The perspective in this paper shows that STEM offers implications to the workforce development and other sustainable educational policies. The goals of STEM education are to increase the proficiency of students in STEM and the number of students who pursue STEM careers in advanced studies. This is because STEM occupations remain influential in driving economic growth and innovations. The current economic and social situation in Latvia requires paying closer attention to the learning of STEM disciplines. The labor market demand for professionals in engineering is also supported at the national level – compared with other universities Riga Technical University (hereinafter - RTU) has the greatest amount of state-funded study places. The Opportunity for studying at public expense in the current economic circumstances is certainly an essential factor for young people when choosing a higher education institution. After finishing their secondary education many young people plan to continue their education in technology and engineering specialties in technical universities; however, for conducting successful studies in this field (along with successfully entering the best technical universities and obtaining a funded study place), it is necessary to have very good or excellent knowledge of mathematics, physics and chemistry. Young people who have completed secondary education do not always have sufficient knowledge in these subjects, but at the same time, not all of them have equal opportunities in this field. To open doors at RTU for future students, now is the right moment to raise the question of the extreme importance of acquiring exact sciences at secondary education level. The reason for that lies in the problem that the majority of young people are unable to continue their education in technology and engineering specialties in technical universities and according to the data of RTU's Career Centre and Student Service Centre, the greatest number of students is ineligible due to the poor results during their studies. In Latvia, there is no comprehensive education policy in terms of career education and, at the national level, appropriate professional competence training for early maturity age group (19-25 year olds) is not available.