6.6.2008   

EN

Official Journal of the European Union

C 140/1

6.6.2008   

EN

Official Journal of the European Union

C 140/5

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from the Europa competition website (http://ec.europa.eu/comm/competition/mergers/cases/). This website provides various facilities to help locate individual merger decisions, including company, case number, date and sectoral indexes,

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in electronic form on the EUR-Lex website under document number 32008M5125. EUR-Lex is the on-line access to European law (http://eur-lex.europa.eu).

6.6.2008   

EN

Official Journal of the European Union

C 140/5

—

from the Europa competition website (http://ec.europa.eu/comm/competition/mergers/cases/). This website provides various facilities to help locate individual merger decisions, including company, case number, date and sectoral indexes,

—

in electronic form on the EUR-Lex website under document number 32008M5083. EUR-Lex is the on-line access to European law (http://eur-lex.europa.eu).

6.6.2008   

EN

Official Journal of the European Union

C 140/6

—

from the Europa competition website (http://ec.europa.eu/comm/competition/mergers/cases/). This website provides various facilities to help locate individual merger decisions, including company, case number, date and sectoral indexes,

—

in electronic form on the EUR-Lex website under document number 32008M5097. EUR-Lex is the on-line access to European law (http://eur-lex.europa.eu).

6.6.2008   

EN

Official Journal of the European Union

C 140/6

—

from the Europa competition website (http://ec.europa.eu/comm/competition/mergers/cases/). This website provides various facilities to help locate individual merger decisions, including company, case number, date and sectoral indexes,

—

in electronic form on the EUR-Lex website under document number 32008M5123. EUR-Lex is the on-line access to European law (http://eur-lex.europa.eu).

6.6.2008   

EN

Official Journal of the European Union

C 140/7

—

from the Europa competition website (http://ec.europa.eu/comm/competition/mergers/cases/). This website provides various facilities to help locate individual merger decisions, including company, case number, date and sectoral indexes,

—

in electronic form on the EUR-Lex website under document number 32008M5077. EUR-Lex is the on-line access to European law (http://eur-lex.europa.eu).

6.6.2008   

EN

Official Journal of the European Union

C 140/7

—

from the Europa competition website (http://ec.europa.eu/comm/competition/mergers/cases/). This website provides various facilities to help locate individual merger decisions, including company, case number, date and sectoral indexes,

—

in electronic form on the EUR-Lex website under document number 32008M4952. EUR-Lex is the on-line access to European law (http://eur-lex.europa.eu).

6.6.2008   

EN

Official Journal of the European Union

C 140/8

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the new Audiovisual Media Services Directive calls for the ‘development of media literacy in all sections of society’ and for close monitoring of progress in media literacy. It sets out a reporting obligation for the Commission to measure levels of media literacy in all the Member States (1). Criteria for the assessment of levels of media literacy are therefore needed,

—

the European Parliament has asked the Council and the Commission ‘to develop and to implement media literacy programmes to promote active and aware citizenship in Europe’ (2),

—

the crucial importance of media literacy has also been highlighted by Unesco, for instance in the ‘Grünwald Declaration on Media Education’ (1982) and in the Paris Agenda — twelve recommendations for media education (2007) and by the Council of Europe in its ‘Recommendation of the Committee of Ministers to member states on empowering children in the new information and communications environment’ (2006),

—

the Commission has undertaken a public consultation on media literacy (3) and a study on ‘Current trends and approaches to media literacy in Europe’ (4),

—

the Recommendation of the European Parliament and of the Council on key competences for lifelong learning (2006) identifies the knowledge, skills and attitudes related to digital competence,

—

the Recommendation of the European Parliament and of the Council of 20 December 2006 on the protection of minors and human dignity and on the right of reply in relation to the competitiveness of the European audiovisual and on-line information services industry (2006) already contains a series of possible measures for promoting media literacy.

—

the Commission Communication on ‘A European approach to media literacy in the digital environment’ as a further building block to European audiovisual policy.

—

the strategic view proposed by the European Commission of media literacy as an important factor for active citizenship in today's information society which can contribute towards achieving the objectives of the Lisbon agenda.

—

the importance of media literacy and its role to promote citizens' active participation in the economic, cultural and democratic life of society,

—

that media literacy, particularly the capacity to critically evaluate content, largely conditions users' confidence in digital technologies and media, and therefore the take-up of ICT and media, which are defined as a priority in the ‘i2010’ strategic policy framework,

—

the importance of media literate users for media pluralism and the quality of content,

—

the variety of efforts ongoing in Member States to improve and promote media literacy even if there are differences in practices and levels between Member States,

—

the lack of common criteria and indicators for measuring media literacy,

—

the importance of identifying and promoting good practices for the development of media literacy,

—

the importance of education and training in the development of greater media literacy and the consequent need to improve teacher training and raise awareness among educators at all levels of education and training.

—

the relevance of European programmes and initiatives such as the MEDIA 2007 Programme, the Lifelong Learning Programme 2007-2013 and the Safer Internet plus Programme,

—

that future work should be based on these and related initiatives, towards the goal of achieving more awareness of the importance of media literacy among citizens,

—

the need for regular exchange of information, best practices and, in the field of education, pedagogical methods between Member States.

—

of the Commission's intention to carry out a further study with the aim of developing criteria and indicators to measure media literacy levels, taking due account of all relevant work ongoing within other international organisations,

—

of the Commission's intention to continue to promote the development and exchange of good practices on media literacy in the digital environment.

—

to monitor developments in this area closely and keep under review the need for a further policy response at European level,

—

to use the Contact Committee, established under the Audiovisual Media Services Directive, in an appropriate composition, as a forum for the exchange of information and best practices on media literacy and the provision of input to the development of the policy agenda in this area. Experts from the private sector and other stakeholders should be invited to contribute to this work.

—

encourage the appropriate authorities, for example those in charge of audiovisual and electronic communication regulation, to cooperate and to promote the improvement of media literacy,

—

promote and facilitate the development and implementation of codes of conduct and other co-regulatory and self-regulatory initiatives in conjunction with all interested parties at national level,

—

encourage all stakeholders, in particular within the media and ICT sector, to carry out their own regular research into and observation of the different aspects and dimensions of media literacy,

—

promote awareness-raising initiatives including those focusing specifically on the use of ICTs that are directed to young people and their parents and involve youth organisations as well as the media,

—

promote media literacy in the framework of their lifelong learning strategies and encourage peer learning and the exchange of good practices between teaching professionals on this aspect of education.

6.6.2008   

EN

Official Journal of the European Union

C 140/10

(1)

The Spring 2000 Lisbon European Council conclusions (1) called for Europe's education and training systems to be modernised in response to the demands of a knowledge-based economy and the increasing socio-economic and demographic challenges confronting the Union in a globalised world.

(2)

The Spring 2002 Barcelona European Council conclusions (2) urged Member States to ensure that all citizens are equipped with basic qualifications, as well as to increase opportunities for older workers to remain in the labour market, in particular by guaranteeing real access to lifelong learning.

(3)

The Council Resolution of 27 June 2002 on lifelong learning (3) stressed that lifelong learning must cover learning from the pre-school age to that of post-retirement, including the entire spectrum of formal, non-formal and informal learning.

(4)

The Council Resolution of 19 December 2002 on enhanced cooperation in vocational education and training (4) noted that the adaptability and employability of adults, including older workers, depend strongly on opportunities to update and acquire new skills throughout working life.

(5)

The Council Resolution of 28 May 2004 on strengthening policies, systems and practices in the field of guidance (5) stressed that all European citizens should have access to guidance services at all life stages, paying particular attention to individuals and groups at risk.

(6)

The Council conclusions of 28 May 2004 on common European principles for the identification and validation of non-formal and informal learning (6), as established in response to the November 2002 Copenhagen Declaration, called for the development and dissemination of European instruments to recognise non-formal and informal learning.

(7)

The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (7) is aimed inter alia at ensuring that adults are able to develop and update their skills throughout their lives and that appropriate infrastructure is in place for the continuing education and training of adults.

(8)

The Council conclusions of 25 May 2007 on a coherent framework of indicators and benchmarks in education and training (8) called for the development of indicators on adult skills to be pursued.

(9)

The Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of a European Qualifications Framework (9) promotes an approach to the description of qualifications based on learning outcomes, regardless of how or where these are achieved.

(10)

The 2008 joint progress report of the Council and the Commission on the implementation of the ‘Education and Training 2010’ work programme stresses that the low level of participation in adult learning of older workers and the low-skilled remains a major problem.

(11)

The European Parliament Resolution of 16 January 2008 on adult learning: It is never too late to learn  (10) urges Member States to promote the acquisition of knowledge and to develop a culture of lifelong learning, notably by implementing gender equal policies designed to make adult education more attractive, more accessible and more effective,

1.

raise the skills levels of a still significant number of low-skilled workers, with a view to enabling all citizens to adapt to technological change and future skills needs and thereby contributing to improving overall economic performance;

2.

address the problem of the persistently high number of early school leavers by offering a second chance to those who enter adult age without a qualification, focusing on areas of particular concern, such as basic literacy and numeracy, IT skills and language learning;

3.

combat social exclusion due to circumstances such as low levels of initial education, unemployment and rural isolation, whilst paying more attention — in the face of current demographic and migration trends — to the lifelong learning and training requirements of older workers and migrants;

4.

ensure the efficiency, effectiveness and quality of adult learning, with the aim of increasing active participation in such learning, especially among disadvantaged groups, of attracting sufficient public and private investment to this area, and of encouraging the private sector to consider such learning as a key component of workplace and business development.

1.

adult learning should be given stronger emphasis and more effective support at national level, as part of overall efforts to develop a culture of lifelong learning;

2.

the specific measures detailed in the Annex to these conclusions could form a coherent framework for future action in this field within the ‘Education and Training 2010’ work programme;

3.

further development and implementation of such measures should fully respect the responsibility of Member States for the content of teaching and the organisation of education and training systems, and should use the open method of coordination;

4.

progress and monitoring of adult learning should be consistent with the coherent framework of indicators and benchmarks adopted by the Council in May 2007 and be included in future joint progress reports on the ‘Education and Training’ work programme;

5.

the cross-sectoral nature, diversity, complexity and richness of adult learning impose the need for an integrated approach involving all stakeholders, including those at local and regional level, the social partners and NGOs.

—

support Member States in further developing and improving adult learning in terms not only of increased opportunities, broader access and greater participation, but also of more relevant, results-oriented learning outcomes, using measures such as those outlined in the Annex to these conclusions,

—

ensure complementarity and coherence between the follow-up given to any such measures and implementation of the Bologna and Copenhagen processes, insofar as these relate to adult learners,

—

strengthen and use existing research structures for the needs of adult education,

—

pursue and intensify cooperation with the international organisations and relevant non-governmental bodies working in this field, as well as establish links with regional initiatives such as Europe-Asia cooperation and worldwide initiatives such as ‘Education for All’ and the Millennium Development Goals.

6.6.2008   

EN

Official Journal of the European Union

C 140/14

1.

the conclusions of the Lisbon European Council of 23 and 24 March 2000, which included foreign languages within a European framework for the definition of basic skills to be provided through lifelong learning (1);

2.

Article 22 of the Charter of fundamental rights of the European Union, which recognises the principle that the Union shall respect cultural, religious and linguistic diversity (2);

3.

the conclusions of the Barcelona European Council of 15 and 16 March 2002, which called for further action to improve the mastery of basic skills, in particular by teaching two foreign languages to all from a very early age (3);

4.

the Commission communication of 24 July 2003‘Promoting Language Learning and Linguistic Diversity: an Action Plan 2004-2006’ (4), and the subsequent Commission report of 25 September 2007 on the implementation of that Action Plan (5);

5.

Decision No 2241/2004/EC of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences (Europass) (6);

6.

the Commission communication of 22 November 2005‘A new Framework Strategy for Multilingualism’, which encompasses both internal and external action on the promotion of languages and communication with the citizens (7);

7.

the Council conclusions of 19 May 2006 on the European Indicator of Language Competence (8), which reaffirmed that foreign language skills, as well as helping to foster mutual understanding between peoples, are a prerequisite for a mobile workforce and contribute to the competitiveness of the European Union economy;

8.

the Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (9), one of which is communication in foreign languages;

9.

the Resolution of the Council of 16 November 2007 on a European Agenda for Culture (10), which sets multilingualism as one of the priority areas for action to promote cultural heritage,

—

linguistic and cultural diversity are distinctive features in the daily lives of an increasing number of European citizens and companies as a result of increased mobility, migration and globalisation,

—

linguistic competences are a desirable life-skill for all EU citizens, enabling them to enjoy the economic, social and cultural benefits of free movement within the Union,

—

successive reports and recommendations by various stakeholder groups have shown that insufficient account is still taken of language needs in European society,

—

the importance attached to multilingualism and other language policy issues in the context of common EU policies imposes the need to pay these matters the attention they deserve, as well as the need for the European institutions to re-emphasise their long-standing commitment to the promotion of language learning and linguistic diversity.

1.

multilingualism policy encompasses the economic, social and cultural aspects of languages in a lifelong learning perspective;

2.

the linguistic diversity of Europe should be preserved and parity between languages fully respected. The European Union institutions should play a key role in pursuing these objectives;

3.

as well as contributing to personal and cultural enrichment, a knowledge of languages is one of the basic skills European citizens need to acquire in order to play an active part in the European knowledge society, and one that both promotes mobility and facilitates social integration and cohesion;

4.

since language needs may vary according to each individual's interests, work and cultural background, the broadest possible range of languages should be available to learners, with the support of new technologies, innovative approaches and networking between educational providers;

5.

with a view to promoting economic growth and competitiveness, it is important for Europe also to maintain a sufficient knowledge base in non-European languages with a global reach. At the same time, efforts should be made to uphold the position of European languages on the international stage;

6.

quality teaching is essential for successful learning at any age and efforts should therefore be made to ensure that language teachers have a solid command of the language they teach, have access to high quality initial and continuous training and possess the necessary intercultural skills. As part of language teacher training, exchange programmes between Member States should be actively encouraged and supported;

7.

to help them integrate successfully, sufficient support should be provided to migrants to enable them to learn the language(s) of the host country, while members of the host communities should be encouraged to show an interest in the cultures of newcomers;

8.

linguistic and cultural competences lie at the heart of education. Proficiency in the first language may facilitate the learning of other languages, while early language learning, bilingual education and Content and Language Integrated Learning (CLIL) are effective means of improving language learning provision;

9.

quality interpretation and translation is needed to ensure efficient communication between speakers of different languages, while greater attention should be paid to linguistic considerations in the marketing and distribution of goods and services, in particular audiovisual media services.

1.

work together to enhance European cooperation on multilingualism and — in consultation with the relevant stakeholders — pursue the above-mentioned policy orientations, making use as appropriate of the open method of coordination to facilitate the exchange of experience and good practice;

2.

take appropriate steps to improve effective language teaching and continuity for language learning in a lifelong learning perspective, including by making existing resources and infrastructure more widely available, accessible and attractive to all, developing resources and increasing the diversity of languages offered;

3.

promote the learning of their national languages in other Member States, including through greater use of distance learning technologies, and encourage the learning of less widely used EU languages, and non-European languages;

4.

use existing tools to confirm language knowledge, such as the Council of Europe's European Language Portfolio and the Europass Language Portfolio;

5.

encourage measures to facilitate language learning by people with special needs, as a means of contributing to their social inclusion, better career opportunities and welfare;

6.

cooperate with international organisations working on issues relating to multilingualism, in particular the Council of Europe and Unesco.

1.

support the Member States in their efforts to pursue the above priorities;

2.

draw up proposals by the end of 2008 for a comprehensive policy framework on multilingualism, which takes due account of the linguistic needs of citizens and institutions, including by respecting their right to communicate with the institutions of the European Union in any one of its official languages.

6.6.2008   

EN

Official Journal of the European Union

C 140/16

6.6.2008   

EN

Official Journal of the European Union

C 140/17

Departement Landbouw en Visserij

Duurzame Landbouwontwikkeling

Ellips, 6e verdieping

Koning Albert II laan 35, bus 40

B-1030 Brussel

6.6.2008   

EN

Official Journal of the European Union

C 140/18

6.6.2008   

EN

Official Journal of the European Union

C 140/20

European Commission

Directorate-General for Competition

State Aid Registry

B-1049 Brussels

Fax (32-2) 295 12 42

6.6.2008   

EN

Official Journal of the European Union

C 140/23

1.

On 26 May 2008, the Commission received a notification of a proposed concentration pursuant to Article 4 of Council Regulation (EC) No 139/2004 (1) by which the undertaking Avnet Inc. (USA) acquires within the meaning of Article 3(1)(b) of the Council Regulation control of the whole of the undertaking Horizon Technology Group plc (‘Horizon’, Ireland) by way of purchase of shares.

2.

The business activities of the undertakings concerned are:

3.

On preliminary examination, the Commission finds that the notified transaction could fall within the scope of Regulation (EC) No 139/2004. However, the final decision on this point is reserved.

4.

The Commission invites interested third parties to submit their possible observations on the proposed operation to the Commission.

Observations must reach the Commission not later than 10 days following the date of this publication. Observations can be sent to the Commission by fax ((32-2) 296 43 01 or 296 72 44) or by post, under reference number COMP/M.5162 — AVNET/Horizon Technology, to the following address: