Expert: state funding for universities should follow future skills, not just today's job titles
After Latvia's Chamber of Commerce proposed tying state-funded university places more closely to labour market demand, an education expert argues the focus should be on competencies rather than headcounts, with reforms starting already in school.
Latvia's Chamber of Commerce and Industry (LTRK) has proposed linking state-funded university places more closely to labour market demand. Inga Šīna, head of the Eurydice network at Latvia's State Education Development Agency (VIAA) and a professor at the University of Economics and Culture, argues in an opinion piece that the debate should not be reduced to how many places go to a given programme — the priority should be agreeing on which competencies Latvia will need in the future.
She proposes structuring state funding on three levels: stable base funding for fields of long-term strategic importance, a flexible portion adjusted periodically based on demographic trends, employment data, vacancies and employer forecasts, and fast, flexible tools such as short modules, micro-credentials and adult retraining for short-term skills gaps.
Employment alone doesn't measure quality
While Latvia already tracks graduate employment, income and unemployment by programme and institution, Šīna cautions that working in one's field is not the same as study quality — especially in humanities and social sciences, where skills apply broadly across professions. She calls for additional indicators, including employer and graduate assessments of the competencies actually gained.
A broader view of entrepreneurial skills
Citing a 2025 Eurydice report on entrepreneurship education in Europe, Šīna notes that European school curricula heavily emphasise financial literacy while underrepresenting the ability to handle uncertainty and spot new opportunities — skills she considers critical for future labour markets.
If employers want greater influence over study programmes, she argues, they should also take on more responsibility — offering internships, guest lectures and real project work. At the same time, reform cannot stop at university level: practical entrepreneurship experience and career guidance need to start in schools so young people are prepared for decades-long careers, not just today's vacancies.
