an enduring effect of academic achievement on labour market and education outcomes.

In foreign studies Latvia is positioned as a ‘depressive’ region in the year 2030, which will have an insufficient population of young people. Thus, Latvia as a country with a business-friendly environment will not be able to be competitive relative to other European countries and the flow of investment will be at risk, as well as passed on other, more competitive and better developed regions in demographic terms (Grinevica et al ., 2016). It is one of the main reasons to deal with the youth unemployment problem and to realize the actuality and consequences. Also, one of the EU’s priorities of development is to reduce youth unemployment. National labour force surveys (Hoffman, 2011) show that since 2008 the youth unemployment rate has risen in all the EU countries (Hjūza & Borbējs-Pece, 2012). The current economic instability in the context of youth’s prospects and opportunities in the labour market is uncertain (Balan, 2014). Youth unemployment has also a negative effect on economic growth and productivity. The aim of the paper is to identify the importance of unemployed youths and draw the society’s attention to the consequences. The paper presents a brief analysis of importance of unemployment costs as well as the calculation of an economic loss from youth unemployment in Latvia. The result was calculated using Okun’s Law concept.

Professional self-determination is an important issue for anyone in the course of a lifetime. The dynamic nature of modern social and economic circumstances makes the issue even more topical. It determines the necessity to improve the career development support system currently existing in the field of education, where various specialists, by purposeful and systematic cooperation, help students in setting their career goals, understating the changeable working environment, seeing various alternatives and making deliberate career decisions. The career support is important as it helps learners choose a suitable professional sphere, profession and educational institution for continuation of their self-improvement upon acquiring of general secondary education. The aim of the research is to provide a scientific basis for topicality of career guidance implementation in school educational environment in order to promote the students’ professional self-determination. In Latvia, a number of career development guidance systems, including counselling and student career support methods and forms are being created and approbated in the educational environment, focusing on the career support curriculum and principles, which would ensure a purposeful implementation of students’ professional self-determination at schools.

The socio-economic changes brought about by globalisation, the internationalisation and digitalisation of higher education, as well as the current demographic situation in Europe and Latvia, raise the issue of the competitiveness of academic staff in the context of multicultural higher education. The aim of the study is to provide a theoretical basis for the competitiveness of academic staff in the view of educational sciences, respecting the different trends and based on the conceptual approaches in personal/specialist competitiveness research. The following research methods were used: study, analysis and evaluation of scientific literature (theoretical research method); reflection of personal experience (empirical research method). As a result of the theoretical research, two trends for the substantiation of the concept of competitiveness in the educational sciences were identified. The first trend: the competitiveness of a person is substantiated through transfers from economic and management science, with a particular emphasis on specialist marketability and employability as a significant manifestation of competitiveness. The second trend: according to the new paradigm of competitiveness in educational sciences, the competitiveness of a human as a person and as a specialist is based on the perspective of pedagogy and psychology. The research results led to the conclusion that there are three conceptual approaches in the methodology of competitiveness research: 1) qualitative approach: identifies and lists competitive personality traits and qualities; 2) functional approach: describes the competitive behaviour of a person or specialist; 3) structural approach: competitiveness is substantiated as a complex combination of personal/ specialist qualities, identifying several structural components. All of these approaches are also characteristic to the research of competitiveness of academic staff. The following taxonomy should be respected in the substantiation of academic staff competitiveness: 1) substantiation of personal competitiveness; 2) substantiation of specialist competitiveness in the context of different industries; 3) the substantiation of the competitiveness of specifically academic staff in the context of the specifics of higher education.

The ongoing globalisation and integration processes increasingly influencing the different social processes, including the situation in labour market have raised up the topicality of the necessity in education to develop competitiveness of the society in general as well as in every individual. Several documents of international and national importance provide evidence for such an assumption. Education is to become preconditions, process, result, and tool for the development of competitiveness of an individual. This promotional process should be based on scientific research as well as become a part of the duties of every educator. Therefore it is important to scientifically substantiate the conceptual notion 'competitiveness', differentiating between its structure, components, and features. The authors of the present paper have found the theoretical background: 1) theoretical substantiation of the concept of competitiveness in the researches by scientists from Western countries and Russia; 2) appropriate definitions of the concept 'competence' for research of pupils' competitiveness.

In the current context of economic instability, youths are faced with the emergence of a feeling of uncertainty with respect to their own chances of having a good debut on the labour market. The world crisis, the social reality that all societies are faced with, brought again up to the forefront the idea of young individuals’ fragility on the labour market (Balan, 2014). According to Eurostat statistical data, in the European Union young people represent one-fifth of the total population. Today the young people are facing the impacts of economical crisis and globalisation, population ageing and innovation explosion, which affects employability, education and training systems and social development. Successful youth’s integration into the labour market is one of the main factors for future development and their inclusion into society. One of the main indicators for youth’s inclusion into society is the development of a knowledge-based economy. It is important to aim at the development of a knowledge-based economy in rural regions because the majority of unemployed persons are concentrated in these regions. The Quintuple Helix Model represents the relationships between universities, firms and governments and, in this case, their influence on youth’s integration into the society and labour market in rural regions. The paper presents a brief analysis of youths’ unemployment development and their integration into the labour market in Latvia’s regions and an analysis of the factors affecting this phenomenon by using the Quintuple Helix Model.

Vocational education in all countries provides a specific learning system to their students and students are more motivated to take practical training for their further development. Agriculture-based vocational educational institutions have been facing problems of losing its students since 1998. To promote survival of these schools, a non-agriculture based curriculum was provided. Nowadays, in order to support agriculture-based vocational education, there is a need to do research on the prospects and needs of this type of schooling in Latvia. There is a need for new methods and models of curricula, based on practical needs of students, in order to promote management and marketing skills for future farmers.