1.

This resolution builds on the Resolution on the European Union Youth Strategy 2019-2027 (1), the Resolution establishing guidelines on the governance of the EU Youth Dialogue (2), the Conclusions on fostering democratic awareness and democratic engagement among young people in Europe (3), the Conclusions on strengthening multilevel governance when promoting the participation of young people in decision-making processes (4), and the outcomes of the previous cycles of the EU Youth Dialogue.

2.

The Resolution on the European Union Youth Strategy 2019-2027 sets overall objectives, guiding principles and a basis for further cooperation in the field of youth at EU level. The resolution calls for a greater involvement of young people in the dialogue with decision-makers, and for the engagement of young people from diverse backgrounds and social groups.

3.

The EU Youth Dialogue (EUYD) is a participation mechanism for young people in the EU. It serves as a forum for continuous joint reflection and for consultation on the priorities, implementation and follow-up of cooperation at EU level in the field of youth (5) between decision-makers, young people and their representative organisations, and that enables a continuous partnership in the governance of these processes at local, regional, national and European level.

4.

Member States are encouraged to enable youth participation in all phases of implementation of the EU Youth Dialogue by involving the youth sector and by giving, where appropriate, the respective National Youth Council (NYC) (6) a leading role in the National Working Group (NWG) and in the European Steering Group (ESG).

5.

The outcomes of the 8th Cycle of the EUYD are based on the cycle’s three EU Youth Conferences, on feedback from national and European qualitative consultations and events from the dialogue phase, on the quantitative results of the EUYD Central Survey, and on the results from the impact phase at national and European level, and contribute to mainstreaming the multi-level and cross-sectoral implementation of Youth Goal #9 ‘Space and Participation for All’. The cycle was coordinated at European level by the European Steering Group.

6.

The aim of this document is to ensure that the outcomes of the 8th Cycle of EUYD are recognised and followed up by relevant stakeholders in the field of national and European youth policies, and to ensure quality and continuity in the implementation of the EUYD process and its outcomes.

7.

The 8th Cycle of the EU Youth Dialogue during the German-Portuguese-Slovenian Presidencies over the period from 1 July 2020 to 31 December 2021 under the common title ‘Europe for YOUth - YOUth for Europe: Space for Democracy and Participation’ builds on the European Youth Goals, namely Youth Goal #9 ‘Space and Participation for All’ of the European Union Youth Strategy 2019-2027.

8.

While the Resolution on the European Union Youth Strategy 2019-2027 calls for greater involvement of young people in the EU Youth Dialogue process, it requires sufficient capacity, notably financial and human resources, to reach out and communicate to, and with, all young people at local, regional, national and European level.

9.

The contribution of the National Working Groups is important in leading the EU Youth Dialogue processes at national level, including at regional and local level, particularly in reaching out to diverse groups of young people and connecting different national, regional and local stakeholders with the process.

10.

The contribution of International Non-Governmental Youth Organisations (INGYOs) is important in bringing a range of perspectives from across Europe to the policy dialogue and in ensuring quality input on the transnational dimension of the EU Youth Dialogue process.

11.

One particular feature of the 8th Cycle was the emphasis on the quality of participation and the predominant use of digital tools in the context of the health crisis. The 8th Cycle of the EUYD process ran during the COVID-19 pandemic when most EU countries had social distancing measures in place, which limited the ability to hold physical meetings. On account of the pandemic, all three EU Youth Conferences were organised in close cooperation with the respective National Youth Councils in virtual format.

12.

The German Presidency focused on democratic awareness and democratic engagement among young people in Europe under the slogan ‘Youth and Democracy’. As a basis for national and European level consultations and events, a set of qualitative questions was proposed to the National Working Groups (NWG) in the Member States and to the International Non-Governmental Youth Organisations (INGYOs), focusing on the seven targets of Youth Goal #9 ‘Space and Participation for All’.

13.

The Portuguese Presidency focused on strengthening multilevel governance by promoting the participation of young people in decision-making processes and put particular emphasis on the participation of young people through digital innovation. Attention was also given to youth rights-based approaches to youth policies, and this was the subject of the policy debate held at the Youth Ministers Council meeting on 17 May 2021. As the Portuguese Presidency coincided with the transition from the dialogue phase to the implementation phase, a toolbox with concrete actions was developed to implement Youth Goal #9, taking into account the reports on the qualitative consultations and events, and the discussions held by the Portuguese EU Youth Conference delegates. In addition, the 48-hour Solve the Gap Hackathon was held and resulted in the creation of an online tool to promote the engagement of young people in democratic processes. The tool will feature on the European Youth Portal.

14.

The Slovenian Presidency explored the importance of civic spaces for youth participation and ways to safeguard them. It also looked at the quantitative results of the EUYD Central Survey and the results from the set of guiding questions introduced under the Portuguese Presidency, using them to explore good practices for the implementation of Youth Goal #9 and its targets, and turning these practices into Youth Actions. The barriers to their implementation and the way forward have been identified.

15.

Each EUYD cycle builds on previous cycles, on EU Youth Conferences and on the work of the EU Council presidencies in the field of youth. It emphasises the role and importance of the unity of the presidency trio in reaching the objectives of each EUYD cycle and in contributing to reaching the targets set in the Youth Goals, by linking up successive cycles.

16.

The National Working Groups used a variety of methods, such as participatory visual methods and participatory action research methods, round table events and online youth dialogue events. INGYOs facilitated roundtable events involving policy makers and young people at European level.

17.

The European Steering Group proposed the EUYD Central Survey as a way of exploring other segments of youth participation in order to include as broad as possible a range of voices and as a way of encouraging National Working Groups and INGYOs to focus more on qualitative and on more meaningful formats for participation in the dialogue process, and thus to bring added value to the consultations at EU level.

18.

Meaningful cooperation and co-creation between the three EU presidencies involved and their respective National Youth Councils, the European Youth Forum and the European Commission were among the core principles guiding the implementation of the 8th EUYD Cycle.

19.

Putting young people and youth organisations at the core of the design, planning, implementation, monitoring, evaluation and follow-up of the cycle and all its activities, for example by ensuring that the presidency’s National Youth Councils have the right to co-chair the European Steering Group, was a key aspect in the success of the 8th EUYD Cycle.

20.

Further recognising the involvement and contribution of INGYOs in the EUYD process is important for ensuring that the dialogue has a strong European dimension; sustainable, structural and sufficient funding and political support at European and national levels should be secured so that both National Working Groups and INGYOs can carry out their activities within the framework of the official EUYD process.

21.

EU Youth Conferences are a meaningful part of the youth dialogue process, creating safe spaces where participants have the knowledge and opportunities needed to contribute, and should bring together decision-makers to take part in the dialogue in a meaningful way, exchange views with young people on an equal footing, co-create with them the outcomes of the Conferences, and integrate the outcomes, when possible, into their political decision-making in order to ensure a meaningful youth participation process.

22.

Organising all events related to the EU Youth Dialogue in the most sustainable way possible, and considering the environmental, social and economic dimensions of sustainability is an important element in making the process more meaningful for young people and for decision-makers.

23.

Focusing on the implementation of Youth Goal #9 in order to turn its targets into Youth Actions has brought an important new dimension to the EU Youth Dialogue process by bringing about the changes that are needed to improve the lives of young people in Europe, and could be adopted by future EUYD cycles as a good and inspiring practice.

24.

Young people are the present and the future of a sustainable, social, climate-neutral, prosperous and democratic Europe that is fit for the digital age. Their participation is vital when shaping the present and the future of Europe, ensuring that all its citizens enjoy personal fulfilment and well-being, and empowering them to engage in active and responsible citizenship.

25.

The COVID-19 pandemic and the exceptional measures taken to counter the pandemic have had a severe impact on the participation of young people and on civic spaces for young people, which have been increasingly shrinking and could be proactively safeguarded. The COVID-19 pandemic has also highlighted the importance of further exploring and developing new forms of participation and civic engagement, especially within the context of the digital participation of young people, while at the same time acknowledging and addressing existing digital divides and the limits of digital participation (7).

26.

The active participation of young people in the national and European qualitative consultations implemented by National Working Groups and International Non-Governmental Youth Organisations, and their active engagement in the Central EUYD Survey launched by the European Steering Group, as well as their active involvement in the implementation phase. The consultations and the implementation phase involved a varied and innovative use of smaller-scale surveys, focus groups, large youth dialogue events, workshops, participatory action research, participatory visual methods, roundtables and digital youth dialogue events.

27.

The activities and measures proposed and being carried out by NWGs and INGYOs in circumstances made difficult by the pandemic, as part of the process of turning Youth Goal #9 into Youth Actions.

28.

The successful cooperation and equal partnership within the European Steering Group throughout the cycle, building on the recommendations of the previous EUYD cycles for multi-level and cross-sectoral implementation of the EUYD.

29.

Consider the outcomes of the 8th Cycle of EU Youth Dialogue, including the recommendations of young people attached in Annex I, when designing and implementing future youth policies, in synergy with all policies affecting young people, and explore further ways of implementing the European Youth Goals and the targets out therein.

30.

Strengthen and improve the EU Youth Dialogue process by considering and, where possible, applying best practices from the 8th Cycle of EU Youth Dialogue and the principles that guided its successful implementation, in particular by putting young people and youth organisations at the core of the process and ensuring that the EU Youth Dialogue is a youth-led process where young people and decision-makers have a constructive solution-seeking dialogue with real impact. The National Youth Councils, where applicable, should therefore continue to be the leading stakeholders in the National Working Groups and be given the necessary political and financial support to perform this role.

31.

Recognise and prioritise the role of the National Working Groups (NWGs), their indispensable commitment to the process, and their importance regarding outreach and diversity of perspectives.

32.

Prioritise and give visibility to the EUYD in national and EU-level events and promote youth participation in decision-making processes at all levels, and support and strengthen cooperation between different stakeholders, namely the European Steering Group, National Working Groups, the European Youth Forum, National Youth Councils, International Non-Governmental Youth Organisations, and other relevant stakeholders.

33.

Provide necessary support, including adequate financial resources, and youth-friendly participation tools needed to reach out and communicate to, and with, more young people from a wide range of backgrounds and social groups at all levels in order to achieve the ambitious goals set for the EU Youth Dialogue process in the European Union Youth Strategy 2019-2027.

34.

Ensure a more sustainable and strategic approach to EUYD communication and outreach, implementing an overarching internal and external communication strategy at European level, and provide National Working Groups with additional support, where relevant, to enhance their own EUYD communication, co-created by youth organisations, in line with the European communication strategy, created under the co-leadership of youth organisations, including a common EUYD logo, labelling all EUYD actions, at European, national, regional and local level.

35.

The European Commission and the Member States should ensure the strengthening of a long-term institutional memory and continuity of work between the EUYD cycles. Regular exchanges and coordination that is youth led and adequately supported between the Presidency trio, the last presidency from the preceding trio, the first presidency from the next trio, the Commission and the European Youth Forum shall be organised. The documentation of the European Steering Group should be made public in the European Youth Portal.

36.

Provide continuous feedback to young people and youth organisations involved in all stages of the EUYD process in order to ensure meaningful dialogue and youth participation at all levels.

1.

At the 2017 Gothenburg Social Summit for Fair Jobs and Growth, the EU leaders jointly proclaimed the European Pillar of Social Rights, establishing the right to quality and inclusive education and training and lifelong learning for all as its first principle, and, as its fourth principle, the right to receive support for job search, training and re-qualification, as well as the right to transfer social protection and training entitlements during professional transitions,

2.

The European Council conclusions of 14 December 2017 (1) singled out education as key to building inclusive and cohesive societies and to sustaining European competitiveness; education and training were thus put at the heart of the European political agenda for the first time,

3.

In the EU Strategic Agenda 2019-2024 EU leaders agreed to step up investments in people’s skills and education,

4.

The EU leaders met at the Porto Social Summit on 7 May 2021 to deepen the implementation of the European Pillar of Social Rights by putting education and skills at the centre of political action,

5.

In the June 2021 European Council conclusions EU leaders welcomed the EU headline targets on jobs, skills and poverty reduction set out in the European Pillar of Social Rights Action Plan, in line with the Porto Declaration, including the EU-level target of at least 60 % of adults participating in learning every year by 2030,

6.

The relevant background documents, as set out in Annex III to this Resolution, should be taken into account.

7.

The renewed European agenda for adult learning (EAAL), which was adopted by the Council of the European Union in 2011 in order to continue, complement and consolidate work in the field of adult learning under the four strategic objectives identified by the Council in the ‘ET2020’ strategic framework,

8.

The Council Recommendation on Upskilling Pathways: New Opportunities for Adults (2016), which underlines the specific needs of adults, particularly among low-qualified, unemployed and vulnerable groups, who require additional attention and support to improve their basic skills and enable progress,

9.

The Report ‘Achievements under the Renewed European Agenda for Adult Learning’ (2019), which takes stock of achievements in the period 2011-2018. It also identifies emerging topics and priorities that could be taken into account in the post-2020 period, including continued work on governance, supply and take-up, flexibility and access as well as quality assurance,

10.

The European Skills Agenda for sustainable competitiveness, social fairness and resilience (2020) proposes, among others, Action 8 ‘Skills for Life’, which envisages work by the Commission and Member States on new priorities for the European Agenda for Adult Learning with the aim towards building comprehensive, quality and inclusive adult learning systems,

11.

The Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (2020) and the Osnabrück Declaration on vocational education and training (2020) call for the further development of VET as an attractive and high-quality pathway for jobs and life, and raise and foster awareness among adults that learning is a lifelong endeavour,

12.

The Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond envisages European cooperation in education and training for the period up to 2030 (2021–2030), to be conducted in an inclusive, holistic and lifelong learning perspective, and further states that lifelong learning includes all forms and levels of education and training from early childhood education and care to adult learning, including vocational education and training (VET) and higher education.

13.

Member States of the European Union have diverse models of adult learning, depending on their national, regional and local needs, circumstances, policies, strategies and traditions. Reports show that due to the COVID-19 pandemic adjustments of adult learning and learning environments have further diversified adult learning practices throughout Europe (2),

14.

The Education and Training Monitor 2020 (3) reports that participation in adult learning is low, with an EU average of only 10.8 % of adults (women: 11.9 %, men: 9.8 %) aged 25-64 participating in adult learning in the last four weeks preceding the 2019 survey. Furthermore, Eurostat 2020 data show that participation in adult learning is lower than before the COVID-19 pandemic, with an EU average of only 9.2 % of adults (women: 10.0 %, men: 8.3 %) aged 25-64 participating in adult learning in the last four weeks preceding the survey,

15.

The Eurydice report ‘Adult education and training in Europe: Building inclusive pathways to skills and qualifications’ (2021) shows that around one in five adults in the EU have not completed upper secondary education and that a substantial proportion of adults in Europe is affected by low levels of literacy, numeracy and/or digital skills. Countries also vary in terms of adult participation in education and training; however, a common feature is that most learning activities in which adults take part have a non-formal character.

16.

A new learning culture should emphasise the relevance of basic skills for all and of continuously acquiring relevant knowledge, skills and competences, at all levels within formal, non-formal and informal learning contexts, throughout one’s life. Individuals with a developed lifelong learning mindset are better equipped to adapt to new circumstances and to develop skills they need for jobs as well as for full participation in society and personal development,

17.

Adult learning has a special place within the strategic priority of the Strategic framework for European cooperation towards the European Education Area – ‘Making lifelong learning and mobility a reality for all’, which is now more urgently needed than ever, due to the challenges of recovery from the COVID-19 crisis and the need for resilience, changing labour market needs, skills mismatch, the green and digital transitions and the persistently large proportion of adults in Europe with low basic knowledge, skills and competences,

18.

The fragmentation of adult learning between sectors, policy areas and legal frameworks needs to be addressed. There is a need for dialogue between all parties to ensure that there is a shared vision for strengthened adult learning provision, where the social dimension of adult learning, as well as employability, are considered. Since individuals, employers and the state benefit from adult learning, the responsibility and contribution of each party should be recognised,

19.

It is of the utmost importance to foster greater awareness among employers that adult learning contributes to the quality of work processes and outcomes, as well as to the quality of workers’ engagement with their work. Adult learning can contribute to productivity, competitiveness, social inclusion, gender equality, creativity, innovation and entrepreneurship. It is an important factor in incentivising employers to take a more active role in supporting upskilling and reskilling and in enhancing the employability and labour market transitions of their employees on an ongoing basis. It is therefore important that a learning culture is created in all workplaces, that learning opportunities are planned and organised in the workplace, and should be promoted and supported by all stakeholders,

20.

However, adult learning needs to go beyond the development of work-related skills. It is also important to foster greater awareness among the general population about the importance and benefits of participation in lifelong learning. Adult learning should be interlinked with all types and levels of education and training, including higher education, through flexible formal, non-formal and informal pathways,

21.

Adult learning has the power to enhance life and work opportunities for adults, regardless of their socio-demographic and personal circumstances. Individual responsibility for career development should be considered as part of professional lifelong guidance and support. In addition, adult learning can contribute to active citizenship and community learning. It also supports personal, social and professional development and fulfilment, health and wellbeing, in accordance with the individual’s current and future needs, talents and aspirations. Adult learning plays a crucial part in responding to current and future challenges and opportunities in life and at work, leading to sustainable communities,

22.

The impacts of the demographic change, as well as the green and digital transitions, require new approaches to facilitate the participation of adults, including those not inclined to attend learning activities and the 65+ age group, in adult learning in order to support their full integration and participation in society.

23.

Adult learning needs a holistic approach including inter-sectoral and multi-stakeholder collaboration, and effective coordination at European, national, regional and local levels, respecting the diverse models of adult learning in the European Union and fully respecting the specific competences of the different policy levels.

24.

In the period up to and including 2030, the overall objective of the new European agenda for adult learning 2021-2030 (NEAAL 2030) will be to increase and improve the provision, promotion and take-up of formal, non-formal and informal learning opportunities for all,

25.

The NEAAL 2030’s main priority areas ensure continuity of the work and further development of adult learning, as outlined below and detailed in Annex I hereto:

26.

Open method of coordination (OMC): In the period up to 2030, the Member States and the Commission will work closely together to take stock of the work done at technical level, evaluating the process and its outcomes by means of OMC and by taking ownership of the process within their respective area of competence, at national, regional or European level. This should be done in consultation with the Working Group on Adult Learning set up as part of the Strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) and the adult learning national coordinators’ network.

27.

Mutual learning: Mutual learning is a key element of the NEAAL 2030 as it provides the opportunity to identify and learn from good practices in different Member States. Mutual learning, with the involvement of relevant stakeholders, will be carried out by such means as peer learning activities, peer counselling and exchanges of best policies and practices, conferences, seminars, high-level forums and expert groups, as well as through studies and analysis, networks (including web-based) and other forms of dissemination and through clear visibility of the outcomes.

28.

Effective governance: The NEAAL 2030 is an integral part of the Strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030).

29.

Monitoring of the process: The periodic monitoring of progress towards the EU-level targets (4) through EU-level indicators (detailed in Annex II hereto) applied in the systematic collection and analysis of internationally comparable data provides an essential contribution to evidence-based policy-making without creating any additional burdens for Member States. Annual monitoring will take place through the Education and Training Monitor and the European Semester process (through the revised Social Scoreboard), tracking progress towards achieving all agreed EU-level targets in the field of adult learning. Monitoring and evaluation of EU-level targets and indicators should be done in cooperation with the Standing Group on Indicators and Benchmarks (SGIB) and reviewed in 2023.

30.

Knowledge building and evidence-based adult learning policy: It is necessary to further develop in-depth data analysis and research, where possible, at international, European and national level through a range of tools, and taking advantage of the work of Eurostat, Eurydice, CEDEFOP, the European Training Foundation - ETF, Eurofound, OECD and other organisations. The analysis should also include monitoring of vulnerable groups of adults and data on investment in education and training, if possible also at the level of employers and local communities, among others. The transformation of jobs and the enormous up- and re-skilling efforts require reliable and targeted skills intelligence to map future labour market skills needs. This will support adults in their lifelong career development and facilitate both labour-market and societal transitions.

31.

Cooperation with international organisations: It is important to enhance the cooperation with organisations such as the OECD (in particular by making use of the results of the Programme for the International Assessment of Adult Competences (PIAAC)), the UN (in particular UNESCO and ILO) and the Council of Europe, and also within relevant regional or worldwide initiatives.

32.

Funding: Adult learning is funded through a range of different instruments fed by a variety of sources. Adult learning should, preferably and where appropriate, and in line with the principle of subsidiarity, rely on continuous and regular funding rather than on subsidies related to projects or programmes. Financing approaches based on shared responsibility of public and private stakeholders can help increase and intensify resources.

33.

Focus their efforts over the period 2021–2030 on the priority areas described in Annex I, thereby also contributing to the implementation of the Strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030), where relevant, and in accordance with their national, regional and local contexts, circumstances and legislation,

34.

Enhance effective liaison between the relevant ministries as well as with stakeholders, such as social partners, businesses, non-governmental organisations and civil society organisations with a view to improving coherence between policies on adult learning and broader socio-economic policies. This whole-of-government and multi-stakeholder approach can be further strengthened by effective national, regional and local coordination that would link policy and practice,

35.

Support adult learning with lifelong guidance and career development by building partnerships at all levels. In line with quality assurance principles, this guidance should be linked to outreach activities, validation and awareness raising, thus contributing to the implementation of the Council Recommendation on Upskilling Pathways. This will ensure that all adults have the opportunity to develop their basic skills and key competences based on their needs and attain the skill level necessary in today’s society and labour market,

36.

In implementing the Council Recommendation on the validation of non-formal and informal learning, make progress in ensuring that validation opportunities are available to all adults, thus also ensuring second-chance opportunities, and possibly leading to full or partial qualifications,

37.

Support expanding adult learning at the secondary and tertiary levels, both general and vocational through flexible learning pathways, for example evening classes, part-time education, distance and blended learning, and allow adult learners (a) to gain qualifications at EQF level 4 and above; and (b) to complete short courses allowing the updating, broadening and deepening of competences,

38.

Raise the occupational status of and support the professionalisation of adult educators and trainers (5) and improve their initial and continuous education and training and professional development, including by supporting the use of innovative approaches (such as blended, online, distance, hybrid, etc.) and resources (ICT infrastructure and equipment),

39.

Support, where appropriate, high-quality and inclusion-driven digitalisation of the education, training and learning processes at an organisational and individual level. In addition, assist, educate and train adult learners to use digital tools more widely and effectively while taking into account the digital divide and the digital gender gap,

40.

Strive to develop simple, flexible and broad mechanisms for companies and individuals to raise awareness and foster a change in mindset among individuals and society, based on the lifelong learning concept that emphasises the need to acquire knowledge, skills and competences on an ongoing basis,

41.

Facilitate lifelong learning to promote the participation of adults in learning through a variety of different instruments such as EPALE - the Electronic Platform for Adult Learning in Europe (e.g. supporting adult learning professionals, including adult educators and trainers, guidance and support staff, researchers and academics, and policymakers),

42.

Promote the learning mobility of adult learners and adult learning staff as well as cooperation across borders, including through the Erasmus+ programme, EU cohesion policy funds and other instruments, where appropriate,

43.

Make further efforts to remove existing obstacles and barriers to all types of learning, including issues related to mobility, accessibility, gender inequalities, guidance, outreach, student services and recognition of prior learning as part of learning outcomes,

44.

Further develop quality assurance mechanisms by e.g. promoting internal and external quality assurance, with regard to programmes, processes, implementing organisations, adult educators and trainers, and counselling activities, and by developing data collection, for example by using information gathered through graduate tracking.

45.

Support the Member States in implementing the NEAAL 2030 and its priority areas as described in Annex I, as well as in their possible development of holistic, whole-of-government national skills strategies,

46.

Ensure the complementarity and coherence of EU policy initiatives undertaken in accordance with the NEAAL 2030,

47.

Liaise closely with Member States, in order to ensure that a flexible and efficient governance structure is in place as outlined in the Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021–2030), in particular involving the Working Group on Adult Learning, the network of adult learning national coordinators, peer learning activities and other networking activities,

48.

Support the adult learning national coordinators by funding their work to facilitate cooperation among Member States and with the Commission in implementing the NEAAL 2030,

49.

Strengthen knowledge about adult learning in Europe by conducting studies and research relevant for analysing adult learning issues, including through Eurydice, CEDEFOP, and ETF and in cooperation with other relevant networks and institutions, by making full use of their information and research capacities, without creating additional burdens for Member States. Attention should also be paid to the 65+ age group by developing comparative evidence and data on their participation in adult learning,

50.

Pursue and intensify cooperation with relevant international organisations such as the OECD, the UN (in particular UNESCO and ILO) and the Council of Europe, as well as with relevant regional or worldwide initiatives, for example in the Western Balkans, Eastern Partnership, etc.,

51.

Ensure the funds available at European level to support the implementation of the NEAAL 2030 through relevant EU programmes, funds and instruments, such as Erasmus+, the European Social Fund Plus (ESF+), the European Globalisation Adjustment Fund for Displaced Workers, the Recovery and Resilience Facility, the Just Transition Fund, InvestEU, the Technical Support Instrument, etc.,

52.

Present and regularly update the Council on a systematic overview and roadmap of ongoing and planned policies, cooperation tools, funding instruments, initiatives and targeted calls at Union level, such as Upskilling Pathways, Erasmus+, and the European Semester, which contribute to the achievement of the NEAAL 2030,

53.

Report on the implementation of the NEAAL 2030 as part of the Strategic framework for European cooperation in education and training (2021-2030), drawing on the work of the adult learning national coordinators, the Working Group on Adult Learning, studies and research experts,

54.

Enable further development and implementation of the EPALE, which supports and strengthens the adult learning professionals through exchanges amongst colleagues, blog posts, forums, networking and providing high-quality, accurate and relevant information on all aspects of adult learning,

55.

Support Member States, including through funding, in their regular involvement in research cycles in order to obtain comparable data on their progress in the field of adult skills (OECD Survey of Adult Skills [PIAAC], Adult Education Survey and Labour Force Survey).

1.

The COVID-19 pandemic has affected and put unprecedented pressure on education and training systems worldwide and across the Union. The societal restrictions have brought major changes to teaching and learning as well as to communication and collaboration within education and training communities (1). They have had an impact on learners, their families, teachers, trainers, and institution leaders, as well as on community professionals who support education, such as social workers, psychologists, other counselling specialists, healthcare professionals and cultural educators. Member States were able to rapidly mobilise solutions and support for distance learning, making use of digital technologies in many instances. Useful lessons have been learned about new possibilities for education and training, including the significant increase in teachers’ digital skills and competences and closer links between schools and the wider community. However, many Member States have experienced shortcomings in the system, with a widespread lack of readiness and resources for the shift to a different approach to teaching and learning, which highlighted and aggravated existing inequalities, gaps and needs (2). Education and training systems need to address these and also to improve their resilience so as to better cope with and adapt to changing circumstances in the future.

2.

The Council conclusions on countering the COVID-19 crisis in education and training invite Member States to ‘resume face-to-face learning and teaching activities’, and in addition to provide ‘possibilities for distance, digital and blended learning’, while paying ‘additional attention to ensuring equal opportunities’. The Council conclusions on digital education in Europe’s knowledge societies (3) further invite the Commission to ‘follow up, in close cooperation with Member States and based on evidence’, the aforementioned conclusions, ‘aiming at a shared understanding at Union level of the approaches for effective, inclusive and engaging remote learning processes’.

3.

The Digital Education Action Plan 2021-2027 outlines the European Commission’s vision for high-quality, inclusive and accessible digital education in Europe. It is a call to action for stronger cooperation at European level to learn from the COVID-19 pandemic and make education and training systems fit for the digital age. It highlights the potential of technology to facilitate more accessible, flexible, personalised and learner-centred learning. It seeks to address inequities in education and training when digital skills and competences, access to appropriate tools, and reliable online connectivity are lacking. It stresses the need for strengthening digital capacity in education and training systems.

4.

Fostering the development of competences is one of the aims of a European Education Area that would be able ‘to harness the full potential of education and culture as drivers for jobs, social fairness, active citizenship as well as a means to experience European identity in all its diversity’ (4). The Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) (5) sets, as the main goal of European cooperation in education and training, support for further development of education and training systems in Member States which are aimed at ensuring the personal, social and professional fulfilment of all citizens, whilst promoting democratic values, equality, social cohesion, active citizenship, and intercultural dialogue, as well as sustainable economic prosperity, the green and digital transitions, and employability.

5.

The European Pillar of Social Rights (6) states as its first principle that everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that allow full participation in society and successful transitions in the labour market. Principle 11 of the Pillar states that children from disadvantaged backgrounds have the right to specific measures to enhance equal opportunities. The effective implementation of those principles greatly 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 (7).

6.

The European Skills Agenda (8) defines actions to help individuals and businesses develop more and better skills and to put them to use by strengthening sustainable competitiveness and by building resilience to react to crises, based on the lessons learnt during the COVID-19 pandemic; it also proposes fostering STEM (Science, Technology, Engineering and Mathematics) education in research and innovation actions.

7.

The Council Recommendation establishing a European Child Guarantee (9) 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). The EU Strategy on the Rights of the Child (10) calls for the building of inclusive, quality education.

8.

In a rapidly changing and highly interconnected world, each person needs a wide range of competences and needs to develop them continually throughout life. The key competences as defined in the European Reference Framework on Key Competences for Lifelong Learning (11) aim to lay the foundation for achieving more equal and more democratic societies. They respond to the need for inclusive and sustainable growth, social cohesion and further development of the democratic culture.

9.

The Council Recommendation on key competences for lifelong learning (12) states that competence development is facilitated by promoting a variety of learning approaches and environments, including adequate use of digital technologies; providing support to educational staff and other stakeholders supporting learning processes, including families; supporting and further developing the assessment and validation of key competences acquired in different settings; and reinforcing collaboration within education and between education, training and learning settings at all levels, and in different fields.

10.

The Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (13) proposes a modernised EU policy vision of VET, including its digitalisation and the use of blended learning. The Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies states that digital learning can play an important and complementary role (14).

11.

The Council conclusions on European teachers and trainers for the future (15) recognise that teachers, trainers and school leaders are an indispensable driving force of education and training who should be involved in the creation of education and training policies with autonomy in applying these policies in practice but who also need the support of a comprehensive approach to initial education, induction and continuous professional development.

12.

The pandemic has increased a long-standing concern for the physical, mental and emotional well-being of children and young people. All children and young people should be given the support they need to enjoy a healthy and active lifestyle (16), encouraging lifelong positive habits, and should have the opportunity to participate in a range of sports and other physical activities, which enhance motor skills and boost mental and emotional well-being. Children and young people also need support for their mental and emotional well-being during learning, including learning tasks under challenging circumstances and understanding safe and responsible online behaviour (17). Support is also needed for those learners who spend extended periods of time away from their families, peers or school staff support. Identification of areas for improvement and remediation to address any learning losses and impacts on well-being are also important.

13.

While fully recognising the value of face-to-face learning, learning in different ways and in different environments, including the school site, the home, the outdoors, cultural sites, workplaces and digital environments, can motivate children and young people to enhance their broad competence development. This in turn can help them to understand and be motivated by the relevance of formal education and training to their lives in society and increase their active engagement with local and global challenges, for instance those related to sustainability, the environment and climate change.

14.

Education is a fundamental human right and a right of the child. Access to it has to be guaranteed, independent of the environment in which it takes place – the school site, other physical environments, at a distance, or a combination of all – and independent of the diverse personal and social circumstances of learners. Beyond the pandemic, while fully recognising the value of school-site and face-to-face learning, blended learning approaches are an opportunity to improve the quality, relevance and inclusiveness of education and training, such as better learning provision in rural and remote areas, including the outermost regions and island communities, and for other learners who may (temporarily) not attend the school site full time: those who are part of traveller communities or occupational travellers; young carers; those with health issues or residing in hospitals and care centres; those engaged in high-performance training; and those in vocational education and training or paid work. All environments and tools should be equally accessible to minority groups, children and young people with disabilities and from socio-economically disadvantaged backgrounds and should not lead to discrimination or segregation.

15.

Blended learning approaches recognise the value of the school as a shared space for personal and social interaction, which is important for learning as a way of understanding and making meaning of the world. Both school architecture and school space design are significant in this regard.

16.

Blended learning approaches can enhance broad competence development, due to the variety of learning tasks and tools they can encompass. The use of digital technology, including connecting devices online, can facilitate the interaction of the learner with other learners, learning programmes, and other sources of information, and can support face-to-face learning and learning in different environments. Acquisition of digital and data competences can be facilitated by blended learning approaches. The complementary use of scientific equipment, open educational resources (OER), craft tools, realia (objects found and used in everyday life), published texts, and writing and visual arts tools can support creativity and personal expression, both as an individual and collaboratively.

17.

Blended learning approaches require a coherent, system-wide approach to create enabling conditions. This includes engaging practitioners with different fields of expertise and promoting collaboration with the community, which encourages shared responsibility for the development of children and young people. The effectiveness of systematic measures to support blended learning approaches will also rely on articulating and supporting relationships between different elements of the ecosystem, between the local, regional and national education and training authorities; the education resources industry (providing technology, publishing, and other curriculum equipment); research, education and training institutions; communities; civil society organisations and initiatives; as well as families and learners themselves, regardless of their needs or levels of abilities.

18.

Blended learning approaches are widely established practice in initial vocational education and training (18); however, pandemic restrictions have challenged the capacity of institutions and organisations to provide work-based learning and maintain communication with trainers and mentors, and have had an impact on the provision of apprenticeships. The reduction in access to practical experiences has highlighted the known need for vocational education and training to take advantage of digital technology, including digital devices and learning platforms, ePortfolios and augmented reality and virtual reality for simulations. It has also reinforced the need to understand and coordinate how digital technologies are used for learning in different settings (e.g. on site at school or during work placements) in order to prepare learners for life and the future labour market.

19.

The importance and relevance of non-formal learning is evident from experiences acquired through youth work, voluntary work, and participation in cultural activities, including grassroots sport. Non-formal learning plays an important role in supporting the development of essential interpersonal, communicative, cognitive and personal skills, including creativity, that facilitate young people’s transition to adulthood, active citizenship and working life (19). Identification of new ways of learning includes better cooperation between formal and non-formal learning settings (20).

20.

—

blending school site and other physical environments away from the school site (either with the presence of a teacher/trainer, or separated by space and/or time in distance learning);

—

blending different learning tools that can be digital (including online learning) and non-digital.

1.

Based on lessons learned in the context of the COVID-19 crisis, support the recovery and preparedness of education and training systems by addressing the consequences of the pandemic for learners, teachers, trainers and other educational staff, develop longer-term strategic approaches to blended learning and build on successful innovations introduced or tested during the pandemic to share and scale good practices, in line with the principles set out in this Recommendation (21). These innovations do not replace but complement school-site and face-to-face learning.

2.

Support learners by considering the following measures:

a)

Providing additional learning opportunities and targeted support to learners to remediate the learning loss caused by partial school closures and restrictions to face-to-face teaching, in particular those who face learning difficulties, have special educational needs, are from disadvantaged groups or have been otherwise affected by education and training disruption. This could include, for example, enhanced individualised support and personal tutoring, mentoring systems (including peer mentoring), inclusive learning communities, extra teacher resources assigned to the class (e.g. co-teaching), increased counselling support, additional learning time during the school year and/or holiday period, and access to additional learning environments, such as public libraries and community spaces, and to after-school services with pedagogical support.

b)

Prioritising the physical and mental well-being of learners and their families. This could include: strengthening psychological support and developing guidance for mental health; including learner well-being and anti-bullying policies in school objectives; monitoring and quality assurance processes (as part of regular quality assurance or school inspection work or in the context of specific assessments of the school situation in the context of the pandemic); assigning dedicated staff or facilitating access to qualified mental health and support professionals and services.

c)

Boosting the development of digital skills and competences of all learners and their families, taking into account the digital divide and the digital gender gap, while tackling all stereotypes and biases, including gender stereotypes and gender bias, and boosting the digital capacity of the education and training systems by encouraging investment at school and community levels in available devices and connectivity and by providing opportunities to boost digital skills and competences, including using technology for communication, both for independent and collaborative learning and for self-assessment to improve further learning. Implementing investments and reforms foreseen in national and Recovery and Resilience Facility plans ensures that all learners can access the necessary equipment and learning opportunities.

d)

Exploring ways to develop blended learning approaches in primary and secondary education, including vocational education and training, for the benefit of all learners and to ensure a lasting positive impact on teaching and learning adapted to learners’ age, abilities, specific needs and learning objectives, while fully recognising the value of school-site and face-to-face learning. This could include reinforcing the development and embedding of different tools for learning, in order to provide opportunities for investigation and expression, including the development of science, digital and media literacy; supporting learning that combines different environments to enrich the learning experience; creating an appropriate balance between teacher- and student-led learning on the one hand, and collaborative and independent learning on the other; exploring learning methods to make new opportunities attractive and offer better learning solutions for both learners and teachers.

e)

Using blended learning approaches as a way to support learners’ well-being, autonomy and personalised learning (taking into account learners’ age, abilities, and specific learning needs), and to develop their ‘personal, social and learning to learn competence’ (one of the eight ‘key competences for lifelong learning’ (22) and further developed in the Commission LifeComp European framework initiative (23)).

3.

Support teachers and trainers by considering the following measures:

a)

Supporting teachers’ self-assessment on use of digital technologies, as well as upskilling courses and other forms of professional learning for teachers and trainers to help them use and embed digital programmes and tools in teaching (24). Developing and disseminating online and on-site pedagogical modules and resources to help teachers and trainers adapt their teaching methods and practices to blended learning approaches (25), based on their experience and feedback, and engage with them in the use of new tools and materials, including how to operate safely and ethically in digital environments and how to support students in doing so.

b)

Increasing focus on the well-being and quality of professional life of teachers and trainers, school leaders and other educational staff in order to mitigate stress and prevent burnout. This could include: facilitating access to qualified mental-health and support professionals and services; promoting the development and/or organisation of peer support to mitigate stress; and providing enhanced opportunities for training in resilience/mental well-being in initial teacher education and continued professional development programmes.

c)

Embedding blended learning approaches in initial teacher education (26) and continued professional development (27) programmes to help educational staff to adapt learning design as appropriate to their professional contexts and help them to become competent in facilitating learning in a range of indoor and outdoor environments, tools and tasks.

d)

Providing access to centres of expertise and to appropriate resources for guiding and enhancing blended learning approaches. Supporting education and training staff to develop blended learning approaches in their specific contexts through staff exchanges and peer learning, creating strong school teams through collaborative learning, networks, collaboration projects, and communities of practice.

e)

Developing guidance on new approaches to assessment and final examinations, including online, with suitable tools for formative and summative assessment that are appropriate for different levels and learning settings of education and training.

f)

Encouraging educational staff to participate in exploratory projects and research, including testing the use of tasks in other learning environments and the use of digital technology to support teaching and learning processes.

4.

Support schools by considering the following measures:

a)

Providing tools and resources for blended learning approaches, as well as guidance to schools on how these can be used effectively (28).

b)

Mobilising or recruiting additional staff to allow more time for individual support at school and in after-school activities, if possible.

c)

Supporting effective partnerships for infrastructure and resources between different education and training providers, including from local and regional authorities, business, professional associations, arts, cultural heritage, sport, nature, higher education and research institutes, civil society, the educational resources industry (including technology, publishing, and other curriculum equipment) and educational research.

d)

Supporting schools in monitoring and self-evaluation of their inclusion strategies and practices regarding blended learning approaches and in taking measures necessary to remedy shortcomings, including the use of EU tools (29).

e)

Improving parents’, legal guardians’ and families’ understanding of learning environments, tools and tasks via systematic communication and guidance, without creating additional burdens for them.

f)

Investing in high-speed internet connectivity for school-site and distance learning environments, on which online learning depends, accompanied by plans for maintenance and modernisation of the technical infrastructure.

g)

Allowing, where possible and in line with national and regional legislation and circumstances, an appropriate level of autonomy for school-level decision-making (by school boards, heads, leaders), in order to facilitate innovation, responsiveness and adaptation to local and regional needs.

h)

Supporting school leaders, who are key in managing organisational change and ongoing improvement, with dedicated professional development and guidance for their roles. Supporting schools and associated education and training providers in reflecting on blended learning approaches in their strategic planning and school improvement processes, which may include the use of self-assessment tools.

i)

Supporting dialogue and networking between a range of stakeholders, including families, engaged in learning at school sites and other physical environments and in distance learning, in order to generate feedback and ideas for future development from different sources. This should also include dialogue, guidance and strategies to protect children’s and young people’s safety and to ensure the confidentiality and protection of their data, and their security and privacy in the digital world.

j)

Using, where possible, part of the internal and/or external review and quality assurance mechanisms of a school for the blend of learning environments and tools, incorporating evaluation of/via other providers than the school.

5.

Make full use of EU funds and expertise for reforms and investment in infrastructure, tools and pedagogy to increase resilience and preparedness for future-ready schools, in particular Erasmus+, the Recovery and Resilience Facility, the European Social Fund Plus, the European Regional Development Fund (ERDF), the Digital Europe Programme, Horizon Europe and the Technical Support Instrument.

6.

Invest in research on and monitoring and evaluation of the policy challenges and the impact of these initiatives on the educational ecosystem in order to build on lessons learnt and feed into future policy reform, including by building on learners’ experiences as well as on the data collected, if available, to develop best practices and tailored AI solutions for improved learning programmes.

7.

Take measures and follow up on the implementation of this recommendation, in line with national and regional education and training systems. Take into account, if appropriate, any measures supporting blended learning approaches in the national action plans for implementation of the European Child Guarantee.

1.

Support the implementation of the Recommendation by facilitating mutual learning and exchanges among Member States and all relevant stakeholders, subject to the establishment and further elaboration of measures, through:

2.

Support the development of resources, in cooperation with Member States, to be used on a voluntary basis, such as:

3.

Support professional development and learning opportunities for teachers, trainers and other educational staff, by:

4.

Work with all stakeholders, including providers of software and hardware, on ways to improve digital infrastructure and tools and their use in relation to education and training and, in addition, stress the importance of confidentiality and data protection in that context.

5.

Support initiatives to further develop and promote inclusive, equitable, quality education and lifelong learning opportunities for all, particularly regarding the inclusion of learners in various circumstances that affect their access to particular learning environments and tools, and the inclusion of those who require targeted support in the learning process.

6.

Continue its support to Member States undertaking reforms in order to enhance the quality and inclusiveness of education and training systems and support their digital readiness, in line with the objectives of the Digital Education Action Plan 2021-2027.

7.

Address the development of blended learning approaches in primary and secondary education, including vocational education and training, in regular progress reports on the European Education Area and the Digital Education Action Plan 2021-2027.

—

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 32021M10463. EUR-Lex is the online point of access to European Union law.

—

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 32021M10489. EUR-Lex is the online point of access to European Union law.

—

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 32021M10439. EUR-Lex is the online point of access to European Union law.

—

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 32021M10532. EUR-Lex is the online point of access to European Union law.

—

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 32021M10382. EUR-Lex is the online point of access to European Union law.

Council of the European Union

General Secretariat

RELEX.1.C

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Council of the European Union

General Secretariat

RELEX.1.C

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Council of the European Union

General Secretariat

RELEX.1.C

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Council of the European Union

General Secretariat

RELEX.1.C

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Council of the European Union

General Secretariat

RELEX.1.C

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Council of the European Union

General Secretariat

RELEX.1.C

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Council of the European Union

General Secretariat

RELEX.1.C

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Council of the European Union

General Secretariat

RELEX.1.C.

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE/BELGIË

Council of the European Union

General Secretariat

RELEX.1.C.

Rue de la Loi/Wetstraat 175

1048 Bruxelles/Brussel

BELGIQUE /BELGIË

1.

Wine

16.

Wine from overripe grapes

—

Appearance: The wines must have at least a high depth of colour. Tone: red in colour with shades varying from violet in young wines to brick red in aged wines.

—

Aroma: The wines must be of at least high intensity, with aromas of black and red berries. Aged wines will include notes of spices and toasted flavours.

—

Tasting stage: The wines must be at least full-bodied. Well-balanced. Long-lasting aftertaste. Well-balanced acidity. Notes from the cask (roasted and/or toasted).

≤0,65 g/l acetic acid, in young wines

≤0,85 g/l acetic acid, in aged wines

—

Appearance: Yellow in colour, straw-coloured in young wines and golden in the case of wines fermented and/or aged in barrels. Limpid and brilliant.

—

Aroma: The wines must be of at least high intensity, fruity and with notes of tropical fruits. Aged wines will develop spicy aromas.

—

Tasting stage: The wines must be at least medium-bodied. Fresh and fruity. Both young and aged wines will be well-balanced.

≤0,65 g/l acetic acid, in young wines

≤0,85 g/l acetic acid, in aged wines

—

Appearance: intense, clean and shiny yellow-golden in colour.

—

Aroma: The wines must be of at least a high intensity. Aromas of honey, ripe quince and fig. Very fruity.

—

Tasting stage: The wines must be at least medium-bodied, round and unctuous. Long-lasting aftertaste.

≤0,74 g/l acetic acid, in young wines

≤0,85 g/l acetic acid, in aged wines

≤0,72 g/l + 0,06 g/l acetic acid, for each degree of natural alcoholic strength exceeding 10 % in volume, in the case of wines made from botrytised grapes

Cabernet Sauvignon, Tempranillo and Merlot

7 500 kilograms of grapes per hectare

52 hectolitres per hectare

Sauvignon Blanc and Chardonnay

7 400 kilograms of grapes per hectare

48 hectolitres per hectare

Syrah

7 300 kilograms of grape per hectare

51 hectolitres per hectare

Moscatel de grano menudo (small grain muscat)

7 200 kilograms of grape per hectare

28 hectolitres per hectare

Polygon 5: parcel 1 658.

Polygon 5: parcel 1 659.

Polygon 5: parcel 1 660.

Polygon 5: parcel 1 661.

Polygon 5: parcel 1 662.

Polygon 5: parcel 1 663.

Polygon 5: parcel 1 884.

Polygon 5, parcel 1 885 and plot A partial, E, F, G and H.

CABERNET SAUVIGNON

CHARDONNAY

MERLOT

MOSCATEL DE GRANO MENUDO (SMALL GRAIN MUSCAT)

SAUVIGNON BLANC

SYRAH

TEMPRANILLO

—

Well-balanced, with good alcohol and high polyphenol contents.

—

Varieties with a long growing cycle, such as Cabernet Sauvignon, have adapted well to the environment. This results in full ripening of the solid parts and wines with a high polyphenol content.

—

Good acidity level, which means the wines age well and have a long shelf-life after bottling.

—

Wines with mature, high-intensity aromas, including notes of fresh fruit.

—

Rain coming from the south: due to the Foehn effect, the Sierra de Moncayo means that the rain falls on the south side and does not reach the northern valley of these mountains, which is where the Bolandin demarcated area is located.

—

Rain coming from the north: given the effect of the proximity to the River Ebro, the rain from the north does not reach south of the river, which is where the demarcated area is located. This effect is heightened by the fact that this rain is preceded by northerly winds that bring down the relative humidity with their low temperatures and thus contribute towards dryness.

—

The red wines are more intense in colour, with a higher total polyphenol index and polymerisation, maturity, finesse and silky tannins, meaning they are full-bodied in the mouth with no astringency and high opulence.

—

The reds, whites and whites made from overripe grapes have a high alcohol content, which heightens the feeling of opulence and sweetness in the mouth.

—

The reds, whites and whites made from overripe grapes have balanced acidity, which is never very high. The level of malic acid is particularly low, due to the combustion of organic acids caused by the high temperatures in summer during ripening. This means neither the reds nor the whites nor the whites made from overripe grapes are ever sharply acidic, as can happen with wines from other more northerly subzones where malic acid levels are higher.

—

The reds, whites and whites made from overripe grapes have very mature phenolic compounds, which limits the oxygen affinity of the wines, thus avoiding the presence of reductive sulphur aromas. The resulting wines are highly aromatic and expressive.

—

In the reds, whites and whites made from overripe grapes, ageing and oxidation are slow due to the high polyphenol concentration and this means that the wines have a long shelf life and that they age well.

—

The white wines made from overripe grapes are unctuous with very high total alcoholic strength and a golden-yellow colour due to the long period of exposure to sunlight resulting in a golden product. The lack of rain enables over-ripening over a long period of time, culminating in a good intensity of aromas of ripe fruit, honey and citrus notes.

Legal framework:

In national legislation

Type of further condition:

Packaging within the demarcated geographical area

—

50-63 % egg pasta.

—

30-40 % sauce.

—

6-10 % béchamel.

—

30-40 % fresh meat, including:

—

0-15 % tomato concentrate and 0-30 % tomato purée.

—

1-3 % celeriac, 1-3 % carrot, 2-5 % white onion studded with cloves, bouquet garni of aromatic herbs (to taste) which must be fresh, neither in dehydrated form nor replaced by chemical flavourings.

—

2-5 % glass of dry white wine.

—

0-5 % pork or cheek fat.

—

4-8 % extra virgin olive oil.

—

Ground salt and black pepper to taste.

—

2-5 % Grated Parmigiano Reggiano PDO or Grana Padano PDO.

—

Enough water to cover the meat (3).

—

0-8 % UHT whole milk or pasteurised fresh milk (optional).

—

80-90 % UHT whole milk or pasteurised fresh milk.

—

5-10 % common wheat flour.

—

5-10 % butter.

—

Salt, ground black pepper and nutmeg to taste.

—

32-35 % fresh chicken eggs and 0-3 % egg yolks. Eggs and egg yolks may be replaced by pasteurised liquid egg products.

—

60-65 % common wheat flour or durum wheat flour.

—

0-3 % tablespoon of extra virgin olive oil or melted butter;

—

0-4 % tablespoon of cooked wine (4) or Marsala PDO;

—

Salt to taste.

—

The 1927 ‘Guida in cucina’ by the chef Cesare Tirabasso (Bisson & Leopardi, Macerata, 1927, page 91) states that ‘Vincisgrassi is widespread in Marche, in particular in Macerata province’.

—

In ‘Le ricette regionale italiano’ (A. Gosetti della Salda, La cucina italiana, Milan 1967, p. 608) it is stated that ‘this palatable and highly nutritious dish – Vincisgrassi – is age-old and traditional in Macerata province’.

—

The 2010 ‘Cucina delle Marche’ (by P. Carsetti, Newton Compton, p. 133), describes the recipe as ’codified’.

—

In 2010 in ‘Le ricette d’oro delle migliori osterie e trattorie italiane’ (by C. Cambi, Newton Compton, p. 515) the recipe is referred to as ‘Vincisgrassi alla maceratese’.

—

In the 2003 ‘Marche a tavola’ by A. Carnival Mallè and others, the recipe for Vincisgrassi appears on page 34 under the name ‘Vincisgrassi alla maceratese’.

—

‘Vincisgrassi’, published in 2000 by the Macerata province Chamber of Commerce in association with Confcommercio, the Accademia Italiana della Cucina (Italian Academy of Cuisine) and Federcuochi.