# Official Journal C 292/24 N

| | ISSN 1725-2423 |
| --- | --- |
| Official Journal
  of the European Union | C 292 |
| | |
| English edition | Information and Notices | Volume 4824 November 2005 |

ISSN 1725-2423

Official Journal

of the European Union

C 292

English edition

Information and Notices

Volume 4824 November 2005

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| Notice No | Contents | page |
| --- | --- | --- |
| | I   Information |
| | Council |
| 2005/C 292/1 | Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on mobilising the brainpower of Europe: enabling higher education to make its full contribution to the Lisbon Strategy | 1 |
| 2005/C 292/2 | Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on the role of the development of skills and competences in taking forward the Lisbon goals | 3 |
| 2005/C 292/3 | Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on addressing the concerns of young people in Europe — implementing the European Pact for Youth and promoting active citizenship | 5 |
| | Commission |
| 2005/C 292/4 | Euro exchange rates | 7 |
| 2005/C 292/5 | Prior notification of a concentration (Case COMP/M.4043 — Plastal Group/Dynamit Nobel Kunststoff GmbH) (
  1
  ) | 8 |
| 2005/C 292/6 | Prior notification of a concentration (Case COMP/M.4029 — Kuehne + Nagel/ACR Logistics) — Candidate case for simplified procedure (
  1
  ) | 9 |

Notice No

Contents

page

I   Information

Council

2005/C 292/1

Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on mobilising the brainpower of Europe: enabling higher education to make its full contribution to the Lisbon Strategy

1

2005/C 292/2

Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on the role of the development of skills and competences in taking forward the Lisbon goals

3

2005/C 292/3

Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on addressing the concerns of young people in Europe — implementing the European Pact for Youth and promoting active citizenship

5

Commission

2005/C 292/4

Euro exchange rates

7

2005/C 292/5

Prior notification of a concentration (Case COMP/M.4043 — Plastal Group/Dynamit Nobel Kunststoff GmbH) (
  1
  )

1

8

2005/C 292/6

Prior notification of a concentration (Case COMP/M.4029 — Kuehne + Nagel/ACR Logistics) — Candidate case for simplified procedure (
  1
  )

1

9

| | |
| --- | --- |
| | (1)   Text with EEA relevance |

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(1)   Text with EEA relevance

1

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EN

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I Information

Council

| 24.11.2005 | EN | Official Journal of the European Union | C 292/1 |
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24.11.2005

EN

Official Journal of the European Union

C 292/1

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Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on mobilising the brainpower of Europe: enabling higher education to make its full contribution to the Lisbon Strategy

(2005/C 292/01)

THE COUNCIL OF THE EUROPEAN UNION AND THE REPRESENTATIVES OF THE GOVERNMENTS OF THE MEMBER STATES, MEETING WITHIN THE COUNCIL,

Whereas:

The European Council Conclusions of 22 and 23 March 2005 (1) relaunching the Lisbon Strategy call for an emphasis on knowledge, innovation and the optimisation of human capital to deliver the key priorities of jobs and growth. The Conclusions underline the need for better investment in universities, modernised management of universities and university and industry partnerships.

The Joint Interim Report 2004 of the Council and the Commission on ‘Education and Training 2010’ (2) explains that the European Higher Education sector should pursue excellence and become a worldwide quality reference to be in a position to compete against the best in the world. The Report points out that the Bologna Process has resulted in progress in reforming some aspects of higher education, including measures to increase mobility, facilitate greater transparency and make degrees more readily comparable.

NOTE THAT:

| — | Higher education is a matter for individual Member States to organise and resource, in accordance with national priorities, legislation and practices. |
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—

Higher education is a matter for individual Member States to organise and resource, in accordance with national priorities, legislation and practices.

| — | In a knowledge-based economy and society, higher education should be seen in close conjunction with research and innovation. |
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—

In a knowledge-based economy and society, higher education should be seen in close conjunction with research and innovation.

TAKE NOTE of the Commission's Communication on ‘Mobilising the brainpower of Europe: enabling universities to make their full contribution to the Lisbon strategy’ (3) as an important contribution to the debate on how to raise the quality of higher education across Europe as a means of increasing Europe's competitiveness.

SHARE the view that Member States should:

| 1. | enable higher education institutions in Europe to improve their performance in terms of attainment, access and research in comparison to other regions and countries in the world; |
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1.

enable higher education institutions in Europe to improve their performance in terms of attainment, access and research in comparison to other regions and countries in the world;

| 2. | enable higher education institutions to adapt to changing circumstances in order to enhance their quality, attractiveness and relevance to society and the economy; |
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2.

enable higher education institutions to adapt to changing circumstances in order to enhance their quality, attractiveness and relevance to society and the economy;

| 3. | assist the development of governance in higher education institutions and ensure that they have sufficient autonomy; |
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3.

assist the development of governance in higher education institutions and ensure that they have sufficient autonomy;

| 4. | improve the sustainability of funding for higher education institutions, by increasing investment and diversifying the sources of investment, as necessary; |
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4.

improve the sustainability of funding for higher education institutions, by increasing investment and diversifying the sources of investment, as necessary;

| 5. | strengthen the social dimension of higher education, particularly by widening access to a broad range of socioeconomic groups whilst working to reduce student dropout rates; |
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5.

strengthen the social dimension of higher education, particularly by widening access to a broad range of socioeconomic groups whilst working to reduce student dropout rates;

| 6. | encourage institutions to develop stronger partnerships with the society around them, including local communities and the business world. |
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6.

encourage institutions to develop stronger partnerships with the society around them, including local communities and the business world.

UNDERLINE the importance of:

| 1. | adapting, where necessary, the regulatory framework within which higher education institutions operate, with a view to developing a more flexible relationship between individual institutions and Member State authorities responsible for the strategic direction of higher education systems, thereby helping them to modernise and adapt to the changing needs of society and to be accountable for their decisions; |
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1.

adapting, where necessary, the regulatory framework within which higher education institutions operate, with a view to developing a more flexible relationship between individual institutions and Member State authorities responsible for the strategic direction of higher education systems, thereby helping them to modernise and adapt to the changing needs of society and to be accountable for their decisions;

| 2. | enhancing the attractiveness of higher education to students through high quality facilities, better information, greater diversity in teaching and learning, particularly by means of ICT, higher quality and better preparation of individuals so as to ensure their successful academic careers, their sustainable integration into the labour market and their active participation in society; |
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2.

enhancing the attractiveness of higher education to students through high quality facilities, better information, greater diversity in teaching and learning, particularly by means of ICT, higher quality and better preparation of individuals so as to ensure their successful academic careers, their sustainable integration into the labour market and their active participation in society;

| 3. | widening access to higher education, particularly for people from disadvantaged backgrounds, helping individuals to achieve their potential and enabling a greater variety of paths to higher education, making lifelong learning a reality; |
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3.

widening access to higher education, particularly for people from disadvantaged backgrounds, helping individuals to achieve their potential and enabling a greater variety of paths to higher education, making lifelong learning a reality;

| 4. | encouraging diversity within higher education systems and institutions and also developing centres of excellence which can contribute to the process of reform through collaboration with other institutions and bodies; |
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4.

encouraging diversity within higher education systems and institutions and also developing centres of excellence which can contribute to the process of reform through collaboration with other institutions and bodies;

| 5. | encouraging higher education institutions to develop sustainable partnerships with the broader community and industry, in order to meet the changing needs of society and the labour market; |
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5.

encouraging higher education institutions to develop sustainable partnerships with the broader community and industry, in order to meet the changing needs of society and the labour market;

| 6. | involving all stakeholders in the preparation and implementation of reforms; |
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6.

involving all stakeholders in the preparation and implementation of reforms;

| 6a. | considering investment in higher education as an investment in the future of society; |
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6a.

considering investment in higher education as an investment in the future of society;

| 7. | examining the level of resources devoted to higher education and reviewing the possibilities for securing additional funds through a variety of means, including both public and private support as appropriate; |
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7.

examining the level of resources devoted to higher education and reviewing the possibilities for securing additional funds through a variety of means, including both public and private support as appropriate;

| 8. | providing incentives for reform, for instance, by targeting investment to improve the quality of teaching and learning, research, innovation, management and student services. |
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8.

providing incentives for reform, for instance, by targeting investment to improve the quality of teaching and learning, research, innovation, management and student services.

INVITE THE MEMBER STATES TO:

| — | address the issues raised in this Resolution and report on progress in their contributions to the 2008 Joint Interim Report on the implementation of the ‘Education and Training 2010’ Work Programme. |
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—

address the issues raised in this Resolution and report on progress in their contributions to the 2008 Joint Interim Report on the implementation of the ‘Education and Training 2010’ Work Programme.

INVITE THE MEMBER STATES AND THE COMMISSION TO:

| — | make use of peer learning and the next Joint Interim Report on the implementation of the ‘Education and Training 2010’ Work Programme to address the issues raised in this Resolution; |
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—

make use of peer learning and the next Joint Interim Report on the implementation of the ‘Education and Training 2010’ Work Programme to address the issues raised in this Resolution;

| — | address the needs of higher education through more effective use of Community programmes such as Socrates, Leonardo and future education and training programmes, the European funding instruments of the European Investment Bank Group and the structural funds, where appropriate; |
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—

address the needs of higher education through more effective use of Community programmes such as Socrates, Leonardo and future education and training programmes, the European funding instruments of the European Investment Bank Group and the structural funds, where appropriate;

| — | encourage international cooperation between higher education institutions, particularly through their participation in Community programmes such as Tempus and Erasmus Mundus. |
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—

encourage international cooperation between higher education institutions, particularly through their participation in Community programmes such as Tempus and Erasmus Mundus.

---

(1)  Doc. 7619/1/05.

(2)  Doc. 6905/04.

(3)  Council doc. 8437/05 + ADD 1.

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| 24.11.2005 | EN | Official Journal of the European Union | C 292/3 |
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24.11.2005

EN

Official Journal of the European Union

C 292/3

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Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on the role of the development of skills and competences in taking forward the Lisbon goals

(2005/C 292/02)

THE COUNCIL OF THE EUROPEAN UNION AND THE REPRESENTATIVES OF THE GOVERNMENTS OF THE MEMBER STATES, MEETING WITHIN THE COUNCIL,

Having regard to:

| 1. | The European Council Conclusions adopted on March 2005 (1), which re-launched the Lisbon Strategy by focusing on growth and jobs with an emphasis on knowledge, innovation and human capital and on lifelong learning as a sine qua non for the achievement of these objectives. |
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1.

The European Council Conclusions adopted on March 2005 (1), which re-launched the Lisbon Strategy by focusing on growth and jobs with an emphasis on knowledge, innovation and human capital and on lifelong learning as a sine qua non for the achievement of these objectives.

| 2. | The Lisbon integrated guidelines for growth and jobs (2005 to 2008) (2), which call for education and training systems to be adapted through:






  — | raising and ensuring their attractiveness, openness and quality standards; |
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2.

The Lisbon integrated guidelines for growth and jobs (2005 to 2008) (2), which call for education and training systems to be adapted through:

—

raising and ensuring their attractiveness, openness and quality standards;

| — | responding to new occupational needs, key competences and future skill requirements by improving the definition and transparency of qualifications, their effective recognition and the validation of non-formal and informal learning. |
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—

responding to new occupational needs, key competences and future skill requirements by improving the definition and transparency of qualifications, their effective recognition and the validation of non-formal and informal learning.

RECALL THAT:

| 1. | As part of the Copenhagen Process, the Maastricht Communiqué of December 2004 called for a focus on ‘linking vocational education and training (VET) with the labour market requirements of the knowledge economy for a highly skilled workforce’, and for the development of a European Qualifications Framework ‘based mainly on competences and learning outcomes’. |
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1.

As part of the Copenhagen Process, the Maastricht Communiqué of December 2004 called for a focus on ‘linking vocational education and training (VET) with the labour market requirements of the knowledge economy for a highly skilled workforce’, and for the development of a European Qualifications Framework ‘based mainly on competences and learning outcomes’.

| 2. | As part of the ‘Education and Training 2010’ Work Programme, the 2004 Joint Interim Report (3) called for increased partnership (national, regional, local and sectoral) to develop flexible and effective education and training systems and for a European Qualifications Framework on which the Commission is currently holding consultations. |
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2.

As part of the ‘Education and Training 2010’ Work Programme, the 2004 Joint Interim Report (3) called for increased partnership (national, regional, local and sectoral) to develop flexible and effective education and training systems and for a European Qualifications Framework on which the Commission is currently holding consultations.

EMPHASISE THAT:

| 1. | ‘Skills and competences’ in these conclusions cover the range of outcomes from all forms and levels of learning, encompassing the results of formal, non-formal and informal learning. Skills and competences contribute to personal fulfilment, active citizenship and social cohesion, whilst providing a foundation for economic growth. They also contribute to adaptability, innovation and the growth of entrepreneurship. |
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1.

‘Skills and competences’ in these conclusions cover the range of outcomes from all forms and levels of learning, encompassing the results of formal, non-formal and informal learning. Skills and competences contribute to personal fulfilment, active citizenship and social cohesion, whilst providing a foundation for economic growth. They also contribute to adaptability, innovation and the growth of entrepreneurship.

| 2. | The performance of the EU economy would be improved through greater productivity, entrepreneurship and take-up of research results and innovation. |
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2.

The performance of the EU economy would be improved through greater productivity, entrepreneurship and take-up of research results and innovation.

STRESS THAT:

| 1. | Increases in workers' skills and competences improve productivity. A skilled workforce is better able to respond to the changes of a dynamic knowledge economy, while people with higher levels of skills and competences are more likely to be socially integrated, fulfilled and active citizens. |
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1.

Increases in workers' skills and competences improve productivity. A skilled workforce is better able to respond to the changes of a dynamic knowledge economy, while people with higher levels of skills and competences are more likely to be socially integrated, fulfilled and active citizens.

| 2. | The knowledge-based society and economy needs an adequate level of key competences, including digital literacy and e-skills for its citizens and the capacity to build higher level skills and competences as required. |
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2.

The knowledge-based society and economy needs an adequate level of key competences, including digital literacy and e-skills for its citizens and the capacity to build higher level skills and competences as required.

| 3. | Economic growth may not be achieved if investment in skills and competences is limited to the well-educated. Substantial economic gains may also be achieved by improving key competences and by addressing the needs of low-skilled and disadvantaged groups, including through the better use of existing skills and competences, for example, of older citizens. |
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3.

Economic growth may not be achieved if investment in skills and competences is limited to the well-educated. Substantial economic gains may also be achieved by improving key competences and by addressing the needs of low-skilled and disadvantaged groups, including through the better use of existing skills and competences, for example, of older citizens.

AGREE THAT:

| 1. | The development of skills and competences is a key element of lifelong learning strategies. These should include the acquisition of key competences and build upon effective general education and training systems which result in individuals who are keen to renew and develop their skills and competences throughout life. Parity of esteem and links between VET and general education should be fostered. Lifelong guidance is also crucial in supporting individuals to achieve and renew their skills and competences. |
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1.

The development of skills and competences is a key element of lifelong learning strategies. These should include the acquisition of key competences and build upon effective general education and training systems which result in individuals who are keen to renew and develop their skills and competences throughout life. Parity of esteem and links between VET and general education should be fostered. Lifelong guidance is also crucial in supporting individuals to achieve and renew their skills and competences.

| 2. | Education and Training Ministers have a key role in ensuring effective skills and competence strategies. To achieve this, close collaboration is essential with all relevant ministries. |
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2.

Education and Training Ministers have a key role in ensuring effective skills and competence strategies. To achieve this, close collaboration is essential with all relevant ministries.

| 3. | Education and training policies should also include a forward-looking approach, in order to anticipate the skills, competence and occupational needs of society and the economy. |
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3.

Education and training policies should also include a forward-looking approach, in order to anticipate the skills, competence and occupational needs of society and the economy.

| 4. | The relevant Ministries should therefore gain the active involvement of economic and social partners and other stakeholders, including research bodies, to identify sectoral needs for skills and competences. Such partnerships can improve productivity, reduce skills gaps and provide employers with incentives to educate and train their workforces. |
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4.

The relevant Ministries should therefore gain the active involvement of economic and social partners and other stakeholders, including research bodies, to identify sectoral needs for skills and competences. Such partnerships can improve productivity, reduce skills gaps and provide employers with incentives to educate and train their workforces.

| 5. | The establishment of a European Qualifications Framework should result in more transparency and recognition of the skills and competences that the labour market needs, and enable sectors at European level to address new education and training challenges. |
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5.

The establishment of a European Qualifications Framework should result in more transparency and recognition of the skills and competences that the labour market needs, and enable sectors at European level to address new education and training challenges.

| 6. | Innovative methods of delivering learning, for example using ICT, allow wider participation in lifelong learning and so can reduce social exclusion and improve work-life balance. Flexible learning provision for workers can be facilitated through improved collaboration with suppliers of learning and effective use of the ICT infrastructure. |
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6.

Innovative methods of delivering learning, for example using ICT, allow wider participation in lifelong learning and so can reduce social exclusion and improve work-life balance. Flexible learning provision for workers can be facilitated through improved collaboration with suppliers of learning and effective use of the ICT infrastructure.

INVITE THE MEMBER STATES AND THE COMMISSION JOINTLY TO:

| 1. | address the issue of sectoral skills in the context of developing skills and competences, as a part of the ‘Education and Training 2010’ Work Programme; |
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1.

address the issue of sectoral skills in the context of developing skills and competences, as a part of the ‘Education and Training 2010’ Work Programme;

| 2. | use future Community instruments in the field of education and training to support the development of sector-based approaches to skills and competences in relation to both VET and higher education. |
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2.

use future Community instruments in the field of education and training to support the development of sector-based approaches to skills and competences in relation to both VET and higher education.

INVITE THE MEMBER STATES TO:

| 1. | ensure effective collaboration between relevant ministries in the development of strategies for skills and competences, including during the preparation of their annual Lisbon national reports and as part of their national lifelong learning strategies; |
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1.

ensure effective collaboration between relevant ministries in the development of strategies for skills and competences, including during the preparation of their annual Lisbon national reports and as part of their national lifelong learning strategies;

| 2. | build partnerships, at national, regional, local and sectoral levels with key stakeholders, including employers and trade unions, in accordance with national legislation and practice. These partnerships should create a system which responds to demand, takes account of long-term skills and competence needs, encourages investment in skills and competences and addresses the specific needs of disadvantaged groups; |
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2.

build partnerships, at national, regional, local and sectoral levels with key stakeholders, including employers and trade unions, in accordance with national legislation and practice. These partnerships should create a system which responds to demand, takes account of long-term skills and competence needs, encourages investment in skills and competences and addresses the specific needs of disadvantaged groups;

| 3. | instigate collaboration between education and training providers to exploit existing ICT infrastructures, in order to widen participation in lifelong learning, and improve the level of e-skills of their citizens. |
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3.

instigate collaboration between education and training providers to exploit existing ICT infrastructures, in order to widen participation in lifelong learning, and improve the level of e-skills of their citizens.

INVITE THE COMMISSION TO:

| 1. | establish in 2006 a cluster of those Member States wishing to develop peer-learning activities on sectoral skills, as part of the ‘Education and Training 2010’ Work Programme; |
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1.

establish in 2006 a cluster of those Member States wishing to develop peer-learning activities on sectoral skills, as part of the ‘Education and Training 2010’ Work Programme;

| 2. | invite Cedefop and, where appropriate, the European Training Foundation to complete in 2006 an overview of different sectoral approaches to skills and competences across the EU and in the accession and candidate countries. |
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2.

invite Cedefop and, where appropriate, the European Training Foundation to complete in 2006 an overview of different sectoral approaches to skills and competences across the EU and in the accession and candidate countries.

---

(1)  Doc. 7619/1/05.

(2)  Doc. 10205/05 (to be published in the Official Journal).

(3)  Doc. 6905/04.

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| 24.11.2005 | EN | Official Journal of the European Union | C 292/5 |
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24.11.2005

EN

Official Journal of the European Union

C 292/5

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Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on addressing the concerns of young people in Europe — implementing the European Pact for Youth and promoting active citizenship

(2005/C 292/03)

THE COUNCIL OF THE EUROPEAN UNION AND THE REPRESENTATIVES OF THE GOVERNMENTS OF THE MEMBER STATES, MEETING WITHIN THE COUNCIL,

RECALL:

The European Commission's White Paper of November 2001 entitled ‘A new impetus for European youth’ (1), which was endorsed by the Council in its conclusions of 14 February 2002 (2) and its Resolution of 27 June 2002 (3) establishing a framework for European cooperation in the youth field.

The European Pact for Youth, adopted by the Spring European Council on 22 and 23 March 2005, as one of the instruments contributing to the achievement of the Lisbon objectives of growth and jobs. The Pact focuses on three areas: Employment, integration and social advancement; Education, training and mobility; Reconciliation of working life and family life (4).

WELCOME the Commission's communication on European policies concerning youth, ‘Addressing the concerns of young people in Europe — implementing the European Youth Pact and promoting active citizenship’ (5).

EMPHASISE THAT:

| 1. | The active citizenship of young people is key to building democratic and inclusive societies at all levels. |
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1.

The active citizenship of young people is key to building democratic and inclusive societies at all levels.

| 2. | Young people and their organisations have a role to play in the development of the European Union, including contributing to the Lisbon goals of boosting jobs and growth. |
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2.

Young people and their organisations have a role to play in the development of the European Union, including contributing to the Lisbon goals of boosting jobs and growth.

| 3. | To help achieve the Lisbon employment goals, young people need to be fully integrated into society and therefore:






  — | supported in accessing the labour market and encouraged to develop creativity and entrepreneurial skills; |
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3.

To help achieve the Lisbon employment goals, young people need to be fully integrated into society and therefore:

—

supported in accessing the labour market and encouraged to develop creativity and entrepreneurial skills;

| — | equipped with knowledge, skills and competences through high-quality, relevant education, training and mobility experiences in the formal as well as the non-formal sector; |
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—

equipped with knowledge, skills and competences through high-quality, relevant education, training and mobility experiences in the formal as well as the non-formal sector;

| — | able to reconcile working life and family life. |
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—

able to reconcile working life and family life.

| 4. | The Community instruments that support the Lisbon partnership for growth and jobs, such as the ‘Education and Training 2010’ Work Programme and the Employment and Social Inclusion strategies, have a key role to play in achieving the aims of the European Pact for Youth. |
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4.

The Community instruments that support the Lisbon partnership for growth and jobs, such as the ‘Education and Training 2010’ Work Programme and the Employment and Social Inclusion strategies, have a key role to play in achieving the aims of the European Pact for Youth.

| 5. | The specific needs of young people should be taken into account by policymakers at local, regional, national and European level, so that the youth dimension in all relevant policies is strengthened. |
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5.

The specific needs of young people should be taken into account by policymakers at local, regional, national and European level, so that the youth dimension in all relevant policies is strengthened.

| 6. | Young people and their organisations should be consulted on and closely involved in the development, implementation and follow-up of policy actions affecting them, thereby also contributing to a greater sense of active citizenship among young people. |
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6.

Young people and their organisations should be consulted on and closely involved in the development, implementation and follow-up of policy actions affecting them, thereby also contributing to a greater sense of active citizenship among young people.

| 7. | Those active in youth work and youth organisations need to be properly trained and qualified so as to provide effective support for young people. |
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7.

Those active in youth work and youth organisations need to be properly trained and qualified so as to provide effective support for young people.

NOTE THAT the European framework for cooperation in the youth field now comprises three strands:

| — | supporting the active citizenship of young people, through the Youth Open Method of Coordination, |
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—

supporting the active citizenship of young people, through the Youth Open Method of Coordination,

| — | the European Pact for Youth, which highlights youth issues in core areas of the Lisbon partnership for growth and jobs, |
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—

the European Pact for Youth, which highlights youth issues in core areas of the Lisbon partnership for growth and jobs,

| — | including a youth dimension in other relevant European policies. |
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—

including a youth dimension in other relevant European policies.

The Youth Programme and the forthcoming Youth in Action Programme are complementary to this framework.

AGREE THAT:

| 1. | Work should continue on supporting active citizenship through the priorities agreed under the Youth Open Method of Coordination: participation, information, voluntary activities and a better knowledge of youth, including improving knowledge of the issues raised in the European Pact for Youth. |
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1.

Work should continue on supporting active citizenship through the priorities agreed under the Youth Open Method of Coordination: participation, information, voluntary activities and a better knowledge of youth, including improving knowledge of the issues raised in the European Pact for Youth.

| 2. | The aims of the European Pact for Youth will be pursued within the Lisbon partnership for jobs and growth. |
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2.

The aims of the European Pact for Youth will be pursued within the Lisbon partnership for jobs and growth.

| 3. | When developing a youth dimension in other relevant European policies, priority will be given to anti-discrimination, healthy lifestyles, including sport, and research on youth issues. |
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3.

When developing a youth dimension in other relevant European policies, priority will be given to anti-discrimination, healthy lifestyles, including sport, and research on youth issues.

| 4. | When implementing the framework for cooperation:






  — | complementarity and coherence between the three strands should be ensured; |
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4.

When implementing the framework for cooperation:

—

complementarity and coherence between the three strands should be ensured;

| — | young people and their organisations should be consulted through the European Youth Forum, national youth councils or similar bodies and dialogue with non-organised young people should also be developed; |
| --- | --- |

—

young people and their organisations should be consulted through the European Youth Forum, national youth councils or similar bodies and dialogue with non-organised young people should also be developed;

| — | the mechanisms and existing timetables for each strand should be respected; |
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—

the mechanisms and existing timetables for each strand should be respected;

| — | all discrimination based on sex, race or ethnic origin, religion or belief, disability or sexual orientation should be combated. |
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—

all discrimination based on sex, race or ethnic origin, religion or belief, disability or sexual orientation should be combated.

INVITE THE MEMBER STATES TO:

| 1. | continue to implement the common objectives agreed under the Youth Open Method of Coordination; |
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1.

continue to implement the common objectives agreed under the Youth Open Method of Coordination;

| 2. | ensure effective follow-up of the European Pact for Youth when implementing the Lisbon Strategy, for example by setting measurable objectives; |
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2.

ensure effective follow-up of the European Pact for Youth when implementing the Lisbon Strategy, for example by setting measurable objectives;

| 3. | develop structured dialogue with young people and their organisations at national, regional and local level on policy actions affecting them, with the involvement of researchers in the youth field. |
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3.

develop structured dialogue with young people and their organisations at national, regional and local level on policy actions affecting them, with the involvement of researchers in the youth field.

INVITE THE COMMISSION TO:

| 1. | develop structured dialogue with young people at European level on policy actions affecting them, for example by making innovative use of information technology and holding regular conferences between young people, their organisations, researchers in the youth field and policymakers; |
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1.

develop structured dialogue with young people at European level on policy actions affecting them, for example by making innovative use of information technology and holding regular conferences between young people, their organisations, researchers in the youth field and policymakers;

| 2. | develop, promote and facilitate access to the European Youth Portal, EURES, PLOTEUS and EURODESK in order to help young people make the most of opportunities to work, volunteer and study abroad; |
| --- | --- |

2.

develop, promote and facilitate access to the European Youth Portal, EURES, PLOTEUS and EURODESK in order to help young people make the most of opportunities to work, volunteer and study abroad;

| 3. | ensure effective follow-up of the European Pact for Youth when implementing the Lisbon Strategy. |
| --- | --- |

3.

ensure effective follow-up of the European Pact for Youth when implementing the Lisbon Strategy.

CALL ON THE MEMBER STATES AND THE COMMISSION TO:

| 1. | encourage, for young people and those active in youth work and youth organisations, the recognition of non-formal and informal learning, for example through developing a ‘Youthpass’ and considering its inclusion in Europass, and consider the validation of such learning, whilst taking account of national situations and respecting Member States' competences; |
| --- | --- |

1.

encourage, for young people and those active in youth work and youth organisations, the recognition of non-formal and informal learning, for example through developing a ‘Youthpass’ and considering its inclusion in Europass, and consider the validation of such learning, whilst taking account of national situations and respecting Member States' competences;

| 2. | identify obstacles to and exchange, develop and apply good practice concerning young people's mobility in order to make it easier for them to work, volunteer, train and study throughout the European Union and further afield; |
| --- | --- |

2.

identify obstacles to and exchange, develop and apply good practice concerning young people's mobility in order to make it easier for them to work, volunteer, train and study throughout the European Union and further afield;

| 3. | make the best possible use of the opportunities offered by Community and Member State policies, programmes and other instruments to enhance young people's active citizenship, social inclusion, employability and educational attainment; |
| --- | --- |

3.

make the best possible use of the opportunities offered by Community and Member State policies, programmes and other instruments to enhance young people's active citizenship, social inclusion, employability and educational attainment;

| 4. | evaluate the framework for European cooperation in the youth field in 2009. |
| --- | --- |

4.

evaluate the framework for European cooperation in the youth field in 2009.

---

(1)  14441/01 – COM(2001) 681 final.

(2)  OJ C 119, 22.5.2002, p. 6.

(3)  OJ C 168, 13.7.2002, pp. 2-5.

(4)  7619/1/05. Conclusion 37.

(5)  9679/05 – COM(2005) 206 final.

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Commission

| 24.11.2005 | EN | Official Journal of the European Union | C 292/7 |
| --- | --- | --- | --- |

24.11.2005

EN

Official Journal of the European Union

C 292/7

---

Euro exchange rates (1)

23 November 2005

(2005/C 292/04)

1 euro=

| | Currency | Exchange rate |
| --- | --- | --- |
| USD | US dollar | 1,1776 |
| JPY | Japanese yen | 139,78 |
| DKK | Danish krone | 7,4610 |
| GBP | Pound sterling | 0,68460 |
| SEK | Swedish krona | 9,5162 |
| CHF | Swiss franc | 1,5491 |
| ISK | Iceland króna | 74,23 |
| NOK | Norwegian krone | 7,8630 |
| BGN | Bulgarian lev | 1,9551 |
| CYP | Cyprus pound | 0,5736 |
| CZK | Czech koruna | 29,240 |
| EEK | Estonian kroon | 15,6466 |
| HUF | Hungarian forint | 252,55 |
| LTL | Lithuanian litas | 3,4528 |
| LVL | Latvian lats | 0,6961 |
| MTL | Maltese lira | 0,4293 |
| PLN | Polish zloty | 3,9428 |
| RON | Romanian leu | 3,6649 |
| SIT | Slovenian tolar | 239,54 |
| SKK | Slovak koruna | 38,580 |
| TRY | Turkish lira | 1,6049 |
| AUD | Australian dollar | 1,5988 |
| CAD | Canadian dollar | 1,3817 |
| HKD | Hong Kong dollar | 9,1301 |
| NZD | New Zealand dollar | 1,7035 |
| SGD | Singapore dollar | 1,9954 |
| KRW | South Korean won | 1 221,05 |
| ZAR | South African rand | 7,7651 |
| CNY | Chinese yuan renminbi | 9,5169 |
| HRK | Croatian kuna | 7,4020 |
| IDR | Indonesian rupiah | 11 840,77 |
| MYR | Malaysian ringgit | 4,451 |
| PHP | Philippine peso | 63,967 |
| RUB | Russian rouble | 33,8870 |
| THB | Thai baht | 48,488 |

Currency

Exchange rate

USD

US dollar

1,1776

JPY

Japanese yen

139,78

DKK

Danish krone

7,4610

GBP

Pound sterling

0,68460

SEK

Swedish krona

9,5162

CHF

Swiss franc

1,5491

ISK

Iceland króna

74,23

NOK

Norwegian krone

7,8630

BGN

Bulgarian lev

1,9551

CYP

Cyprus pound

0,5736

CZK

Czech koruna

29,240

EEK

Estonian kroon

15,6466

HUF

Hungarian forint

252,55

LTL

Lithuanian litas

3,4528

LVL

Latvian lats

0,6961

MTL

Maltese lira

0,4293

PLN

Polish zloty

3,9428

RON

Romanian leu

3,6649

SIT

Slovenian tolar

239,54

SKK

Slovak koruna

38,580

TRY

Turkish lira

1,6049

AUD

Australian dollar

1,5988

CAD

Canadian dollar

1,3817

HKD

Hong Kong dollar

9,1301

NZD

New Zealand dollar

1,7035

SGD

Singapore dollar

1,9954

KRW

South Korean won

1 221,05

ZAR

South African rand

7,7651

CNY

Chinese yuan renminbi

9,5169

HRK

Croatian kuna

7,4020

IDR

Indonesian rupiah

11 840,77

MYR

Malaysian ringgit

4,451

PHP

Philippine peso

63,967

RUB

Russian rouble

33,8870

THB

Thai baht

48,488

---

(1)

Source: reference exchange rate published by the ECB.

---

| 24.11.2005 | EN | Official Journal of the European Union | C 292/8 |
| --- | --- | --- | --- |

24.11.2005

EN

Official Journal of the European Union

C 292/8

---

Prior notification of a concentration

(Case COMP/M.4043 — Plastal Group/Dynamit Nobel Kunststoff GmbH)

(2005/C 292/05)

(Text with EEA relevance)

| 1. | On 18 November 2005, the Commission received a notification of a proposed concentration pursuant to Article 4 of Council Regulation (EC) No 139/2004 (1) by which the undertaking Plastal Germany GmbH (‘Plastal’, Germany), ultimately controlled by Nordic Capital Fund V (Jersey), acquires within the meaning of Article 3(1)(b) of the Council Regulation control of the whole of the undertaking Dynamit Nobel Kunststoff GmbH and its subsidiary Menzolit-Fibron GmbH (‘DNK’, Germany) by way of purchase of shares. |
| --- | --- |

1.

On 18 November 2005, the Commission received a notification of a proposed concentration pursuant to Article 4 of Council Regulation (EC) No 139/2004 (1) by which the undertaking Plastal Germany GmbH (‘Plastal’, Germany), ultimately controlled by Nordic Capital Fund V (Jersey), acquires within the meaning of Article 3(1)(b) of the Council Regulation control of the whole of the undertaking Dynamit Nobel Kunststoff GmbH and its subsidiary Menzolit-Fibron GmbH (‘DNK’, Germany) by way of purchase of shares.

| 2. | The business activities of the undertakings concerned are:






  — | for Plastal: manufacturing of thermoplastic components for the automotive industry, |
| --- | --- | --- |

2.

The business activities of the undertakings concerned are:

—

for Plastal: manufacturing of thermoplastic components for the automotive industry,

| — | for DNK: manufacturing of thermoplastic components for the automotive industry, manufacturing of thermoset components for the automotive, electrical and general industry, manufacturing of thermoset compounds. |
| --- | --- |

—

for DNK: manufacturing of thermoplastic components for the automotive industry, manufacturing of thermoset components for the automotive, electrical and general industry, manufacturing of thermoset compounds.

| 3. | On preliminary examination, the Commission finds that the notified transaction could fall within the scope of Regulation (EC) No 139/2004. However, the final decision on this point is reserved. |
| --- | --- |

3.

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

| 4. | The Commission invites interested third parties to submit their possible observations on the proposed operation to the Commission.
  Observations must reach the Commission not later than 10 days following the date of this publication. Observations can be sent to the Commission by fax (No (32-2) 296 43 01 or 296 72 44) or by post, under reference number COMP/M.4043 — Plastal Group/Dynamit Nobel Kunststoff GmbH, to the following address:





  European Commission |
| --- | --- |
| Competition DG |
| Merger Registry |
| J-70 |
| BE-1049 Brussels |

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 (No (32-2) 296 43 01 or 296 72 44) or by post, under reference number COMP/M.4043 — Plastal Group/Dynamit Nobel Kunststoff GmbH, to the following address:

European Commission

Competition DG

Merger Registry

J-70

BE-1049 Brussels

---

(1)  OJ L 24, 29.1.2004, p. 1.

---

| 24.11.2005 | EN | Official Journal of the European Union | C 292/9 |
| --- | --- | --- | --- |

24.11.2005

EN

Official Journal of the European Union

C 292/9

---

Prior notification of a concentration

(Case COMP/M.4029 — Kuehne + Nagel/ACR Logistics)

Candidate case for simplified procedure

(2005/C 292/06)

(Text with EEA relevance)

| 1. | On 17 November 2005, the Commission received a notification of a proposed concentration pursuant to Article 4 of Council Regulation (EC) No 139/2004 (1) by which the undertaking Kuehne + Nagel International AG (‘K+N’, Switzerland) acquires within the meaning of Article 3(1)(b) of the Council Regulation control of the whole of the undertaking ACR Logistics Holdings BV (‘ACR’, The Netherlands) by way of purchase of shares. |
| --- | --- |

1.

On 17 November 2005, the Commission received a notification of a proposed concentration pursuant to Article 4 of Council Regulation (EC) No 139/2004 (1) by which the undertaking Kuehne + Nagel International AG (‘K+N’, Switzerland) acquires within the meaning of Article 3(1)(b) of the Council Regulation control of the whole of the undertaking ACR Logistics Holdings BV (‘ACR’, The Netherlands) by way of purchase of shares.

| 2. | The business activities of the undertakings concerned are:






  — | for K+N: Logistics company with main activities in sea freight forwarding, airfreight forwarding and contract logistics; |
| --- | --- | --- |

2.

The business activities of the undertakings concerned are:

—

for K+N: Logistics company with main activities in sea freight forwarding, airfreight forwarding and contract logistics;

| — | for ACR: Contract logistics. |
| --- | --- |

—

for ACR: Contract logistics.

| 3. | On preliminary examination, the Commission finds that the notified transaction could fall within the scope of Regulation (EC) No 139/2004. However, the final decision on this point is reserved. Pursuant to the Commission Notice on a simplified procedure for treatment of certain concentrations under Council Regulation (EC) No 139/2004 (2) it should be noted that this case is a candidate for treatment under the procedure set out in the Notice. |
| --- | --- |

3.

On preliminary examination, the Commission finds that the notified transaction could fall within the scope of Regulation (EC) No 139/2004. However, the final decision on this point is reserved. Pursuant to the Commission Notice on a simplified procedure for treatment of certain concentrations under Council Regulation (EC) No 139/2004 (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 (No (32-2) 296 43 01 or 296 72 44) or by post, under reference number COMP/M.4029 — Kuehne + Nagel/ACR Logistics, to the following address:





  European Commission |
| --- | --- |
| Competition DG |
| Merger Registry |
| J-70 |
| BE-1049 Brussels |

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 (No (32-2) 296 43 01 or 296 72 44) or by post, under reference number COMP/M.4029 — Kuehne + Nagel/ACR Logistics, to the following address:

European Commission

Competition DG

Merger Registry

J-70

BE-1049 Brussels

---

(1)  OJ L 24, 29.1.2004, p. 1.

(2)  OJ C 56, 5.3.2005, p. 32.

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