1.12.2010   

EN

Official Journal of the European Union

C 324/1

—

the Recommendation of the European Parliament and of the Council of 16 November 2005 on film heritage and the competitiveness of related industrial activities (1) (Film Heritage Recommendation) underlines the fact that cinematographic works are an essential manifestation of the richness and diversity of European cultures and they constitute a cultural heritage that has to be safeguarded for future generations;

—

the political background to this issue as set out in the Annex to these conclusions;

—

the communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions ‘A Digital Agenda for Europe’ (2) and ACKNOWLEDGES in particular the fact that wider deployment and more effective use of digital technologies can provide Europeans with a better quality of life through new media opportunities and easier access to cultural content;

—

film heritage institutions face both the continuing challenges of the analogue era and the new challenges of the digital era;

—

continually evolving technologies and changing ways of distributing and using cultural content may have an impact on the traditional concepts of film, cinema and heritage;

—

the digital environment makes it possible to render film heritage more accessible to creators, cinema professionals, researchers, schools and citizens in general, without territorial boundaries. Thus it helps to develop creativity, to increase cultural exchanges and to broaden access to the diversity of cultures and languages in the European Union;

—

the digital era also raises new questions about the collection, exhibition and long-term preservation of digitised copies of analogue material and of ‘born-digital’ material;

—

digitising analogue material is a complex, costly and time-consuming operation, and it thus requires priorities to be set, particularly taking into account the value of the material and the risk of deterioration;

—

the legal framework for intellectual property rights and its implementation at contractual level must provide sufficient legal certainty to allow film heritage institutions to carry out their public interest missions, notably the preservation and restoration of the works deposited and, where appropriate, providing access to those works for cultural and educational purposes;

—

policymakers, stakeholders and citizens in general need to be made more aware of the crucial need to collect, restore and preserve film archive material, including digital material;

—

media literacy and professional training needs to be improved in relation to the growing use of new technologies in film heritage institutions;

—

notwithstanding the process of digitisation of film heritage, preservation of the original media remains fundamental. In this context, the Council also recognises the importance of laboratories able to carry out restoration and duplication of analogue material;

—

film-related material is a valuable component of film heritage;

—

its commitment to actively support European film heritage institutions in all their tasks, in particular in the context of the move to a digital environment;

—

that private-public partnerships can play a complementary role in achieving these institutions’ tasks, particularly in promoting wide public access to works deposited, for cultural and educational purposes, with due regard for intellectual property rights;

—

the first (3) and second (4) Commission reports on the implementation of the Film Heritage Recommendation;

—

the framework agreement concluded between the International Federation of Film Producers’ Associations (FIAPF) and the Association of European Film Libraries/Cinémathèques (ACE) on the voluntary deposit of films in preservation archives (5);

—

the intention of the Commission to propose a directive on orphan works by 2010, as announced in its communication ‘A Digital Agenda for Europe’;

—

adapt the existing instruments establishing mandatory legal or contractual deposit of cinematographic works forming part of their audiovisual heritage, taking into account the transition to digital production and distribution, and ensure appropriate enforcement of these instruments;

—

promote the voluntary deposit of films and the use of the FIAPF/ACE agreement on the voluntary deposit of films in preservation archives;

—

consider film heritage when designing their cultural policies;

—

make sure that film heritage preservation is fully part of their national or regional film policy, in particular to:

—

with due regard for intellectual property rights, facilitate the circulation and promotion of film heritage through, amongst other things:

—

intensify efforts to digitise film heritage and increase its accessibility, in particular through Europeana, in keeping with the principles of the Digital Agenda for Europe;

—

endeavour to develop education and vocational training in the area of film archives, for example by including specific courses in education and training systems, and by stepping up the temporary exchange of professionals between European film heritage institutions for the purposes of continuing vocational training;

—

establish policies for long-term preservation of digitised copies of analogue material and ‘born-digital’ material in line with the Commission Recommendation of 24 August 2006 on the digitisation and online accessibility of cultural material and digital preservation (7) and the related Council conclusions of 13 November 2006 (8);

—

continue cooperation and the exchange of good practice in this area;

—

continue examining how to guarantee sufficient legal certainty in respect of intellectual property rights for film heritage institutions, in order to help them accomplish their public interest missions;

—

continue the exchange of experience and good practice in the cinema experts group established by the Commission (9), and report to the Council on the progress achieved;

—

continue to support research into the long-term preservation of digital material and the accessibility of that digital material in a multilingual context, particularly in relation to the permanence of digital media and data formats;

—

study audiovisual issues in the context of its discussions on orphan works;

—

promote the application of European standards on the interoperability of film databases (10) and, if necessary, establish common standards for the deposit of digital files with film heritage institutions;

—

study in detail the challenges and the opportunities arising from the digital era for film heritage institutions;

—

support actions by film heritage institutions to respond to these challenges and opportunities, in particular by making their collections more accessible through new technologies.

1.12.2010   

EN

Official Journal of the European Union

C 324/5

1.

On 12 November 2002 the Council approved a Resolution on the promotion of enhanced European cooperation in vocational education and training (1), which subsequently served as the basis for the declaration adopted by the Ministers responsible for vocational education and training (VET) of the EU Member States, the EFTA/EEA and candidate countries, and by the Commission and the European Social Partners at their meeting in Copenhagen on 29 and 30 November 2002, as the strategy for improving the performance, quality and attractiveness of VET, commonly referred to as the ‘Copenhagen process’.

2.

The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2) advises Member States to develop the provision of key competences for all as part of their lifelong learning strategies, in order to offer all young people the means to develop such competences to a level which forms a sufficient basis for further learning and working life.

3.

The Council Resolution of 15 November 2007 on new skills for new jobs (3) highlighted the urgency of anticipating future skills needs in order to equip people for new jobs within the knowledge society, by implementing measures which aim at matching knowledge, skills and competences with the needs of the economy and preventing potential skills gaps.

4.

The Council conclusions of 22 May 2008 on adult learning recognised the key role which adult learning can play in meeting the goals of the Lisbon Strategy, by fostering social cohesion, providing citizens with the skills required to find new jobs and helping Europe to better respond to the challenges of globalisation, and invited the Member States to address a series of specific measures relating to adult learning (4).

5.

The Council conclusions of 21 November 2008 on youth mobility (5) invited Member States to give every young person in vocational education and training the opportunity to participate in a mobility scheme and to increase the opportunities for mobility in the context of VET.

6.

The Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 21 November 2008, on better integrating lifelong guidance into lifelong learning strategies (6), emphasised the need to help individuals to identify their existing skills and to define the learning goals required to improve their career prospects.

7.

The conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, of 12 May 2009 (7) on enhancing partnerships between education and training institutions and social partners, in particular employers, in the context of lifelong learning encouraged Member States actively to promote such partnerships.

8.

The Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’) (8) established such cooperation for the period up to 2020 in the context of a framework which spans education and training systems as a whole in a lifelong learning perspective.

9.

In its conclusions of 25 and 26 March 2010 and of 17 June 2010 (9), the European Council laid down two headline targets for education and training in the context of the Europe 2020 Strategy. It also invited the Commission to present the actions required at EU level to implement that strategy, notably through a number of flagship initiatives.

10.

The Council conclusions of 11 May 2010 on competences supporting lifelong learning and the ‘new skills for new jobs’ initiative (10) urged Member States to do more to support the acquisition, updating and further development of the full range of competences in the area of vocational education and training, as well as to support the initial and continuing professional development of teachers and trainers in VET, including for the purpose of equipping them to take on the new roles implicit in a competence-based approach.

11.

The Council conclusions of 10 and 11 May 2010 on the social dimension of education and training (11) invited the Member States to strengthen the acquisition of key competences through vocational pathways and programmes, and to better address the needs of disadvantaged learners,

1.

Both initial VET (I-VET) and continuing VET (C-VET) share the dual objective of contributing to employability and economic growth, and of responding to broader societal challenges, in particular promoting social cohesion. They should offer young people, as well as adults, attractive and challenging career opportunities, and should appeal equally to both women and men, to people with high potential and to those who, for whatever reason, face the risk of exclusion from the labour market.

2.

The future European labour market will be simultaneously confronted with an ageing population and shrinking cohorts of young people entering initial education and training systems and labour markets. At the same time, it will have to meet the challenges of continuous technological development and changing economic requirements. As a result, adults — and in particular older workers — will increasingly be called upon to update and broaden their skills and competences through continuing VET.

3.

The current economic downturn may have a serious effect on investment in VET. Due to budgetary constraints, innovative solutions are required to secure sustainable funding for VET and to ensure that resources are efficiently allocated and equitably distributed.

4.

Skills mismatches may impede productivity, growth and competitiveness. It is necessary to anticipate skills needs and shortfalls at all levels of qualification, and to transfer the results into policy and practice, with a view to improving the match between VET provision and the needs of the economy, citizens and society at large.

5.

Shaping VET is the shared responsibility of national governments, social partners, employers and other relevant stakeholders, such as sectoral organisations, VET providers, teachers, trainers, and learners: all have a mutual interest in closer cooperation.

6.

European and national policies should stress that in the knowledge society vocational skills and competences are just as important as academic skills and competences.

7.

Given its role in European societies and economies, it is crucial to sustain and further develop excellence in VET. World class VET is of the utmost importance in sustaining Europe’s position as the strongest exporter of industrial products in the world. A high performing VET sector is also very important for maintaining Europe’s social welfare model,

I.

A global vision for VET in 2020;

II.

Strategic objectives for the period 2011-2020, together with a number of supporting transversal objectives;

III.

Principles underlying the governance and ownership of the Copenhagen Process;

IV.

Short-term deliverables for the first four years (2011-2014),

—

attractive and inclusive VET (both I-VET and C-VET), with highly qualified teachers and trainers, innovative learning methods, high-quality infrastructure and facilities, a high labour market relevance, and pathways to further education and training,

—

high quality initial VET (I-VET) which learners, parents and society at large may regard as an appealing option, of the same value as general education. I-VET should equip learners with both key competences and specific vocational skills,

—

easily accessible and career-oriented continuing VET (C-VET) for employees, employers, independent entrepreneurs and unemployed people, which facilitates both competence development and career changes,

—

flexible systems of VET, based on a learning outcomes approach, which support flexible learning pathways, which allow permeability between the different education and training subsystems (school education, VET, higher education, adult education) and which cater for the validation of non-formal and informal learning, including competences acquired in the work place,

—

a European education and training area, with transparent qualifications systems which enable the transfer and accumulation of learning outcomes, as well as the recognition of qualifications and competences, and which increase transnational mobility,

—

substantially increased opportunities for transnational mobility of VET students and VET professionals,

—

easily accessible and high-quality lifelong information, guidance and counselling services, which form a coherent network and which enable European citizens to take sound decisions and to manage their learning and professional careers beyond traditional gender profiles.

(a)

raise the quality of I-VET (see also 1.2 below), by improving the quality and competences of teachers, trainers and school leaders, introducing flexible pathways between all education levels and increasing public awareness of the possibilities which VET offers. This is of particular importance in Member States where VET tends to be undervalued;

(b)

encourage practical activities and the provision of high-quality information and guidance which enable young pupils in compulsory education, and their parents, to become acquainted with different vocational trades and career possibilities;

(c)

ensure that key competences are integrated into I-VET curricula and develop appropriate means of assessment;

(d)

organise teaching and learning activities which foster the development of career management skills in I-VET;

(e)

give learners in I-VET access to appropriate up-to-date technical equipment, teaching materials and infrastructures. VET providers should consider sharing costs and equipment amongst themselves and in cooperation with businesses. Work-based learning in enterprises which have the relevant infrastructure should also be promoted;

(f)

monitor the transition of VET graduates to the labour market or to further education and training, using national monitoring systems.

(a)

high quality of VET provision is a prerequisite for its attractiveness. In order to guarantee improved quality, increased transparency, mutual trust, the mobility of workers and learners, and lifelong learning, Member States should establish quality assurance frameworks in accordance with the EQAVET Recommendation;

(b)

Member States should — by the end of 2015 — establish at national level a common quality assurance framework for VET providers, which also applies to associated workplace learning and which is compatible with the EQAVET framework.

(a)

Member States should improve initial and continuing training for teachers, trainers, mentors and counsellors by offering flexible training provision and investment. The ageing European teacher and trainer population, changing labour markets and working environments, together with the need to attract those best suited to teaching, make this objective even more critical. Traineeships for teachers and trainers in enterprises should be encouraged;

(b)

Member States should work together in identifying best practices and guiding principles with respect to changing competences and the profiles of VET teachers and trainers. This could be done with the support of the European Commission and Cedefop, in collaboration with its network of VET teachers and trainers.

(a)

authorities in the Member States — at national, regional, or local level — should create opportunities for enhanced cooperation between schools and enterprises in order to improve teachers’ knowledge of work practices on the one hand and trainers’ general pedagogical skills and competences on the other;

(b)

Member States should promote partnerships between social partners, enterprises, education and training providers, employment services, public authorities, research organisations and other relevant stakeholders, in order to ensure a better transfer of information on labour market needs and to provide a better match between those needs and the development of knowledge, skills and competences. Employers and social partners should endeavour to clearly define which competences and qualifications they need in both the short and the long term, and within as well as across sectors. The development of a common language (18) aimed at bridging the world of education and training on the one hand, and the world of work on the other hand, should be continued and should be consistent with other EU instruments, such as the EQF;

(c)

VET curricula should be outcome-oriented and more responsive to labour market needs. Cooperation models with companies or professional branch organisations should address this issue and provide VET institutions with feedback on both the employability and employment rates of VET graduates;

(d)

to improve the quality and relevance of VET, Member States, and particularly VET-providers, should make use of feedback from guidance services on the transition of VET graduates to work or to further learning;

(e)

work-based learning carried out in partnership with businesses and non-profit organisations should become a feature of all initial VET courses;

(f)

Member States should support the development of apprenticeship-type training and raise awareness of this.

(a)

actively encourage individuals to participate, and VET-providers to increase their involvement in C-VET, with a particular focus on people facing transitions within the labour market (such as workers at risk and the unemployed) and on disadvantaged groups;

(b)

establish an appropriate framework aimed at encouraging companies to continue to invest in human resources development and in C-VET;

(c)

encourage flexible training arrangements (e-learning, evening courses, training during working hours, etc.) in order to promote access to training in different life situations and to adapt to different needs. Continuing training should embrace all types of learning, also including in-company training and work-based learning, and should be equally accessible to both women and men;

(d)

encourage training institutions and employers to collaborate, particularly in the training of the high numbers of low-skilled workers who have at most lower-secondary education and who will benefit from approaches where basic skills are embedded in VET;

(e)

start to develop, no later than 2015, national procedures for the recognition and validation of non-formal and informal learning, supported as appropriate by national qualifications frameworks. These procedures should focus on knowledge, skills and competences, irrespective of the context in which they have been acquired, for example broad adult learning, VET, work-experience and voluntary activities. Greater account should also be taken of knowledge, skills and competences that do not necessarily lead to full formal qualifications. Close cooperation with other policy areas, such as youth, sport, culture, social affairs, employment, is important in this respect;

(f)

take specific measures to enhance the participation rate in C-VET of people facing transitions within the labour market and of groups with low participation in training, such as women, the low-skilled and older workers. In particular, Member States should seek through investment to bring the number of low-skilled people aged 25-64 years who participate in lifelong learning more into line with average participation rates for that age group.

(a)

facilitate transitions from education and training to work, and between jobs, by providing integrated guidance services (employment services and counselling services), as well as career management skills, for both young people and adults. It is crucial that the service providers involved are able easily and objectively to exchange information and to develop the quality of guidance services;

(b)

develop or maintain post-secondary/higher VET at EQF level 5 or higher, as appropriate, and contribute to achieving the EU headline target of 40 % with tertiary or equivalent education;

(c)

promote flexible pathways between VET, general education and higher education, and enhance permeability by strengthening the links between them. To achieve this aim, as well as greater participation in lifelong learning, Member States should accelerate the establishment and implementation of comprehensive national qualifications frameworks based on learning outcomes;

(d)

the Commission and the Member States should work towards increasing coherence between the two European credit systems — ECVET and ECTS.

(a)

economic globalisation encourages employers, employees and independent entrepreneurs to extend their scope beyond the borders of their own countries.

VET providers should support them in this process by giving an international dimension to the learning content and establishing international networks with partner institutions;

(b)

Member States should encourage local and regional authorities and VET providers — through incentives, funding schemes (including use of the European Structural Funds) and the dissemination of best practices — to develop strategies for cross border cooperation in VET, with the aim of fostering greater mobility of learners, teachers and trainers and other VET professionals. Member States should promote VET that allows, encourages and — preferably — integrates mobility periods, including work placements, abroad;

(c)

Member States should systematically use and promote European transparency tools such as EQF, ECVET and Europass to promote transnational mobility;

(d)

Member States should promote opportunities for language learning for both learners and teachers in VET, and the provision of language training adapted to the specific needs of VET, with a special emphasis on the importance of foreign languages for cross-border cooperation in VET and international mobility.

(a)

Member States should actively encourage VET providers to collaborate with innovative enterprises, design centres, the cultural sector and higher education institutions in forming ‘knowledge partnerships’. This should help them gain valuable insight into new developments and competence needs and to develop professional excellence and innovation. Such partnerships could also be helpful in introducing experience-based learning methods, encouraging experimentation and adapting curricula;

(b)

ICT should be used to maximise access to training and to promote active learning, as well as to develop new methods in both work- and school-based VET;

(c)

Member States should support initiatives aimed at promoting entrepreneurship in both I-VET and C-VET in close cooperation with employers, VET providers and national business support services. To achieve this, they should encourage the provision of appropriate funding — e.g. for teaching materials, support tools and the establishment of mini-companies by learners — and should seek to enhance cooperation at regional level;

(d)

Member States should support newly established and future entrepreneurs by encouraging start-ups for VET graduates and by promoting learning mobility for young entrepreneurs.

(a)

guarantee that initial VET provides learners with both specific vocational competences and broader key competences, including transversal competences, that enable them to follow further education and training (within VET or in higher education) and to support career choices, participation in and transitions within the labour market. The knowledge, skills and competences which people acquire in VET should enable them to manage their careers and to play an active role in society;

(b)

make sure that adult learning systems foster the acquisition and further development of key competences. This can be carried out in cooperation with VET providers, local communities, civil society organisations, etc.;

(c)

maximise the contribution of VET to reducing the percentage of early school leavers to below 10 % through a combination of both preventive and remedial measures. This can be achieved, for example, through labour market relevant VET, increased work-based learning and apprenticeships, flexible learning pathways, effective guidance and counselling, and by learning content and methods that acknowledge young people’s lifestyles and interests, while maintaining high-level quality standards for VET;

(d)

take appropriate measures to ensure access on an equal basis, especially for individuals and groups at risk of being excluded, in particular the low-skilled and unskilled, people with special needs or from disadvantaged backgrounds, and older workers. The participation of such groups in VET should be facilitated and encouraged through financial or other means and through the validation of non-formal and informal learning, as well as the provision of flexible pathways;

(e)

promote active citizenship in VET, for example by encouraging partnerships between VET providers and civil society organisations or, in accordance with national legislation and practice, by promoting learner representation in VET institutions. Promotion of this kind can contribute to the validation of skills and competences acquired through voluntary activities.

—

Member States should make a strong commitment to implementing the priorities of the Copenhagen process within the Europe 2020 national reform programmes.

—

Reporting under the Copenhagen process should be incorporated into that of the ‘ET 2020’ strategic framework. This would provide the most efficient way of contributing to reporting on the Europe 2020 Strategy, and would increase the visibility of VET in lifelong learning.

—

Cooperation in the area of VET should be intensified. The open method of coordination should continue to serve as the main mechanism for such cooperation. Peer learning and innovative projects should provide means of supporting national policy developments.

—

The Directors-General for Vocational Training (DGVT), the European Social Partners and the Advisory Committee for Vocational Training (ACVT) should continue to play an active role in the governance of the Copenhagen process.

—

Cedefop and the ETF should continue to support policy development and implementation, to report on progress towards the strategic objectives and the short-term deliverables, and to provide evidence for policy-making in VET.

—

VET provider organisations should be encouraged to cooperate at European level with a view to promoting the above objectives.

—

Policy dialogues and exchanges of experience with our global partners can contribute to meeting present and future challenges. Exchanges and cooperation with potential candidate countries, with neighbourhood countries assisted by the ETF and with international organisations, particularly the OECD, the Council of Europe, the International Labour Organisation and UNESCO, should be strengthened. The right of participation in these activities should be ensured for all Member States.

—

To facilitate the periodical progress reporting by national governments and the social partners, a list of short-term deliverables should be drawn up.

(a)

organise activities aimed at promoting VET attractiveness and excellence, which may include campaigns and skills competitions;

(b)

support activities, which enable young pupils in compulsory education to become acquainted with vocational trades and career possibilities.

—

policy document on the role of vocational excellence for smart and sustainable growth,

—

consider European support for VET promotion campaigns, including Eurobarometer on VET attractiveness,

—

encourage skills competitions at European and/or global levels.

(a)

take adequate measures to implement the EQAVET Recommendation and make progress towards national quality assurance frameworks for VET;

(b)

as appropriate, ensure that key competences and career management skills are adequately integrated in I-VET curricula and that they can be acquired through training opportunities in C-VET;

(c)

governments, social partners and VET providers should make the necessary arrangements to:

(d)

pursue work on setting-up monitoring systems on transitions from learning to work.

—

guidance and technical support for EQAVET implementation,

—

review the implementation of EQAVET at national level in 2013,

—

thematic networking of Quality Assurance projects within the Leonardo da Vinci programme,

—

vademecum/study on successful work-based learning models (with input from Cedefop),

—

strengthen the anticipation of skills and competences development, notably through skills forecasts (Cedefop) and by setting up European Skills Councils,

—

develop a common language aimed at bridging the world of education and training and the world of work (ESCO), consistent with other EU instruments, such as the EQF,

—

consider the adoption of an EU benchmark for employability on the basis of a Commission proposal,

—

work on best practices and guiding principles with respect to the changing profiles of VET teachers and trainers (together with Cedefop).

(a)

in order to maximise the contribution of VET to the ‘ET 2020’ 15 % benchmark on the participation of adults in lifelong learning, review the use of incentives, rights and obligations for all stakeholders involved, and take appropriate action to encourage participation in C-VET;

(b)

implement the EQF Recommendation:

(c)

develop and promote the use of procedures for the validation of non-formal and informal learning supported by EQF/NQFs and guidance;

(d)

provide integrated (education, training, employment) guidance services closely related with labour market needs;

(e)

ECVET implementation: see Section 2.2 below.

—

policy handbook on access to and participation in C-VET,

—

guidance and technical support for EQF implementation, notably with view to applying a learning outcomes approach,

—

mapping of developments of NQF by CEDEFOP and ETF,

—

Council Recommendation on the validation of non-formal and informal learning (2011),

—

progress report on the development of lifelong guidance policies, systems and practices — 2011 (CEDEFOP, ETF and ELGPN).

(a)

progress towards ECVET implementation in line with the Recommendation, and participate in testing ECVET for mobility;

(b)

take appropriate measures to boost mobility in VET, including:

—

guidance and technical support for ECVET implementation,

—

periodic review of ECVET implementation (together with Cedefop),

—

thematic networking of ECVET projects within the Leonardo da Vinci programme,

—

Recommendation on learning mobility (2011),

—

consider the adoption of an EU benchmark for VET mobility on the basis of a Commission proposal (2011),

—

proposal for a quality framework for traineeships,

—

promote mobility for apprentices, including by means of a support portal, within the framework of the Lifelong Learning programme/Leonardo da Vinci programme,

—

develop a European skills passport as part of Europass by 2012.

(a)

encourage partnerships for creativity and innovation (VET providers, higher education institutions, and design, art, research and innovation centres);

(b)

encourage effective and innovative, quality-assured use of technology by all VET providers (including public-private networking and partnerships) supported by the necessary equipment, infrastructure and networks, with continuing improvements that reflect developments in technology and pedagogical understanding;

(c)

take measures to promote entrepreneurship, e.g. by promoting the acquisition of relevant key competences, enabling practical experiences in enterprises, and involving experts from businesses.

—

set up an EU-level VET/Business Forum with a focus on the following themes:

(a)

take preventive and remedial measures to maximise the contribution of VET in combating early school leaving;

(b)

consider specific measures aimed at raising the participation of low-skilled and other ‘at risk’ groups in education and training, including by developing flexible pathways in C-VET and using appropriate guidance and support services;

(c)

use ICT to maximise access to training and to promote active learning, as well as to develop new methods in both work- and school-based VET, in order to facilitate the participation of ‘at risk’ groups;

(d)

use existing monitoring systems to support the participation of ‘at risk’ groups in VET: see Section 1.2(d) above.

—

vademecum of best practices on inclusion of ‘at risk’ groups through a combination of work-based learning and key competences,

—

Council Recommendation on reducing early school leaving (2011).

(a)

establish communication strategies for different stakeholder groups, focused on implementation and the added value of tools (ECVET, ECTS, referencing of NQFs to EQF, quality assurance systems in line with EQAVET);

(b)

set up structured cooperation mechanisms between VET sector and employment services at all levels (policy and implementation), including the social partners;

(c)

contribute to improving EU level data on I-VET students, including mobility and employability.

—

support the achievement of the above objectives through the Lifelong Learning programme and, where appropriate, the European Structural Funds,

—

support peer-learning between Member States and innovative projects,

—

setting up an enhanced coordination procedure for the implementation of common European tools in the field of education and training,

—

European communication strategy on European transparency tools,

—

develop structured cooperation with VET provider associations at EU level,

—

strengthen structured cooperation between the education and training and the employment policy fields,

—

improve EU level data on I-VET students, including mobility and employability,

—

social partners at all levels should continue to play an active role in the Copenhagen process (governance and ownership) and contribute to the realisation of the abovementioned short-term deliverables,

—

report on VET developments in Member States and partner countries,

—

reinforce exchanges with enlargement and neighbourhood countries,

1.

Implement measures aimed at:

2.

Promote the vision, the objectives and the principles outlined in these conclusions in the broader context of the Copenhagen process, through mutual cooperation between the Member States, regional and local authorities, the Commission, candidate countries, EFTA-EEA countries and the social partners.

1.12.2010   

EN

Official Journal of the European Union

C 324/16

—

everyone has the right to have access to cultural life and to participate in it, to aspire to education and lifelong learning, to develop his/her creative potential, to choose and have his/her cultural identity and affiliations respected in the variety of their different means of expression,

—

the cross-cutting dimension of culture justifies the mobilisation of cultural policies to combat poverty and social exclusion,

—

access to culture and participation in and education in culture can play an important role in combating poverty and in promoting greater social inclusion in that they can encourage, amongst other things:

A.

Take a comprehensive, coherent and participative approach in order to promote the cross-cutting contribution of culture by:

B.

Strengthen links between education, training, economy, employment and culture by:

C.

Mobilise the potential of culture to combat stereotypes and prejudice against particular social and cultural groups experiencing poverty or social exclusion by:

A.

Remove obstacles to access to culture by:

B.

Enhance participation in cultural life and cultural expression by:

1.

make better use of EU cohesion policy instruments to support cultural initiatives combating poverty and social exclusion;

2.

emphasise the contribution of culture to development and to the achievement of the Millennium Development Goals;

3.

take account of these conclusions in the achievement of the objectives of the ‘Europe 2020’ Strategy.

1.12.2010   

EN

Official Journal of the European Union

C 324/18

—

the Council adopted Conclusions on 4 December 2000 (which these conclusions supplement) on combating doping (1) setting out the need for the European Community and Member States coordination, within a reasonable time before each meeting of the World Anti-Doping Agency (WADA), to be organised under the responsibility of the Presidency,

—

following the entry into force of the Lisbon Treaty (2) on 1 December 2009, the European Union acquired a competence in the area of sport allowing the Union to carry out actions to support, coordinate or supplement the actions of the Member States to contribute to the promotion of European sporting issues, while taking account of the specific nature of sport, its structures based on voluntary activity and its social and educational function. Consequently, the European dimension in sport is to be developed by promoting fairness and openness in sporting competitions and cooperation between bodies responsible for sports, and by protecting the physical and moral integrity of sportsmen and sportswomen, especially the youngest sportsmen and sportswomen. Cooperation with third countries and competent international organisations, in particular the Council of Europe, shall be fostered;

—

some of the issues dealt with by WADA fall within the EU sphere of competence whilst others are the responsibility of the Member States,

—

given that WADA is structured on a continental basis, close cooperation with the Council of Europe is necessary with a view to having a common understanding on all items of European interest,

—

ensuring that the views of the EU and its Member States are given due weight in WADA deliberations is of a crucial importance,

—

where appropriate, e.g. in the light of the EU acquis and the duty of sincere cooperation, EU and Member State positions shall be coordinated, under the responsibility of the Presidency, in good time and in efficient manner prior to meetings within WADA.

1.12.2010   

EN

Official Journal of the European Union

C 324/19

1.12.2010   

EN

Official Journal of the European Union

C 324/20

1.12.2010   

EN

Official Journal of the European Union

C 324/21

European Commission

Directorate-General for Trade

Directorate H

Office: N-105 4/92

1049 Bruxelles/Brussel

BELGIQUE/BELGIË

Fax +32 22956505

1.12.2010   

EN

Official Journal of the European Union

C 324/24

1.

On 22 November 2010, the Commission received a notification of a proposed concentration pursuant to Article 4 of Council Regulation (EC) No 139/2004 (1) by which the undertakings Companhia de Seguros Tranquilidade, SA (‘Tranquilidade’, Portugal) controlled by Espírito Santo Financial Group, SA (‘ESFG’, Luxembourg) and Banco Pastor, SA (‘Banco Pastor’, Spain) acquire within the meaning of Article 3(1)(b) of the Merger Regulation joint control of Pastor Vida, SA de Seguros y Reaseguros (‘Pastor Vida’, Spain), hitherto under sole control of Banco Pastor and the undertaking Espírito Santo Gestion, S.A.U., S.G.I.I.C. (‘ESG’, Spain) controlled by ESFG acquires within the meaning of Article 3(1)(b) of the Merger Regulation control of the whole of Gespastor S.G.I.I.C, SA (‘Gespastor’, Spain) by way of purchase of shares.

2.

The business activities of the undertakings concerned are:

3.

On preliminary examination, the Commission finds that the notified transaction could fall within the scope of the EC Merger Regulation. However, the final decision on this point is reserved. Pursuant to the Commission Notice on a simplified procedure for treatment of certain concentrations under the EC Merger Regulation (2) it should be noted that this case is a candidate for treatment under the procedure set out in the Notice.

4.

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

Observations must reach the Commission not later than 10 days following the date of this publication. Observations can be sent to the Commission by fax (+32 22964301), by email to COMP-MERGER-REGISTRY@ec.europa.eu or by post, under reference number COMP/M.5980 — Tranquilidade/Banco Pastor/Pastor Vida/Espírito Santo Gestion/Gespastor, to the following address:

1.12.2010   

EN

Official Journal of the European Union

C 324/26

1.

On 24 November 2010, the Commission received a notification of a proposed concentration pursuant to Article 4 of Council Regulation (EC) No 139/2004 (1) by which the undertakings the Votorantim Group (Brazil) and the Fischer Group (Brazil) acquire within the meaning of Article 3(1)(b) of the Merger Regulation joint control of a newly-created company constituting a joint venture (‘JV’) through the merger of their respective subsidiaries Citrovita and Citrosuco.

2.

The business activities of the undertakings concerned are:

3.

On preliminary examination, the Commission finds that the notified transaction could fall within the scope the EC Merger Regulation. However, the final decision on this point is reserved.

4.

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

Observations must reach the Commission not later than 10 days following the date of this publication. Observations can be sent to the Commission by fax (+32 22964301), by e-mail to COMP-MERGER-REGISTRY@ec.europa.eu or by post, under reference number COMP/M.5907 — Votorantim/Fischer/JV, to the following address:

1.12.2010   

EN

Official Journal of the European Union

C 324/27