COUNCIL RECOMMENDATION

of 28 November 2022

on Pathways to School Success and replacing the Council Recommendation of 28 June 2011 on policies to reduce early school leaving

(Text with EEA relevance)

(2022/C 469/01)

THE COUNCIL OF THE EUROPEAN UNION,

Having regard to the Treaty on the Functioning of the European Union, and in particular Articles 165 and 166 thereof,

Having regard to the proposal from the European Commission,

Whereas:

1.

The European Pillar of Social Rights (1) emphasises in its first and eleventh principles the importance of guaranteeing a quality and inclusive education for all, from a young age. The effective implementation of those principles depends on the resolve and action of Member States. EU-level actions can complement national actions and the Commission presented its contribution in the European Pillar of Social Rights Action Plan (2).

2.

On 30 September 2020, the European Commission published a communication on achieving the European Education Area by 2025, with inclusiveness as one of its six dimensions (3). On 18 February 2021, the Council approved the Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) (4), with the aim of improving quality, equity, inclusion and success for all in education and training as its first strategic priority.

3.	The European Year of Youth 2022 (5) aims to engage and empower young people to shape their future and the future of Europe, offering them increased opportunities to be involved in decisions that affect their lives.

4.

In the report on the final outcome of the Conference on the Future of Europe, citizens call on the European Union and its Member States to establish by 2025 an inclusive European Education Area within which all citizens have equal access to quality education and lifelong learning, including those in rural and remote areas (6). The 2020 Commission communication identifies inclusion and gender equality as a key dimension of the European Education Area to be achieved by 2025, and calls for education outcomes to be decoupled from socio-economic status. The Council has agreed that, by 2030, the share of low-achieving 15-year-olds in reading, mathematics and science should be less than 15 % and has committed to reducing the share of early leavers from education and training to less than 9 %.

5.

Even though the rate of early leavers has significantly improved at EU level, decreasing by 3.9 percentage points in the period 2010-2021, many learners continue to leave education prematurely. The share of early leavers from education and training was 9,7 % in 2021 across the EU on average, just below the EU-level ET 2020 target of 10 % set for 2020. Still, more than 3,2 million young people in the EU (18-24 years old) are early leavers from education and training. Considerable differences still exist across and within countries, with persisting inequalities among specific groups (e.g. migrants, young men, ethnic minorities such as Roma, and young people in rural and remote areas perform less well).

6.

The results of the OECD’s Programme for International Student Assessment (PISA) 2018 reveal a deteriorating trend in the number of low achievers in basic skills over the period 2009-2018 in many countries. Today, one in five 15-year-old Europeans still lack adequate reading, maths or science competences. Moreover, the results of the International Computer and Information Literacy Study (ICILS) 2018 show that a fifth of young people in the EU do not possess basic digital skills, and also reveal severe performance discrepancies in terms of socio-economic status which threaten to deepen the digital divide (7).

7.

Data confirm that socio-economic background is the strongest predictor of educational outcomes. In most EU countries, learners from disadvantaged backgrounds are overrepresented among those who leave education and training without an upper secondary qualification. PISA 2018 revealed that in most EU countries the proportion of underachievers in reading is much larger in the bottom quarter of the economic, social and cultural status index (ESCS) than it is in the top quarter; up to more than 40 percentage points in some EU countries. Academic literature confirms that pupils from a socio-economically disadvantaged background tend to experience more difficulties in developing academic and linguistic skills. They display learning-related behavioural problems more often, show lower motivation towards learning, leave education and training earlier, and leave with lower qualifications and insufficient competences for full participation in society.

8.

Over the last years, Member States have integrated high numbers of third-country migrants (including refugees (8)) of school age into their education and training systems, including some arriving with a very low level of basic skills. Further challenges arise in the context of people fleeing the war in Ukraine, a large proportion of whom are children of school age requiring targeted learning support (including acquisition of the language of schooling) and psycho-social support.

9.

PISA 2015 and 2018 also shed light on pupils’ declining sense of belonging at school and widespread and increasing bullying/cyberbullying. Research highlights the importance of emotional, social and physical well-being in schools to enhance children and young people’s chances of succeeding in education and in life. It confirms that mental health issues, as well as violence and bullying, racism, xenophobia and other forms of intolerance and discrimination, have devastating effects on children’s and young people’s emotional well-being and educational outcomes. Research also shows that disadvantaged groups are more at risk of being bullied, and learners from schools located in socio-economically disadvantaged environments feel a weaker sense of belonging than their more affluent peers.

10.

The COVID-19 pandemic has made it even more important to address these challenges. Several studies suggest that the crisis may have increased the likelihood that learners at risk of disconnecting from school will actually drop out and has had detrimental effects on learners’ mental health and well-being in general (9).

11.

In 2011, the Council adopted a Recommendation on policies to reduce early school leaving (10). Extensive work has been carried out at European and national level to implement the Recommendation, in particular through peer learning and exchanges of good practices between Member States within the ET 2020 framework for European policy cooperation. A wide range of resources, examples of successful measures and resource material are available online through the European Toolkit for Schools and Cedefop’s vocational education and training (VET) toolkit for tackling early leaving. An independent assessment of the implementation of the Recommendation, published in 2019 (11), gives a strong indication that the Recommendation and the accompanying set of EU policy tools have encouraged transformations within education and training institutions and policies and supported the reduction of early leaving from education and training. It also highlights areas in which further work is needed.

12.

The Erasmus+ programme has supported several transnational projects on inclusion in various educational sectors, addressing underachievement and early leaving from education and training. Inclusion is one of the overarching priorities of Erasmus+ for the 2021-2027 period. The programme also includes the specific policy priority of tackling learning disadvantage, early school leaving and low proficiency in basic skills, allowing stakeholders to Erasmus+ funding to implement policy recommendations.

13.

he European Structural and Investment Funds (ESIF) 2014-2020 have mobilised significant investments to tackle early leaving from education and training, supporting numerous large-scale projects in alignment with the 2011 Council Recommendation. The European Social Fund Plus supports individuals, regions and Member States facing distinct challenges, from recovering from the COVID-19 pandemic to meeting the EU’s targets for climate, employment, social inclusion and education. The use of ESIF and the 2021-2027 cohesion policy funds is informed by, among other things, the country-specific recommendations issued in the framework of the European Semester.

14.

The Technical Support Instrument offers Member States the possibility to receive, upon request, support for tailor-made reforms in a variety of areas, such as improving educational outcomes for children, improving early childhood education and care (ECEC), setting national strategies and action plans to address and prevent early leaving from education and training, developing tools to support teacher recruitment and professional development, or preparing and rolling out curriculum reform. The Technical Support Instrument and its predecessor, the Structural Reform Support Programme, have been used by several Member States to support reforms in relation to preventing early leaving from education and training, especially as regards children from vulnerable backgrounds.

15.

Children and adolescents need a balanced set of cognitive, social and emotional competences to achieve positive outcomes in school and in life. The Council Recommendation of 22 May 2018 on key competences for lifelong learning (12) defines ‘personal, social and learning to learn competence’. It includes the ability to cope with uncertainty and complexity, support one’s physical and emotional well-being, maintain physical and mental health, develop collaborative and positive relationships, lead a health-conscious, future-oriented life, and manage conflict in an inclusive and supportive context.

16.

The Council conclusions on equity and inclusion in education and training in order to promote educational success for all (13) invite Member States to implement educational policy measures and pursue, as appropriate, reforms in education and training systems, looking at the whole spectrum of education and training and in a whole-institution approach, to enhance equal opportunities and inclusion and promote educational success at all levels and types of education and training.

17.

The Council conclusions on European teachers and trainers for the future (14) recognise that teachers, trainers and school leaders are an indispensable driving force of education and training and emphasise the need to further develop and update their competences. The European Education Area communication and Council Resolution acknowledged the critical role of teachers and trainers.

18.

The Council Recommendation of 22 May 2019 on High-Quality Early Childhood Education and Care Systems (15) underlines that access to quality early childhood education and care services for all children contributes to their healthy development and educational success, helps reducing social inequalities and narrows the competence gap between children with different socio-economic backgrounds.

19.

The Council Recommendation of 29 November 2021 on blended learning approaches for high-quality and inclusive primary and secondary education (16) promotes blended learning approaches that combine school-site and distance-learning environments, as well as digital and non-digital learning tools, with a view to building more resilient and inclusive education and training systems. Such practices allow for diversified and differentiated approaches and tools, to better support all pupils – and especially pupils with specific needs or from disadvantaged groups – and enhance their learning motivation.

20.

The European Skills Agenda (17) defines actions to strengthen sustainable competitiveness, build resilience to react to crises and help individuals and businesses develop a relevant set of skills, based on the lessons learnt during the COVID-19 pandemic. The Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (18) proposes a renewed EU policy vision for VET, which has a key role in preventing and counteracting early leaving from education and training and promoting equality of opportunities.

21.

The Digital Education Action Plan (19) sets out actions to enhance digital skills and competences for the digital transformation, to ensure that no learners are left behind and that graduates have the competences needed on the labour market. It foresees the development of common guidelines for teachers and educational staff to foster digital literacy and tackle disinformation, an update of the European Digital Competence Framework and a proposal for a Council Recommendation on improving the provision of digital skills in education and training. The action plan also encourages efforts to close the gender gap in STEM.

22.

The Council Recommendation (EU) 2021/1004 of 14 June 2021 establishing a European Child Guarantee (20) invites the Member States to guarantee effective and free access to education and school-based activities for children in need (i.e. at risk of poverty or social exclusion, particularly Roma). The EU strategy on the rights of the child (21) calls for the building of inclusive and quality education. The new European strategy for a better internet for kids (BIK+) (22) calls for the building of a digital environment where children are protected, empowered and respected and highlights that children in vulnerable situations should have equal chances to harness the opportunities of the digital decade.

23.	The new generation of EU equality strategies and inclusion policy frameworks adopted in 2020 and 2021 (23) put a strong focus on promoting equity and inclusion and fighting discrimination in education, with targeted support for the most disadvantaged and those most at risk of discrimination.

24.

The Council Recommendation of 30 October 2020 on A Bridge to Jobs – Reinforcing the Youth Guarantee and replacing the Council Recommendation of 22 April 2013 on establishing a Youth Guarantee (24) recommends helping young people back into education and training by diversifying the continued education offer, ensuring, where appropriate, the validation of non-formal and informal learning. In addition, the ALMA (Aim, Learn, Master, Achieve) initiative helps disadvantaged young people aged 18-30 who are not in employment, education or training (NEETs) find their way to the job market in their home country by combining support for education, vocational training or employment with a work placement in another EU Member State, in order to improve their skills, knowledge and experience.

25.

Lessons learnt from the implementation of the 2011 Council Recommendation, new insights from research, and stakeholder consultations call for a broader, more inclusive and systemic approach to school success, addressing simultaneously the EU-level target for basic skills and the one for early leaving from education and training, and fully embedding the well-being dimension. Such an approach should ensure the development of the competences necessary to thrive in education and life, and lead to a meaningful learning experience, engagement, wider participation in the community and a transition to a stable adulthood and active citizenship.

26.

The objective of reducing underachievement and early leaving from education and training and promoting school success needs to be systematically addressed by Member States across the EU. At system level, consistency of policy measures, coordination with other relevant policy areas (such as youth, health, culture, social services, employment, housing, justice, migration and integration), and effecti"ve cooperation between different actors at all levels (national, regional, local, school) are needed in order to provide coordinated support to children, young people and their families. In parallel, at school level, whole-school approaches should be promoted, in accordance with national circumstances, incorporating all areas of activity (teaching and learning, planning and governance, etc.) and engaging all key actors (learners, school leaders, teaching and non-teaching staff, parents and families, and local and wider communities) (25).

27.	This Council Recommendation fully respects the principles of subsidiarity and proportionality.

HEREBY RECOMMENDS THAT MEMBER STATES:

1.

By 2025, develop or, where appropriate, further strengthen an integrated and comprehensive strategy (26) towards school success, at the appropriate level, in accordance with the structure of their education and training system, with a view to minimising the effects of socio-economic status on education and training outcomes, promoting inclusion in education and training and further reducing early leaving from education and training and underachievement in basic skills, taking into consideration the various measures outlined in the policy framework in the Annex. Special attention should be paid to well-being at school as a key component of school success. Such a strategy should include prevention, intervention and compensation measures (including measures offered as part of the reinforced Youth Guarantee (27)), be evidence-based and combine universal measures with targeted and/or individualised provisions for learners requiring additional attention and support in inclusive settings (such as learners from a socio-economically disadvantaged, migrant, refugee or Roma background, those with visible and non-visible disabilities, those with special educational needs or mental health issues, and those living in isolated, insular or remote areas, such as the EU outermost regions, according to national circumstances). Such a strategy should also be based on structured cooperation between actors representing different policy areas, levels of governance and education and training levels, benefit from adequate funding and be accompanied by a clear implementation and evaluation plan.

2.

Develop or, where appropriate, further strengthen data collection and monitoring systems at national, regional and local level which allow for the systematic collection of quantitative and qualitative information on learners, as well as on factors that affect learning outcomes, especially socio-economic background. These systems must be in compliance with protection of personal data and national legislation. They should, to the extent possible, ensure that disaggregated data and information on a wide range of aspects (including views of the learners themselves) are available at different policy levels and used (in anonymised form as appropriate) for analysis, prevention and early intervention, policy design, and for steering, monitoring and evaluating the above strategies.

3.

In the context of an integrated and comprehensive strategy and in accordance with national circumstances, combine prevention, intervention and compensation measures, such as those proposed in the policy framework in the annex, to support: 3.1 learners, by combining in a systemic way various measures which put the learners’ interests and needs in the centre and taking into account their opinions; 3.2 school leaders, teachers, trainers and other staff, including in ECEC, by helping them to acquire knowledge, skills and competences and providing support for continuous professional development, as well as adequate time, space and support to work effectively with all learners, including those at risk of exclusion, underachievement and early leaving. Recognition and appreciation (including financial) of their work should be taken into account; 3.3 schools in developing a ‘whole-school approach’ to school success, in which all members of the school community (school leaders, teachers, trainers and other educational staff, learners, parents and families and the local community), as well as a wide range of stakeholders, engage actively and in a collaborative way to promote educational success for all learners; 3.4 system-level measures and an inter-sectoral approach to improve equity and inclusion in education and training and promote educational success for all learners, including by addressing structures and mechanisms which may have a particularly detrimental impact on learners belonging to more disadvantaged groups.

4.

Optimise, according to national, regional and local needs, the use of national and EU resources for investment in infrastructure, training, tools and resources to increase inclusion, equality and well-being in education, including EU funds and expertise for reforms and investment in infrastructure, tools, pedagogy and the creation of healthy learning environments, in particular Erasmus+, the Recovery and Resilience Facility, the European Social Fund Plus, the European Regional Development Fund, the Digital Europe programme, Horizon Europe, the Technical Support Instrument, the Asylum, Migration and Integration Fund, etc., and make sure that the use of the funds is aligned with the overall strategy.

5.

Report on their strategy, the measures taken, relevant monitoring and evaluation arrangements and the budget allocated within the existing reporting arrangements of the European Education Area (including within the strategic framework for European cooperation in education and training (2021-2030)) and of the European Semester.

6.	Actively involve young people in the implementation of the Council Recommendation, inter alia through the EU Youth Dialogue, to ensure that the opinions, views and needs of young people, including those from disadvantaged backgrounds, are heard and taken into account.

HEREBY INVITES THE COMMISSION TO:

1.

Support the implementation of the Council Recommendation, as well as related initiatives such as the European Child Guarantee and the reinforced Youth Guarantee, by facilitating mutual learning and exchanges among Member States and all relevant stakeholders on educational success for all by: 1.1 implementing the strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030), where reducing early leaving from education and training, enhancing proficiency in basic skills and promoting the well-being of learners, teachers and trainers are key priority areas; 1.2 setting up and promoting the activities of the expert group on strategies for creating supportive learning environments for groups at risk of underachievement and for supporting well-being at school, which will take forward the work on identifying good practice in respect of developing supportive and healthy learning environments, promoting mental health, healthy lifestyles, and physical and emotional well-being (including by addressing post-traumatic stress), and preventing bullying and violence at school, as well as proposals for effective uptake of successful practices in schools and recommendations for awareness-raising activities at EU and national level; 1.3 identifying and sharing successful practices (including peer learning and peer mentoring), guidelines and practical tools to support the design, implementation and evaluation of national, regional and local policies and practices, including those targeting learners from disadvantaged backgrounds, using the EU collaborative tools, online platforms and communities for education and training, including eTwinning, the new European School Education Platform, Erasmus+ Alumni, Cedefop’s ambassadors for tackling early leaving, and the Learning Corner for multilingual learning materials on the EU; 1.4 raising awareness and encouraging the use of opportunities to promote, support and enable inclusion, equity and well-being in education and training within EU funds, such as Erasmus+, the Recovery and Resilience Facility, the European Social Fund Plus, the European Regional Development Fund, the Digital Europe programme, Horizon Europe, the Technical Support Instrument, the Asylum, Migration and Integration Fund, etc.; 1.5 supporting EU-wide research and surveys; encouraging the creation of research networks and supporting dialogue between research and policy, as well as between research and practitioners; 1.6 taking into account the outcomes of the structured dialogue on digital education and skills.

2.

Support the development and dissemination of guidance material and resources on educational success for all learners (including on integration of migrants and language learning), in cooperation with Member States and for their voluntary use, including by further developing and promoting the European Toolkit for Schools on promoting inclusive education and tackling early school leaving, the compendium of inspiring practices on inclusive and citizenship education, and Cedefop’s VET toolkit for tackling early leaving.

3.

Support professional development opportunities for educational staff and other stakeholders by: 3.1 sharing good practices from Erasmus+ staff exchanges, projects and networks, including through the eTwinning online community, the Erasmus+ Teacher Academies and the Centres of Vocational Excellence; 3.2 making available massive open online courses (MOOCs) and educational opportunities (including micro-credentials) for continuous professional development for teachers, trainers, school leaders and teacher educators, through the new European School Education Platform, and promoting widespread use of these courses.

4.

Monitor and report on the implementation of the Council Recommendation within the existing arrangements of the European Education Area (including within the strategic framework for European cooperation in education and training) and of the European Semester (including the revised Social Scoreboard).

5.

Monitor and report periodically on progress towards the EU-level targets within the framework of reports on the European Education Area; in close cooperation with the Standing Group on Indicators and Benchmarks, consider how monitoring at EU level can be enhanced, in particular by assessing existing EU-level indicators and, if appropriate and necessary, proposing new ones, in particular on inclusion and equity.

The Council Recommendation of 28 June 2011 on policies to reduce early school leaving shall be replaced by this Recommendation.

 

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(1)  OJ C 428, 13.12.2017, p. 10.

(2)  COM(2021) 102 final.

(3)  COM(2020) 625 final.

(4)  OJ C 66, 26.2.2021, p. 1.

(5)  Decision (EU) 2021/2316 of the European Parliament and of the Council of 22 December 2021 on a European Year of Youth (2022) (OJ L 462, 28.12.2021, p. 1).

(6)  Conference on the Future of Europe – Report on the Final Outcome, May 2022, Proposal 46 (p. 88).

(7)  While digital skills are to be considered amongst the basic skills, they are not explicitly addressed by the current Recommendation, as they are already at the centre of other initiatives such as the Digital Education Action Plan.

(8)  In the current document the term ‘refugee’ is used in a broad political sense rather than as defined in the Geneva Convention and the EU asylum acquis.

(9)  See for example: Koehler, C., Psacharopoulos, G., and Van der Graaf, L., The impact of COVID-19 on the education of disadvantaged children and the socio-economic consequences thereof, NESET-EENEE report, Publications Office of the European Union, Luxembourg, 2022; European Commission, Directorate-General for Education, Youth, Sport and Culture, Impacts of COVID-19 on school education, Publications Office of the European Union, Luxembourg, 2022; Blaskó, Z., da Costa, P., and Schnepf, S. V., Learning Loss and Educational Inequalities in Europe: Mapping the Potential Consequences of the COVID-19 Crisis, IZA Discussion Paper 14298, Bonn, 2021.

(10)  OJ C 191, 1.7.2011, p. 1.

(11)  European Commission, Directorate-General for Education, Youth, Sport and Culture, Donlevy, V., Day, L., Andriescu, M., Downes, P., Assessment of the implementation of the 2011 Council Recommendation on policies to reduce early school leaving: final report, Publications Office of the European Union, Luxembourg, 2019.

(12)  OJ C 189, 4.6.2018, p. 1.

(13)  OJ C 221, 10.6.2021, p. 3.

(14)  OJ C 193, 9.6.2020, p. 11.

(15)  OJ C 189, 5.6.2019, p. 4.

(16)  OJ C 504, 14.12.2021, p. 21.

(17)  COM(2020) 274 final.

(18)  OJ C 417, 2.12.2020, p. 1.

(19)  COM(2020) 624 final.

(20)  OJ L 223, 22.6.2021, p. 14.

(21)  COM(2021) 142 final.

(22)  COM(2022) 212 final.

(23)  Gender Equality Strategy 2020-2025 (2020), EU anti-racism action plan 2020-2025 (2020), EU Roma strategic framework for equality, inclusion and participation (2020) and related Council Recommendation (2021), LGBTIQ Equality Strategy 2020-2025 (2020), Action plan on Integration and Inclusion 2021-2027 (2020), Strategy for the Rights of Persons with Disabilities 2021-2030 (2021), EU Strategy on Combatting Antisemitism and Fostering Jewish Life 2021-2030 (2021).

(24)  OJ C 372, 4.11.2020, p. 1.

(25)  See definition in Commission Staff Working Document SWD(2022) 176 final.

(26)  Such a strategy can be included in relevant national strategic documents.

(27)  Council Recommendation of 30 October 2020 on A Bridge to Jobs – Reinforcing the Youth Guarantee and replacing the Council Recommendation of 22 April 2013 on establishing a Youth Guarantee (OJ C 372, 4.11.2020, p. 1).

Non-opposition to a notified concentration

(Case M.10431 – ALI GROUP / WELBILT)

(Text with EEA relevance)

(2022/C 469/02)

On 17 June 2022, the Commission decided not to oppose the above notified concentration and to declare it compatible with the internal market. This decision is based on Article 6(1)(b) in conjunction with Article 6(2) of Council Regulation (EC) No 139/2004 (1). The full text of the decision is available only in English and will be made public after it is cleared of any business secrets it may contain. It will be available:

—	in the merger section of the ‘Competition policy’ website of the Commission (http://ec.europa.eu/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 (http://eur-lex.europa.eu/homepage.html?locale=en) under document number 32022M10431. EUR-Lex is the online point of access to European Union law.

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(1)  OJ L 24, 29.1.2004, p. 1.

COMMISSION NOTICE

on the application of ecodesign requirements on the efficiency of power-supply units in servers and data-storage products and of ecodesign requirements on the power-source efficiency of welding equipment

(Text with EEA relevance)

(2022/C 469/03)

Commission Regulation (EU) 2019/424 (1) laying down ecodesign requirements for servers and data-storage products applies from 1 March 2020. In particular, Annex II, point 1.1, of the Regulation includes requirements on the minimum efficiency of the power-supply units (‘PSUs’) used in servers and data-storage products. A first, minimum efficiency level, laid down under Annex II, point 1.1.1, came into application on 1 March 2020. A more stringent (compared to the currently applicable values) value for the minimum efficiency of PSUs will apply from 1 January 2023.

Commission Regulation (EU) 2019/1784 (2) laying down ecodesign requirements for welding equipment applies from 1 January 2021. Annex II, point 1, of the Regulation includes minimum requirements for the efficiency of the power source that must be achieved by welding equipment. These requirements will apply from 1 January 2023.

To improve the energy efficiency of the PSUs of servers and data-storage products and the energy efficiency of power sources of welding equipment in line with the new requirements, manufacturers need to install components containing new printed circuit boards. These new printed circuit boards are manufactured using semiconductor chips. However, due to the ongoing global supply crisis for semiconductor chips brought about by the COVID-19 pandemic, manufacturers of printed circuit boards are not able to meet growing demand. As a result, customers are facing much longer lead times for the delivery of these essential components than initially expected.

These exceptional circumstances make it impossible for manufacturers to ensure that the products to be placed on the market as of 1 January 2023 comply with the new energy-efficiency requirements. The significance of the impact of the global chip shortage on manufacturing industries has been illustrated in recent reports, including the European chips survey (3), and was a key driver behind the recent Commission proposal for a European Chips Act. This situation is expected to be short-term in nature and should be largely resolved before 1 January 2024.

A number of Member States have informed the Commission that they are aware of the difficulties faced by industry and are sympathetic to the problems industry will face in complying with their obligations. Various industry associations have also contacted the Commission, outlining the difficulties they are facing. This includes industries supplying products to a range of essential economic sectors, such as the data storage, banking and construction sectors.

Compliance with EU harmonisation legislation such as ecodesign requirements is monitored and enforced through market surveillance carried out by Member States’ market-surveillance authorities, in accordance with Article 11 and Articles 14-20 of Regulation (EU) 2019/1020 of the European Parliament and of the Council (4) on market surveillance and compliance of products.

In view of the problems likely to be experienced by manufacturers seeking to comply with ecodesign requirements on the energy efficiency of the PSUs of servers and data-storage products and on the energy efficiency of power sources of welding equipment, the Commission sets out a number of considerations that should be taken into account in the context of the enforcement of these obligations.

First of all, it should be noted that the obligation for Member States’ market-surveillance authorities to monitor compliance is an ongoing one and not linked to any specific date after the requirements start to apply on 1 January 2023.

Secondly, as regards ensuring effective market surveillance, the Commission recalls the requirement laid down in Article 14(2) of Regulation (EU) 2019/1020 that market-surveillance authorities must exercise their powers efficiently and effectively, according to the principle of proportionality.

The Commission recalls that neither the Commission nor any individual Member State has the authority to set aside any binding deadlines or other requirements laid down in Union law, unless the deadlines or requirements are amended through the appropriate procedures.

However, when enforcing Union law, Member States are required to duly consider the principle of proportionality. In that context, when Member States apply EU law and enforce the requirements laid down by the relevant regulations, they are invited to take into account all of the following conditions:

—	the exceptional and unforeseen circumstances of the global supply crisis for semiconductor chips brought about by the COVID-19 pandemic, as demonstrated by the manufacturers, which may prevent manufacturers from complying with the relevant ecodesign requirements in time;

—	the time-limited nature of the issue, given the relatively short time period during which manufacturers would be able to continue placing products on the market which do not yet comply with the new energy-efficiency requirements;

—	the need for manufacturers to continue to be able to place their products on the market, also in light of the importance of a secure supply of the regulated products to the functioning of a range of essential economic sectors.

If national market-surveillance authorities – in line with these conditions – do not enforce the ecodesign requirements on the energy efficiency of the PSUs of servers and data-storage products and on the energy efficiency of the power sources of welding equipment as of 1 January 2023, the Commission will refrain from launching infringement procedures as long as that lack of enforcement does not go beyond what is required and is limited in time from 1 January 2023 until 1 January 2024.

This approach should apply to all individual units of a product model placed on the market within the indicated time period. This also means that, if market-surveillance authorities encounter a non-compliant product unit after 1 January 2024, but which was placed on the market before that date, the same considerations apply.

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(1)  Commission Regulation (EU) 2019/424 of 15 March 2019 laying down ecodesign requirements for servers and data-storage products pursuant to Directive 2009/125/EC of the European Parliament and of the Council and amending Commission Regulation (EU) No 617/2013 (OJ L 74, 18.3.2019, p. 46).

(2)  Commission Regulation (EU) 2019/1784 of 1 October 2019 laying down ecodesign requirements for welding equipment pursuant to Directive 2009/125/EC of the European Parliament and of the Council (OJ L 272, 25.10.2019, p. 121).

(3)  See https://digital-strategy.ec.europa.eu/en/library/european-chips-survey.

(4)  Regulation (EU) 2019/1020 of the European Parliament and of the Council of 20 June 2019 on market surveillance and compliance of products and amending Directive 2004/42/EC and Regulations (EC) No 765/2008 and (EU) No 305/2011 (OJ L 169, 25.6.2019, p. 1).

Council conclusions on supporting well-being in digital education

(2022/C 469/04)

THE COUNCIL OF THE EUROPEAN UNION

IN THE CONTEXT OF:

1.

The political discussions at the Gothenburg Social Summit in 2017, where it was stressed that 44 % of Europeans do not have basic digital skills, that 90 % of jobs in the future will require digital skills and competences, and that 40 % of European companies struggle to recruit ICT specialists. Launching a reflection on the Future of Learning, to respond to future trends and the digital revolution, including artificial intelligence (AI), was one of the ideas discussed by European leaders on that occasion.

2.

The first principle of the European Pillar of Social Rights, namely, that everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market.

3.	The communication from the Commission on achieving the European Education Area by 2025, which underlines the need to create supportive learning environments for groups at risk of underachievement and to support well-being at school.

4.

The Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030), which stresses that education and training have a vital role to play in shaping the future of Europe, at a time when it is essential for citizens to find personal fulfilment and well-being, to be prepared to adapt and perform on a changing labour market and to engage in active and responsible citizenship.

5.	The Digital Education Action Plan (2021-2027), which outlines the concept of a high-performing digital education ecosystem and stresses the importance of digital skills and competence development for everyday life.

6.	The ongoing structured dialogue on digital education and skills with Member States, launched by the Commission in 2021, and its whole-government approach to digital education.

7.

Council Recommendation (EU) 2021/1004 of 14 June 2021 establishing a European Child Guarantee, which is aimed at preventing and combating social exclusion and ensuring equal opportunities by guaranteeing free access to education for children from disadvantaged backgrounds. In this regard, the Recommendation underlines the importance of providing digital educational tools, high speed connectivity, digital services and adequate equipment, as well as of improving digital skills and tackling all forms of digital divide.

8.	The Strategy for the Rights of Persons with Disabilities 2021-2030, which indicates that effective use of digital technologies requires the removal of accessibility barriers for persons with disabilities and investing in their digital skills.

9.

The Council Recommendation on Pathways to School Success and replacing the Council Recommendation of 28 June 2011 on policies to reduce early school leaving, which aims to promote better educational outcomes for all young Europeans, irrespective of their personal characteristics, family, cultural and socio-economic background and stresses well-being at school and physical and mental health as key components of school success.

10.	The informal Commission expert group currently being set up to promote supportive learning environments for groups at risk of underachievement and to support well-being at school.

11.

The Council Recommendation of 29 November 2021 on blended learning approaches for high-quality and inclusive primary and secondary education, which underlines the importance of prioritising well-being (both physical and mental) and suggests including learner well-being and anti-bullying policies in school objectives, as well as increasing the focus on the well-being and the quality of the professional life of teachers and trainers, school leaders and other educational staff in order to mitigate stress and prevent burnout.

12.	The Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience, which emphasises VET policies suited to the digital economy.

13.	The Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies, which aims to develop the digitalisation of VET in a new lifelong learning culture.

14.	The Council conclusions on digital education in Europe’s knowledge societies, which emphasise that digital education should consider the well-being of all actors involved in the learning process.

15.	The Education and Training Monitor 2021, which focuses on the topic of well-being in education.

16.	The Commission Communication ‘A Digital Decade for children and youth: the new European strategy for a better internet for kids (BIK+)’, which focuses on the improvement of children’s well-being in online environments.

17.	The updated ‘Digital Competence Framework for Citizens’ (DigComp 2.2) produced by the Commission, which emphasises safety, e.g. in the context of supporting well-being and health as well as understanding and combating cyberbullying.

18.	The European Framework for the Digital Competence of Educators (DigCompEdu), which underlines the importance of measures meant to ensure learners’ physical, psychological and social well-being while using digital technologies.

RECOGNISES THAT:

19.

For the purposes of these Council conclusions, ‘well-being in digital education’ is understood as a feeling of physical, cognitive, social and emotional contentment that enables all individuals to engage positively in all digital learning environments including through digital education and training tools and methods, maximise their potential and self-realisation and helps them to act safely online and supports their empowerment in online environments (1). These Council conclusions focus on digital well-being in and through education and training at primary, lower and upper secondary levels, including vocational education and training (VET).

20.	For the purposes of these Council conclusions, the term ‘learners’ covers all pupils, students and apprentices attending primary, lower and upper secondary levels of initial formal educational systems, including initial vocational education and training (VET).

21.

For the purposes of these Council conclusions, the term ‘educators’ covers teachers, school leaders, trainers and other pedagogical staff involved in teaching learners at the primary and secondary levels of initial formal educational systems, including initial vocational education and training (VET).

22.	Digital technologies have radically changed the ways in which people learn, work, use information and communicate. The digital transformation brings new challenges and opportunities for learners and has an impact on their cognitive, physical, social and emotional life.

23.

The COVID-19 pandemic and the switch to emergency distance and online teaching and learning has brought many challenges to digital learning environments. The way in which digital education and training systems, including learners and educators and other relevant actors, have reacted to these challenges may serve as a useful experience and lessons learned for the development of well-being approaches in digital education.

24.

High-quality and inclusive education and training should enhance the opportunities opened up by the digital transformation to support learners’ and educators’ well-being in digital learning environments. This should be systematically supported and fostered in all aspects of the digital education ecosystem (2).

25.

The reinforcement of learners’ well-being in the context of digital education is a two-way process. Digital environments may bring some challenges, including within the digital education context, e.g. cyberbullying, which can negatively impact well-being, especially if some aspects of those environments are poorly designed or deployed. In contrast, well-designed digital education ecosystems that are effective and inclusive can promote the development of learners’ well-being and improve their educational, life and work prospects.

26.

The digital divide poses a serious threat to well-being in digital education and training for both learners and educators, often reinforcing existing inequalities or creating new ones. School systems at national, regional and local level should be able to respond to any problems of insufficient access, inadequate equipment or unsatisfactory learning conditions faced by learners, in particular disadvantaged learners including those with disabilities and/or special educational needs and those facing challenges relating to the digital gender divide.

27.

New learning models, including those involving the use of accessible and findable digital tools, extend outreach to disadvantaged learners, including those with disabilities and/or special educational needs and those who are temporarily unable to attend school because of a health condition, as well as learners living in isolated, insular or remote areas, such as the EU’s outermost regions. They also support stronger motivation and commitment to benefit from online experiences, and together with learner-centred approaches help reduce the digital divide.

28.

With the arrival of learners from migrant backgrounds and/or those whose first language is different from the language of instruction, digital tools and high-quality educational content can facilitate the continuity of their education and training, can help them to maintain their connection with their language and culture of origin and to cope with possible traumatic experiences and new challenges.

29.

More frequent and growing access to and use of digital environments can expose learners to a greater risk of suffering from threats in the digital world, e.g. cyberbullying and/or isolation. Efforts must be made to ensure that learners are educated and that educators are adequately trained and cooperate with other relevant professionals in order to truly promote a safe digital learning environment.

30.

The focus on critical thinking, media and digital literacy and resilience to disinformation and misinformation should be strengthened in education and training systems, with a view to empowering learners with the skills needed to respond to potential threats and challenges and providing for a safer and more positive experience online.

31.

Educators, together with administrative and management staff, have an important and irreplaceable role in the development of education and training environments (3) and in supporting the well-being of learners. They should develop and strengthen their digital competences and enhance their knowledge of the benefits and challenges of using digital tools in education and training e.g. within their initial education, induction and continuous professional development, as well as on the importance of raising the attractiveness of ICT skills development for girls inter alia by gender-sensitive approaches to teaching digitalisation-related competences.

32.	Digital technologies are not intended to replace physical presence and face-to-face interactions between educators and learners. The purpose of integrating digital technologies in educational processes is to support and facilitate educators’ work and to enhance learners’ learning experience.

ACKNOWLEDGES THAT:

Learners’ and educators’ well-being in the context of digital education and training can be supported by:

A.

Acquisition of knowledge, skills and competences required for the fostering of well-being in digital education and training 33. Individuals engage in a digital environment throughout their personal, professional and civic lives. Development of digital knowledge, skills and competences can support their emotional prosperity and contentment and foster their ability to respond appropriately to the challenges and risks presented in both the digital and the physical world. 34. Policies and measures concerning the development of digital skills and competences should be designed with due regard for learners’ well-being and their individual needs, with a special focus on disadvantaged groups. They should also be aimed at increasing their resilience and empowerment. Digital competence (4) involves confident, critical, responsible, ethical and safer engagement with digital technologies. Digital skills such as computational thinking, ICT problem-solving and data literacy are needed both during the initial stages of education and training and on a life-long basis so that individuals can become better integrated into society and have better access to job opportunities. 35. Digital technologies influence the ways in which learners learn, seek and share information as well as how they interact with each other and socialise. Learners are exposed to a wide variety of information, including disinformation and misinformation, so the development of digital and media literacy, critical thinking and problem-solving skills is essential. 36. Learners should acquire and develop the necessary knowledge, skills and competences that will contribute to the innocuous, safe and ethical use of digital tools, including cybersecurity skills and knowledge of AI algorithms’ limits. This could have a significant impact on learners’ well-being and resilience. 37. Developing personal and social competence may help learners to use digital social networks with less risk of emotional or social harm and increase their awareness of the risks of excessive use of digital technologies. 38. Learners should have the opportunity to acquire the knowledge, skills and competences necessary to enable them to create, share and use digital content, and should be aware of the rules related to intellectual property. 39. Advanced and specialised skills are needed for the development of ICT products and services and advanced digital technologies, including those which may have a positive impact on the well-being of individuals, e.g. people with disabilities and/or special educational needs. 40. Educators should be supported in acquiring and developing their digital knowledge, skills and competences, e.g. within their initial education, induction and continuous professional development, and be well-informed about the benefits and challenges of using digital tools, and the opportunities resulting from their use, in education and training. Educators should support learners to use technology in a safe, responsible and creative manner.

B.

The design of teaching and learning approaches and digital environments that enhance learners’ well-being 41. Teaching and learning approaches, which include teaching and learning methods and organisational aspects, should improve the relevance and effectiveness of the education and training process as well as learners’ contentment and self-confidence in all learning environments. In this context, the accessibility, safety and quality of digital infrastructure and digital technologies are crucial. The development and use of advanced digital technologies in education and training can be beneficial, especially for disadvantaged learners including those with disabilities and/or special educational needs. 42. When digital education policies are being designed, the following aspects should be considered: — the environments where learning takes place, taking into account the socio-economic, cultural and family background of learners as well as other relevant circumstances. — the tools and devices employed, tailoring their use to the individual needs of learners (influenced by e.g. health condition, special educational needs and socio-economic background): — Digital education ecosystems should support work with innovative education tools, which could include gamification, educational solutions based on e.g. extended reality technologies such as augmented/virtual reality, AI, learning analytics and social networks, which respect an ethical and transparent approach, data privacy and non-discrimination by design, while taking into consideration benefits and potential risks (5). — The digital solutions should be designed to allow and encourage adaptability to digital education purposes and respect the diverse backgrounds and needs of all individuals, especially learners from disadvantaged groups. Where relevant, interoperability of digital solutions used in education and training should be promoted. — Advanced and specialised digital technologies (e.g. AI, augmented/virtual reality, Internet of things, digital twins, etc.) can improve the accessibility and quality of learning and training environments and synergically complement non-digital teaching and learning approaches. Integration of innovative digital solutions can promote skilfulness of learners in vocational education and training. — The use of digital technologies may take up time that could be used for other activities that are beneficial to health, such as physical exercise or sleep. Consideration should therefore be given to the balance between on-screen and off-screen time and to time management. — the learning tasks that are used in the education process leading towards intended learning outcomes. — The use of high-quality digital education content designed with sound pedagogical purpose and delivered in a modern, accessible and easy-to-use fashion (6). — Support for learner-centred approaches, including promotion of learners’ autonomy. — educators who should be well-trained and capable of providing guidance to learners on the appropriate usage of digital technologies, including wise and balanced allocation of on-screen and off-screen time. Well-trained educators are able to take into account the specificities of different digital learning environments, to work with innovative digital tools, teaching and learning approaches and to implement them in a pedagogical context while bearing in mind the risks of excessive use of digital technologies.

C.

Interpersonal relations in the digital education ecosystem 43. Digital education ecosystems are based not only on digital infrastructure and digital tools and content, but also on social interactions between the individuals involved - i.e. the learners, educators and other actors who use technological means for communication and creation of content and networks - and on their physical and social environments. It is essential to take these social interactions into account when designing digital education ecosystems. 44. Technological progress has changed the forms of communication and opened up new opportunities for empowerment, self-expression and digital citizenship (7), including active participation in society via online tools. 45. Digital interactions can help in the development of social skills and strengthen social connections. However, learners and educators can also be exposed to digital risks (8) (such as cyberbullying, hate speech, fake news, privacy breaches, online frauds, echo chambers (9) etc.) (10) that are harmful to their well-being (11). It is essential that learners, educators and parents be aware of the scope and variety of these risks and know how to avoid and/or prevent them, where to find support and how to build resilience. It is also important to use interactions as well as teaching and learning approaches in digital learning environments to address digital risks. 46. Education and training systems and schools should explore ways of strengthening well-being in digital education, promote digital risk awareness and prevention as well as whole-school policies, including school procedures of an organisational nature, supporting safe digital education environments and addressing challenges connected with digital risks. 47. Social comparisons fostered in the online world can have a negative impact on mental health and self-esteem, particularly in adolescence. Learners’ body image concerns and sense of social alienation can be triggered or intensified if they are exposed to ‘ideal’ images on social media. The use of online social media is also connected with the phenomenon known as the ‘fear of missing out’. Educators within digital learning environments should be aware of these risks, raise awareness of and address the negative impacts of these phenomena and promote the development of skills among learners to tackle these issues. 48. Educators should support learners’ motivation to learn and develop to their full potential, to help them grow into coherent, mature individuals who are aware of their strengths, weaknesses, life goals and aspirations, and who have built a positive self-image while respecting others and their individual needs. Such behaviour is a key factor of well-being in digital education. 49. Wise digital parenting and a supportive family environment should be part of a digital education ecosystem, while taking into account the family background. Schools should be aware of the importance of communication and cooperation with parents or carers on the opportunities, benefits and challenges presented by digital education, as well as digital risks and the importance of time management when using digital tools for educational and training purposes.

INVITES THE MEMBER STATES, IN ACCORDANCE WITH THEIR NATIONAL CIRCUMSTANCES AND THE PRINCIPLE OF SUBSIDIARITY, TO

50.	Place emphasis on strengthening learners’ and educators’ well-being when designing national policies and strategies in digital education;

51.	Promote the designing of teaching and learning processes with a view to their impact on learners’ well-being and, where relevant, encourage strong cooperation between digital education ecosystems and mental health and psycho-social professionals and services;

52.

Encourage teaching and learning processes based on a learner-centred approach, e.g. through the integration of advanced digital technologies, ethical use of AI and data (12), with a special emphasis on support for the well-being of disadvantaged learners and those in vulnerable situations including those with disabilities and/or special educational needs, as well as gifted learners, and on tackling the digital gender gap;

53.	Strengthen learners’ and educators’ awareness of the need to balance on-screen and off-screen time well, and, where possible, support schools in developing appropriate time management as regards digital and face-to-face teaching and learning activities;

54.

Explore ways of supporting the design and implementation of teaching and learning processes and the use of digital technologies in education and training in order to facilitate the integration of learners from migrant backgrounds and/or those whose first language is different from the language of instruction into Member States’ education and training systems, while allowing them to maintain their connection with their mother tongues and respective cultures;

55.	Support (13) learners’ awareness of potential threats in the digital world and the development of their resilience in order to reduce the risks and offer safe online opportunities for young people, whilst supporting data protection and online privacy;

56.	Explore ways to support educators in promoting learners’ critical thinking, media and digital literacy and working with data and information, including an informed approach to misinformation and disinformation (14);

57.

Encourage schools, where appropriate, to apply whole-school approaches which would systematically promote well-being in digital education at the primary, secondary and VET levels, including flexible policies which would support prevention and resilience and address challenges such as digital risks, as well as schools’ organisational procedures;

58.	Consider using opportunities offered by existing EU instruments (the European Social Fund Plus, Erasmus+, the Technical Support Instrument, etc.) to promote digital education policies focusing on the well-being of learners and educators in digital learning environments.

INVITES THE COMMISSION, IN LINE WITH THE TREATIES AND WITH FULL RESPECT FOR SUBSIDIARITY, TO

59.

Support research on the impact of the use of digital technologies on learners’ and educators’ well-being across the Member States, and draw up an evidence-based study on the state of play of well-being needs in digital education environments. Design a model for efficient practices aimed at improving well-being in digital learning ecosystems and, ultimately, criteria for a ‘digital well-being school model’ in schools as a possible example and for Member States to use on a voluntary basis. When designing this model, take stock of the work of the informal Commission expert group on supportive learning environments for groups at risk of underachievement and for supporting well-being at school, which is currently being set up;

60.	Encourage the development and sharing of high-quality content for educators and other relevant professionals aimed at further improving their knowledge, skills and competences, learner-centred pedagogical approaches and work with diverse groups of learners;

61.	Consider promoting well-being in digital education as part of the annual Digital Education Hackathon;

62.

Raise awareness among all relevant stakeholders, e.g. designers of digital tools and services, such as the education technology sector (EdTech) and those focused on cybersecurity, on integrating user-friendly approaches and solutions which would support learners’ and educators’ well-being in digital education. Raise awareness among all relevant stakeholders who develop digital education content on integrating the aspect of well-being not only in the content itself but also in teaching and learning processes.

63.

Support the use of EU programmes, such as Erasmus+, the European Social Fund Plus, the European Solidarity Corps, Horizon Europe and the Digital Europe Programme for promoting learners’ and educators’ well-being in digital learning environments and the use of advanced digital technologies, e.g. for learners with disabilities and/or special educational needs, as well as the development, testing and deployment of gamification, educational solutions based on AI, and extended reality technologies such as augmented/virtual reality for pedagogical purposes;

64.

Reflect the need for a holistic, integrated and sustainable digital education ecosystem in the Member States that promotes quality and inclusion and fosters well-being in digital education in the ongoing implementation of the Digital Education Action Plan (2021-2027) and the upcoming proposals for a Council Recommendation on the enabling factors for digital education and a Council Recommendation on improving the provision of digital skills in education and training.

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(1)  Cognitive well-being can be defined as learners’ ‘successful participation in society in a variety of roles - as lifelong learners, as productive workers, as active citizens’. This participation is enabled, among others, by the knowledge and competences they possess. Physical well-being can be understood as individuals’ health level and their capacity to lead a healthy lifestyle. Social well-being covers learners’ interactions with others, as well as their perception of the digital learning environment. Psychological well-being refers to learners’ opinions and feelings about their own lives and the personal objectives they have set themselves (Panesi, S., Bocconi, S. and Ferlino, L., Promoting Students’ Well-Being and Inclusion in Schools Through Digital Technologies: Perceptions of Students, Teachers, and School Leaders in Italy Expressed Through SELFIE Piloting Activities, Frontiers in Psychology, 2020).

(2)  The digital education ecosystem includes digital education infrastructure, connectivity and equipment (including accessible and assistive technologies); high-quality digital education content; learners and educators with the know-how to integrate digital technologies in the pedagogical process; and the development of digital knowledge, skills and competences and conditions for interpersonal relations in digital learning environments.

(3)  Various factors can have an impact on educators’ general well-being, e.g. excessive workload, perceived lack of recognition of and respect for the teaching profession, excessive class sizes, lack of support for schools with unmanageable student misbehaviour issues, and, in some countries, inadequate or unequal funding (Viac, C. and Fraser, P., Teachers’ well-being: A framework for data collection and analysis, OECD Education Working Paper No. 213, OECD Publishing, Paris, 2020).

(4)  See e.g. European Commission, Joint Research Centre, Vuorikari, R., Kluzer, S., Punie, Y., DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes, 2022 and the Council Recommendation of 22 May 2018 on key competences for lifelong learning (OJ C 189, 4.6.2018, p. 1).

(5)  These include, for example, internet addiction, excessive on-screen time, gaming disorders and health-related issues such as sedentary behaviour leading to obesity.

(6)  Regarding educational content, the upcoming Digital Education Content Framework of the Commission may provide useful guidance.

(7)  According to the Council of Europe, ‘a digital citizen is someone who, through the development of a broad range of competences, is able to actively, positively and responsibly engage in both on- and offline communities, whether local, national or global’ (Richardson, J., Milovidov, E., Digital citizenship education handbook: being online, well-being online, rights online, Council of Europe, 2019).

(8)  Digital risks can be connected, e.g. with excessive or inappropriate use of digital technologies or interaction of learners with the digital world.

(9)  The term ‘echo chamber’‘refers to situations in social media and online discussion groups in which beliefs are amplified or reinforced by communication and repetition inside a closed, insulated system. Participants usually receive information that reinforces their existing views without encountering opposing views’ (Vuorikari, R., Kluzer, S. and Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes, Publications Office of the European Union, Luxembourg, 2022).

(10)  A 2019 OECD study defines a typology of risks: contact risks, content risks, privacy risks and consumer risks (Burns, T., Gottschalk, F. (eds.), Educating 21st Century Children: Emotional Well-being in the Digital Age, Educational Research and Innovation, OECD Publishing, Paris, 2019).

(11)  For example, cyberbullying can be even more harmful than ordinary forms of bullying because the reach of the humiliation is extended to a large audience online, and words and images can remain in the online environment indefinitely.

(12)  The ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators, prepared by the Commission, can be seen as a useful source of guidance and support in this regard.

(13)  For example through the existing network of Safer Internet Centres in Member States, co-funded by the EU, and the platform betterinternetforkids.eu, the pan-European hub on child online safety, containing material for teachers, parents and children in all official EU languages.

(14)  The guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education and training, prepared by the Commission, can be seen as a useful source of guidance and support in this regard.

Notice for the attention of the persons subject to the restrictive measures provided for in Council Decision 2010/788/CFSP, as amended by Council Decision (CFSP) 2022/2412 and Council Regulation (EC) No 1183/2005, as implemented by Regulation (EU) 2022/2401 concerning restrictive measures in view of the situation the Democratic Republic of the Congo

(2022/C 469/05)

The following information is brought to the attention of the persons that appear in Annex II to Council Decision 2010/788/CFSP (1), as amended by Council Decision (CFSP) 2022/2412 (2), and in Annex Ia to Council Regulation (EC) No 1183/2005 (3), as implemented by Council Regulation (EU) 2022/2401 (4), concerning restrictive measures in view of the situation the Democratic Republic of the Congo.

The Council of the European Union has decided that the persons that appear in the above-mentioned Annexes should continue to be included in the list of persons and entities subject to restrictive measures provided for in Council Decision 2010/788/CFSP and in Council Regulation (EC) No 1183/2005 concerning restrictive measures in view of the situation the Democratic Republic of the Congo. The grounds for designations of those persons appear in the relevant entries in those Annexes.

The attention of the persons concerned is drawn to the possibility of making an application to the competent authorities of the relevant Member State(s) as indicated in the websites in Annex II to Council Regulation (EC) No 1183/2005, in order to obtain an authorisation to use frozen funds for basic needs or specific payments (cf. Article 3 of the Regulation).

The persons concerned may submit a request to the Council before 1 September 2023, together with supporting documentation that the decision to include them on the above-mentioned list should be reconsidered to the following address:

Council of the European Union

General Secretariat

RELEX.1

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Email: sanctions@consilium.europa.eu

Any observations received will be taken into account for the purpose of the Council's next review, pursuant to Article 9 of Decision 2010/788/CFSP.

The attention of the persons concerned is also drawn to the possibility of challenging the Council's decision before the General Court of the European Union, in accordance with the conditions laid down in Article 275, second paragraph, and Article 263, fourth and sixth paragraphs, of the Treaty on the Functioning of the European Union.

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(1)  OJ L 336, 21.12.2010, p. 30.

(2)  OJ L 317, 9.12.2022, p. 122.

(3)  OJ L 193, 23.7.2005, p. 1.

(4)  OJ L 317, 9.12.2022, p. 32.

Notice for the attention of the data subjects to whom the restrictive measures provided for in Council Decision 2010/788/CFSP and Council Regulation (EC) No 1183/2005 concerning restrictive measures in view of the situation the Democratic Republic of the Congo apply

(2022/C 469/06)

The attention of data subjects is drawn to the following information in accordance with Article 16 of Regulation (EU) 2018/1725 of the European Parliament and of the Council (1).

The legal basis for this processing operation are Council Decision 2010/788/CFSP (2), as amended by Council Decision (CFSP) 2022/2412 (3) and Council Regulation (EC) No 1183/2005 (4), as implemented by Council Regulation (EU) 2022/2401 (5) concerning restrictive measures in view of the situation the Democratic Republic of the Congo.

The controller of this processing operation is the Council of the European Union represented by the Director General of RELEX (External Relations) of the General Secretariat of the Council and the department entrusted with the processing operation is RELEX.1 that can be contacted at:

Council of the European Union

General Secretariat

RELEX.1

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Email: sanctions@consilium.europa.eu

The GSC's Data Protection Officer can be contacted at:

Data Protection Officer

data.protection@consilium.europa.eu

The purpose of the processing operation is the establishment and updating of the list of persons subject to restrictive measures in accordance with Decision 2010/788/CFSP, as amended by Decision (CFSP) 2022/2412 and Regulation (EC) No 1183/2005, as implemented by Regulation (EU) 2022/2401.

The data subjects are the natural persons who fulfil the listing criteria as laid down in Decision 2010/788/CFSP and Regulation (EC) No 1183/2005.

The personal data collected includes data necessary for the correct identification of the person concerned, the statement of reasons and any other data related thereto.

The personal data collected may be shared as necessary with the European External Action Service and the Commission.

Without prejudice to restrictions pursuant to Article 25 of Regulation (EU) 2018/1725, the exercise of the rights of the data subjects such as the right of access, as well as the rights to rectification or to object will be answered in accordance with Regulation (EU) 2018/1725.

Personal data will be retained for 5 years from the moment the data subject has been removed from the list of persons subject to the restrictive measures or the validity of the measure has expired, or for the duration of court proceedings in the event they had been started.

Without prejudice to any judicial, administrative or non-judicial remedy, data subjects may lodge a complaint with the European Data Protection Supervisor in accordance with Regulation (EU) 2018/1725 (edps@edps.europa.eu).

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(1)  OJ L 295, 21.11.2018, p. 39.

(2)  OJ L 336, 21.12.2010, p. 30.

(3)  OJ L 317, 9.12.2022, p. 122.

(4)  OJ L 193, 23.7.2005, p. 1.

(5)  OJ L 317, 9.12.2022, p. 32.

Notice for the attention of the persons subject to the restrictive measures provided for in Council Decision 2010/788/CFSP, as implemented by Council Implementing Decision (CFSP) 2022/2398 and Council Regulation (EC) No 1183/2005, as implemented by Council Implementing Regulation (EU) 2022/2397 concerning restrictive measures in view of the situation the Democratic Republic of the Congo

(2022/C 469/07)

The following information is brought to the attention of the persons that appear in Annex II to Council Decision 2010/788/CFSP (1), as amended by Council Decision (CFSP) 2022/2398 (2), And in Annex Ia to Council Regulation (EC) No 1183/2005 (3), as implemented by Council Regulation (EU) 2022/2397 (4), concerning restrictive measures in view of the situation the Democratic Republic of the Congo.

The Council of the European Union has decided that eight persons should be included in the list of persons and entities subject to restrictive measures provided for in Council Decision 2010/788/CFSP and in Council Regulation (EC) No 1183/2005 concerning restrictive measures in view of the situation the Democratic Republic of the Congo. The grounds for designations of those persons appear in the relevant entries in those Annexes.

The attention of the persons concerned is drawn to the possibility of making an application to the competent authorities of the relevant Member State(s) as indicated in the websites in Annex II to Council Regulation (EC) No 1183/2005, in order to obtain an authorisation to use frozen funds for basic needs or specific payments (cf. Article 3 of the Regulation).

The persons concerned may submit a request to the Council before 1 September 2023, together with supporting documentation that the decision to include them on the above-mentioned list should be reconsidered to the following address:

Council of the European Union

General Secretariat

RELEX.1

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Email: sanctions@consilium.europa.eu

Any observations received will be taken into account for the purpose of the Council's next review, pursuant to Article 9 of Decision 2010/788/CFSP.

The attention of the persons concerned is also drawn to the possibility of challenging the Council's decision before the General Court of the European Union, in accordance with the conditions laid down in Article 275, second paragraph, and Article 263, fourth and sixth paragraphs, of the Treaty on the Functioning of the European Union.

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(1)  OJ L 336, 21.12.2010, p. 30.

(2)  OJ L 316 I, 8.12.2022, p. 7.

(3)  OJ L 193, 23.7.2005, p. 1.

(4)  OJ L 316 I, 8.12.2022, p. 1.

Notice for the attention of the data subjects to whom the restrictive measures provided for in Council Decision 2010/788/CFSP and Council Regulation (EC) No 1183/2005 concerning restrictive measures in view of the situation the Democratic Republic of the Congo apply

(2022/C 469/08)

The attention of data subjects is drawn to the following information in accordance with Article 16 of Regulation (EU) 2018/1725 of the European Parliament and of the Council (1).

The legal basis for this processing operation are Council Decision 2010/788/CFSP (2), as implemented by Council Implementing Decision (CFSP) 2022/2398 (3) and Council Regulation (EC) No 1183/2005 (4), as implemented by Council Implementing Regulation (EU) 2022/2397 (5) concerning restrictive measures in view of the situation the Democratic Republic of the Congo.

The controller of this processing operation is the Council of the European Union represented by the Director General of RELEX (External Relations) of the General Secretariat of the Council and the department entrusted with the processing operation is RELEX.1 that can be contacted at:

Council of the European Union

General Secretariat

RELEX.1

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Email: sanctions@consilium.europa.eu

The GSC's Data Protection Officer can be contacted at:

Data Protection Officer

data.protection@consilium.europa.eu

The purpose of the processing operation is the establishment and updating of the list of persons subject to restrictive measures in accordance with Decision 2010/788/CFSP, as implemented by Implementing Decision (CFSP) 2022/2398 and Regulation (EC) No 1183/2005, as implemented by Implementing Regulation (EU) 2022/2397.

The data subjects are the natural persons who fulfil the listing criteria as laid down in Decision 2010/788/CFSP and Regulation (EC) No 1183/2005.

The personal data collected includes data necessary for the correct identification of the person concerned, the statement of reasons and any other data related thereto.

The personal data collected may be shared as necessary with the European External Action Service and the Commission.

Without prejudice to restrictions pursuant to Article 25 of Regulation (EU) 2018/1725, the exercise of the rights of the data subjects such as the right of access, as well as the rights to rectification or to object will be answered in accordance with Regulation (EU) 2018/1725.

Personal data will be retained for 5 years from the moment the data subject has been removed from the list of persons subject to the restrictive measures or the validity of the measure has expired, or for the duration of court proceedings in the event they had been started.

Without prejudice to any judicial, administrative or non-judicial remedy, data subjects may lodge a complaint with the European Data Protection Supervisor in accordance with Regulation (EU) 2018/1725 (edps@edps.europa.eu).

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(1)  OJ L 295, 21.11.2018, p. 39.

(2)  OJ L 336, 21.12.2010, p. 30.

(3)  OJ L 316 I, 8.12.2022, p. 7.

(4)  OJ L 193, 23.7.2005, p. 1.

(5)  OJ L 316 I, 8.12.2022, p. 1.

Euro exchange rates (1)

8 December 2022

(2022/C 469/09)

1 euro =

	Currency	Exchange rate
USD	US dollar	1,0519
JPY	Japanese yen	143,75
DKK	Danish krone	7,4382
GBP	Pound sterling	0,86258
SEK	Swedish krona	10,9060
CHF	Swiss franc	0,9889
ISK	Iceland króna	149,50
NOK	Norwegian krone	10,4880
BGN	Bulgarian lev	1,9558
CZK	Czech koruna	24,324
HUF	Hungarian forint	417,66
PLN	Polish zloty	4,6853
RON	Romanian leu	4,9131
TRY	Turkish lira	19,6114
AUD	Australian dollar	1,5590
CAD	Canadian dollar	1,4307
HKD	Hong Kong dollar	8,1889
NZD	New Zealand dollar	1,6547
SGD	Singapore dollar	1,4256
KRW	South Korean won	1 387,06
ZAR	South African rand	18,0225
CNY	Chinese yuan renminbi	7,3324
HRK	Croatian kuna	7,5553
IDR	Indonesian rupiah	16 423,92
MYR	Malaysian ringgit	4,6257
PHP	Philippine peso	58,233
RUB	Russian rouble
THB	Thai baht	36,559
BRL	Brazilian real	5,4880
MXN	Mexican peso	20,6989
INR	Indian rupee	86,6755

---

(1)  Source: reference exchange rate published by the ECB.

Publication of a communication of approval of a standard amendment to the product specification for a name in the wine sector referred to in Article 17(2) and (3) of Commission Delegated Regulation (EU) 2019/33

(2022/C 469/10)

This communication is published in accordance with Article 17(5) of Commission Delegated Regulation (EU) 2019/33 (1).

COMMUNICATING THE APPROVAL OF A STANDARD AMENDMENT

‘Vicomté d’Aumelas’

PGI-FR-A1107-AM01

Date of communication: 19.9.2022

DESCRIPTION OF AND REASONS FOR THE APPROVED AMENDMENT

1.   Organoleptic description of the products

Point 3.3 (Organoleptic description of the wines) of Chapter I of the specification for the protected geographical indication ‘Vicomté d’Aumelas’ has been amended to complete the organoleptic characteristics of each colour of wine.

The following details have been included in the single document under ‘Description of the wine(s)’.

2.   Vine varieties

Point 5 of Chapter I of the specification for the protected geographical indication ‘Vicomté d’Aumelas’ has been amended.

The following 17 varieties have been added to the list of varieties that may be used to produce the protected geographical indication ‘Vicomté d’Aumelas’:

Artaban N, Bronner B, Cabernet blanc B, Cabernet cortis N, Floreal B, Johanniter B, Monarch N, Muscaris B, Pinotin N, Prior N, Saphira B, Sauvignac B, Solaris B, Soreli B, Souvignier gris B, Vidoc N, Voltis B.

The varieties included in the specification have a greater resistance to fungal diseases and are also better adapted to climate change. These varieties match the profile of the wines with the PGI.

The following 19 varieties, which are not grown in the vineyards, have been removed from the list of varieties that may be used to produce wines with the protected geographical indication ‘Vicomté d’Aumelas’:

These amendments to the grape varieties have been incorporated in the section on ‘Wine grape varieties’ in the single document.

3.   Link with the geographical area

In point 7.1 (Specificity of the geographical area) of Chapter I of the specification for the protected geographical indication ‘Vicomté d’Aumelas’, the following words have been added to the end of the first paragraph to improve the description of the geographical area and the location of the PGI ‘Vicomté d’Aumelas’ in the department of Hérault:

This detail has been moved to the section on ‘Link with the geographical area’ in the single document.

4.   Control body

In chapter 3 of the specification of the ‘Vicomté d'Aumelas’ PGI, the wording of the point concerning the control body has been updated, without changes.

This update has also been made to the single document, in the section containing the contact details of the control body.

SINGLE DOCUMENT

1.   Name(s)

Vicomté d’Aumelas

2.   Geographical indication type

PGI – Protected geographical indication

3.   Categories of grapevine product

1.

Wine

4.   Description of the wine(s)

BRIEF WRITTEN DESCRIPTION

The ‘Vicomté d’Aumelas’ protected geographical indication covers still red, rosé and white wines. Wines bearing the protected geographical indication ‘Vicomté d’Aumelas’ have a minimum actual alcoholic strength by volume of 9 %. The minimum and maximum levels for total alcoholic strength by volume, total acidity, volatile acidity and total sulphur dioxide are those set by EU legislation.

The wines reflect the specific environment in the central part of the Hérault valley, where the river plays an important role in temperature regulation.

The red wines are generally fruity and elegant with very fine tannins. They are mainly blended wines, made from suitably ripe grapes of the varieties Merlot, Cabernet Sauvignon, Syrah, Carignan, Grenache and Mourvèdre. These wines are intensely bright ruby red in colour and have characteristically potent aromas of blackberry, blueberry, raspberry, liquorice and pepper.

The white wines are either single variety or blended, mostly from the varieties Chardonnay, Sauvignon, Grenache blanc, Vermentino or Viognier. They are fresh with amylic notes of elderflower and acacia blossom, and of white and exotic fruits. They are lively and fat in the mouth, with low bitterness and no roughness or dryness.

The rosés are made from the varieties Cinsaut, Grenache, Syrah, Carignan, Cabernet Sauvignon or Mourvèdre. They are typically pale pink shading to salmon in colour, pleasantly fresh with intense, complex aromas of flowers, exotic fruit or blackcurrant.

General analytical characteristics
Maximum total alcoholic strength (in % volume)
Minimum actual alcoholic strength (in % volume)
Minimum total acidity
Maximum volatile acidity (in milliequivalents per litre)
Maximum total sulphur dioxide (in milligrams per litre)

5.   Wine-making practices

5.1.    Specific oenological practices

1.   

 

Specific oenological practice

All wine-making practices followed must comply with the requirements laid down at EU level and in the Rural and Maritime Fishing Code.

5.2.    Maximum yields

1.   

 

120 hectolitres per hectare

6.   Demarcated geographical area

The harvesting of the grapes and the production and development of wines bearing the ‘Vicomté d’Aumelas’ PGI must take place in the territory of the following municipalities in the department of Hérault: Aumelas, Bélarga, Campagnan, Saint-Pons-de-Mauchiens, Saint-Pargoire, Tressan, Puilacher, Plaissan, Le Pouget, Vendémian, Pouzols, Popian, Saint-Bauzille-de-la-Sylve and Gignac (cadastral sections D, E, F).

7.   Wine grape variety(-ies)

Alicante Henri Bouschet N

Alphonse Lavallée N

Altesse B

Alvarinho – Albariño

Aramon N

Aramon blanc B

Aramon gris G

Aranel B

Arinarnoa N

Artaban N

Arvine B – Petite Arvine

Aubun N – Murescola

Bourboulenc B – Doucillon Blanc

Bronner B

Cabernet Blanc B

Cabernet Cortis N

Cabernet Franc N

Cabernet Sauvignon N

Caladoc N

Cardinal Rg

Carignan N

Carignan blanc B

Carmenère N

Chambourcin N

Chardonnay B

Chasan B

Chasselas B

Clairette rose Rs

Chenanson N

Chenin B

Cinsaut N – Cinsault

Clairette B

Clarin B

Colombard B

Côt N – Malbec

Counoise N

Danlas B

Egiodola N

Fer N – Fer Servadou, Braucol, Mansois, Pinenc

Floreal B

Gamay N

Gewürztraminer Rs

Grenache N

Grenache blanc B

Grenache gris G

Gros Manseng B

Johanniter B

Listan B – Palomino

Lledoner pelut N

Macabeu B – Macabeo

Marsanne B

Marselan N

Mauzac B

Merlot N

Meunier N

Monarch N

Mondeuse N

Morrastel N – Minustellu, Graciano

Mourvèdre N – Monastrell

Muscardin N

Muscaris B

Muscat d’Alexandrie B – Muscat, Moscato

Muscat de Hambourg N – Muscat, Moscato

Muscat à petits grains blancs B – Muscat, Moscato

Nielluccio N – Nielluciu

Négrette N

Parrellada B

Petit Manseng B

Petit Verdot N

Picardan B – Araignan

Pinot Gris G

Pinot Noir N

Pinotin N

Piquepoul blanc B

Piquepoul gris G

Piquepoul noir N

Plant droit N – Espanenc

Portan N

Prior N

Riesling B

Rivairenc N – Aspiran noir

Rivairenc blanc B – Aspiran blanc

Roussanne B

Rubilande Rs

Saphira B

Sauvignac

Sauvignon B – Sauvignon Blanc

Sauvignon Gris G – Fié gris

Sciaccarello N

Semillon B

Servant B

Seyval B

Solaris B

Soreli B

Souvignier Gris Rs

Sylvaner B

Syrah N – Shiraz

Tannat N

Tempranillo N

Terret blanc B

Terret gris G

Terret noir N

Ugni Blanc B

Verdelho B

Vermentino B – Rolle

Vidoc N

Villard blanc B

Viognier B

Voltis B

8.   Description of the link(s)

8.1.   

 

Located in the heart of the Languedoc, between Montpellier and Béziers and north of Sète, the ‘Vicomté d’Aumelas’ vineyards extend over a small region of hills nestled in the northern slope of the Aumelas plateau, overlooking the Hérault river to the north.

Descending from the limestone garrigues of Aumelas, the vineyards are arranged on tiered terraces facing westward, on soils formed on limestone and marl gravel dating from the Secondary and Tertiary eras, and in the lower part, on the various deposits that built up in the Hérault valley.

These soil groups combine to form a large area that is well-suited to viticulture, ranging from the fertile soils on the more recent alluvial and colluvial deposits to the sandy-stony soils that formed on the ancient alluvial terraces and calcareous slopes.

The different soil types combined with the local bioclimates have the potential to accommodate winegrowing based on several different grape varieties.

The climate is strictly Mediterranean with a sharp drop in rainfall in the summertime.

This ‘unity’ within the diversity of the Vicomté d’Aumelas area is reinforced by the landscape of the production area, all of which belongs to the area known as the mid-Hérault valley. ‘Vicomté d’Aumelas’ PGI wines come from a production area with a winegrowing tradition dating back centuries.

The suitability of the land for winegrowing, acknowledged since Roman times, was confirmed in the Middle Ages. Its wines, celebrated by the trouvères (troubadours) were popular among the nobility and bourgeoisie, as well as in the taverns.

The neighbouring religious communities in the abbeys of Aniane and Saint Guilhem le Désert, preserved and developed the vineyards during the Middle Ages. In the 10th century, the Guilhem dynasty from Montpellier, related to the English and Dutch crowns, took over the Aumelas viscountcy and started exporting its wines throughout northern Europe.

As pointed out by Professor Galtier, there were vines in the Aumelas viscountcy at the time. The nobility claimed a quarter of the harvest from their fiefdoms. Article 547 of Folio 178v emphasises this trend: it informs us that, on 4 November 1121, William of Aumelas confirmed that Bertrand de l’Estang had handed over his land of vineyards and fields as far as Hérault.

In the 18th century, the Canal du Midi made it easier for wine to be transported to the sea ports for shipping to northern Europe and America. Meanwhile, the expansion at the port of Sète boosted exports to the south.

It was in the 19th century that these vineyards took on their current appearance. They benefited from the development of the railways, which were significant in opening up access to new markets. Its specialised production of particularly renowned table grapes led this region to be given the evocative name of ‘golden valley’.

The recognition given to ‘vin de pays’ on 5 April 1982 allowed the winegrowers to produce wines to meet consumer demand.

Production now stands at 10 000 hectolitres, with reds accounting for 50 % and the remainder divided equally between rosés and white wines.

The Mediterranean grape varieties grown in this PGI area since ancient times, have been supplemented by varieties from other regions, such as Cabernet Sauvignon in the case of the reds and Chardonnay and Sauvignon in the case of the white wines.

The wines are either blended (particularly the reds) or single variety (mostly the whites).

Reflecting the unique interplay between the land and its history, ‘Vicomté d’Aumelas’ PGI wines benefit from the wealth of wine-making expertise acquired over the generations, as well as from state of the art technology.

The research conducted by the winegrowers has led to the wines being fruity and elegant – enjoyable wines – which reflect adapted wine-making techniques where the priority is given to gentle extraction technologies.

These wines are mainly sold in France and in northern European countries. Almost all of the production is bottled within the geographical area, which ensures complete control over the product and makes good use of the production locations.

8.2.   Causal link between the specificity of the geographical area and the specificity of the product

The Vicomté d’Aumelas area is overlooked by the Aumelas château, a beacon and landmark for all of the inhabitants and winegrowers in the villages. It is an area that is devoted to its vines and one whose wines bear witness to a strong winegrowing tradition.

There is a very special link between winegrowing and the vines in the ‘golden valley’, the name given to this region on account of its production of table grapes (Chasselas and Servant) which required a lot of pruning and led the winegrowers to find ways of bringing out the best quality in their grapes.

Building on this experience, the winegrowers have been adapting their vineyards and developing modern wine-making techniques for over thirty years.

This is reflected in the wines, which are strongly influenced by the special environment in the mid-Hérault valley where the river plays an important role in regulating temperatures, thus limiting certain extreme weather conditions in the summer and allowing for the production of elegant reds and fresh, fruity white wines.

Nowadays, the little villages in the ‘Vicomté d’Aumelas’ area, many of which are built on the sites of ancient Roman villas, are home to wine-growing families who pass on the passion for vines and wine and their know-how from one generation to the next. The reputation of ‘Vicomté d’Aumelas’ wines has been built on this cultural heritage. The history and culture of this region, of these villages and these people, are inextricably linked to its wine-growing history.

9.   Essential further conditions (packaging, labelling, other requirements)

Legal framework

National legislation

Type of further condition

Additional provisions relating to labelling

Description of the condition

The protected geographical indication ‘Vicomté d’Aumelas’ may be supplemented by the name of one or more wine grape varieties.

The protected geographical indication ‘Vicomté d’Aumelas’ may be supplemented by the terms ‘primeur’ (early) or ‘nouveau’ (new).

The protected geographical indication ‘Vicomté d’Aumelas’ may be supplemented by the smaller geographical unit ‘Vallée Dorée’ in accordance with the conditions laid down in the specification.

The European Union PGI logo must appear on the label if the words ‘Indication géographique protégée’ (Protected Geographical Indication) are replaced by the traditional expression ‘Vin de pays’.

Link to the product specification

https://info.agriculture.gouv.fr/gedei/site/bo-agri/document_administratif-64343752-4555-476e-ae05-308e26acd116

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(1)  OJ L 9, 11.1.2019, p. 2.