The EU’s regional policy task is to liquidate differences in economic development on the territory of the Community. Thus, the EU’s institutions help the less developed regions and sectors via structural funds. The European Union supports both basic research and transfer of technology as well as various forms of cooperation between public enterprises and private companies within PPP [[13], p. 126]. For instance, the budget for the years 2007-2013 there was aid provided via the European Fund for Regional Development and the European Social Fund. The European Fund for Regional Development supports the projects and investments aiming at decrease of disproportions between regions. The European Social Fund finance projects connected with the labor market and employees developments [[14], p. 123]. Innovation and changes in education strongly influenced the development of the education in the European Union. The education system has obviously noticed the needs of the labor market, especially within employment of professionally skilled employees. Education has been evaluated via building an individual career of each person, since some people plan their career even before starting their education and choose a high school and university according to their professional aspirations. The career in an individual dimension is the result of self-management, an employee chooses the direction of shaping own potential within planning the ways of using individual work resources. A person who plans a career considers own interests, strong and weak sides, chances and threats coming from the environment and estimates benefits possible to reach in future, costs of actions leading to realization of the career and the loss connected with potential failure of the assumed objectives. The notion of “a borderless career” has been used recently in relation to the career in an individual dimension. It means a professional development of an employee with no limits to one enterprise with the assumption to develop skills on the career path led by numerous organizations [[20], p. 159] and supposedly was the European Commissions’ idea while implementing numerous innovative changes in the education system. This article aims at the presentation of the most important determinants of the changes development occurring in education and innovativeness of those changes. The European Commission initiates numerous actions in the area of the innovative policy with the aim of so called the European paradox, namely a high level of scientific research and results of those research are not equal with innovative products introduced into the market. The Innovation Action Plan claims that effective systems in the economy based on knowledge are those which bind creating knowledge with the mechanisms of dissemination it as much as possible as well as capability of persons, companies and organizations to absorb that knowledge and its use. A critical factor of innovation growth is, therefore, linking research (creating knowledge), trainings, staff mobilities, mutual contacts (dissemination of knowledge) with the ability of companies, especially small and medium business, to absorbing new technologies and know-how [[3], p. 37].

the European Commission, changes and development of science, innovativeness, new technologies, youth integration, the European Union