# Official Journal C 191/2011

| | ISSN 1725-2423
  doi:10.3000/17252423.C_2011.191.eng |
| --- | --- |
| Official Journal
  of the European Union | C 191 |
| | |
| English edition | Information and Notices | Volume 541 July 2011 |

ISSN 1725-2423

doi:10.3000/17252423.C_2011.191.eng

Official Journal

of the European Union

C 191

English edition

Information and Notices

Volume 541 July 2011

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| Notice No | Contents | page |
| --- | --- | --- |
| | I   Resolutions, recommendations and opinions |
| | RECOMMENDATIONS |
| | Council |
| 2011/C 191/01 | Council Recommendation of 28 June 2011 on policies to reduce early school leaving (
  1
  ) | 1 |

Notice No

Contents

page

I   Resolutions, recommendations and opinions

RECOMMENDATIONS

Council

2011/C 191/01

Council Recommendation of 28 June 2011 on policies to reduce early school leaving (
  1
  )

1

1

| | II   Information |
| --- | --- |
| | INFORMATION FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES |
| | European Commission |
| 2011/C 191/02 | Non-opposition to a notified concentration (Case COMP/M.6241 — CIE Management II/Gruppo Coin) (
  1
  ) | 7 |
| 2011/C 191/03 | Non-opposition to a notified concentration (Case COMP/M.6162 — Pfizer/Ferrosan Consumer Healthcare Business) (
  1
  ) | 7 |
| 2011/C 191/04 | Non-opposition to a notified concentration (Case COMP/M.6160 — Apollo/PlayPower) (
  1
  ) | 8 |

II   Information

INFORMATION FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES

European Commission

2011/C 191/02

Non-opposition to a notified concentration (Case COMP/M.6241 — CIE Management II/Gruppo Coin) (
  1
  )

1

7

2011/C 191/03

Non-opposition to a notified concentration (Case COMP/M.6162 — Pfizer/Ferrosan Consumer Healthcare Business) (
  1
  )

1

7

2011/C 191/04

Non-opposition to a notified concentration (Case COMP/M.6160 — Apollo/PlayPower) (
  1
  )

1

8

| | IV   Notices |
| --- | --- |
| | NOTICES FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES |
| | Council |
| 2011/C 191/05 | Council Decision of 28 June 2011 appointing and replacing members of the Governing Board of the European Centre for the Development of Vocational Training | 9 |
| | European Commission |
| 2011/C 191/06 | Euro exchange rates | 10 |
| | Court of Auditors |
| 2011/C 191/07 | Special Report No 5/2011 Single Payment Scheme (SPS): issues to be addressed to improve its sound financial management | 11 |
| | NOTICES FROM MEMBER STATES |
| 2011/C 191/08 | Information communicated by Member States regarding State aid granted under Commission Regulation (EC) No 1857/2006 on the application of Articles 87 and 88 of the Treaty to State aid to small and medium-sized enterprises active in the production of agricultural products and amending Regulation (EC) No 70/2001 | 12 |

IV   Notices

NOTICES FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES

Council

2011/C 191/05

Council Decision of 28 June 2011 appointing and replacing members of the Governing Board of the European Centre for the Development of Vocational Training

9

European Commission

2011/C 191/06

Euro exchange rates

10

Court of Auditors

2011/C 191/07

Special Report No 5/2011 Single Payment Scheme (SPS): issues to be addressed to improve its sound financial management

11

NOTICES FROM MEMBER STATES

2011/C 191/08

Information communicated by Member States regarding State aid granted under Commission Regulation (EC) No 1857/2006 on the application of Articles 87 and 88 of the Treaty to State aid to small and medium-sized enterprises active in the production of agricultural products and amending Regulation (EC) No 70/2001

12

| | V   Announcements |
| --- | --- |
| | ADMINISTRATIVE PROCEDURES |
| | European Commission |
| 2011/C 191/09 | MEDIA 2007 — Development, distribution, promotion and training — Call for proposals — EACEA/19/11 — Support for the digitisation of European cinemas | 15 |
| | PROCEDURES RELATING TO THE IMPLEMENTATION OF COMPETITION POLICY |
| | European Commission |
| 2011/C 191/10 | Prior notification of a concentration (Case COMP/M.6288 — Blackstone/Stargazer) — Candidate case for simplified procedure (
  1
  ) | 19 |
| | OTHER ACTS |
| | European Commission |
| 2011/C 191/11 | Publication of an application pursuant to Article 6(2) of Council Regulation (EC) No 510/2006 on the protection of geographical indications and designations of origin for agricultural products and foodstuffs | 20 |
| 2011/C 191/12 | Publication of an application pursuant to Article 6(2) of Council Regulation (EC) No 510/2006 on the protection of geographical indications and designations of origin for agricultural products and foodstuffs | 24 |

V   Announcements

ADMINISTRATIVE PROCEDURES

European Commission

2011/C 191/09

MEDIA 2007 — Development, distribution, promotion and training — Call for proposals — EACEA/19/11 — Support for the digitisation of European cinemas

15

PROCEDURES RELATING TO THE IMPLEMENTATION OF COMPETITION POLICY

European Commission

2011/C 191/10

Prior notification of a concentration (Case COMP/M.6288 — Blackstone/Stargazer) — Candidate case for simplified procedure (
  1
  )

1

19

OTHER ACTS

European Commission

2011/C 191/11

Publication of an application pursuant to Article 6(2) of Council Regulation (EC) No 510/2006 on the protection of geographical indications and designations of origin for agricultural products and foodstuffs

20

2011/C 191/12

Publication of an application pursuant to Article 6(2) of Council Regulation (EC) No 510/2006 on the protection of geographical indications and designations of origin for agricultural products and foodstuffs

24

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

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(1)   Text with EEA relevance

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EN

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I Resolutions, recommendations and opinions

RECOMMENDATIONS

Council

| 1.7.2011 | EN | Official Journal of the European Union | C 191/1 |
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1.7.2011

EN

Official Journal of the European Union

C 191/1

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COUNCIL RECOMMENDATION

of 28 June 2011

on policies to reduce early school leaving

(Text with EEA relevance)

2011/C 191/01

THE COUNCIL OF THE EUROPEAN UNION,

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

Having regard to the proposal from the European Commission,

Whereas:

| (1) | The term ‘early school leaving’ is used in connection with those who leave education and training with only lower secondary education or less, and who are no longer in education and training. |
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(1)

The term ‘early school leaving’ is used in connection with those who leave education and training with only lower secondary education or less, and who are no longer in education and training.

| (2) | Reducing early school leaving is essential for achieving a number of key objectives in the Europe 2020 strategy. The reduction of early school leaving addresses both the aims for ‘smart growth’ by improving education and training levels and the aims for ‘inclusive growth’ by addressing one of the major risk factors for unemployment, poverty and social exclusion. The Europe 2020 strategy therefore includes the headline target to reduce early school leaving to less than 10 % by 2020, from 14,4 % in 2009. Member States have undertaken to establish national targets, taking account of their relative starting positions and national circumstances. |
| --- | --- |

(2)

Reducing early school leaving is essential for achieving a number of key objectives in the Europe 2020 strategy. The reduction of early school leaving addresses both the aims for ‘smart growth’ by improving education and training levels and the aims for ‘inclusive growth’ by addressing one of the major risk factors for unemployment, poverty and social exclusion. The Europe 2020 strategy therefore includes the headline target to reduce early school leaving to less than 10 % by 2020, from 14,4 % in 2009. Member States have undertaken to establish national targets, taking account of their relative starting positions and national circumstances.

| (3) | The guidelines for the employment policies of the Member States, contained in Council Decision 2010/707/EU (1), for the implementation of the Europe 2020 strategy call on Member States to take all necessary efforts to prevent early school leaving. |
| --- | --- |

(3)

The guidelines for the employment policies of the Member States, contained in Council Decision 2010/707/EU (1), for the implementation of the Europe 2020 strategy call on Member States to take all necessary efforts to prevent early school leaving.

| (4) | The flagship initiative ‘A European platform against poverty and social exclusion’ sets a framework for action to ensure social and territorial cohesion, with a specific focus on breaking the cycle of disadvantage and stepping up preventive action. It addresses the Europe 2020 headline target to lift at least 20 million people out of poverty and social exclusion in the next decade. |
| --- | --- |

(4)

The flagship initiative ‘A European platform against poverty and social exclusion’ sets a framework for action to ensure social and territorial cohesion, with a specific focus on breaking the cycle of disadvantage and stepping up preventive action. It addresses the Europe 2020 headline target to lift at least 20 million people out of poverty and social exclusion in the next decade.

| (5) | ‘Youth on the move’, a flagship initiative within the Europe 2020 strategy, aims to ‘enhance the performance and international attractiveness of Europe’s higher education institutions and raise the overall quality of all levels of education and training in the EU, combining both excellence and equity, by promoting student mobility and trainees’ mobility, and improve the employment situation of young people’. |
| --- | --- |

(5)

‘Youth on the move’, a flagship initiative within the Europe 2020 strategy, aims to ‘enhance the performance and international attractiveness of Europe’s higher education institutions and raise the overall quality of all levels of education and training in the EU, combining both excellence and equity, by promoting student mobility and trainees’ mobility, and improve the employment situation of young people’.

| (6) | The Council conclusions of 5-6 May 2003 on reference levels of European average performance in education and training (benchmarks) stated that the share of early school leavers should be below 10 % by 2010, defining early school leavers as persons between 18 and 24 years old with only lower secondary education or less and no longer in education or training. The benchmark was not attained. One in seven young people currently leave education and training before they have completed upper secondary education. |
| --- | --- |

(6)

The Council conclusions of 5-6 May 2003 on reference levels of European average performance in education and training (benchmarks) stated that the share of early school leavers should be below 10 % by 2010, defining early school leavers as persons between 18 and 24 years old with only lower secondary education or less and no longer in education or training. The benchmark was not attained. One in seven young people currently leave education and training before they have completed upper secondary education.

| (7) | The Council Resolution of 15 November 2007 on the new skills for new jobs (2) stressed the need to raise overall skill levels and to give priority to the education and training of those at risk of economic and social exclusion, particularly early school leavers. They underlined the need to provide vocational guidance and personal training plans to job seekers and to develop the validation of learning outcomes acquired through formal, informal and non-formal learning. |
| --- | --- |

(7)

The Council Resolution of 15 November 2007 on the new skills for new jobs (2) stressed the need to raise overall skill levels and to give priority to the education and training of those at risk of economic and social exclusion, particularly early school leavers. They underlined the need to provide vocational guidance and personal training plans to job seekers and to develop the validation of learning outcomes acquired through formal, informal and non-formal learning.

| (8) | The Council conclusions of 22 May 2008 on adult learning recognise the role of adult learning in addressing early school leaving by offering a second chance to those who reach adulthood without a qualification, focusing especially on basic skills, IT skills and language learning. |
| --- | --- |

(8)

The Council conclusions of 22 May 2008 on adult learning recognise the role of adult learning in addressing early school leaving by offering a second chance to those who reach adulthood without a qualification, focusing especially on basic skills, IT skills and language learning.

| (9) | In its conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’) the Council agreed that, by 2020, the share of early leavers from education and training should be less than 10 %. |
| --- | --- |

(9)

In its conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’) the Council agreed that, by 2020, the share of early leavers from education and training should be less than 10 %.

| (10) | The Council conclusions of 26 November 2009 on the education of children with a migrant background noted that while large numbers of children with a migrant background succeed in education, students with a migrant background are generally more likely to leave school early. For migrants the average early school leaving rate across the Union is double that of native students. Available evidence indicates that early school leaving is even higher among the Roma population. |
| --- | --- |

(10)

The Council conclusions of 26 November 2009 on the education of children with a migrant background noted that while large numbers of children with a migrant background succeed in education, students with a migrant background are generally more likely to leave school early. For migrants the average early school leaving rate across the Union is double that of native students. Available evidence indicates that early school leaving is even higher among the Roma population.

| (11) | The Council agreed in May 2010 in its conclusions on the social dimension of education and training that the successful prevention of early school leaving requires the development of knowledge about groups at risk of dropping out at local, regional and national level, and systems for identifying early individuals who are at such risk, and concluded that comprehensive and cross-sectoral strategies should be implemented, which provide a range of school-wide and systemic policies targeting the different factors leading to early school leaving. |
| --- | --- |

(11)

The Council agreed in May 2010 in its conclusions on the social dimension of education and training that the successful prevention of early school leaving requires the development of knowledge about groups at risk of dropping out at local, regional and national level, and systems for identifying early individuals who are at such risk, and concluded that comprehensive and cross-sectoral strategies should be implemented, which provide a range of school-wide and systemic policies targeting the different factors leading to early school leaving.

| (12) | The reasons for early school leaving differ widely from country to country and also within regions. Policies to reduce early school leaving need to be adjusted to the specific situation within a local area, region or country; there is no single solution for all Member States. |
| --- | --- |

(12)

The reasons for early school leaving differ widely from country to country and also within regions. Policies to reduce early school leaving need to be adjusted to the specific situation within a local area, region or country; there is no single solution for all Member States.

| (13) | Despite the differences between countries and regions, there is strong evidence in all Member States that disadvantaged and vulnerable groups are more affected. In addition, young people with special educational needs are overrepresented among early leavers from education and training. Early school leaving both results from social disadvantage and perpetuates the risk of social exclusion. |
| --- | --- |

(13)

Despite the differences between countries and regions, there is strong evidence in all Member States that disadvantaged and vulnerable groups are more affected. In addition, young people with special educational needs are overrepresented among early leavers from education and training. Early school leaving both results from social disadvantage and perpetuates the risk of social exclusion.

| (14) | Whilst fully respecting the principle of subsidiarity, a European framework for comprehensive policies on early school leaving can help Member States to review existing policies, to develop their national reform programmes under the Europe 2020 strategy, and to implement strategies with a high impact and a good cost-benefit ratio. It can also provide a basis for collaboration through the open method of coordination and a focus for the use of Union funding instruments. |
| --- | --- |

(14)

Whilst fully respecting the principle of subsidiarity, a European framework for comprehensive policies on early school leaving can help Member States to review existing policies, to develop their national reform programmes under the Europe 2020 strategy, and to implement strategies with a high impact and a good cost-benefit ratio. It can also provide a basis for collaboration through the open method of coordination and a focus for the use of Union funding instruments.

| (15) | Education reforms take time to have effect. In order to achieve a reduction of early school leaving rates within the next decade and reach the Europe 2020 target, comprehensive and cross-sectoral strategies on early school leaving need to be implemented as soon as possible, |
| --- | --- |

(15)

Education reforms take time to have effect. In order to achieve a reduction of early school leaving rates within the next decade and reach the Europe 2020 target, comprehensive and cross-sectoral strategies on early school leaving need to be implemented as soon as possible,

HEREBY RECOMMENDS THAT MEMBER STATES:

Make use of the framework set out in the Annex to this Recommendation, according to national circumstances, in order to:

| 1. | Identify the main factors leading to early school leaving and monitor the characteristics of the phenomenon at national, regional and local level as the foundation for targeted and effective evidence-based policies. |
| --- | --- |

1.

Identify the main factors leading to early school leaving and monitor the characteristics of the phenomenon at national, regional and local level as the foundation for targeted and effective evidence-based policies.

| 2. | Ensure that comprehensive strategies on early school leaving are in place by the end of 2012, and that they are implemented in line with national priorities and the Europe 2020 objectives. Comprehensive strategies are taken to include prevention measures, intervention measures and compensation measures, the latter being aimed at re-engaging people who have dropped out of education. |
| --- | --- |

2.

Ensure that comprehensive strategies on early school leaving are in place by the end of 2012, and that they are implemented in line with national priorities and the Europe 2020 objectives. Comprehensive strategies are taken to include prevention measures, intervention measures and compensation measures, the latter being aimed at re-engaging people who have dropped out of education.

| 3. | Ensure that those strategies include appropriate measures for groups at increased risk of early school leaving in the Member State, such as children with a socio-economically disadvantaged, migrant or Roma background, or with special educational needs. |
| --- | --- |

3.

Ensure that those strategies include appropriate measures for groups at increased risk of early school leaving in the Member State, such as children with a socio-economically disadvantaged, migrant or Roma background, or with special educational needs.

| 4. | Ensure that those strategies address in a coherent manner both general education and vocational education and training, and the challenges specific to each. |
| --- | --- |

4.

Ensure that those strategies address in a coherent manner both general education and vocational education and training, and the challenges specific to each.

| 5. | Integrate measures which support the reduction of early school leaving rates in relevant policies targeted at children and young people, and coordinate activities among different policy sectors. |
| --- | --- |

5.

Integrate measures which support the reduction of early school leaving rates in relevant policies targeted at children and young people, and coordinate activities among different policy sectors.

| 6. | Whilst acknowledging the key role played by teachers, school leaders and other educational staff, ensure the involvement in those measures and activities of all relevant stakeholders to help people who are at risk of early school leaving, including those who have dropped out already. |
| --- | --- |

6.

Whilst acknowledging the key role played by teachers, school leaders and other educational staff, ensure the involvement in those measures and activities of all relevant stakeholders to help people who are at risk of early school leaving, including those who have dropped out already.

INVITES THE COMMISSION:

| 1. | Within the ET 2020, to contribute to the efforts made by Member States by monitoring developments at different education levels across Member States in order to identify trends. |
| --- | --- |

1.

Within the ET 2020, to contribute to the efforts made by Member States by monitoring developments at different education levels across Member States in order to identify trends.

| 2. | To support Member States’ strategies through the exchange of experience and good practice, and to facilitate effective peer learning, networking and experimentation with innovative approaches among the Member States on measures aimed at reducing early school leaving and improving the educational outcomes of children from groups at risk of early school leaving. |
| --- | --- |

2.

To support Member States’ strategies through the exchange of experience and good practice, and to facilitate effective peer learning, networking and experimentation with innovative approaches among the Member States on measures aimed at reducing early school leaving and improving the educational outcomes of children from groups at risk of early school leaving.

| 3. | To integrate measures which support the reduction of early school leaving rates in all relevant Union actions targeted at children and young adults. |
| --- | --- |

3.

To integrate measures which support the reduction of early school leaving rates in all relevant Union actions targeted at children and young adults.

| 4. | To support the development of effective policies against early school leaving by launching comparative studies and research, and to encourage cooperation between the Member States in this area. |
| --- | --- |

4.

To support the development of effective policies against early school leaving by launching comparative studies and research, and to encourage cooperation between the Member States in this area.

| 5. | To ensure, in cooperation with the Member States, and without prejudice to the negotiations on the future financial framework, that the Union programmes in the fields of lifelong learning, youth and research, as well as the European Structural Funds, support and contribute to the implementation of Member States’ strategies on early school leaving. |
| --- | --- |

5.

To ensure, in cooperation with the Member States, and without prejudice to the negotiations on the future financial framework, that the Union programmes in the fields of lifelong learning, youth and research, as well as the European Structural Funds, support and contribute to the implementation of Member States’ strategies on early school leaving.

| 6. | To report periodically on the progress towards the Europe 2020 target and on the implementation of Member States’ strategies on early school leaving through the Annual Growth Survey and within the reporting arrangements under the ET 2020. |
| --- | --- |

6.

To report periodically on the progress towards the Europe 2020 target and on the implementation of Member States’ strategies on early school leaving through the Annual Growth Survey and within the reporting arrangements under the ET 2020.

Done at Luxembourg, 28 June 2011.

For the Council

The President

FAZEKAS S.

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(1)  OJ L 308, 24.11.2010, p. 46.

1

(2)  OJ C 290, 4.12.2007, p. 1.

2

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ANNEX

A FRAMEWORK FOR COMPREHENSIVE POLICIES TO REDUCE EARLY SCHOOL LEAVING

Strategies on early school leaving should be based on an analysis at national, regional and local level of the conditions leading to the phenomenon, as average rates often mask large differences between different regions or countries. Early school leavers are a heterogeneous group and individual motivations to leave education prematurely differ widely. Family background and wider socio-economic conditions such as pull from the labour market are important factors. Their impact is conditioned by the structure of the education and training system, by available learning opportunities, and by the learning environment. The coordination of policies addressing the well-being of children and young people, social security, youth employment and future career perspectives has an important role to play in reducing early school leaving.

1.   Identification of main factors and monitoring

Early school leaving processes have complex and varied causes, but are often linked to socio-economic disadvantage, to low education backgrounds, to alienation from or poor achievement in education and training, to pull factors from the labour market, and/or to a combination of social, emotional and educational problems putting individuals at risk of dropping out.

Account needs to be taken of the type of education in which students are enrolled. In some Member States, students who have encountered difficulties in general education often go into vocational education and training (‘VET’). In such cases, vocational schools face a particular responsibility and challenge with respect to the reduction of early school leaving. Evidence-based policies require that particular attention be given to performance by sector of education or training.

The development of evidence-based and cost-effective policies to combat early school leaving requires gathering and maintaining data on the phenomenon. This should allow analysis at local, regional and national levels. It may contain information on early school leaving rates, on transitions between educational levels, enrolment rates and completion rates of upper secondary education, as well as on school absenteeism and school-avoiding behaviour.

| — | Collection of information should allow for the analysis of the main reasons underlying early school leaving for different groups of pupils, schools, types of education and training institution, municipalities or regions. |
| --- | --- |

—

Collection of information should allow for the analysis of the main reasons underlying early school leaving for different groups of pupils, schools, types of education and training institution, municipalities or regions.

| — | The combination of data on early school leaving and contextual data such as socio-economic information can help in the targeting of measures and policies. Gathering and analysing information on the motivation of early school leavers, their employment and career perspectives can also help in the targeting of measures and policies. |
| --- | --- |

—

The combination of data on early school leaving and contextual data such as socio-economic information can help in the targeting of measures and policies. Gathering and analysing information on the motivation of early school leavers, their employment and career perspectives can also help in the targeting of measures and policies.

| — | Evaluation of the effectiveness and efficiency of existing policy measures aimed at reducing early school leaving is an important basis for improving strategies and programmes for increasing pupils’ chances of school success. |
| --- | --- |

—

Evaluation of the effectiveness and efficiency of existing policy measures aimed at reducing early school leaving is an important basis for improving strategies and programmes for increasing pupils’ chances of school success.

2.   Policy framework

Comprehensive strategies on early school leaving comprise a mix of policies, coordination across different policy sectors and the integration of measures supporting the reduction of early school leaving into all relevant policies aimed at children and young people. In addition to education policies that promote high-quality school systems, these are principally social policy and support services, employment, youth, family, and integration policies. Horizontal coordination between different actors and vertical coordination through different levels of government are equally important. Strategies on early school leaving should comprise prevention, intervention and compensation elements. Member States should select the detailed components of their strategies according to their own circumstances and contexts.

| 2.1. | PREVENTION POLICIES aim to reduce the risk of early school leaving before problems start. Such measures optimise the provision of education and training in order to support better learning outcomes and to remove obstacles to educational success.
  They aim to lay a solid early foundation for children to develop their potential and to integrate well into schools. Prevention policies could include:






  1. | Providing high-quality early childhood education and care is beneficial for all children and especially relevant for those from disadvantaged backgrounds, including migrants and Roma. It enhances physical well-being, social and emotional development, language and basic cognitive skills. Provision should be high-quality, affordable, adequately staffed and accessible to families with a disadvantaged background. |
| --- | --- | --- |

2.1.

PREVENTION POLICIES aim to reduce the risk of early school leaving before problems start. Such measures optimise the provision of education and training in order to support better learning outcomes and to remove obstacles to educational success.

They aim to lay a solid early foundation for children to develop their potential and to integrate well into schools. Prevention policies could include:

1.

Providing high-quality early childhood education and care is beneficial for all children and especially relevant for those from disadvantaged backgrounds, including migrants and Roma. It enhances physical well-being, social and emotional development, language and basic cognitive skills. Provision should be high-quality, affordable, adequately staffed and accessible to families with a disadvantaged background.

They address the organisation of education and training systems, the resources available to schools, the availability, permeability and flexibility of educational pathways. They also address the gender gap, the support of children from disadvantaged backgrounds or with a different mother tongue. Prevention policies could further include:

| 2. | Increasing the educational offer by providing education and training opportunities beyond the age of compulsory education can influence the behaviour of young people and their families and lead to higher rates of completion of upper secondary qualifications. |
| --- | --- |

2.

Increasing the educational offer by providing education and training opportunities beyond the age of compulsory education can influence the behaviour of young people and their families and lead to higher rates of completion of upper secondary qualifications.

| 3. | Promoting active anti-segregation policies and providing additional support for schools in disadvantaged areas or with high numbers of pupils from socio-economically disadvantaged backgrounds help them to diversify their social composition and enhance their educational offer. This improves the educational achievements of pupils from socio-economically disadvantaged backgrounds and reduces their risk of early school leaving. |
| --- | --- |

3.

Promoting active anti-segregation policies and providing additional support for schools in disadvantaged areas or with high numbers of pupils from socio-economically disadvantaged backgrounds help them to diversify their social composition and enhance their educational offer. This improves the educational achievements of pupils from socio-economically disadvantaged backgrounds and reduces their risk of early school leaving.

| 4. | Emphasising the value of linguistic diversity and supporting children with a different mother tongue to improve their proficiency in the language of instruction and, where appropriate, in the mother tongue, as well as supporting teachers to teach children with different levels of linguistic competence, can improve the educational achievements of children with migrant background and reduce their risk of early school leaving. |
| --- | --- |

4.

Emphasising the value of linguistic diversity and supporting children with a different mother tongue to improve their proficiency in the language of instruction and, where appropriate, in the mother tongue, as well as supporting teachers to teach children with different levels of linguistic competence, can improve the educational achievements of children with migrant background and reduce their risk of early school leaving.

| 5. | Enhancing the involvement of parents, reinforcing their cooperation with the school and creating partnerships between schools and parents can increase learning motivation among pupils. |
| --- | --- |

5.

Enhancing the involvement of parents, reinforcing their cooperation with the school and creating partnerships between schools and parents can increase learning motivation among pupils.

| 6. | Increasing the flexibility and permeability of educational pathways, for example by modularising courses or alternating school and work, supports in particular pupils with lower academic performance, and can motivate them to continue education and training which is better adapted to their needs and abilities. It also helps to address gender-specific reasons for early school leaving, such as joining the labour market early or teenage pregnancy. In addition, limiting the repetition of school years and replacing this with flexible individual support has been associated with lower early school leaving. |
| --- | --- |

6.

Increasing the flexibility and permeability of educational pathways, for example by modularising courses or alternating school and work, supports in particular pupils with lower academic performance, and can motivate them to continue education and training which is better adapted to their needs and abilities. It also helps to address gender-specific reasons for early school leaving, such as joining the labour market early or teenage pregnancy. In addition, limiting the repetition of school years and replacing this with flexible individual support has been associated with lower early school leaving.

| 7. | Strengthening high-quality vocational pathways and increasing their attractiveness and flexibility provide pupils at risk with credible alternatives to early school leaving. VET provision, which is well integrated into the overall education and training systems, allows for alternative pathways into upper secondary and tertiary education. |
| --- | --- |

7.

Strengthening high-quality vocational pathways and increasing their attractiveness and flexibility provide pupils at risk with credible alternatives to early school leaving. VET provision, which is well integrated into the overall education and training systems, allows for alternative pathways into upper secondary and tertiary education.

| 8. | Strengthening the link between education and training systems and the employment sector, in order to emphasise the benefits of completing education for future employability. This could be in the form of work experience placements or greater employer engagement in schools and colleges. |
| --- | --- |

8.

Strengthening the link between education and training systems and the employment sector, in order to emphasise the benefits of completing education for future employability. This could be in the form of work experience placements or greater employer engagement in schools and colleges.

| 2.2. | INTERVENTION POLICIES aim to avoid early school leaving by improving the quality of education and training at the level of the educational institutions, by reacting to early warning signs and by providing targeted support to pupils or groups of pupils at risk of early school leaving. They address all educational levels, starting from early childhood education and care to upper secondary education.
  At the level of the school or training institution strategies against early school leaving are embedded in an overall school development policy. They aim at creating a positive learning environment, reinforcing pedagogical quality and innovation, enhancing teaching staff competences to deal with social and cultural diversity, and developing anti-violence and anti-bullying approaches. Intervention policies at the level of the school or training institution could include:






  1. | Developing schools into learning communities based on a common vision for school development shared by all stakeholders, using the experience and knowledge of all, and providing an open-minded, inspiring and comfortable environment to encourage young people to continue in education and training. |
| --- | --- | --- |

2.2.

INTERVENTION POLICIES aim to avoid early school leaving by improving the quality of education and training at the level of the educational institutions, by reacting to early warning signs and by providing targeted support to pupils or groups of pupils at risk of early school leaving. They address all educational levels, starting from early childhood education and care to upper secondary education.

At the level of the school or training institution strategies against early school leaving are embedded in an overall school development policy. They aim at creating a positive learning environment, reinforcing pedagogical quality and innovation, enhancing teaching staff competences to deal with social and cultural diversity, and developing anti-violence and anti-bullying approaches. Intervention policies at the level of the school or training institution could include:

1.

Developing schools into learning communities based on a common vision for school development shared by all stakeholders, using the experience and knowledge of all, and providing an open-minded, inspiring and comfortable environment to encourage young people to continue in education and training.

| 2. | Developing early-warning systems for pupils at risk, which can help to take effective measures before problems become manifest, pupils start to alienate from school, play truant or drop out. |
| --- | --- |

2.

Developing early-warning systems for pupils at risk, which can help to take effective measures before problems become manifest, pupils start to alienate from school, play truant or drop out.

| 3. | Networking with parents and other actors outside school, such as local community services, organisations representing migrants or minorities, sports and culture associations, or employers and civil society organisations, which allows for holistic solutions to help pupils at risk and eases the access to external support such as psychologists, social and youth workers, cultural and community services. This can be facilitated by mediators from the local community who are able to support communication and to reduce distrust. |
| --- | --- |

3.

Networking with parents and other actors outside school, such as local community services, organisations representing migrants or minorities, sports and culture associations, or employers and civil society organisations, which allows for holistic solutions to help pupils at risk and eases the access to external support such as psychologists, social and youth workers, cultural and community services. This can be facilitated by mediators from the local community who are able to support communication and to reduce distrust.

| 4. | Supporting and empowering teachers in their work with pupils at risk, which is a pre-requisite for successful measures at school level. Initial teacher education and continuous professional development for teachers and school leaders help them to deal with diversity in the classroom, to support pupils from socio-economically disadvantaged backgrounds and to solve difficult teaching situations. |
| --- | --- |

4.

Supporting and empowering teachers in their work with pupils at risk, which is a pre-requisite for successful measures at school level. Initial teacher education and continuous professional development for teachers and school leaders help them to deal with diversity in the classroom, to support pupils from socio-economically disadvantaged backgrounds and to solve difficult teaching situations.

| 5. | Extra-curricular activities after and outside school and artistic, cultural and sport activities, which can raise the self-esteem of pupils at risk and increase their resilience against difficulties in their learning. |
| --- | --- |

5.

Extra-curricular activities after and outside school and artistic, cultural and sport activities, which can raise the self-esteem of pupils at risk and increase their resilience against difficulties in their learning.

Intervention policies at individual level aim to provide a set of support mechanisms for individual students at risk of dropping out which can be tailored to their needs. They focus both on personal development in order to build resilience for students at risk, and on redressing concrete difficulties which can be of a social, cognitive or emotional nature. Intervention policies at individual level could include:

| 1. | Mentoring supports individual pupils to overcome specific academic, social or personal difficulties. Either in one-to-one approaches (mentoring) or in small groups (tutoring), pupils receive targeted assistance, often provided by education staff by community members or by their peers. |
| --- | --- |

1.

Mentoring supports individual pupils to overcome specific academic, social or personal difficulties. Either in one-to-one approaches (mentoring) or in small groups (tutoring), pupils receive targeted assistance, often provided by education staff by community members or by their peers.

| 2. | Tailoring teaching to pupils’ needs, strengthening individualised learning approaches and providing support for pupils at risk helps them to adapt to the demands of formal education and to overcome barriers created by the education and training system, and can thus contribute to limiting the repetition of school years. |
| --- | --- |

2.

Tailoring teaching to pupils’ needs, strengthening individualised learning approaches and providing support for pupils at risk helps them to adapt to the demands of formal education and to overcome barriers created by the education and training system, and can thus contribute to limiting the repetition of school years.

| 3. | Strengthening guidance and counselling supports students’ career choices, transitions within education or from education to employment. It reduces poor decision making based on false expectations or insufficient information. It helps young people to make choices which meet their ambitions, personal interests and talents. |
| --- | --- |

3.

Strengthening guidance and counselling supports students’ career choices, transitions within education or from education to employment. It reduces poor decision making based on false expectations or insufficient information. It helps young people to make choices which meet their ambitions, personal interests and talents.

| 4. | Ensuring that young people whose economic circumstances may result in their dropping out of education are given access to appropriate financial support. Where considered appropriate, such support might be subject to conditions or might be linked to social benefits. |
| --- | --- |

4.

Ensuring that young people whose economic circumstances may result in their dropping out of education are given access to appropriate financial support. Where considered appropriate, such support might be subject to conditions or might be linked to social benefits.

| 2.3. | COMPENSATION POLICIES aim to help those who left school prematurely to re-engage in education, offering routes to re-enter education and training and gain the qualifications they missed. Compensation policies could include:






  1. | Successful second chance education programmes, which provide learning environments which respond to the specific needs of early school leavers, recognise their prior learning and support their well-being. These programmes are different from schools in both organisational and pedagogical approaches and are often characterised by small learning groups, by personalised, age-appropriate and innovative teaching and by flexible educational pathways. As far as possible, they should be easily accessible and free of charge. |
| --- | --- | --- |

2.3.

COMPENSATION POLICIES aim to help those who left school prematurely to re-engage in education, offering routes to re-enter education and training and gain the qualifications they missed. Compensation policies could include:

1.

Successful second chance education programmes, which provide learning environments which respond to the specific needs of early school leavers, recognise their prior learning and support their well-being. These programmes are different from schools in both organisational and pedagogical approaches and are often characterised by small learning groups, by personalised, age-appropriate and innovative teaching and by flexible educational pathways. As far as possible, they should be easily accessible and free of charge.

| 2. | Various routes back into mainstream education and training, the provision of which is important. Transition classes with a strong emphasis on guidance can help to bridge the gap between previous school failure and re-entering mainstream education. |
| --- | --- |

2.

Various routes back into mainstream education and training, the provision of which is important. Transition classes with a strong emphasis on guidance can help to bridge the gap between previous school failure and re-entering mainstream education.

| 3. | Recognising and validating prior learning, including competences achieved in non-formal and informal learning, which improves the confidence and self-esteem of young people and facilitates their re-entry into education. It can motivate them to continue education and training, helps them to identify their talents and to make better career choices. |
| --- | --- |

3.

Recognising and validating prior learning, including competences achieved in non-formal and informal learning, which improves the confidence and self-esteem of young people and facilitates their re-entry into education. It can motivate them to continue education and training, helps them to identify their talents and to make better career choices.

| 4. | Targeted individual support, which integrates social, financial, educational and psychological support for young people in difficulties. It is especially important for young people in situations of serious social or emotional distress which hinders them from continuing education or training. |
| --- | --- |

4.

Targeted individual support, which integrates social, financial, educational and psychological support for young people in difficulties. It is especially important for young people in situations of serious social or emotional distress which hinders them from continuing education or training.

---

II Information

INFORMATION FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES

European Commission

| 1.7.2011 | EN | Official Journal of the European Union | C 191/7 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/7

---

Non-opposition to a notified concentration

(Case COMP/M.6241 — CIE Management II/Gruppo Coin)

(Text with EEA relevance)

2011/C 191/02

On 21 June 2011, the Commission decided not to oppose the above notified concentration and to declare it compatible with the common market. This decision is based on Article 6(1)(b) of Council Regulation (EC) No 139/2004. The full text of the decision is available only in English and will be made public after it is cleared of any business secrets it may contain. It will be available:

| — | in the merger section of the Competition website of the Commission (http://ec.europa.eu/competition/mergers/cases/). This website provides various facilities to help locate individual merger decisions, including company, case number, date and sectoral indexes, |
| --- | --- |

—

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

| — | in electronic form on the EUR-Lex website (http://eur-lex.europa.eu/en/index.htm) under document number 32011M6241. EUR-Lex is the on-line access to the European law. |
| --- | --- |

—

in electronic form on the EUR-Lex website (http://eur-lex.europa.eu/en/index.htm) under document number 32011M6241. EUR-Lex is the on-line access to the European law.

---

| 1.7.2011 | EN | Official Journal of the European Union | C 191/7 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/7

---

Non-opposition to a notified concentration

(Case COMP/M.6162 — Pfizer/Ferrosan Consumer Healthcare Business)

(Text with EEA relevance)

2011/C 191/03

On 9 June 2011, the Commission decided not to oppose the above notified concentration and to declare it compatible with the common market. This decision is based on Article 6(1)(b) of Council Regulation (EC) No 139/2004. The full text of the decision is available only in English and will be made public after it is cleared of any business secrets it may contain. It will be available:

| — | in the merger section of the Competition website of the Commission (http://ec.europa.eu/competition/mergers/cases/). This website provides various facilities to help locate individual merger decisions, including company, case number, date and sectoral indexes, |
| --- | --- |

—

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

| — | in electronic form on the EUR-Lex website (http://eur-lex.europa.eu/en/index.htm) under document number 32011M6162. EUR-Lex is the on-line access to the European law. |
| --- | --- |

—

in electronic form on the EUR-Lex website (http://eur-lex.europa.eu/en/index.htm) under document number 32011M6162. EUR-Lex is the on-line access to the European law.

---

| 1.7.2011 | EN | Official Journal of the European Union | C 191/8 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/8

---

Non-opposition to a notified concentration

(Case COMP/M.6160 — Apollo/PlayPower)

(Text with EEA relevance)

2011/C 191/04

On 23 June 2011, the Commission decided not to oppose the above notified concentration and to declare it compatible with the common market. This decision is based on Article 6(1)(b) of Council Regulation (EC) No 139/2004. The full text of the decision is available only in English and will be made public after it is cleared of any business secrets it may contain. It will be available:

| — | in the merger section of the Competition website of the Commission (http://ec.europa.eu/competition/mergers/cases/). This website provides various facilities to help locate individual merger decisions, including company, case number, date and sectoral indexes, |
| --- | --- |

—

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

| — | in electronic form on the EUR-Lex website (http://eur-lex.europa.eu/en/index.htm) under document number 32011M6160. EUR-Lex is the on-line access to the European law. |
| --- | --- |

—

in electronic form on the EUR-Lex website (http://eur-lex.europa.eu/en/index.htm) under document number 32011M6160. EUR-Lex is the on-line access to the European law.

---

IV Notices

NOTICES FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES

Council

| 1.7.2011 | EN | Official Journal of the European Union | C 191/9 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/9

---

COUNCIL DECISION

of 28 June 2011

appointing and replacing members of the Governing Board of the European Centre for the Development of Vocational Training

(000/2011/)

THE COUNCIL OF THE EUROPEAN UNION,

Having regard to Council Regulation (EEC) No 337/75 of 10 February 1975 establishing the European Centre for the Development of Vocational Training, and in particular Article 4 thereof (1),

Having regard to the nomination submitted to the Council by the Commission in the category of Employers' representatives,

Whereas:

| (1) | By its Decision of 14 September 2009 (2), the Council appointed the members of the Governing Board of the European Centre for the Development of Vocational Training for the period from 18 September 2009 to 17 September 2012. |
| --- | --- |

(1)

By its Decision of 14 September 2009 (2), the Council appointed the members of the Governing Board of the European Centre for the Development of Vocational Training for the period from 18 September 2009 to 17 September 2012.

| (2) | A member's seat on the Governing Board of the Centre in the category of Employers' representatives has become vacant as a result of the resignation of Mr Andrew MAMO, |
| --- | --- |

(2)

A member's seat on the Governing Board of the Centre in the category of Employers' representatives has become vacant as a result of the resignation of Mr Andrew MAMO,

HAS DECIDED AS FOLLOWS:

Sole Article

The following person is hereby appointed as a member of the Governing Board of the European Centre for the Development of Vocational Training for the remainder of the term of office, which runs until 17 September 2012:

REPRESENTATIVES OF EMPLOYERS' ORGANISATIONS:

| MALTA | Ms Jeanelle CATANIA
  Executive Policy & Business Development
  The Malta Chamber of Commerce Enterprise and Industry |
| --- | --- |

MALTA

Ms Jeanelle CATANIA

Executive Policy & Business Development

The Malta Chamber of Commerce Enterprise and Industry

Done at Luxembourg, 28 June 2011.

For the Council

The President

FAZEKAS S.

---

(1)  OJ L 39, 13.2.1975, p. 1.

1

(2)  OJ C 226, 19.9.2009, p. 2.

2

---

European Commission

| 1.7.2011 | EN | Official Journal of the European Union | C 191/10 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/10

---

Euro exchange rates (1)

30 June 2011

2011/C 191/06

1 euro =

| | Currency | Exchange rate |
| --- | --- | --- |
| USD | US dollar | 1,4453 |
| JPY | Japanese yen | 116,25 |
| DKK | Danish krone | 7,4587 |
| GBP | Pound sterling | 0,90255 |
| SEK | Swedish krona | 9,1739 |
| CHF | Swiss franc | 1,2071 |
| ISK | Iceland króna | |
| NOK | Norwegian krone | 7,7875 |
| BGN | Bulgarian lev | 1,9558 |
| CZK | Czech koruna | 24,345 |
| HUF | Hungarian forint | 266,11 |
| LTL | Lithuanian litas | 3,4528 |
| LVL | Latvian lats | 0,7093 |
| PLN | Polish zloty | 3,9903 |
| RON | Romanian leu | 4,2435 |
| TRY | Turkish lira | 2,3500 |
| AUD | Australian dollar | 1,3485 |
| CAD | Canadian dollar | 1,3951 |
| HKD | Hong Kong dollar | 11,2475 |
| NZD | New Zealand dollar | 1,7468 |
| SGD | Singapore dollar | 1,7761 |
| KRW | South Korean won | 1 543,19 |
| ZAR | South African rand | 9,8569 |
| CNY | Chinese yuan renminbi | 9,3416 |
| HRK | Croatian kuna | 7,4018 |
| IDR | Indonesian rupiah | 12 397,41 |
| MYR | Malaysian ringgit | 4,3626 |
| PHP | Philippine peso | 62,619 |
| RUB | Russian rouble | 40,4000 |
| THB | Thai baht | 44,380 |
| BRL | Brazilian real | 2,2601 |
| MXN | Mexican peso | 16,9765 |
| INR | Indian rupee | 64,5620 |

Currency

Exchange rate

USD

US dollar

1,4453

JPY

Japanese yen

116,25

DKK

Danish krone

7,4587

GBP

Pound sterling

0,90255

SEK

Swedish krona

9,1739

CHF

Swiss franc

1,2071

ISK

Iceland króna

NOK

Norwegian krone

7,7875

BGN

Bulgarian lev

1,9558

CZK

Czech koruna

24,345

HUF

Hungarian forint

266,11

LTL

Lithuanian litas

3,4528

LVL

Latvian lats

0,7093

PLN

Polish zloty

3,9903

RON

Romanian leu

4,2435

TRY

Turkish lira

2,3500

AUD

Australian dollar

1,3485

CAD

Canadian dollar

1,3951

HKD

Hong Kong dollar

11,2475

NZD

New Zealand dollar

1,7468

SGD

Singapore dollar

1,7761

KRW

South Korean won

1 543,19

ZAR

South African rand

9,8569

CNY

Chinese yuan renminbi

9,3416

HRK

Croatian kuna

7,4018

IDR

Indonesian rupiah

12 397,41

MYR

Malaysian ringgit

4,3626

PHP

Philippine peso

62,619

RUB

Russian rouble

40,4000

THB

Thai baht

44,380

BRL

Brazilian real

2,2601

MXN

Mexican peso

16,9765

INR

Indian rupee

64,5620

---

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

---

Court of Auditors

| 1.7.2011 | EN | Official Journal of the European Union | C 191/11 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/11

---

Special Report No 5/2011 ‘Single Payment Scheme (SPS): issues to be addressed to improve its sound financial management’

2011/C 191/07

The European Court of Auditors hereby informs you that Special Report No 5/2011 ‘Single Payment Scheme (SPS): issues to be addressed to improve its sound financial management’ has just been published.

The report can be accessed for consultation or downloading on the European Court of Auditors' website: http://www.eca.europa.eu

A hard copy version of the report may be obtained free of charge on request to the Court of Auditors:

| European Court of Auditors |
| --- |
| Communication and Reports Unit |
| 12, rue Alcide De Gasperi |
| 1615 Luxembourg |
| LUXEMBOURG |
| Tel. +352 4398-1 |
| E-mail: euraud@eca.europa.eu |

European Court of Auditors

Communication and Reports Unit

12, rue Alcide De Gasperi

1615 Luxembourg

LUXEMBOURG

Tel. +352 4398-1

E-mail: euraud@eca.europa.eu

or by filling in an electronic order form on EU-Bookshop.

---

NOTICES FROM MEMBER STATES

| 1.7.2011 | EN | Official Journal of the European Union | C 191/12 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/12

---

Information communicated by Member States regarding State aid granted under Commission Regulation (EC) No 1857/2006 on the application of Articles 87 and 88 of the Treaty to State aid to small and medium-sized enterprises active in the production of agricultural products and amending Regulation (EC) No 70/2001

2011/C 191/08

Aid No: SA.32518 (11/XA)

Member State: Germany

Region: Schleswig-Holstein

Title of aid scheme or name of company receiving an individual aid: Gewährung von Beihilfen im Rahmen der Bekämpfung

Leukose und Brucellose bei Rindern, Schafen und Ziegen

Legal basis: Richtlinien für die Gewährung von Beihilfen im Rahmen der Bekämpfung Leukose und Brucellose bei Rindern, Schafen und Ziegen (Leukose-Brucellose-Beihilfe-Richtlinien)

Annual expenditure planned under the scheme or overall amount of individual aid granted to the company: Annual overall amount of the budget planned under the scheme: EUR 0,15 million

Maximum aid intensity: 100 %

Date of implementation: —

Duration of scheme or individual aid award: 17 February 2011-31 December 2013

Objective of aid: Animal diseases (Article 10 of Regulation (EC) No 1857/2006)

Sector(s) concerned: Animal production

Name and address of the granting authority:

| Ministerium für Landwirtschaft, Umwelt und ländliche Räume Schleswig-Holstein |
| --- |
| Mercatorstraße 3 |
| 24106 Kiel |
| DEUTSCHLAND |

Ministerium für Landwirtschaft, Umwelt und ländliche Räume Schleswig-Holstein

Mercatorstraße 3

24106 Kiel

DEUTSCHLAND

Website: http://www.schleswig-holstein.de/cae/servlet/contentblob/872674/publicationFile/Beihilfe_RiLi_Leukose.pdf

Other information: —

Aid No: SA.33004 (11/XA)

Member State: Italy

Region: Basilicata

Title of aid scheme or name of company receiving an individual aid: Interventi compensativi relativi a mancati redditi, a favore delle aziende agricole interessate da provvedimenti di abbattimenti totali conseguenti ad infezioni di tubercolosi bovina, brucellosi, leucosi bovina enzootica e scrapie o colpite dalle avversità atmosferiche. Periodo 2010 e 2011.

Legal basis:

| | Brucellosi bovina, bufalina, ovina e caprina: | D.P.R. n. 320/1954, |
| --- | --- | --- |

Brucellosi bovina, bufalina, ovina e caprina:

D.P.R. n. 320/1954,

| | L. n. 615/1964, |
| --- | --- |

L. n. 615/1964,

| | D.M. n. 453/1992, |
| --- | --- |

D.M. n. 453/1992,

| | D.M. n. 651/1994. |
| --- | --- |

D.M. n. 651/1994.

| | Tubercolosi bovina e bufalina: | D.P.R. n. 320/1954, |
| --- | --- | --- |

Tubercolosi bovina e bufalina:

D.P.R. n. 320/1954,

| | L. n. 615/1964, |
| --- | --- |

L. n. 615/1964,

| | D.M. n. 592/1995. |
| --- | --- |

D.M. n. 592/1995.

| | Leucosi bovina enzootica: | D.P.R. n. 320/1954, |
| --- | --- | --- |

Leucosi bovina enzootica:

D.P.R. n. 320/1954,

| | D.M. n. 358/1996. |
| --- | --- |

D.M. n. 358/1996.

| | Encefalopatie Spongiformi Trasmissibili: | D.M. 8.4.1999, |
| --- | --- | --- |

Encefalopatie Spongiformi Trasmissibili:

D.M. 8.4.1999,

| | regolamento (CE) n. 999/2001 del 22 maggio 2001. |
| --- | --- |

regolamento (CE) n. 999/2001 del 22 maggio 2001.

| | Avversità atmosferiche: | D.P.C.M. n. 66/2011, |
| --- | --- | --- |

Avversità atmosferiche:

D.P.C.M. n. 66/2011,

| | D.G.R. n. 518/2011. |
| --- | --- |

D.G.R. n. 518/2011.

Annual expenditure planned under the scheme or overall amount of individual aid granted to the company: Annual overall amount of the budget planned under the scheme: EUR 0,20 million

Maximum aid intensity: 100 %

Date of implementation: —

Duration of scheme or individual aid award: 24 June 2011-31 December 2011

Objective of aid: Adverse climatic events (Article 11 of Regulation (EC) No 1857/2006), Animal diseases (Article 10 of Regulation (EC) No 1857/2006)

Sector(s) concerned: Raising of dairy cattle, Raising of sheep and goats, Raising of other cattle and buffaloes

Name and address of the granting authority:

| Regione Basilicata |
| --- |
| Dipartimento Agricoltura Sviluppo Rurale Economia Montana |
| Via Vincenzo Verrastro 10 |
| 85100 Potenza PZ |
| ITALIA |

Regione Basilicata

Dipartimento Agricoltura Sviluppo Rurale Economia Montana

Via Vincenzo Verrastro 10

85100 Potenza PZ

ITALIA

Website: http://www.regione.basilicata.it/giunta/site/giunta/department.jsp?dep=100049

Other information: —

Aid No: SA.33005 (11/XA)

Member State: Italy

Region: Basilicata

Title of aid scheme or name of company receiving an individual aid: L. 2 dicembre 1998 n. 423 — articolo 1 comma 2 — Interventi urgenti nel settore zootecnico per il ripristino funzionale delle strutture aziendali delle aree riconosciute dal D.P.C.M. n. 66/2011.

Legal basis:

| | L. 2.12.1998 n. 423. |
| --- | --- |

L. 2.12.1998 n. 423.

| | D.P.C.M. 22.3.2011 n. 66 «Dichiarazione dello stato di emergenza in relazione alle eccezionali avversità atmosferiche che hanno colpito il territorio della Regione Basilicata nel periodo dal 18 febbraio al 1o marzo 2011». |
| --- | --- |

D.P.C.M. 22.3.2011 n. 66 «Dichiarazione dello stato di emergenza in relazione alle eccezionali avversità atmosferiche che hanno colpito il territorio della Regione Basilicata nel periodo dal 18 febbraio al 1o marzo 2011».

| | D.G.R. n. 641 del 4 maggio 2011«L. 2 dicembre 1998 n. 423 — articolo 1 comma 2 — Interventi urgenti nel settore zootecnico per il ripristino funzionale delle strutture aziendali delle aree riconosciute dal D.P.C.M. n. 66/2011». |
| --- | --- |

D.G.R. n. 641 del 4 maggio 2011«L. 2 dicembre 1998 n. 423 — articolo 1 comma 2 — Interventi urgenti nel settore zootecnico per il ripristino funzionale delle strutture aziendali delle aree riconosciute dal D.P.C.M. n. 66/2011».

Annual expenditure planned under the scheme or overall amount of individual aid granted to the company: Annual overall amount of the budget planned under the scheme: EUR 0,32 million

Maximum aid intensity: 80 %

Date of implementation: —

Duration of scheme or individual aid award: 24 June 2011-31 December 2011

Objective of aid: Adverse climatic events (Article 11 of Regulation (EC) No 1857/2006)

Sector(s) concerned: Raising of dairy cattle, Raising of other cattle and buffaloes, Raising of sheep and goats

Name and address of the granting authority:

| Regione Basilicata |
| --- |
| Dipartimento Agricoltura Sviluppo Rurale Economia Montana |
| Via Vincenzo Verrastro 10 |
| 85100 Potenza PZ |
| ITALIA |

Regione Basilicata

Dipartimento Agricoltura Sviluppo Rurale Economia Montana

Via Vincenzo Verrastro 10

85100 Potenza PZ

ITALIA

Website: http://www.regione.basilicata.it/giunta/site/giunta/department.jsp?dep=100049

Other information: —

Aid No: SA.33156 (11/XA)

Member State: Bulgaria

Region: Bulgaria

Title of aid scheme or name of company receiving an individual aid: „Помощ за участие в изложения по овцевъдство — Регионално изложение по овцевъдство гр. Костинброд, Общинско изложение по овцевъдство гр. Елин Пелин, Общинско изложение по овцевъдство гр. Годеч и Общинско изложение по овцевъдство гр. Брезник“

Legal basis: Чл. 10, ал. 1, т. 10 от Закона за подпомагане на земеделските производители; Указания, приети с Решение на Управителния съвет на Държавен фонд „Земеделие“ за схема на държавна помощ за участие в изложения и панаири

Annual expenditure planned under the scheme or overall amount of individual aid granted to the company: Annual overall amount of the budget planned under the scheme: BGN 0,03 million

Maximum aid intensity: 100 %

Date of implementation: —

Duration of scheme or individual aid award: 27 June 2011-31 December 2013

Objective of aid: Technical support (Article 15 of Regulation (EC) No 1857/2006)

Sector(s) concerned: Agriculture, forestry and fishing

Name and address of the granting authority:

| Държавен фонд „Земеделие“ |
| --- |
| бул. „Цар Борис III“ No 136 |
| 1618 София/Sоfiа |
| БЪЛГАРИЯ/ВULGАRIА |

Държавен фонд „Земеделие“

бул. „Цар Борис III“ No 136

1618 София/Sоfiа

БЪЛГАРИЯ/ВULGАRIА

Website: http://www.dfz.bg/bg/darzhavni-pomoshti/shemi_durjavni_pomoshti_reglament_1857_2006/

Other information: —

Aid No: SA.33219 (11/XA)

Member State: Germany

Region: Thüringen

Title of aid scheme or name of company receiving an individual aid: Satzung zur Änderung der Satzung über Beihilfen der Thüringer Tierseuchenkasse 612-40306-TH/0002

Legal basis: § 7 Absatz 2 und § 20 Thüringer Ausführungsgesetz zum Tierseuchengesetz (Thüringer Tierseuchengesetz — ThürTierSG —) in der Fassung vom 30. März 2010 (GVBl. S. 89) in Verbindung mit der Satzung über Beihilfen der Thüringer Tierseuchenkasse (Beihilfesatzung in der Fassung der 4. Änderungssatzung)

Annual expenditure planned under the scheme or overall amount of individual aid granted to the company: Annual overall amount of the budget planned under the scheme: EUR 3,15 million

Maximum aid intensity: 100 %

Date of implementation: —

Duration of scheme or individual aid award: 24 June 2011-31 December 2013

Objective of aid: Animal diseases (Article 10 of Regulation (EC) No 1857/2006)

Sector(s) concerned: Animal production

Name and address of the granting authority:

| Thüringer Tierseuchenkasse |
| --- |
| Victor-Goerttler-Straße 4 |
| 07745 Jena |
| DEUTSCHLAND |

Thüringer Tierseuchenkasse

Victor-Goerttler-Straße 4

07745 Jena

DEUTSCHLAND

Website:

| | http://www.thueringertierseuchenkasse.de/Download/Beihilfesatzung2011.pdf |
| --- | --- |

http://www.thueringertierseuchenkasse.de/Download/Beihilfesatzung2011.pdf

| | http://www.thueringertierseuchenkasse.de/Download/thuertiersg.pdf |
| --- | --- |

http://www.thueringertierseuchenkasse.de/Download/thuertiersg.pdf

Other information: —

---

V Announcements

ADMINISTRATIVE PROCEDURES

European Commission

| 1.7.2011 | EN | Official Journal of the European Union | C 191/15 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/15

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MEDIA 2007 — DEVELOPMENT, DISTRIBUTION, PROMOTION AND TRAINING

Call for proposals — EACEA/19/11

Support for the digitisation of European cinemas

2011/C 191/09

1.   Objectives and description

This notice of a call for proposals is based on Decision No 1718/2006/EC of the European Parliament and of the Council of 15 November 2006 concerning the implementation of a programme of support for the European audiovisual sector (MEDIA 2007).

The global objectives of the programme are to:

| (a) | preserve and enhance European cultural and linguistic diversity and its cinematographic and audiovisual heritage, guarantee its accessibility to the public and promote intercultural dialogue; |
| --- | --- |

(a)

preserve and enhance European cultural and linguistic diversity and its cinematographic and audiovisual heritage, guarantee its accessibility to the public and promote intercultural dialogue;

| (b) | increase the circulation and viewership of European audiovisual works inside and outside the European Union, including through greater cooperation between players; |
| --- | --- |

(b)

increase the circulation and viewership of European audiovisual works inside and outside the European Union, including through greater cooperation between players;

| (c) | strengthen the competitiveness of the European audiovisual sector in the framework of an open and competitive European market favourable to employment, including by promoting links between audiovisual professionals. |
| --- | --- |

(c)

strengthen the competitiveness of the European audiovisual sector in the framework of an open and competitive European market favourable to employment, including by promoting links between audiovisual professionals.

The aim of the ‘digitisation of cinemas’ scheme is to encourage cinemas showing a significant percentage of non-national European works to exploit the possibilities offered by digital.

This call for proposals aims to facilitate the digital transition of cinemas screening European films by supporting the side costs linked to the purchase of a digital projector.

2.   Eligible applicants

This notice is aimed at European independent cinema operators whose principal activity is the screening of films.

Applicants must be established in one of the following countries:

| — | the 27 countries of the European Union: |
| --- | --- |

—

the 27 countries of the European Union:

| — | Croatia, the EEA countries or Switzerland. |
| --- | --- |

—

Croatia, the EEA countries or Switzerland.

Applicant organisations must:

| — | be first run cinemas (programming European films in first run, within a maximum period of 12 months after the national release); |
| --- | --- |

—

be first run cinemas (programming European films in first run, within a maximum period of 12 months after the national release);

| — | have been open to the public for a minimum of three years; |
| --- | --- |

—

have been open to the public for a minimum of three years;

| — | possess a ticketing and entry declaration system; |
| --- | --- |

—

possess a ticketing and entry declaration system;

| — | have at least one screen and 70 seats; |
| --- | --- |

—

have at least one screen and 70 seats;

| — | have presented 520 screening per year for permanent cinema (i.e. cinemas in operation for a period of at least six months per year), 300 screenings per year for single screen theatres (30 screenings per month) and at least 30 screenings per month for summer/open three air cinemas (cinemas in operation for less than six months per year); |
| --- | --- |

—

have presented 520 screening per year for permanent cinema (i.e. cinemas in operation for a period of at least six months per year), 300 screenings per year for single screen theatres (30 screenings per month) and at least 30 screenings per month for summer/open three air cinemas (cinemas in operation for less than six months per year);

| — | have had at least 20 000 spectators in the previous 12 months or 20 000 cinema admissions where a normal ticket price was actually paid. |
| --- | --- |

—

have had at least 20 000 spectators in the previous 12 months or 20 000 cinema admissions where a normal ticket price was actually paid.

Applicants who have or will receive a projector from a third-party integrator as a result of signing a VPF deal will not be eligible for support.

To be considered as eligible, the cinemas must have screened, in 2010, a minimum of 50 % European films of which at least 30 % are European non-national.

A film is considered as European if it complies with the MEDIA programme’s definition of such films under the Cinema Selective and Cinema Automatic support schemes.

Films that have already been classified are listed in the European Movie Database:

http://ec.europa.eu/culture/media/programme/distrib/filmbase/index_en.htm

A film is considered as European if it complies with the following definition:

Any recent work of fiction (including animated films) or documentary, with a minimum duration of 60 minutes, complying with the following conditions.

| — | The work has been in majority produced by a producer or producers established in the countries participating in the MEDIA programme. To be considered as the actual producers, the production companies must be credited as such. Other elements such as creative control, ownership of exploitation rights and share of profits may also be taken into account to determine who the actual producer is.
  and |
| --- | --- |

—

The work has been in majority produced by a producer or producers established in the countries participating in the MEDIA programme. To be considered as the actual producers, the production companies must be credited as such. Other elements such as creative control, ownership of exploitation rights and share of profits may also be taken into account to determine who the actual producer is.

and

| — | The work must be produced with the significant participation of professionals who are nationals/residents of countries participating in the MEDIA programme. ‘Significant participation’ is defined as having more than 50 % of the points on the basis of the table below (e.g. having 10 or more points in the case of a work of fiction or the biggest share of points if the total is less than 19 as is normally the case for documentaries or animation films where all of the categories are not usually included in the credits): |
| --- | --- |

—

The work must be produced with the significant participation of professionals who are nationals/residents of countries participating in the MEDIA programme. ‘Significant participation’ is defined as having more than 50 % of the points on the basis of the table below (e.g. having 10 or more points in the case of a work of fiction or the biggest share of points if the total is less than 19 as is normally the case for documentaries or animation films where all of the categories are not usually included in the credits):

| Functions | Points |
| --- | --- |
| Director | 3 |
| Scriptwriter | 3 |
| Composer | 1 |
| Actor 1 | 2 |
| Actor 2 | 2 |
| Actor 3 | 2 |
| Artistic Director/Production Design | 1 |
| Director of Photography | 1 |
| Editor | 1 |
| Sound | 1 |
| Shooting location | 1 |
| Laboratory | 1 |
| Total | 19 |

Functions

Points

Director

3

Scriptwriter

3

Composer

1

Actor 1

2

Actor 2

2

Actor 3

2

Artistic Director/Production Design

1

Director of Photography

1

Editor

1

Sound

1

Shooting location

1

Laboratory

1

Total

19

Films consisting of advertising, pornographic or racist material or advocating violence are not considered as eligible films.

3.   Eligible actions

Support to the side costs linked to the purchase of digital projectors meeting the content security requirements for Digital Cinema Initiative (DCI) compliance to be installed in a cinema complying with all the eligibility criteria.

Support can be requested for only one projector per screen and for a maximum of three screens per cinema.

The projector must be bought between the date of submission and 30 June 2013.

4.   Award criteria

Eligible applications/actions will be assessed on the basis of the following criteria:

| Criteria | Points |
| --- | --- |
| European dimension | 65 |
| | |
| Number of projectors requested: | |
| 1 projector |  |

Criteria

Points

European dimension

65

Number of projectors requested:

1 projector



7

| 2 projectors |  |
| --- | --- |

2 projectors



13

| 3 projectors |  |
| --- | --- |

3 projectors



25

Existence of national support mechanism

| No |  |
| --- | --- |

No



10

| Yes |  |
| --- | --- |

Yes



0

5.   Budget

The annual budget earmarked for the co-financing of projects is estimated at EUR 2 000 000.

The financial contribution awarded is a subsidy and takes the form of a lump sum, a maximum of EUR 20 000 per screen.

This subsidy covers any costs related to the digital transition of European theatres, to the exclusion of the cost of the digital projector and server.

The Agency reserves the right not to allocate all the funds available.

6.   Deadline for submission of applications

Proposals must be sent (postmark date) by 15 September 2011.

Proposals must be sent at the following address:

| Education, Audiovisual and Culture Executive Agency (EACEA) |
| --- |
| Constantin DASKALAKIS |
| BOUR 3/66 |
| Avenue du Bourget/Bourgetlaan 1 |
| 1049 Bruxelles/Brussel |
| BELGIQUE/BELGIË |

Education, Audiovisual and Culture Executive Agency (EACEA)

Constantin DASKALAKIS

BOUR 3/66

Avenue du Bourget/Bourgetlaan 1

1049 Bruxelles/Brussel

BELGIQUE/BELGIË

Only applications submitted on the official application form, duly signed by the person entitled to enter into legally binding commitments on behalf of the applicant organisation will be accepted. Envelopes must clearly mention:

MEDIA programme — Distribution EACEA/19/11 — Digitisation of cinemas

Applications sent by fax or email will be rejected.

7.   Full details

The guidelines together with the application forms can be found at the following Internet address:

http://ec.europa.eu/culture/media/programme/distrib/schemes/auto/index_en.htm

Applications must be submitted on the forms provided and contain all the information and annexes requested.

---

PROCEDURES RELATING TO THE IMPLEMENTATION OF COMPETITION POLICY

European Commission

| 1.7.2011 | EN | Official Journal of the European Union | C 191/19 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/19

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Prior notification of a concentration

(Case COMP/M.6288 — Blackstone/Stargazer)

Candidate case for simplified procedure

(Text with EEA relevance)

2011/C 191/10

| 1. | On 21 June 2011, the Commission received a notification of a proposed concentration pursuant to Article 4 of Council Regulation (EC) No 139/2004 (1) by which The Blackstone Group LP (‘Blackstone’, USA) acquires within the meaning of Article 3(1)(b) of the Merger Regulation sole control of the whole of Stargazer GmbH and its subsidiaries (‘Stargazer’, Germany) by way of purchase of shares. |
| --- | --- |

1.

On 21 June 2011, the Commission received a notification of a proposed concentration pursuant to Article 4 of Council Regulation (EC) No 139/2004 (1) by which The Blackstone Group LP (‘Blackstone’, USA) acquires within the meaning of Article 3(1)(b) of the Merger Regulation sole control of the whole of Stargazer GmbH and its subsidiaries (‘Stargazer’, Germany) by way of purchase of shares.

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






  — | for Blackstone: a global alternative asset manager and provider of financial advisory Services, |
| --- | --- | --- |

2.

The business activities of the undertakings concerned are:

—

for Blackstone: a global alternative asset manager and provider of financial advisory Services,

| — | for Stargazer: a developer and marketer, through its operating subsidiary Jack Wolfskin, of clothing, footwear and equipment designed to be suitable for outdoor activities such as camping, trekking and hiking. |
| --- | --- |

—

for Stargazer: a developer and marketer, through its operating subsidiary Jack Wolfskin, of clothing, footwear and equipment designed to be suitable for outdoor activities such as camping, trekking and hiking.

| 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. |
| --- | --- |

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.6288 — Blackstone/Stargazer, to the following address:





  European Commission |
| --- | --- |
| Directorate-General for Competition |
| Merger Registry |
| J-70 |
| 1049 Bruxelles/Brussel |
| BELGIQUE/BELGIË |

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.6288 — Blackstone/Stargazer, to the following address:

European Commission

Directorate-General for Competition

Merger Registry

J-70

1049 Bruxelles/Brussel

BELGIQUE/BELGIË

---

(1)  OJ L 24, 29.1.2004, p. 1 (the ‘EC Merger Regulation’).

(2)  OJ C 56, 5.3.2005, p. 32 (‘Notice on a simplified procedure’).

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OTHER ACTS

European Commission

| 1.7.2011 | EN | Official Journal of the European Union | C 191/20 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/20

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Publication of an application pursuant to Article 6(2) of Council Regulation (EC) No 510/2006 on the protection of geographical indications and designations of origin for agricultural products and foodstuffs

2011/C 191/11

This publication confers the right to object to the application pursuant to Article 7 of Council Regulation (EC) No 510/2006 (1). Statements of objection must reach the Commission within six months of the date of this publication.

SINGLE DOCUMENT

COUNCIL REGULATION (EC) No 510/2006

‘SCHWÄBISCHE SPÄTZLE’/‘SCHWÄBISCHE KNÖPFLE’

EC No: DE-PGI-0005-0738-02.02.2009

PGI ( X ) PDO ( )

1.   Name:

‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’

2.   Member State or third country:

Germany

3.   Description of the agricultural product or foodstuff:

3.1.   Type of product:

| Class 2.7. | Pasta |
| --- | --- |

Class 2.7.

Pasta

3.2.   Description of the product to which the name in (1) applies:

‘Schwäbische Spätzle’, also known as ‘Schwäbische Knöpfle’, is an egg-based pasta product made from fresh eggs in a home-made style. The product is irregular in shape and has a rough, porous surface. The dough is placed straight into boiling water/steam. In everyday language usage, the two names refer to the same product made from the same dough and are interchangeable. The egg-based pasta product may be thick or thin and long or short. There is no clear distinction between the way the two names are used and usage varies from one region to another.

Characteristic features

Colour/appearance: natural, golden yellow to light yellow.

Shape: pasta product with an irregular shape; rough and porous surface; home-made style; the shape varies from thick to thin and from long to short.

Consistency/texture: firm to the bite, can be boiled/not sticky, with a rough surface.

Quality of eggs: fresh eggs in accordance with the normal rules for pasta.

Egg content per kilogram of meal/flour: dry ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’: at least two eggs per kilogram of meal, normally four or six eggs are added per kilogram of meal;

fresh ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’: at least eight eggs per kilogram of meal and flour.

Quality of meal: durum wheat meal or spelt meal.

Quality of meal for fresh ‘Spätzle’: wheat meal or spelt meal.

Quality of water: fresh potable water.

Salt: optional, max. 1 %.

Spices, herbs, spinach: optional.

Citric acid: optional in the case of fresh ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’.

3.3.   Raw materials (for processed products only):

The ingredients used to make (dry) ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ are meal, fresh eggs and potable water. Salt (max. 1 %), spices, herbs and spinach may be added. For fresh ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’, citric acid may be added and flour can be used fully or partly instead of meal.

3.4.   Feed (for products of animal origin only):

—

3.5.   Specific steps in production that must take place in the defined geographical area:

To guarantee the authenticity of this traditional product, which is typical of its region, and to ensure a consistently high quality, ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ must be produced in the defined geographical area. The production stages for the fresh and dry pasta products are the same up to the points of cooling and drying. ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ are traditionally made by hand; machine production of ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ did not start until the beginning of the 20th century. The ingredients are mixed and the dough is kneaded until it achieves consistency. Since the introduction of kneading machines, this process has largely been mechanised. The dough is shaped and put into boiling water or steam. The consistency of the dough and the right cooking time and temperature require an instinctive feel and experience which are difficult to standardise. The producers’ craft skills and regional expertise with regard to processing play a special part in this process. In the case of the dry pasta product, the ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ produced are pre-dried and then dried; in the case of the fresh pasta product, the product is cooled, if necessary, pasteurised and then cooled to 2-7 °C.

3.6.   Specific rules concerning slicing, grating, packaging, etc.:

—

3.7.   Specific rules concerning labelling:

—

4.   Concise definition of the geographical area:

The geographical area of Swabia comprises the whole of Baden-Württemberg and the whole of the region of Swabia in Bavaria.

5.   Link with the geographical area:

5.1.   Specificity of the geographical area:

‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ have been produced in the geographical area for centuries and play a very important part in Swabian cooking. The producers’ craft skills and regional expertise with regard to processing play a special part in this process. Traditionally, the ‘Spätzle’ dough is hand-cut and, even today, hand-cutting of the dough from a board is regarded as a special symbol of its quality. The production of ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ by machine in a home-made style, i.e. as if the dough were hand-cut, started at the beginning of the 20th century for economic reasons. The first patents based on practical experience were registered (see, for example, Deutsches Reichpatent 471046) to maintain the authenticity and home-made character of ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’. Several exhibitions contain records tracing the traditional skills used in Swabia to make the product dating from earliest times to the present day (see ‘Spätzle und Knöpfle — Geschichte(n) rund um das Leibgericht der Schwaben’, especially: Alte Zeiten, Ofterdingen; ‘Spätzle — Schaben, pressen, hobeln’, Freilichtmuseum Beuren). Numerous cookery competitions and several world records in cutting the ‘Spätzle’ dough underline the specificity of the geographical area in connection with the human factors. The local expertise in making the dough has been handed down from generation to generation and plays a significant part in the product's subsequent characteristics. The tradition of making ‘Spätzle’ can be traced back to the 18th century. In 1725, Rosino Lentilio, a councillor and personal physician from Württemberg, concluded that ‘Knöpflein’ and ‘Spazen’ were ‘all the things that are made from flour’. Spelt was grown widely in the Swabian-Alemannic area at the time. The cereal grows on poor soils and was very popular in the region, which was home to small farmers and characterised by poverty. As spelt flour contains high levels of gluten protein and the dough could therefore be made in times of hardship without the need for eggs, ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ were mainly made from spelt. The product achieved fame in the Münsinger Alb upland area. As industrialisation began and prosperity increased, ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ went from being an ordinary, everyday food item to a culinary speciality eaten on feast days. In a description of a Swabian farmers’ village written in 1937, ‘Spätzle’ are described as a festive food. The year before, the local poet Sebastian Blau called ‘Spätzle’ the symbol of Swabian regional identity: ‘ “Spätzle” are the foundation of our cuisine, our country’s fame, etc., the Alpha and the Omega of a Swabian menu, etc.’. In places less favoured by nature within the geographical area, the traditional, regional methods of making ‘Spätzle’ together with the highly developed craft skills enabled a high-value product to be made. Today in Swabia, ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ are produced by nearly all makers of pasta products and used by nearly all restaurateurs. Since the 1980s, exports of the product have also been a success. For the people living in the geographical area, the product has become a symbol of identity. The great importance of ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ in Swabian cooking can be seen, inter alia, from the novel, first published in 1827, entitled ‘Die Geschichte von den Sieben Schwaben’, according to which the custom in Swabia is ‘to eat five times a day, five times soup, twice with “Knöpfle” or “Spätzle” ’. In 1892, Elise Henle wrote that it was the proper thing for a woman in Swabia to know how to cook ‘Spätzle’: ‘She’s not a proper Swabian girl if she can’t cook “Spätzle” ’. More recently, the Swabian author Siegfried Ruoss lists more than 50 different recipes from Swabia using ‘Spätzle’ in his cookbook ‘Schwäbische Spätzleküche’.

5.2.   Specificity of the product:

Unlike other pasta products, ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ is an egg-based pasta product made from fresh eggs in a home-made style. The product is irregular in shape and has a rough, porous surface. The dough is placed straight into boiling water/steam. It can be thin or thick, long or short. It is the only pasta product boiled for the first time during the course of its production. The moist dough is either pressed through perforated sheets or it drops through these sheets and into a hot water container. If appropriate, the dough is cut during this process.

5.3.   Causal link between the geographical area and the quality or characteristics of the product (for PDO) or a specific quality, the reputation or other characteristic of the product (for PGI):

The causal link between the special features of ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ and the geographical origin is attributable to the special regard in which the products are is held in view of their origin. The products are pasta specialities which look back over a long tradition, are emblematic of Swabia and in particular are well known and held in high regard both within the region and beyond. This is confirmed by most of the comments received by the national authority and from a consumer survey carried out in 2002.

Secondly, numerous references in literature, press articles and regional cookery books confirm the fundamental importance of ‘Spätzle’ and ‘Knöpfle’ to Swabian cooking and the high regard in which the products are held as the ‘Swabian national dish’.

In Swabia today, ‘Schwäbische Spätzle’ and ‘Schwäbische Knöpfle’ appear in the product lists of nearly all makers of pasta products and are used by nearly all restaurateurs. Since the 1980s, exports of the product have also been successful. The high regard in which ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ are held is mainly the result of the traditional, regional production methods and the highly-developed craft skills which exist in Swabia for making ‘Spätzle’, with the hand-cut variety finding particular favour. Machine production also demands an instinctive feel and experience, so the producers’ craft skills and regional expertise with regard to processing are of special significance. Therefore, the assumption which can be made is that the renown of ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ is closely associated with the region of production.

The product ‘Schwäbische Spätzle’/‘Schwäbische Knöpfle’ is well known to consumers and, given its regional origin, it is held in high esteem based on its long tradition as a Swabian speciality and the local craft skills developed in making the product, which is regarded as being of special quality if it is hand-cut. A nationwide survey carried out in 1965 by Konsumgenossenschaft Stuttgart e.G. for the Stuttgart and Reutlingen regions showed that ‘Spätzle’ are held in the highest regard. Swabian literature is also full of poems about the Swabians’ favourite food, such as the poem published in 1838 in the Schwarzwälder Boten entitled ‘Das Lob der Schwabenknöpfle’, the poem ‘Schwäbische Leibspeisa’ and ‘Spätzles-Lied’. There are numerous festive activities and customs in which reference is made to ‘Schwäbiche Spätzle’/‘Schwäbische Knöpfle’ and the products are marketed to the tourist industry in the form of speciality food weeks, courses, seminars and competitions on how to cut ‘Spätzle’. More recently, ‘Schwäbiche Spätzle’/‘Schwäbische Knöpfle’ have come to be seen as Swabia’s ‘culinary ambassador’.

Reference to publication of the specification:

(Article 5(7) of Regulation (EC) No 510/2006)

Markenblatt, volume 21, 23 May 2008, Part 7a-aa, p. 33858

(http://www.register.dpma.de/DPMAregister/geo/detail.pdfdownload/127)

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(1)  OJ L 93, 31.3.2006, p. 12.

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| 1.7.2011 | EN | Official Journal of the European Union | C 191/24 |
| --- | --- | --- | --- |

1.7.2011

EN

Official Journal of the European Union

C 191/24

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Publication of an application pursuant to Article 6(2) of Council Regulation (EC) No 510/2006 on the protection of geographical indications and designations of origin for agricultural products and foodstuffs

2011/C 191/12

This publication confers the right to object to the application pursuant to Article 7 of Council Regulation (EC) No 510/2006 (1). Statements of objection must reach the Commission within six months from the date of this publication.

SINGLE DOCUMENT

COUNCIL REGULATION (EC) No 510/2006

‘ΚΟΥΦΕΤΑ ΑΜΥΓΔΑΛΟΥ ΓΕΡΟΣΚΗΠΟΥ’ (KOUFETA AMYGDALOU GEROSKIPOU)

EC No: CY-PGI-0005-0800-02.03.2010

PGI ( X ) PDO ( )

1.   Name:

‘Κουφέτα Αμυγδάλου Γεροσκήπου’ (‘Koufeta Amygdalou Geroskipou’)

2.   Member State or third country:

Cyprus

3.   Description of the agricultural product or foodstuff:

3.1.   Type of product:

| Class 2.4. | Bread, pastry, cakes, confectionery, biscuits and other baker’s wares |
| --- | --- |

Class 2.4.

Bread, pastry, cakes, confectionery, biscuits and other baker’s wares

3.2.   Description of product to which the name in (1) applies:

‘Koufeta Amygdalou Geroskipou’ are roasted sugared almonds.

The final product has the following main characteristics:

| | Physical characteristics | Shape: oval/almond-shaped |
| --- | --- | --- |

Physical characteristics

Shape: oval/almond-shaped

| | Colour: white |
| --- | --- |

Colour: white

| | Chemical characteristics

  Moisture content: 2-4 % |
| --- | --- |

Chemical characteristics

Moisture content: 2-4 %

| | Organoleptic characteristics | Surface/texture: the outer layer of sugar syrup has a characteristically rough surface which, when it is chewed, is comparatively softer than similar products and leaves behind a pleasant sensation (it melts easily in the mouth). The thickness of the sugar coating varies between two and four millimetres. |
| --- | --- | --- |

Organoleptic characteristics

Surface/texture: the outer layer of sugar syrup has a characteristically rough surface which, when it is chewed, is comparatively softer than similar products and leaves behind a pleasant sensation (it melts easily in the mouth). The thickness of the sugar coating varies between two and four millimetres.

| | Taste: sweetness conveyed by the sugar and a characteristic taste of roasted almonds. |
| --- | --- |

Taste: sweetness conveyed by the sugar and a characteristic taste of roasted almonds.

3.3.   Raw materials (for processed products only):

The following are used to produce ‘Koufeta Amygdalou Geroskipou’; (a) almonds; and (b) granulated cane sugar.

3.4.   Feed (for products of animal origin only):

Not applicable

3.5.   Specific steps in production that must take place in the defined geographical area:

The production and packaging of ‘Koufeta Amygdalou Geroskipou’ must take place in the defined geographical area (municipality of Geroskipou) (both the sugar and the almonds can originate from outside the defined geographical area).

3.6.   Specific rules concerning slicing, grating, packaging, etc.:

‘Koufeta Amygdalou Geroskipou’ must not be packaged at temperatures exceeding 45 °C because of the condensation that creates humidity in the sachets. As soon as the temperature falls below 45 °C, the packaging process, which takes place at room temperature, can start. If the Koufeta are not packaged at this time, too much humidity is lost and the Koufeta will not be so soft when chewed (i.e. their specific organoleptic characteristics will be altered). In other words, the time when ‘Koufeta Amygdalou Geroskipou’ are packaged is crucial, since the preservation of their final organoleptic characteristics depends on this. It is therefore imperative for ‘Koufeta Amygdalou Geroskipou’ to be packaged within the defined geographical area. This also guarantees the authenticity and traceability of the product.

3.7.   Specific rules concerning labelling:

The labelling of ‘Koufeta Amygdalou Geroskipou’ includes a conservation date of one month from the date of production.

4.   Concise definition of the geographical area:

The administrative boundaries of the municipality of Geroskipou

5.   Link with the geographical area:

5.1.   Specificity of the geographical area:

‘Koufeta Amygdalou Geroskipou’ are made using a traditional family recipe and to date all persons involved in their production in the municipality of Geroskipou have been descendants of Sophocles Athanasios, who started making them in Geroskipou in 1895. The product has been made in the same way for over a century in the same geographical area (municipality of Geroskipou) by descendants of Sophocles Athanasios. As a result, the expertise and know-how needed to produce ‘Koufeta Amygdalou Geroskipou’ have existed in the defined geographical area since 1895 and have been handed down to this day. Training in how to produce ‘Koufeta Amygdalou Geroskipou’ was, and is still, given by experienced producers to the younger generation, in other words the know-how is transmitted from one generation to the next.

The book entitled ‘Geroskipou — Old and New’ (Aristidou and Vakis, 1992) contains a reference to the preparation of sugared almonds in Geroskipou after 1930, which are sold mainly during festivals. There is also a reference to the product in the book entitled ‘Geroskipou — A Historical and Folkloric Study’ (Hatzikyriakos, 2000), mentioning that sugared almonds are made using syrup, sugar and almonds that are cooked in a small pot. A defining moment for ‘Koufeta Amygdalou Geroskipou’ was the award of a prize in a special fair organised in Stroumbi in 1937.

‘Koufeta Amygdalou Geroskipou’ are also mentioned in the municipality of Geroskipou's book entitled ‘Geroskipou from Antiquity to the present day’ (2008). The monthly newsletter ‘O Tahidromos tis Paphou’ (August 2010) featured an interview with a veteran producer who is still making Koufeta today, and mentions that the product is one of Geroskipou's long-established traditional products.

5.2.   Specificity of the product:

The specificity of ‘Koufeta Amygdalou Geroskipou’ is twofold:

| (a) | the product's reputation due to the traditional production method that has been used in the municipality of Geroskipou from the late 19th century to this day; and |
| --- | --- |

(a)

the product's reputation due to the traditional production method that has been used in the municipality of Geroskipou from the late 19th century to this day; and

| (b) | certain specific organoleptic characteristics which distinguish it from similar products, mainly its characteristically rough surface and texture created by the outer layer of sugar syrup which, when it is chewed, is softer than similar products and melts easily in the mouth, leaving behind a pleasant sensation. ‘Koufeta Amygdalou Geroskipou’ also have a characteristic sweetness conveyed by the sugar. The rough surface, the texture and the sweetness are unique to the product and are not found in other sugared almonds. In particular, ‘Koufeta Amygdalou Geroskipou’ are made without using any wax to protect or isolate the almond (a practice followed in the production of other sugared almonds so that the almond retains its oil content). Nor does the process involve any raw materials other than the almonds and the sugar, or any additional process for polishing the sugared almonds (coating them with wax or polishing them mechanically as a continuation of the processing in the sugared almond maker), as is the case for other sugared almonds. The pores on the surface of the product therefore remain open, rendering the surface rough by comparison with other sugared almonds. Also, during their shelf life, ‘Koufeta Amygdalou Geroskipou’ are softer and sweeter than other sugared almonds since no other raw materials are used, whereas for other sugared almonds other raw materials are added to counteract the sweetness of the product. |
| --- | --- |

(b)

certain specific organoleptic characteristics which distinguish it from similar products, mainly its characteristically rough surface and texture created by the outer layer of sugar syrup which, when it is chewed, is softer than similar products and melts easily in the mouth, leaving behind a pleasant sensation. ‘Koufeta Amygdalou Geroskipou’ also have a characteristic sweetness conveyed by the sugar. The rough surface, the texture and the sweetness are unique to the product and are not found in other sugared almonds. In particular, ‘Koufeta Amygdalou Geroskipou’ are made without using any wax to protect or isolate the almond (a practice followed in the production of other sugared almonds so that the almond retains its oil content). Nor does the process involve any raw materials other than the almonds and the sugar, or any additional process for polishing the sugared almonds (coating them with wax or polishing them mechanically as a continuation of the processing in the sugared almond maker), as is the case for other sugared almonds. The pores on the surface of the product therefore remain open, rendering the surface rough by comparison with other sugared almonds. Also, during their shelf life, ‘Koufeta Amygdalou Geroskipou’ are softer and sweeter than other sugared almonds since no other raw materials are used, whereas for other sugared almonds other raw materials are added to counteract the sweetness of the product.

5.3.   Causal link between the geographical area and the quality or characteristics of the product (for PDO) or a specific quality, the reputation or other characteristic of the product (for PGI):

‘Koufeta Amygdalou Geroskipou’ are well-known throughout Cyprus. As stated above, ‘Koufeta Amygdalou Geroskipou’ have been made in Geroskipou for a great many years and the know-how involved in preparing them has been handed down from one generation to the next until this day. The uniqueness of ‘Koufeta Amygdalou Geroskipou’ and their specific characteristics are due to the knowledge and expertise of their manufacturers in Geroskipou, especially as regards the method of production. The particular texture which is characteristic of ‘Koufeta Amygdalou Geroskipou’ is due mainly to the way the product is prepared, and in particular to the length of the process of coating the roasted almonds with sugar syrup, the rhythmic movement of the sugared almond maker during this process and the recipe used to prepare the product. The crucial element in the production process, which constitutes the fundamental know-how, is that the producer has to stand by the machine (the sugared almond maker) all the time to supervise the entire coating process so that he can intervene immediately to adjust the thickness and quantity of the syrup and the temperature if required. The combination of the time taken to coat the roasted almonds with sugar syrup and the rhythmic movement of the sugared almond maker during the coating process is also very important. If the almonds are coated earlier than intended and/or if the rhythmic movement of the sugared almond maker is not exactly right, then the sugared almonds will stick to each other. Likewise, if the almonds are coated later than intended and/or if the rhythmic movement of the sugared almond maker is not exactly right, then the sugared almonds will dry out and the correct amount of sugar will not be absorbed. All the above form part of the tradition, the authentic local methods of production and the local knowledge and expertise of the Geroskipou producers. The success of the recipe described in the specification is also due to the fact that only two raw materials are used, namely sugar and almonds, and nothing else (contrary to the production of other sugared almonds, where other raw materials are used).

Publication reference of the specification:

| | (Article 5(7) of Regulation (EC) No 510/2006) |
| --- | --- |

(Article 5(7) of Regulation (EC) No 510/2006)

| | http://www.moa.gov.cy/moa/da/da.nsf/All/BAB8773EB6D4C5BD422576CD00354E95/$file/EvnoikiApofasiYpourgou4406Jan10.pdf?OpenElement |
| --- | --- |

http://www.moa.gov.cy/moa/da/da.nsf/All/BAB8773EB6D4C5BD422576CD00354E95/$file/EvnoikiApofasiYpourgou4406Jan10.pdf?OpenElement

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(1)  OJ L 93, 31.3.2006, p. 12.

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