Regional Formation and Development Studies

Economy operates in a broader social system, composed of households and enterprises but also by all institutions created by people. Law and politics is created and introduced in institutions in parallel to educational, administrative activities as well as any other social activities, including those related to the natural environment we live in. These institutions operate thanks to the social capital i.e. interconnected human resources. The quality of the social capital is dependent on mutual trust and relations in the society. For this reason, social capital is of key importance for sustainable development, both as a controller of the impact of the economy on the environment as well as the basis for the future development. The environment evolves continuously, there are rapidly changing economic processes and, in consequence, their impact on the environment is changing rapidly, tool. This brings some specific challenges to the resource and quality of human knowledge and the competence level of the human capital, as the only tool for a possible reduction of all imperfections.

For successful economic transition to the new stage of development improvements in business environment, as also the entrepreneurswho are ready to start your own business and to set up new companies. One of the main challenges the EU Member States face isthe need to boost their level of entrepreneurship and to become more competitive in the global market. That was one of the mainobjectives set by the Lisbon European Council, in March 2000, with a view to improving the Union’s performance in terms of employment,economic reform and social cohesion. Entrepreneurship is not only a driving force in the creation of new jobs, but it alsoincreases and enhances competitiveness and growth, personal fulfilment and the achievement of social objectives. The authors payspecific attention to the need to examine factors that affect the business environment development and entrepreneurship in regions ofLatvia, which determinethe complexity of the existing conditions and factors in each region in Latvia.

The article analyzes the possibilities of use of innovative methods of instruction for adult learning in the regions with the purpose to intensify the knowledge management system and ensure the principle of equal opportunity for the inhabitants of the regions. The data were acquired in the course of implementation of the national programme Support for Vocational Education with the Aim to Develop Professional Skills and Competences of People Involved in Agriculture and Forestry within the project Vocational Education 2005–2006. The project was being implemented in the time period from 2006 to 2008 inclusive. In the course of project implementation, trainings in 21 regions of the Republic of Latvia had been carried out. All in all, 2,562 people in 119 groups had been trained.

This article presents the review of the development of Lithuanian higher schools during the Soviet period. Chronological data of establishment and transformations of Lithuanian high-schools in 1940–1990 are presented, beginning with the Soviet occupation and ending with the Revival events. The article highlights the structure and specifics of Soviet Lithuanian high-schools, the content of specialists training, provisions of science and studies. Chronologically integral, comprehensive scientific works about higher education development in Soviet Lithuania have not been prepared yet. Most of the information about this period is provided by individual archival documents, Soviet periodical press, commemorative books, different high school publications on the history of their institution, as well as individual researchers memoirs, some features of the development of higher education are revealed in individual scientific works. This article provides an summarized material of various authors and sources and integral analysis of Lithuanian higher education during the Soviet period.

The purpose of this article is to highlight the aspects of integration of entrepreneurship into higher education (Educational sciences) in Lithuania and Latvia. The article maintains that proper entrepreneurial competencies are required to successfully start, operate and ensure the new business in the marketplace. From an educational perspective, scholars are primarily concerned with the development of individual-level competencies for entrepreneurship. Therefore the following question arises: what competencies for entrepreneurship should individuals be able to manifest when facing an entrepreneurial venture? More specifically, from educational and higher education perspectives, the question is: what competencies for entrepreneurship should universities address in their curricula for graduate programmes specifically in Educational sciences. Models of students’ entrepreneurial competencies are highlighted theoretically and some empirical insights on which competencies students in Educational sciences from Lithuanian and Latvian universities would like to have acquired are provided. The article presupposes that competence–based education can be designed to promote entrepreneurial activity among university students.