2. DOES EDUCATION CONTRIBUTE TO 'DESIRABLE' STRUCTURAL CHANGE IN LABOUR MARKET IN LATVIA? EXPERIENCE OF REGIONAL POLICY AND SEARCHING FOR INNOVATIVE TRENDS VIKTORIJA ŠIPILOVA sipilova.viktorija@inbox.lv The Institute of Social Research, Daugavpils University (LATVIA) EDULEARN 2014

3. Logical chain of interaction between technological progress, structural change, labour market and education Source: elaborated by author

4. Does education contribute to ‘desirable’ structural change at labour market? Structural change in labour market within high-technology manufacturing sector in the European Union countries, 2000-2012

5. Correlation matrix for Latvia and the European Union countries with maximal and minimal values of structural change at labour market within high-technology manufacturing sector

6. Experience of regional policy and searching for innovative trends in Latvia (2) The performance of Latvia by structural change at labour market within manufacturing sector and in the fields of higher education

7. Conclusion The tendencies in the global economic space require the labour market to adapt. This, in turn, is not possible without appropriate education level, but the choice of the existing and potential workforce mostly depends on ‘wellbeing’ concept and not on necessity to reach ‘desirable’ structural change. In general, author can highlight that workforce consider education as a tool for achieving wellbeing in a short period of time, in turn, country in a long period of time. Education yet does not contribute to ‘desirable’ structural change as was indicated by example of some European Union countries, but these indicators are linked. The same situation can be observed in Latvia also, but some innovative tendencies (for Latvia) could be mentioned: (1) regional development policies as well as experience of economy indicate on tendency in bigger extent to welcome structural change within sectors which forms regional specialization, than in economy as a whole, but (2) relative equality between sectors ‘desirable’ for structural change and sectors of ‘wellbeing’ concept can be observed - the choice of individuals is tended not only in favour to field of education necessary for sectors of regional specialization (‘wellbeing’ concept), but in favour sectors ‘desirable’ for structural change also.

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