# Službeni list C 30/2014

| | ISSN 1977-1088
  doi:10.3000/19771088.C_2014.030.hrv |
| --- | --- |
| Službeni list
  Europske unije | C 30 |
| | |
| Hrvatsko izdanje | Informacije i objave | 571. veljače 2014. |

ISSN 1977-1088

doi:10.3000/19771088.C_2014.030.hrv

Službeni list

Europske unije

C 30

Hrvatsko izdanje

Informacije i objave

571. veljače 2014.

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| Obavijest br. | Sadržaj | Stranica |
| --- | --- | --- |
| | I.   Rezolucije, preporuke i mišljenja |
| | PREPORUKE |
| | Sud Europske unije |
| 2014/C 030/01 | Preporuke namijenjene nacionalnim sudovima koje se odnose na pokretanje prethodnog postupka | 1 |

Obavijest br.

Sadržaj

Stranica

I.   Rezolucije, preporuke i mišljenja

PREPORUKE

Sud Europske unije

2014/C 030/01

Preporuke namijenjene nacionalnim sudovima koje se odnose na pokretanje prethodnog postupka

1

| | IV.   Obavijesti |
| --- | --- |
| | OBAVIJESTI INSTITUCIJA, TIJELA, UREDA I AGENCIJA EUROPSKE UNIJE |
| | Vijeće |
| 2014/C 030/02 | Zaključci Vijeća o učinkovitom vodstvu u obrazovanju | 7 |
| 2014/C 030/03 | Nacrt zaključaka Vijeća o povećanju socijalne uključenosti mladih ljudi koji nisu u radnom odnosu, obrazovnom sustavu ili na stručnom usavršavanju | 10 |
| | Europska komisija |
| 2014/C 030/04 | Tečajna lista eura | 14 |

IV.   Obavijesti

OBAVIJESTI INSTITUCIJA, TIJELA, UREDA I AGENCIJA EUROPSKE UNIJE

Vijeće

2014/C 030/02

Zaključci Vijeća o učinkovitom vodstvu u obrazovanju

7

2014/C 030/03

Nacrt zaključaka Vijeća o povećanju socijalne uključenosti mladih ljudi koji nisu u radnom odnosu, obrazovnom sustavu ili na stručnom usavršavanju

10

Europska komisija

2014/C 030/04

Tečajna lista eura

14

| | V.   Objave |
| --- | --- |
| | ADMINISTRATIVNI POSTUPCI |
| | Europska investicijska banka |
| 2014/C 030/05 | Nagrada EIB-a za ekonomiju za 2014. godinu: Inovacije, struktura tržišta i konkurentnost | 15 |
| | POSTUPCI U VEZI S PROVEDBOM POLITIKE TRŽIŠNOG NATJECANJA |
| | Europska komisija |
| 2014/C 030/06 | Prethodna prijava koncentracije (Predmet COMP/M.7036 – Aller Media/Bonnier Tidskrifter/Egmont Holding/Mediafy) (
  1
  ) | 16 |

V.   Objave

ADMINISTRATIVNI POSTUPCI

Europska investicijska banka

2014/C 030/05

Nagrada EIB-a za ekonomiju za 2014. godinu: Inovacije, struktura tržišta i konkurentnost

15

POSTUPCI U VEZI S PROVEDBOM POLITIKE TRŽIŠNOG NATJECANJA

Europska komisija

2014/C 030/06

Prethodna prijava koncentracije (Predmet COMP/M.7036 – Aller Media/Bonnier Tidskrifter/Egmont Holding/Mediafy) (
  1
  )

1

16

| | Ispravci |
| --- | --- |
| 2014/C 030/07 | Ispravak obavijesti Državni praznici u 2014.: Države članice EGP-a/EFTA-e i institucije EGP-a (SL C 27, 30.1.2014.) | 17 |
| 2014/C 030/08 | Ispravak poziva na podnošenje prijedloga 2013. — EAC/S11/13 Program Erasmus+ (SL C 362, 12.12.2013.) | 17 |

Ispravci

2014/C 030/07

Ispravak obavijesti Državni praznici u 2014.: Države članice EGP-a/EFTA-e i institucije EGP-a (SL C 27, 30.1.2014.)

17

2014/C 030/08

Ispravak poziva na podnošenje prijedloga 2013. — EAC/S11/13 Program Erasmus+ (SL C 362, 12.12.2013.)

17

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| | (1)   Tekst značajan za EGP |

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(1)   Tekst značajan za EGP

1

| HR | |
| --- | --- |

HR

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I. Rezolucije, preporuke i mišljenja

PREPORUKE

Sud Europske unije

| 1.2.2014 | HR | Službeni list Europske unije | C 30/1 |
| --- | --- | --- | --- |

1.2.2014

HR

Službeni list Europske unije

C 30/1

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Sljedeći tekst nadovezuje se na novi Poslovnik Suda Europske unije usvojen 25. rujna 2012. u Luxembourgu (SL L 265 od 29. rujna 2012. – posebno izdanje na hrvatskom svezak 01-011, od 29. siječnja 2014.). On zamjenjuje Informativnu uputu o pokretanju prethodnog postupka od strane nacionalnih sudova (SL C 160 od 28. svibnja 2011.), a svrha mu je prikazati novosti uvedene tim poslovnikom koje mogu imati posljedice kako na samo načelo prethodnog postupka pred Sudom Europske unije tako i na načine upućivanja prethodnih pitanja.

PREPORUKE

namijenjene nacionalnim sudovima koje se odnose na pokretanje prethodnog postupka

2014/C 30/01

I. –   OPĆE ODREDBE

Nadležnost Suda u prethodnim postupcima

| 1. | Prethodni postupak temeljni je mehanizam prava Europske unije čija je svrha pružiti sudovima država članica sredstvo osiguranja ujednačenog tumačenja i primjene tog prava u okviru Unije. |
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1.

Prethodni postupak temeljni je mehanizam prava Europske unije čija je svrha pružiti sudovima država članica sredstvo osiguranja ujednačenog tumačenja i primjene tog prava u okviru Unije.

| 2. | Prema članku 19. stavku 3. točki (b) Ugovora o Europskoj uniji (u daljnjem tekstu: UEU) i članku 267. Ugovora o funkcioniranju Europske unije (u daljnjem tekstu: UFEU), Sud Europske unije nadležan je odlučivati u prethodnom postupku o tumačenju prava Unije i o valjanosti akata koje su usvojile institucije, tijela, uredi i agencije Unije. |
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2.

Prema članku 19. stavku 3. točki (b) Ugovora o Europskoj uniji (u daljnjem tekstu: UEU) i članku 267. Ugovora o funkcioniranju Europske unije (u daljnjem tekstu: UFEU), Sud Europske unije nadležan je odlučivati u prethodnom postupku o tumačenju prava Unije i o valjanosti akata koje su usvojile institucije, tijela, uredi i agencije Unije.

| 3. | Članak 256. stavak 3. UFEU-a predviđa da je i Opći sud nadležan razmotriti prethodna pitanja upućena na temelju članka 267. UFEU-a u posebnim područjima utvrđenima Statutom. Međutim, kako Statut nije bio prilagođen u tom smislu, Sud ostaje u ovom trenutku jedini nadležan za odlučivanje u prethodnom postupku. |
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3.

Članak 256. stavak 3. UFEU-a predviđa da je i Opći sud nadležan razmotriti prethodna pitanja upućena na temelju članka 267. UFEU-a u posebnim područjima utvrđenima Statutom. Međutim, kako Statut nije bio prilagođen u tom smislu, Sud ostaje u ovom trenutku jedini nadležan za odlučivanje u prethodnom postupku.

| 4. | Iako članak 267. UFEU-a daje Sudu opću nadležnost u tom području, različite odredbe primarnog prava predviđaju iznimke ili privremena ograničenja te nadležnosti. Riječ je ponajprije o člancima 275. i 276. UFEU-a kao i o članku 10. Protokola (br. 36) o prijelaznim odredbama Ugovora iz Lisabona (SL C 83 od 30. ožujka 2010., str. 1.) (1). |
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4.

Iako članak 267. UFEU-a daje Sudu opću nadležnost u tom području, različite odredbe primarnog prava predviđaju iznimke ili privremena ograničenja te nadležnosti. Riječ je ponajprije o člancima 275. i 276. UFEU-a kao i o članku 10. Protokola (br. 36) o prijelaznim odredbama Ugovora iz Lisabona (SL C 83 od 30. ožujka 2010., str. 1.) (1).

| 5. | Budući da se prethodni postupak temelji na suradnji Suda i sudova država članica, čini se, u cilju osiguranja pune učinkovitosti tog postupka, prikladnim spomenutim sudovima ponuditi sljedeće preporuke. |
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5.

Budući da se prethodni postupak temelji na suradnji Suda i sudova država članica, čini se, u cilju osiguranja pune učinkovitosti tog postupka, prikladnim spomenutim sudovima ponuditi sljedeće preporuke.

| 6. | Premda nisu obvezujuće, ove preporuke dopunjuju glavu III. Poslovnika Suda (članci 93. do 118.), informiraju sudove država članica o primjerenosti upućivanja zahtjeva za prethodnu odluku te im pružaju praktične upute o obliku i učincima takvih zahtjeva. |
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6.

Premda nisu obvezujuće, ove preporuke dopunjuju glavu III. Poslovnika Suda (članci 93. do 118.), informiraju sudove država članica o primjerenosti upućivanja zahtjeva za prethodnu odluku te im pružaju praktične upute o obliku i učincima takvih zahtjeva.

Uloga Suda u okviru prethodnog postupka

| 7. | Kao što je navedeno, uloga Suda u prethodnom postupku jest tumačenje prava Unije ili odlučivanje o valjanosti tog prava, a ne njegova primjena na činjenično stanje iz kojeg proizlazi glavni postupak. Ova potonja pripada sudu države članice i nije na Sudu da se izjašnjava o činjeničnim pitanjima koja se javljaju u okviru glavnog postupka niti da odlučuje o mogućim razilaženjima u tumačenju ili primjeni nacionalnih pravnih pravila. |
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7.

Kao što je navedeno, uloga Suda u prethodnom postupku jest tumačenje prava Unije ili odlučivanje o valjanosti tog prava, a ne njegova primjena na činjenično stanje iz kojeg proizlazi glavni postupak. Ova potonja pripada sudu države članice i nije na Sudu da se izjašnjava o činjeničnim pitanjima koja se javljaju u okviru glavnog postupka niti da odlučuje o mogućim razilaženjima u tumačenju ili primjeni nacionalnih pravnih pravila.

| 8. | Kada odlučuje o tumačenju ili valjanosti prava Unije, Sud nastoji dati odgovor koristan za rješenje glavnog postupka, ali je na sudu koji je uputio zahtjev za prethodnu odluku to da iz njega izvuče konkretne posljedice uključujući to da, po potrebi, izuzme iz primjene nacionalno pravno pravilo. |
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8.

Kada odlučuje o tumačenju ili valjanosti prava Unije, Sud nastoji dati odgovor koristan za rješenje glavnog postupka, ali je na sudu koji je uputio zahtjev za prethodnu odluku to da iz njega izvuče konkretne posljedice uključujući to da, po potrebi, izuzme iz primjene nacionalno pravno pravilo.

Odluka da se uputi zahtjev za prethodnu odluku

Autor zahtjeva za prethodnu odluku

| 9. | Prema članku 267. UFEU-a svaki sud države članice načelno se može, kad treba donijeti odluku u okviru postupka koji završava odlukom sudskoga karaktera, obratiti Sudu sa zahtjevom za prethodnu odluku. Pojam „suda” Sud tumači kao autonomni pojam prava Unije, uzimajući pritom u obzir niz čimbenika kao što su pravna osnova tijela koje mu se obratilo, njegova stalnost, obvezna nadležnost, kontradiktornost postupka, primjena pravnih pravila od strane tog tijela kao i njegova neovisnost. |
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9.

Prema članku 267. UFEU-a svaki sud države članice načelno se može, kad treba donijeti odluku u okviru postupka koji završava odlukom sudskoga karaktera, obratiti Sudu sa zahtjevom za prethodnu odluku. Pojam „suda” Sud tumači kao autonomni pojam prava Unije, uzimajući pritom u obzir niz čimbenika kao što su pravna osnova tijela koje mu se obratilo, njegova stalnost, obvezna nadležnost, kontradiktornost postupka, primjena pravnih pravila od strane tog tijela kao i njegova neovisnost.

| 10. | Isključivo je na nacionalnom sudu da odluči hoće li se obratiti Sudu u prethodnom postupku bez obzira na to jesu li stranke glavnog postupka izrazile takvu želju ili ne. |
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10.

Isključivo je na nacionalnom sudu da odluči hoće li se obratiti Sudu u prethodnom postupku bez obzira na to jesu li stranke glavnog postupka izrazile takvu želju ili ne.

Zahtjev za tumačenje

| 11. | Sukladno odredbama članka 267. UFEU-a, svaki je sud ovlašten obratiti se Sudu sa zahtjevom za prethodnu odluku o tumačenju nekog pravnog pravila Unije kada to smatra potrebnim za rješavanje spora o kojem odlučuje. |
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11.

Sukladno odredbama članka 267. UFEU-a, svaki je sud ovlašten obratiti se Sudu sa zahtjevom za prethodnu odluku o tumačenju nekog pravnog pravila Unije kada to smatra potrebnim za rješavanje spora o kojem odlučuje.

| 12. | Međutim, sud protiv čije odluke nema pravnog lijeka po nacionalnom pravu mora uputiti takav zahtjev Sudu, osim kada već postoji praksa Suda o tom pitanju (a ne postoji novi kontekst koji bi mogao dovesti u sumnju mogućnost primjene te sudske prakse u tom konkretnom slučaju) ili kada je ispravan način tumačenja predmetnoga pravnog pravila sasvim očit. |
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12.

Međutim, sud protiv čije odluke nema pravnog lijeka po nacionalnom pravu mora uputiti takav zahtjev Sudu, osim kada već postoji praksa Suda o tom pitanju (a ne postoji novi kontekst koji bi mogao dovesti u sumnju mogućnost primjene te sudske prakse u tom konkretnom slučaju) ili kada je ispravan način tumačenja predmetnoga pravnog pravila sasvim očit.

| 13. | Stoga nacionalni sud može, osobito kad procijeni da je dovoljno upoznat s praksom Suda, sam odlučiti o ispravnom tumačenju prava Unije i o njegovoj primjeni na činjenično stanje koje utvrdi. Prethodni se postupak može, međutim, pokazati iznimno korisnim kada je riječ o novom pitanju tumačenja u općem interesu ujednačene primjene prava Unije ili kada se čini da postojeća sudska praksa nije primjenjiva na potpuno novo činjenično stanje. |
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13.

Stoga nacionalni sud može, osobito kad procijeni da je dovoljno upoznat s praksom Suda, sam odlučiti o ispravnom tumačenju prava Unije i o njegovoj primjeni na činjenično stanje koje utvrdi. Prethodni se postupak može, međutim, pokazati iznimno korisnim kada je riječ o novom pitanju tumačenja u općem interesu ujednačene primjene prava Unije ili kada se čini da postojeća sudska praksa nije primjenjiva na potpuno novo činjenično stanje.

| 14. | Kako bi se omogućilo Sudu da ispravno pristupi predmetu glavnog postupka i pitanjima koja iz njega proizlaze, bilo bi korisno da za svako postavljeno pitanje nacionalni sud obrazloži zašto mu je traženo tumačenje potrebno kako bi donio presudu. |
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14.

Kako bi se omogućilo Sudu da ispravno pristupi predmetu glavnog postupka i pitanjima koja iz njega proizlaze, bilo bi korisno da za svako postavljeno pitanje nacionalni sud obrazloži zašto mu je traženo tumačenje potrebno kako bi donio presudu.

Zahtjev za ocjenu valjanosti

| 15. | Iako sudovi država članica mogu odbiti navode o nevaljanosti akata institucija, tijela, ureda ili agencija Unije koji se pred njih iznose, Sud Europske unije ima isključivu nadležnost proglasiti takav akt nevaljanim. |
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15.

Iako sudovi država članica mogu odbiti navode o nevaljanosti akata institucija, tijela, ureda ili agencija Unije koji se pred njih iznose, Sud Europske unije ima isključivu nadležnost proglasiti takav akt nevaljanim.

| 16. | Svaki nacionalni sud mora se obratiti Sudu sa zahtjevom za prethodnu odluku kada ima nedoumice o valjanosti takvog akta, navodeći pritom razloge zbog kojih smatra da bi takav akt mogao biti nevaljan. |
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16.

Svaki nacionalni sud mora se obratiti Sudu sa zahtjevom za prethodnu odluku kada ima nedoumice o valjanosti takvog akta, navodeći pritom razloge zbog kojih smatra da bi takav akt mogao biti nevaljan.

| 17. | Međutim, kada nacionalni sud izrazi ozbiljne sumnje u valjanost akta neke institucije, tijela, ureda ili agencije Unije na kojem se temelji neki nacionalni akt, taj sud iznimno može privremeno suspendirati primjenu tog akta ili odrediti drugu odgovarajuću privremenu mjeru. Potom je dužan postaviti pitanje valjanosti Sudu, navodeći razloge zbog kojih smatra da navedeni akt nije valjan. |
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17.

Međutim, kada nacionalni sud izrazi ozbiljne sumnje u valjanost akta neke institucije, tijela, ureda ili agencije Unije na kojem se temelji neki nacionalni akt, taj sud iznimno može privremeno suspendirati primjenu tog akta ili odrediti drugu odgovarajuću privremenu mjeru. Potom je dužan postaviti pitanje valjanosti Sudu, navodeći razloge zbog kojih smatra da navedeni akt nije valjan.

Primjeren trenutak za upućivanje zahtjeva za prethodnu odluku

| 18. | Nacionalni sud može Sudu uputiti zahtjev za prethodnu odluku čim utvrdi da je odluka o tumačenju ili valjanosti prava Unije potrebna za donošenje presude. Nacionalni sud može najbolje procijeniti koja je faza postupka najprikladnija za upućivanje tog zahtjeva. |
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18.

Nacionalni sud može Sudu uputiti zahtjev za prethodnu odluku čim utvrdi da je odluka o tumačenju ili valjanosti prava Unije potrebna za donošenje presude. Nacionalni sud može najbolje procijeniti koja je faza postupka najprikladnija za upućivanje tog zahtjeva.

| 19. | Poželjno je, međutim, da odluka kojom se upućuje zahtjev bude donesena u fazi postupka u kojoj je sud koji upućuje pitanje sposoban definirati pravni i činjenični okvir predmeta kako bi Sud mogao raspolagati svim elementima potrebnim da eventualno provjeri je li pravo Unije primjenjivo na glavni postupak. U svrhu učinkovitog sudovanja može biti korisno uputiti pitanje tek pošto se saslušaju stranke. |
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19.

Poželjno je, međutim, da odluka kojom se upućuje zahtjev bude donesena u fazi postupka u kojoj je sud koji upućuje pitanje sposoban definirati pravni i činjenični okvir predmeta kako bi Sud mogao raspolagati svim elementima potrebnim da eventualno provjeri je li pravo Unije primjenjivo na glavni postupak. U svrhu učinkovitog sudovanja može biti korisno uputiti pitanje tek pošto se saslušaju stranke.

Oblik i sadržaj zahtjeva za prethodnu odluku

| 20. | Odluka kojom sud države članice upućuje Sudu jedno ili više prethodnih pitanja može imati bilo koji oblik koji dopuštaju postupovna pravila nacionalnog prava. Međutim, treba imati na umu da će taj dokument služiti kao osnova za postupak koji će se odvijati pred Sudom i da Sud mora raspolagati podacima koji će mu omogućiti da sudu koji je uputio zahtjev da koristan odgovor. Osim toga, samo se zahtjev za prethodnu odluku dostavlja strankama glavnog postupka i zainteresiranim osobama iz članka 23. Statuta, ponajprije državama članicama, kako bi se prikupila njihova eventualna pisana očitovanja. |
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20.

Odluka kojom sud države članice upućuje Sudu jedno ili više prethodnih pitanja može imati bilo koji oblik koji dopuštaju postupovna pravila nacionalnog prava. Međutim, treba imati na umu da će taj dokument služiti kao osnova za postupak koji će se odvijati pred Sudom i da Sud mora raspolagati podacima koji će mu omogućiti da sudu koji je uputio zahtjev da koristan odgovor. Osim toga, samo se zahtjev za prethodnu odluku dostavlja strankama glavnog postupka i zainteresiranim osobama iz članka 23. Statuta, ponajprije državama članicama, kako bi se prikupila njihova eventualna pisana očitovanja.

| 21. | Budući da se zahtjev za prethodnu odluku mora prevesti na sve službene jezike Europske unije, preporučljivo je da jezik bude jednostavan, jasan i precizan, bez suvišnih elemenata. |
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21.

Budući da se zahtjev za prethodnu odluku mora prevesti na sve službene jezike Europske unije, preporučljivo je da jezik bude jednostavan, jasan i precizan, bez suvišnih elemenata.

| 22. | Najčešće je dovoljno desetak stranica da se na primjeren način izloži kontekst zahtjeva za prethodnu odluku. Iako kratak, zahtjev ipak mora biti dovoljno iscrpan i sadržavati sve relevantne podatke kako bi se omogućilo Sudu, kao i zainteresiranim osobama ovlaštenima da podnesu očitovanja, da ispravno shvate činjenični i pravni kontekst glavnog predmeta. Sukladno članku 94. Poslovnika, zahtjev za prethodnu odluku mora, osim teksta prethodnih pitanja postavljenih Sudu, sadržavati i:






  — | sažeti prikaz spora, kao i relevantne činjenice kako ih je utvrdio sud koji je uputio zahtjev ili barem prikaz činjeničnih okolnosti na kojima se temelje prethodna pitanja, |
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22.

Najčešće je dovoljno desetak stranica da se na primjeren način izloži kontekst zahtjeva za prethodnu odluku. Iako kratak, zahtjev ipak mora biti dovoljno iscrpan i sadržavati sve relevantne podatke kako bi se omogućilo Sudu, kao i zainteresiranim osobama ovlaštenima da podnesu očitovanja, da ispravno shvate činjenični i pravni kontekst glavnog predmeta. Sukladno članku 94. Poslovnika, zahtjev za prethodnu odluku mora, osim teksta prethodnih pitanja postavljenih Sudu, sadržavati i:

—

sažeti prikaz spora, kao i relevantne činjenice kako ih je utvrdio sud koji je uputio zahtjev ili barem prikaz činjeničnih okolnosti na kojima se temelje prethodna pitanja,

| — | sadržaj nacionalnih odredaba koje se mogu primijeniti u predmetu i, po potrebi, relevantnu nacionalnu sudsku praksu (2), |
| --- | --- |

—

sadržaj nacionalnih odredaba koje se mogu primijeniti u predmetu i, po potrebi, relevantnu nacionalnu sudsku praksu (2),

| — | prikaz razloga koji su naveli sud koji je uputio zahtjev da se zapita o tumačenju ili valjanosti određenih odredaba prava Unije, kao i pojašnjenje veze koja po mišljenju tog suda postoji između tih odredaba i nacionalnog prava primjenjivog u glavnom postupku. |
| --- | --- |

—

prikaz razloga koji su naveli sud koji je uputio zahtjev da se zapita o tumačenju ili valjanosti određenih odredaba prava Unije, kao i pojašnjenje veze koja po mišljenju tog suda postoji između tih odredaba i nacionalnog prava primjenjivog u glavnom postupku.

| 23. | Odredbe prava Unije relevantne u predmetu trebalo bi što preciznije navesti u zahtjevu za prethodnu odluku, koji bi trebao sadržavati, ako je moguće, i sažetak relevantnih argumenata stranaka u glavnom postupku. |
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23.

Odredbe prava Unije relevantne u predmetu trebalo bi što preciznije navesti u zahtjevu za prethodnu odluku, koji bi trebao sadržavati, ako je moguće, i sažetak relevantnih argumenata stranaka u glavnom postupku.

| 24. | Ako smatra da je kadar, sud koji upućuje zahtjev može sažeto iznijeti svoje stajalište o odgovoru na upućena prethodna pitanja. Takva naznaka može biti korisna Sudu, pogotovo kada odlučuje u okviru ubrzanog ili hitnog postupka. |
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24.

Ako smatra da je kadar, sud koji upućuje zahtjev može sažeto iznijeti svoje stajalište o odgovoru na upućena prethodna pitanja. Takva naznaka može biti korisna Sudu, pogotovo kada odlučuje u okviru ubrzanog ili hitnog postupka.

| 25. | Radi lakšeg čitanja zahtjev za prethodnu odluku treba uputiti Sudu natipkan. Kako bi se Sudu olakšalo pozivanje na zahtjev, također bi bilo vrlo korisno da stranice i odlomci tog zahtjeva - koji mora biti datiran i potpisan - budu numerirani. |
| --- | --- |

25.

Radi lakšeg čitanja zahtjev za prethodnu odluku treba uputiti Sudu natipkan. Kako bi se Sudu olakšalo pozivanje na zahtjev, također bi bilo vrlo korisno da stranice i odlomci tog zahtjeva - koji mora biti datiran i potpisan - budu numerirani.

| 26. | Sama prethodna pitanja moraju se nalaziti u odvojenom i jasno označenom dijelu zahtjeva, po mogućnosti na početku ili na kraju. Pitanja moraju biti razumljiva sama po sebi, neovisno o obrazloženju zahtjeva, koje će ipak pružiti potreban kontekst za odgovarajuće razumijevanje predmeta. |
| --- | --- |

26.

Sama prethodna pitanja moraju se nalaziti u odvojenom i jasno označenom dijelu zahtjeva, po mogućnosti na početku ili na kraju. Pitanja moraju biti razumljiva sama po sebi, neovisno o obrazloženju zahtjeva, koje će ipak pružiti potreban kontekst za odgovarajuće razumijevanje predmeta.

| 27. | U okviru prethodnog postupka Sud načelno preuzima podatke sadržane u zahtjevu za prethodnu odluku, uključujući imena ili druge osobne podatke. Stoga nacionalni sud treba, ako to smatra potrebnim, u svom zahtjevu za prethodnu odluku zaštititi određene podatke ili identitet jedne ili više osoba ili subjekata obuhvaćenih glavnim postupkom. |
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27.

U okviru prethodnog postupka Sud načelno preuzima podatke sadržane u zahtjevu za prethodnu odluku, uključujući imena ili druge osobne podatke. Stoga nacionalni sud treba, ako to smatra potrebnim, u svom zahtjevu za prethodnu odluku zaštititi određene podatke ili identitet jedne ili više osoba ili subjekata obuhvaćenih glavnim postupkom.

| 28. | Nakon podnošenja zahtjeva za prethodnu odluku Sud također može, bilo po službenoj dužnosti bilo na zahtjev suda koji je uputio prethodno pitanje ili na zahtjev stranke glavnog postupka, zaštititi identitet stranke. Da bi takav zahtjev imao učinka, mora biti upućen u što ranijoj fazi postupka, a u svakom slučaju prije objave obavijesti o predmetu u Službenom listu Europske unije i dostave zahtjeva za prethodnu odluku zainteresiranim osobama iz članka 23. Statuta. |
| --- | --- |

28.

Nakon podnošenja zahtjeva za prethodnu odluku Sud također može, bilo po službenoj dužnosti bilo na zahtjev suda koji je uputio prethodno pitanje ili na zahtjev stranke glavnog postupka, zaštititi identitet stranke. Da bi takav zahtjev imao učinka, mora biti upućen u što ranijoj fazi postupka, a u svakom slučaju prije objave obavijesti o predmetu u Službenom listu Europske unije i dostave zahtjeva za prethodnu odluku zainteresiranim osobama iz članka 23. Statuta.

Učinci upućivanja zahtjeva za prethodnu odluku na postupak pred nacionalnim sudom

| 29. | Podnošenje zahtjeva za prethodnu odluku uzrokuje prekid postupka pred nacionalnim sudom dok Sud ne donese odluku. Nacionalni sud, međutim, ostaje nadležan za poduzimanje potrebnih mjera osiguranja, posebice u okviru zahtjeva za ocjenu valjanosti (vidjeti točku 17.). |
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29.

Podnošenje zahtjeva za prethodnu odluku uzrokuje prekid postupka pred nacionalnim sudom dok Sud ne donese odluku. Nacionalni sud, međutim, ostaje nadležan za poduzimanje potrebnih mjera osiguranja, posebice u okviru zahtjeva za ocjenu valjanosti (vidjeti točku 17.).

| 30. | U interesu dobrog odvijanja prethodnog postupka pred Sudom i u svrhu očuvanja njegove učinkovitosti sud koji je uputio zahtjev mora obavijestiti Sud o svim sporednim postupovnim pitanjima koja bi mogla imati utjecaja na prethodni postupak, a pogotovo o tome jesu li se u postupak pred nacionalnim sudom upustile nove stranke. |
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30.

U interesu dobrog odvijanja prethodnog postupka pred Sudom i u svrhu očuvanja njegove učinkovitosti sud koji je uputio zahtjev mora obavijestiti Sud o svim sporednim postupovnim pitanjima koja bi mogla imati utjecaja na prethodni postupak, a pogotovo o tome jesu li se u postupak pred nacionalnim sudom upustile nove stranke.

Troškovi i besplatna pravna pomoć

| 31. | Prethodni postupak pred Sudom ne naplaćuje se, a Sud ne odlučuje o troškovima stranaka u postupku koji je u tijeku pred sudom koji je uputio zahtjev; odluku o tim troškovima donosi sud koji je uputio zahtjev. |
| --- | --- |

31.

Prethodni postupak pred Sudom ne naplaćuje se, a Sud ne odlučuje o troškovima stranaka u postupku koji je u tijeku pred sudom koji je uputio zahtjev; odluku o tim troškovima donosi sud koji je uputio zahtjev.

| 32. | U slučaju da jedna stranka glavnog postupka ne raspolaže dovoljnim financijskim sredstvima i kada je to moguće po pravilima nacionalnog prava, sud koji je uputio zahtjev može toj stranci dodijeliti besplatnu pravnu pomoć radi pokrivanja troškova, osobito onih proizašlih iz zastupanja pred Sudom. Sud EU-a može također dodijeliti takvu pomoć pod uvjetom da stranci već nije dodijeljena pomoć na nacionalnoj razini ili da ta pomoć ne pokriva - ili da samo djelomično pokriva - troškove nastale pred Sudom. |
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32.

U slučaju da jedna stranka glavnog postupka ne raspolaže dovoljnim financijskim sredstvima i kada je to moguće po pravilima nacionalnog prava, sud koji je uputio zahtjev može toj stranci dodijeliti besplatnu pravnu pomoć radi pokrivanja troškova, osobito onih proizašlih iz zastupanja pred Sudom. Sud EU-a može također dodijeliti takvu pomoć pod uvjetom da stranci već nije dodijeljena pomoć na nacionalnoj razini ili da ta pomoć ne pokriva - ili da samo djelomično pokriva - troškove nastale pred Sudom.

Komunikacija između Suda i nacionalnih sudova

| 33. | Zahtjev za prethodnu odluku i relevantne dokumente (osobito, ako je potrebno, spis predmeta ili njegovu presliku) mora izravno Sudu poslati nacionalni sud koji mu se obraća. Pošiljka mora biti poslana preporučenom poštom tajništvu Suda Europske unije (Rue du Fort Niedergrünewald, L-2925 Luxembourg). |
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33.

Zahtjev za prethodnu odluku i relevantne dokumente (osobito, ako je potrebno, spis predmeta ili njegovu presliku) mora izravno Sudu poslati nacionalni sud koji mu se obraća. Pošiljka mora biti poslana preporučenom poštom tajništvu Suda Europske unije (Rue du Fort Niedergrünewald, L-2925 Luxembourg).

| 34. | Do dostave prethodne odluke sudu koji je uputio zahtjev tajništvo Suda ostaje u vezi s tim sudom i šalje mu primjerke postupovnih akata. |
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34.

Do dostave prethodne odluke sudu koji je uputio zahtjev tajništvo Suda ostaje u vezi s tim sudom i šalje mu primjerke postupovnih akata.

| 35. | Sud svoju odluku prosljeđuje sudu koji je uputio zahtjev. Sud će biti zahvalan nacionalnom sudu ako ga obavijesti o utjecaju koji je prethodna odluka imala na odluku u glavnom postupku i proslijedi mu svoju konačnu odluku. |
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35.

Sud svoju odluku prosljeđuje sudu koji je uputio zahtjev. Sud će biti zahvalan nacionalnom sudu ako ga obavijesti o utjecaju koji je prethodna odluka imala na odluku u glavnom postupku i proslijedi mu svoju konačnu odluku.

II. –   POSEBNE ODREDBE KOJE SE ODNOSE NA ZAHTJEVE ZA PRETHODNU ODLUKU HITNOG KARAKTERA

| 36. | Pod uvjetima predviđenima člankom 23.a Statuta kao i člancima 105. do 114. Poslovnika zahtjev za prethodnu odluku može, u određenim okolnostima, biti podvrgnut ubrzanom ili hitnom postupku. |
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36.

Pod uvjetima predviđenima člankom 23.a Statuta kao i člancima 105. do 114. Poslovnika zahtjev za prethodnu odluku može, u određenim okolnostima, biti podvrgnut ubrzanom ili hitnom postupku.

Uvjeti primjene ubrzanog i hitnog postupka

| 37. | O primjeni tih postupaka odlučuje Sud. U načelu, takva se odluka donosi samo na temelju obrazloženog zahtjeva suda koji je uputio prethodno pitanje. Iznimno, Sud može odlučiti podvrgnuti zahtjev za prethodnu odluku ubrzanom ili hitnom postupku po službenoj dužnosti kada priroda ili okolnosti slučaja to zahtijevaju. |
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37.

O primjeni tih postupaka odlučuje Sud. U načelu, takva se odluka donosi samo na temelju obrazloženog zahtjeva suda koji je uputio prethodno pitanje. Iznimno, Sud može odlučiti podvrgnuti zahtjev za prethodnu odluku ubrzanom ili hitnom postupku po službenoj dužnosti kada priroda ili okolnosti slučaja to zahtijevaju.

| 38. | U skladu s člankom 105. Poslovnika, zahtjev za prethodnu odluku može biti podvrgnut ubrzanom postupku, uz odstupanje od odredaba Poslovnika kada priroda predmeta zahtijeva postupanje u kratkim rokovima. Budući da taj postupak nameće bitna ograničenja svim sudionicima u postupku, a osobito svim državama članicama koje su pozvane podnijeti svoja pisana ili usmena očitovanja u rokovima puno kraćim od uobičajenih, njegova bi se primjena trebala zahtijevati samo u posebnim okolnostima koje mogu opravdati potrebu da se Sud brzo izjasni o postavljenim pitanjima. Velik broj osoba ili pravnih situacija potencijalno obuhvaćenih odlukom koju sud koji je uputio zahtjev mora donijeti nakon što se obratio Sudu u prethodnom postupku sam po sebi ne predstavlja izvanrednu okolnost koja bi mogla opravdati provedbu ubrzanog postupka (3). |
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38.

U skladu s člankom 105. Poslovnika, zahtjev za prethodnu odluku može biti podvrgnut ubrzanom postupku, uz odstupanje od odredaba Poslovnika kada priroda predmeta zahtijeva postupanje u kratkim rokovima. Budući da taj postupak nameće bitna ograničenja svim sudionicima u postupku, a osobito svim državama članicama koje su pozvane podnijeti svoja pisana ili usmena očitovanja u rokovima puno kraćim od uobičajenih, njegova bi se primjena trebala zahtijevati samo u posebnim okolnostima koje mogu opravdati potrebu da se Sud brzo izjasni o postavljenim pitanjima. Velik broj osoba ili pravnih situacija potencijalno obuhvaćenih odlukom koju sud koji je uputio zahtjev mora donijeti nakon što se obratio Sudu u prethodnom postupku sam po sebi ne predstavlja izvanrednu okolnost koja bi mogla opravdati provedbu ubrzanog postupka (3).

| 39. | To je još važnije kad je riječ o hitnom prethodnom postupku, prema članku 107. Poslovnika. Taj postupak, koji se provodi samo u područjima predviđenima u glavi V. trećeg dijela UFEU-a koja se tiče područja slobode, sigurnosti i pravde, nameće još veća ograničenja sudionicima jer ograničava broj stranaka ovlaštenih za podnošenje pisanih očitovanja i omogućava da se, u iznimno hitnim slučajevima, potpuno izostavi pisani dio postupka pred Sudom. Provedba tog postupka trebala bi se stoga zahtijevati samo u okolnostima u kojima je apsolutno neophodno da se Sud vrlo brzo izjasni o pitanjima koja je postavio nacionalni sud. |
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39.

To je još važnije kad je riječ o hitnom prethodnom postupku, prema članku 107. Poslovnika. Taj postupak, koji se provodi samo u područjima predviđenima u glavi V. trećeg dijela UFEU-a koja se tiče područja slobode, sigurnosti i pravde, nameće još veća ograničenja sudionicima jer ograničava broj stranaka ovlaštenih za podnošenje pisanih očitovanja i omogućava da se, u iznimno hitnim slučajevima, potpuno izostavi pisani dio postupka pred Sudom. Provedba tog postupka trebala bi se stoga zahtijevati samo u okolnostima u kojima je apsolutno neophodno da se Sud vrlo brzo izjasni o pitanjima koja je postavio nacionalni sud.

| 40. | Iako ovdje nije moguće iscrpno nabrojiti sve takve okolnosti, pogotovo zato što se pravila Unije koja uređuju područja slobode, sigurnosti i pravde mijenjaju i nadograđuju, nacionalni bi sud mogao, primjerice, razmotriti mogućnost podnošenja zahtjeva za hitni prethodni postupak u slučaju, predviđenom člankom 267. stavkom 4. UFEU-a, neke osobe koja je zadržana ili lišena slobode, a odgovor na postavljeno pitanje odlučujući je za procjenu pravnog položaja te osobe, ili u slučaju spora koji se tiče roditeljskog prava odnosno roditeljske skrbi, kada o odgovoru na prethodno pitanje ovisi nadležnost suda koji je po pravilima europskog prava pozvan na odlučivanje. |
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40.

Iako ovdje nije moguće iscrpno nabrojiti sve takve okolnosti, pogotovo zato što se pravila Unije koja uređuju područja slobode, sigurnosti i pravde mijenjaju i nadograđuju, nacionalni bi sud mogao, primjerice, razmotriti mogućnost podnošenja zahtjeva za hitni prethodni postupak u slučaju, predviđenom člankom 267. stavkom 4. UFEU-a, neke osobe koja je zadržana ili lišena slobode, a odgovor na postavljeno pitanje odlučujući je za procjenu pravnog položaja te osobe, ili u slučaju spora koji se tiče roditeljskog prava odnosno roditeljske skrbi, kada o odgovoru na prethodno pitanje ovisi nadležnost suda koji je po pravilima europskog prava pozvan na odlučivanje.

Zahtjev za provedbu ubrzanog ili hitnog postupka

| 41. | Kako bi se Sudu omogućilo da brzo odluči treba li provesti ubrzani ili hitni prethodni postupak, zahtjev mora sadržavati precizne pravne i činjenične okolnosti na kojima se temelji potreba za hitnošću te posebice objasniti opasnosti koje bi slijedile iz provedbe redovnog prethodnog postupka. |
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41.

Kako bi se Sudu omogućilo da brzo odluči treba li provesti ubrzani ili hitni prethodni postupak, zahtjev mora sadržavati precizne pravne i činjenične okolnosti na kojima se temelji potreba za hitnošću te posebice objasniti opasnosti koje bi slijedile iz provedbe redovnog prethodnog postupka.

| 42. | U mjeri u kojoj je to moguće, sud koji upućuje zahtjev sažeto naznačuje prijedlog odgovora na postavljena pitanja. Strankama glavnog postupka i drugim zainteresiranim osobama koje sudjeluju u postupku takva naznaka olakšava zauzimanje stajališta, a Sudu donošenje odluke, te time pridonosi brzini postupka. |
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42.

U mjeri u kojoj je to moguće, sud koji upućuje zahtjev sažeto naznačuje prijedlog odgovora na postavljena pitanja. Strankama glavnog postupka i drugim zainteresiranim osobama koje sudjeluju u postupku takva naznaka olakšava zauzimanje stajališta, a Sudu donošenje odluke, te time pridonosi brzini postupka.

| 43. | Zahtjev za provedbu ubrzanog ili hitnog postupka treba izložiti na nedvosmislen način, što omogućuje tajništvu Suda da odmah utvrdi zahtijeva li spis poseban tretman. U tom se cilju sud koji upućuje zahtjev poziva da pojasni koji je od ta dva postupka potreban u tom predmetu i da u zahtjevu naznači relevantan članak Poslovnika (članak 105. za ubrzani postupak ili članak 107. za hitni postupak). Ta se naznaka mora nalaziti na vidljivom mjestu u odluci kojom se upućuje prethodno pitanje (primjerice u zaglavlju ili u posebnom sudskom aktu). Kada je to potrebno, sud koji upućuje prethodno pitanje može poslati i popratno pismo kojem je svrha uputiti na taj zahtjev. |
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43.

Zahtjev za provedbu ubrzanog ili hitnog postupka treba izložiti na nedvosmislen način, što omogućuje tajništvu Suda da odmah utvrdi zahtijeva li spis poseban tretman. U tom se cilju sud koji upućuje zahtjev poziva da pojasni koji je od ta dva postupka potreban u tom predmetu i da u zahtjevu naznači relevantan članak Poslovnika (članak 105. za ubrzani postupak ili članak 107. za hitni postupak). Ta se naznaka mora nalaziti na vidljivom mjestu u odluci kojom se upućuje prethodno pitanje (primjerice u zaglavlju ili u posebnom sudskom aktu). Kada je to potrebno, sud koji upućuje prethodno pitanje može poslati i popratno pismo kojem je svrha uputiti na taj zahtjev.

| 44. | Što se tiče same odluke kojom se upućuje zahtjev za prethodnu odluku, njezina kratkoća još je važnija u okolnostima hitnosti jer pridonosi brzini postupka. |
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44.

Što se tiče same odluke kojom se upućuje zahtjev za prethodnu odluku, njezina kratkoća još je važnija u okolnostima hitnosti jer pridonosi brzini postupka.

Komunikacija između Suda, suda koji je uputio zahtjev za prethodnu odluku i stranaka glavnog postupka

| 45. | Da bi se ubrzalo i olakšalo komunikaciju sa sudom koji je uputio zahtjev i strankama u postupku pred njim, sud koji je tražio provedbu ubrzanog ili hitnog postupka poziva se da naznači adresu elektroničke pošte, eventualno i broj telefaksa, koje će Sud moći koristiti, kao i adrese elektroničke pošte i brojeve telefaksa zastupnika stranaka u postupku. |
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45.

Da bi se ubrzalo i olakšalo komunikaciju sa sudom koji je uputio zahtjev i strankama u postupku pred njim, sud koji je tražio provedbu ubrzanog ili hitnog postupka poziva se da naznači adresu elektroničke pošte, eventualno i broj telefaksa, koje će Sud moći koristiti, kao i adrese elektroničke pošte i brojeve telefaksa zastupnika stranaka u postupku.

| 46. | Potpisani primjerak odluke kojom se upućuje prethodno pitanje, sa zahtjevom za ubrzani ili hitni postupak, može se Sudu prethodno poslati elektroničkom poštom (ECJ-Registry@curia.europa.eu) ili telefaksom (+352 43 37 66). Postupanje po tim zahtjevima može započeti nakon primitka takvog primjerka. Izvornik tih akata treba, međutim, poslati tajništvu Suda u najkraćem roku. |
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46.

Potpisani primjerak odluke kojom se upućuje prethodno pitanje, sa zahtjevom za ubrzani ili hitni postupak, može se Sudu prethodno poslati elektroničkom poštom (ECJ-Registry@curia.europa.eu) ili telefaksom (+352 43 37 66). Postupanje po tim zahtjevima može započeti nakon primitka takvog primjerka. Izvornik tih akata treba, međutim, poslati tajništvu Suda u najkraćem roku.

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(1)  Sukladno članku 10. stavcima 1. do 3. Protokola br. 36, nadležnosti Suda EU-a koje se tiču akata Unije koji su usvojeni u području policijske i pravosudne suradnje u kaznenim stvarima prije stupanja na snagu Ugovora iz Lisabona i koji otada nisu mijenjani ostaju nepromijenjene najduže u razdoblju od pet godina računajući od dana stupanja na snagu Ugovora iz Lisabona (1. prosinca 2009.). U tom razdoblju prethodni postupak koji se tiče navedenih akata mogu pokrenuti samo sudovi onih država članica koje su prihvatile nadležnost Suda, a svaka od tih država može odrediti je li mogućnost obraćanja Sudu otvorena svim sudovima ili samo onima koji sude u zadnjem stupnju.

(2)  Sud koji upućuje zahtjev poziva se da u tom smislu navede točne referencije tih pravnih pravila i njihovih izdanja, primjerice oznaku stranice službenog lista, zbornika ili internetske stranice.

(3)  Za pregled okolnosti koje su dovele do prihvaćanja ili odbijanja zahtjevâ za ubrzani postupak, podnesenih na temelju članka 104.a izmijenjenog Poslovnika Suda od 19. lipnja 1991., vidjeti rješenja koja je donio predsjednik Suda, dostupna na stranici www.curia.europa.eu (ta rješenja dostupna su pod rubrikom „Sudska praksa”, a zatim je, u obrascu za pretraživanje, potrebno odabrati kako slijedi: Dokumenti – Dokumenti koji nisu objavljeni u Zborniku sudske prakse – Rješenja – Ubrzani postupak).

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IV. Obavijesti

OBAVIJESTI INSTITUCIJA, TIJELA, UREDA I AGENCIJA EUROPSKE UNIJE

Vijeće

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Zaključci Vijeća o učinkovitom vodstvu u obrazovanju (1)

2014/C 30/02

THE COUNCIL OF THE EUROPEAN UNION,

WHEREAS:

| 1. | The Council conclusions of 26 November 2009 on the professional development of teachers and school leaders recognised that effective school leadership is a major factor in shaping the overall teaching and learning environment, in raising aspirations and providing support for pupils, parents and staff, and thus in fostering higher achievement levels, and that as a result it is of key importance to ensure that school leaders have, or are able to develop, the capacities and qualities needed to assume the increasing number of tasks with which they are confronted. |
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1.

The Council conclusions of 26 November 2009 on the professional development of teachers and school leaders recognised that effective school leadership is a major factor in shaping the overall teaching and learning environment, in raising aspirations and providing support for pupils, parents and staff, and thus in fostering higher achievement levels, and that as a result it is of key importance to ensure that school leaders have, or are able to develop, the capacities and qualities needed to assume the increasing number of tasks with which they are confronted.

| 2. | The European Council conclusions of 13-14 December 2012 called upon the Council, the Member States and the Commission to ensure rapid follow-up to the Rethinking Education initiative, and the subsequent Council conclusions of 15 February 2013 on ‘Investing in education and training — a response to Rethinking Education’ invited the Member States to revise and strengthen the professional profile of the teaching professions, including school leaders, and to fully exploit the potential for cooperation and peer learning under the Open Method of Coordination. |
| --- | --- |

2.

The European Council conclusions of 13-14 December 2012 called upon the Council, the Member States and the Commission to ensure rapid follow-up to the Rethinking Education initiative, and the subsequent Council conclusions of 15 February 2013 on ‘Investing in education and training — a response to Rethinking Education’ invited the Member States to revise and strengthen the professional profile of the teaching professions, including school leaders, and to fully exploit the potential for cooperation and peer learning under the Open Method of Coordination.

| 3. | The Europe 2020 strategy, and in particular the 2013 Annual Growth Survey, calls upon Member States to preserve growth potential by giving priority to, and where possible, strengthening investments in education and training while ensuring the effectiveness of such expenditure. |
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3.

The Europe 2020 strategy, and in particular the 2013 Annual Growth Survey, calls upon Member States to preserve growth potential by giving priority to, and where possible, strengthening investments in education and training while ensuring the effectiveness of such expenditure.

AND IN THE LIGHT OF:

| — | The Lithuanian Presidency conference on ‘Leadership in Education’ held in Vilnius on 9-10 September 2013, which provided a platform for representatives from EU Member States, candidate countries and EFTA states, together with the European Commission, to contribute to the policy debate on this important topic; |
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—

The Lithuanian Presidency conference on ‘Leadership in Education’ held in Vilnius on 9-10 September 2013, which provided a platform for representatives from EU Member States, candidate countries and EFTA states, together with the European Commission, to contribute to the policy debate on this important topic;

| — | The Comenius conference on ‘Developing your school with EU programme support, a conference for school leaders’, held in Vilnius on 11-12 October 2013. |
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—

The Comenius conference on ‘Developing your school with EU programme support, a conference for school leaders’, held in Vilnius on 11-12 October 2013.

NOTES WITH INTEREST:

The Commission communication on ‘Opening up Education’ (2), which invites the Member States to promote and develop innovative teaching and learning for all by making appropriate use of new technologies and Open Educational Resources.

STRESSES THAT:

| 1. | As key drivers of growth, competitiveness and social cohesion in a knowledge society, Europe’s education and training systems require strong and effective leadership at all levels. Today’s educational leaders face a variety of challenging tasks, bearing responsibility not only for improving the quality of teaching and raising levels of attainment, but also for managing human and financial resources. |
| --- | --- |

1.

As key drivers of growth, competitiveness and social cohesion in a knowledge society, Europe’s education and training systems require strong and effective leadership at all levels. Today’s educational leaders face a variety of challenging tasks, bearing responsibility not only for improving the quality of teaching and raising levels of attainment, but also for managing human and financial resources.

| 2. | Educational leadership calls for a range of highly developed competences underpinned by core values. It requires professional commitment, an ability to motivate and inspire, and sound managerial, pedagogical and communication skills. Good educational leaders develop a strategic vision for their institutions, act as role models for both learners and teachers and are key to creating an effective and attractive environment which is conducive to learning. They are also major players in forging effective links between different levels of education and training, families, the world of work and the local community, with a common aim of raising learner attainment. |
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2.

Educational leadership calls for a range of highly developed competences underpinned by core values. It requires professional commitment, an ability to motivate and inspire, and sound managerial, pedagogical and communication skills. Good educational leaders develop a strategic vision for their institutions, act as role models for both learners and teachers and are key to creating an effective and attractive environment which is conducive to learning. They are also major players in forging effective links between different levels of education and training, families, the world of work and the local community, with a common aim of raising learner attainment.

| 3. | The selection, recruitment, preparation and retention of the most competent staff for leadership positions in education institutions, and the provision of favourable conditions for their professional development, are accordingly of crucial importance and require careful attention by decision makers. |
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3.

The selection, recruitment, preparation and retention of the most competent staff for leadership positions in education institutions, and the provision of favourable conditions for their professional development, are accordingly of crucial importance and require careful attention by decision makers.

| 4. | Educational leadership can be effective when:






  — | educational leaders are in a position to focus primarily on improving the quality of teaching and learning within their institutions while ensuring equity; |
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4.

Educational leadership can be effective when:

—

educational leaders are in a position to focus primarily on improving the quality of teaching and learning within their institutions while ensuring equity;

| — | leadership is based on clearly defined roles; |
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—

leadership is based on clearly defined roles;

| — | it adopts a collaborative and inclusive approach; |
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—

it adopts a collaborative and inclusive approach;

| — | it is able to recognise the strengths and competences of staff members and assign leadership roles to them; |
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—

it is able to recognise the strengths and competences of staff members and assign leadership roles to them;

| — | it is in a position to allocate resources and to explore innovative teaching approaches; and |
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—

it is in a position to allocate resources and to explore innovative teaching approaches; and

| — | it remains fully accountable to, and has the support of not only national, but also local and regional authorities and the community at large, particularly when endeavouring to introduce changes. |
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—

it remains fully accountable to, and has the support of not only national, but also local and regional authorities and the community at large, particularly when endeavouring to introduce changes.

ACCORDINGLY AGREES THAT:

| 1. | Innovative approaches to leadership can contribute to attracting and retaining candidates of the highest calibre and enabling learning environments to cope with — and fully exploit the potential of — the continuous innovations emerging at fast pace in education. |
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1.

Innovative approaches to leadership can contribute to attracting and retaining candidates of the highest calibre and enabling learning environments to cope with — and fully exploit the potential of — the continuous innovations emerging at fast pace in education.

| 2. | It is also necessary to professionalise, strengthen and support the role of educational leaders, by first identifying the competences they require, by developing more structured career paths and by assessing the specific professional development needs of those taking up leadership positions and providing relevant training opportunities. |
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2.

It is also necessary to professionalise, strengthen and support the role of educational leaders, by first identifying the competences they require, by developing more structured career paths and by assessing the specific professional development needs of those taking up leadership positions and providing relevant training opportunities.

| 3. | Sufficient flexibility, autonomy and accountability are required to enable educational leaders to develop innovative approaches to leadership, as well as create the conditions in which other staff members are encouraged to assume leadership responsibilities. |
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3.

Sufficient flexibility, autonomy and accountability are required to enable educational leaders to develop innovative approaches to leadership, as well as create the conditions in which other staff members are encouraged to assume leadership responsibilities.

| 4. | Staff occupying leadership positions need to possess or acquire, as well as regularly update, the necessary competences for such positions, including those that enable them to make effective use of new technologies and management techniques for the promotion of innovative learning and efficient management of their institution. |
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4.

Staff occupying leadership positions need to possess or acquire, as well as regularly update, the necessary competences for such positions, including those that enable them to make effective use of new technologies and management techniques for the promotion of innovative learning and efficient management of their institution.

REAFFIRMS THAT:

While the responsibility for the organisation and content of the different education and training systems rests exclusively with individual Member States, cooperation and the exchange of best practices in the field of educational leadership at European level via the Open Method of Coordination, underpinned by the efficient use of EU programmes, in particular Erasmus+, can make a useful contribution by supporting and complementing measures taken at national, regional and local level.

INVITES THE MEMBER STATES TO:

A.   Support, in accordance with national circumstances and with due respect for the principle of equity, new ways of enhancing the effective and accountable autonomy of education institutions and educational leaders, particularly by:

| 1. | promoting the autonomy of education institutions and educational leaders with regard to pedagogical matters and the internal allocation of resources, while ensuring that they have the necessary means and support to adapt and respond effectively to specific and changing local conditions; |
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1.

promoting the autonomy of education institutions and educational leaders with regard to pedagogical matters and the internal allocation of resources, while ensuring that they have the necessary means and support to adapt and respond effectively to specific and changing local conditions;

| 2. | clearly defining roles and responsibilities, and making provision for the competences required by educational leaders to be supported and strengthened through different modes of professional development, including networking between such leaders; |
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2.

clearly defining roles and responsibilities, and making provision for the competences required by educational leaders to be supported and strengthened through different modes of professional development, including networking between such leaders;

| 3. | facilitating informed decision-making and increased accountability, for instance through the use of smart data, making provision for quality assurance mechanisms and developing specific measures for education institutions in disadvantaged areas; |
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3.

facilitating informed decision-making and increased accountability, for instance through the use of smart data, making provision for quality assurance mechanisms and developing specific measures for education institutions in disadvantaged areas;

| 4. | gathering evidence on effective and successful educational leadership approaches in different national contexts, particularly in order to seek an optimal balance between flexibility, autonomy, and accountability, as well as to gauge the impact of innovative approaches on the quality of teaching and learning outcomes. |
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4.

gathering evidence on effective and successful educational leadership approaches in different national contexts, particularly in order to seek an optimal balance between flexibility, autonomy, and accountability, as well as to gauge the impact of innovative approaches on the quality of teaching and learning outcomes.

B.   Make educational leadership more attractive, particularly by:

| 1. | ensuring greater professionalisation as a means of attracting the most able candidates; |
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1.

ensuring greater professionalisation as a means of attracting the most able candidates;

| 2. | enabling educational leaders to focus on the improvement of teaching and learning within their institutions, including by seeking a better balance between purely administrative tasks and the core tasks relating to teaching and learning; |
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2.

enabling educational leaders to focus on the improvement of teaching and learning within their institutions, including by seeking a better balance between purely administrative tasks and the core tasks relating to teaching and learning;

| 3. | exploring and developing attractive forms of introductory training, early career support and continuous professional development for educational leaders, including through cross-sector cooperation with other stakeholders such as the business world and the social partners; |
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3.

exploring and developing attractive forms of introductory training, early career support and continuous professional development for educational leaders, including through cross-sector cooperation with other stakeholders such as the business world and the social partners;

| 4. | promoting teamwork and flexible leadership environments, for example by enabling the creation within education institutions of ad-hoc teams aimed at tackling specific challenges and of networks outside schools aimed at the exchange of experience and cooperation; |
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4.

promoting teamwork and flexible leadership environments, for example by enabling the creation within education institutions of ad-hoc teams aimed at tackling specific challenges and of networks outside schools aimed at the exchange of experience and cooperation;

| 5. | promoting specific measures, mutual learning and the exchange of best practices, with a view to encouraging gender balance in educational leadership. |
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5.

promoting specific measures, mutual learning and the exchange of best practices, with a view to encouraging gender balance in educational leadership.

C.   Promote, where appropriate, innovative approaches to effective educational leadership, particularly by:

| 1. | taking account of the specific needs of education institutions and applying appropriate quality assurance criteria when selecting future leaders; |
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1.

taking account of the specific needs of education institutions and applying appropriate quality assurance criteria when selecting future leaders;

| 2. | recognising and promoting the leadership potential of staff within institutions, particularly through ‘distributed leadership’, by providing them with opportunities to work with colleagues in other institutions and by providing them with encouragement and opportunities to develop their potential in this respect; |
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2.

recognising and promoting the leadership potential of staff within institutions, particularly through ‘distributed leadership’, by providing them with opportunities to work with colleagues in other institutions and by providing them with encouragement and opportunities to develop their potential in this respect;

| 3. | stimulating the creation of innovative teaching and learning environments, including by making appropriate use of ICTs and Open Educational Resources both as pedagogical aids and as management tools; |
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3.

stimulating the creation of innovative teaching and learning environments, including by making appropriate use of ICTs and Open Educational Resources both as pedagogical aids and as management tools;

| 4. | establishing and maintaining networks aimed at initiating and developing effective approaches to leadership in education and stimulating and promoting peer learning between educational leaders. |
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4.

establishing and maintaining networks aimed at initiating and developing effective approaches to leadership in education and stimulating and promoting peer learning between educational leaders.

INVITES THE MEMBER STATES AND THE COMMISSION TO:

| 1. | Make full use of the Open Method of Coordination, to promote best practice and support the development of professional leadership in the fields of school, adult education and vocational education and training, and provide regular feedback at political level as appropriate. |
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1.

Make full use of the Open Method of Coordination, to promote best practice and support the development of professional leadership in the fields of school, adult education and vocational education and training, and provide regular feedback at political level as appropriate.

| 2. | Promote cooperation and partnerships for effective innovation in leadership and for the professional development of educational leaders — including through cross-sectoral cooperation between schools, higher education and vocational training institutions and the business sector — with the support of European funding, including via the Erasmus+ programme and the European Structural Funds, especially the European Social Fund. |
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2.

Promote cooperation and partnerships for effective innovation in leadership and for the professional development of educational leaders — including through cross-sectoral cooperation between schools, higher education and vocational training institutions and the business sector — with the support of European funding, including via the Erasmus+ programme and the European Structural Funds, especially the European Social Fund.

| 3. | Promote the exchange of good practice and development of innovative approaches to effective educational leadership, for instance through the Strategic Partnership actions of the Erasmus+ programme, including by encouraging educational leaders to cooperate with various stakeholders such as companies, civil society associations and different levels of educational institutions, both internationally and within the local community. |
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3.

Promote the exchange of good practice and development of innovative approaches to effective educational leadership, for instance through the Strategic Partnership actions of the Erasmus+ programme, including by encouraging educational leaders to cooperate with various stakeholders such as companies, civil society associations and different levels of educational institutions, both internationally and within the local community.

| 4. | Further explore the possibilities offered by platforms such as eTwinning to support cross-sectoral exchanges on innovative leadership, by providing virtual spaces through which educational leaders can collaborate and disseminate effective and innovative practices. |
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4.

Further explore the possibilities offered by platforms such as eTwinning to support cross-sectoral exchanges on innovative leadership, by providing virtual spaces through which educational leaders can collaborate and disseminate effective and innovative practices.

| 5. | Promote further research into effective educational leadership and ensure the dissemination of its results. |
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5.

Promote further research into effective educational leadership and ensure the dissemination of its results.

| 6. | Strengthen support for national and regional networks of stakeholders dealing with educational leadership, and help to ensure appropriate dissemination and follow-up of their work at European level, including through the European Policy Network on School Leadership and by making full use of evidence gathered through international cooperation. |
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6.

Strengthen support for national and regional networks of stakeholders dealing with educational leadership, and help to ensure appropriate dissemination and follow-up of their work at European level, including through the European Policy Network on School Leadership and by making full use of evidence gathered through international cooperation.

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(1)  For the purposes of this text, the term ‘leadership’ is used solely in the context of schools, VET and adult learning institutions.

(2)  14116/13.

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Nacrt zaključaka Vijeća o povećanju socijalne uključenosti mladih ljudi koji nisu u radnom odnosu, obrazovnom sustavu ili na stručnom usavršavanju

2014/C 30/03

THE COUNCIL AND THE REPRESENTATIVES OF THE GOVERNMENTS OF THE MEMBER STATES, MEETING WITHIN THE COUNCIL:

ACKNOWLEDGE THAT:

| 1. | Young women and men are an important resource of Europe. They represent potential for today and the future; however, they face many challenges such as unemployment and related social problems (1). In order to emerge from the current crisis and to prevent similar problems in the future, all Member States have to take immediate actions aimed at promoting youth employment, education and training, participation and social inclusion of young people. |
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1.

Young women and men are an important resource of Europe. They represent potential for today and the future; however, they face many challenges such as unemployment and related social problems (1). In order to emerge from the current crisis and to prevent similar problems in the future, all Member States have to take immediate actions aimed at promoting youth employment, education and training, participation and social inclusion of young people.

| 2. | Young people not in an employment, education or training situation (hereinafter — young people in a NEET situation) (2) can face negative social conditions, such as isolation, lack of autonomy, involvement in risky behaviour, and unstable mental and physical health, which expose them to higher risks of unemployment and social exclusion later in life. Social exclusion of young people, in particular young people in a NEET situation, can have negative consequences for the economy and significant costs for Europe. In 2011, the economic loss due to the disengagement of young people from the labour market was 153 billion euro. This is a conservative estimate and corresponds to 1,2 % of EU GDP (3). |
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2.

Young people not in an employment, education or training situation (hereinafter — young people in a NEET situation) (2) can face negative social conditions, such as isolation, lack of autonomy, involvement in risky behaviour, and unstable mental and physical health, which expose them to higher risks of unemployment and social exclusion later in life. Social exclusion of young people, in particular young people in a NEET situation, can have negative consequences for the economy and significant costs for Europe. In 2011, the economic loss due to the disengagement of young people from the labour market was 153 billion euro. This is a conservative estimate and corresponds to 1,2 % of EU GDP (3).

| 3. | Young people in a NEET situation are more or less vulnerable, with different characteristics and needs. Therefore, an individually tailored approach is needed in order to effectively and successfully (re)integrate them into the labour market, the education or training system, and social life. |
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3.

Young people in a NEET situation are more or less vulnerable, with different characteristics and needs. Therefore, an individually tailored approach is needed in order to effectively and successfully (re)integrate them into the labour market, the education or training system, and social life.

| 4. | This approach has been recognised by the Council Recommendation on establishing a Youth Guarantee, adopted on 22 April 2013 (4). This Recommendation sets out that all young people under the age of 25 should receive a good-quality offer of employment, continued education, an apprenticeship or a traineeship within a period of four months of becoming unemployed or leaving formal education (5). |
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4.

This approach has been recognised by the Council Recommendation on establishing a Youth Guarantee, adopted on 22 April 2013 (4). This Recommendation sets out that all young people under the age of 25 should receive a good-quality offer of employment, continued education, an apprenticeship or a traineeship within a period of four months of becoming unemployed or leaving formal education (5).

| 5. | The EU skills panorama and the CEDEFOP skills forecasts can support policy initiatives aimed at reducing youth unemployment by facilitating the identification of emerging skills shortages, as well as trends in skills and perspectives for the labour market. |
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5.

The EU skills panorama and the CEDEFOP skills forecasts can support policy initiatives aimed at reducing youth unemployment by facilitating the identification of emerging skills shortages, as well as trends in skills and perspectives for the labour market.

| 6. | Risk factors that increase the danger of falling into a NEET situation are often a combination of personal, economic, educational and social circumstances. |
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6.

Risk factors that increase the danger of falling into a NEET situation are often a combination of personal, economic, educational and social circumstances.

| 7. | Youth work, voluntary activities, active citizenship, and non-formal and informal learning can play an important and complementary role by bringing added value for all young people, especially those in a NEET situation, in the transition to the labour market: building bridges between education and employment systems, complementing the formal education system, providing self-confidence, social capital and self-development, and increasing soft and technical skills that enhance employability. |
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7.

Youth work, voluntary activities, active citizenship, and non-formal and informal learning can play an important and complementary role by bringing added value for all young people, especially those in a NEET situation, in the transition to the labour market: building bridges between education and employment systems, complementing the formal education system, providing self-confidence, social capital and self-development, and increasing soft and technical skills that enhance employability.

| 8. | The Joint Conclusions of the EU Youth Conference organised by the Lithuanian Presidency from 9 to 12 September, 2013, emphasise the need to adapt education to the needs of young people and the demands of the labour market, to facilitate the transition from education to employment and to improve conditions for young people’s integration into the labour market (6). |
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8.

The Joint Conclusions of the EU Youth Conference organised by the Lithuanian Presidency from 9 to 12 September, 2013, emphasise the need to adapt education to the needs of young people and the demands of the labour market, to facilitate the transition from education to employment and to improve conditions for young people’s integration into the labour market (6).

CONSIDER THAT:

| 9. | Evaluation and assessment of existing research, systems and programmes at local, regional, national and European levels related to young people in a NEET situation are needed in order to identify out the obstacles to their access to services, especially for those who are inactive. |
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9.

Evaluation and assessment of existing research, systems and programmes at local, regional, national and European levels related to young people in a NEET situation are needed in order to identify out the obstacles to their access to services, especially for those who are inactive.

| 10. | Youth policy, and especially youth work, can contribute to successful implementation of EU initiatives to combat youth unemployment and inactivity, such as the Youth Employment Package and, in particular, the Youth Guarantee. In order to achieve the best possible results, coherent and mutually reinforcing national measures and other political instruments are therefore needed. |
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10.

Youth policy, and especially youth work, can contribute to successful implementation of EU initiatives to combat youth unemployment and inactivity, such as the Youth Employment Package and, in particular, the Youth Guarantee. In order to achieve the best possible results, coherent and mutually reinforcing national measures and other political instruments are therefore needed.

| 11. | A holistic approach and cross-sectoral cooperation should be ensured in order to enhance the social inclusion of young people in a NEET situation. Social investment in people’s skills and capacities throughout their lifetime to improve their opportunities to integrate in the labour market and society is crucial (7). All policy instruments, measures and actions should be coordinated and implemented at local, regional, national and European levels and should include a wide range of stakeholders in the design and delivery of youth social inclusion measures. |
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11.

A holistic approach and cross-sectoral cooperation should be ensured in order to enhance the social inclusion of young people in a NEET situation. Social investment in people’s skills and capacities throughout their lifetime to improve their opportunities to integrate in the labour market and society is crucial (7). All policy instruments, measures and actions should be coordinated and implemented at local, regional, national and European levels and should include a wide range of stakeholders in the design and delivery of youth social inclusion measures.

| 12. | Prevention should be a priority in order to avoid increasing the number of young people getting into a NEET situation and to break the inter-generational cycle of social exclusion. A proactive approach involving family, early child educators, schools, especially secondary and vocational education, training and non-formal learning providers, non-governmental organisations (NGOs), especially youth organisations, youth workers, parents and other stakeholders is needed to ensure early intervention to avoid young people getting into a NEET situation. |
| --- | --- |

12.

Prevention should be a priority in order to avoid increasing the number of young people getting into a NEET situation and to break the inter-generational cycle of social exclusion. A proactive approach involving family, early child educators, schools, especially secondary and vocational education, training and non-formal learning providers, non-governmental organisations (NGOs), especially youth organisations, youth workers, parents and other stakeholders is needed to ensure early intervention to avoid young people getting into a NEET situation.

| 13. | Policy measures have to address the diversity of young people in a NEET situation in terms of the stage when they have to intervene, their range of aims, objectives and activities. Greater attention is needed to address gender differences in education, to social and employment policies as well as to young people with special needs. |
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13.

Policy measures have to address the diversity of young people in a NEET situation in terms of the stage when they have to intervene, their range of aims, objectives and activities. Greater attention is needed to address gender differences in education, to social and employment policies as well as to young people with special needs.

| 14. | Measures addressing young people in a NEET situation should be personalised and flexible and aim to achieve sustainable positive outcomes in the long term in the labour market, as well as (re)integration into education or training and civic or social life. Innovative ways, peer learning and outreach activities should be used for working with young people in a NEET situation. |
| --- | --- |

14.

Measures addressing young people in a NEET situation should be personalised and flexible and aim to achieve sustainable positive outcomes in the long term in the labour market, as well as (re)integration into education or training and civic or social life. Innovative ways, peer learning and outreach activities should be used for working with young people in a NEET situation.

| 15. | The effective use of European Structural and Investment Funds, in particular the European Social Fund and European initiatives and programmes, including the Youth Employment Initiative and Erasmus+, is vital to provide impetus for projects in the area of social inclusion of young people. |
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15.

The effective use of European Structural and Investment Funds, in particular the European Social Fund and European initiatives and programmes, including the Youth Employment Initiative and Erasmus+, is vital to provide impetus for projects in the area of social inclusion of young people.

INVITE THE MEMBER STATES AND THE COMMISSION WITHIN THEIR RESPECTIVE SPHERES OF COMPETENCE AND WITH DUE REGARD FOR THE PRINCIPLE OF SUBSIDIARITY TO:

| 16. | Establish, implement and further develop, where appropriate, national, regional and/or local strategies or programmes, such as Youth Guarantee Implementation Plans, for enhancing social inclusion of young people in a NEET situation. The strategies should be evidence based, built on cross-sectoral cooperation and include all relevant stakeholders. Drawing up of strategies should encompass discussion with the target group, planning, implementation, monitoring and evaluation of effective policy instruments. Monitoring and evaluation of access to policy measures and outcomes should be gender sensitive. |
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16.

Establish, implement and further develop, where appropriate, national, regional and/or local strategies or programmes, such as Youth Guarantee Implementation Plans, for enhancing social inclusion of young people in a NEET situation. The strategies should be evidence based, built on cross-sectoral cooperation and include all relevant stakeholders. Drawing up of strategies should encompass discussion with the target group, planning, implementation, monitoring and evaluation of effective policy instruments. Monitoring and evaluation of access to policy measures and outcomes should be gender sensitive.

In the area of prevention

| 17. | Promote access to adequate, affordable, accessible and high quality services, such as early childhood education and care, housing, health and social services to prevent young people getting into or remaining in a NEET situation. |
| --- | --- |

17.

Promote access to adequate, affordable, accessible and high quality services, such as early childhood education and care, housing, health and social services to prevent young people getting into or remaining in a NEET situation.

| 18. | Promote and invest in youth work and ease the access for young people in a NEET situation to its services through strengthening cross-sectoral cooperation among relevant stakeholders. |
| --- | --- |

18.

Promote and invest in youth work and ease the access for young people in a NEET situation to its services through strengthening cross-sectoral cooperation among relevant stakeholders.

| 19. | Pursue a comprehensive approach to reduce early school leaving, encompassing prevention and intervention measures (8). |
| --- | --- |

19.

Pursue a comprehensive approach to reduce early school leaving, encompassing prevention and intervention measures (8).

| 20. | Develop and implement new and individually tailored approaches, such as detached and/or outreach youth work, for better social inclusion of young people in a NEET situation. Make full use of the potential of youth work to provide self-confidence and self-development to young people and to contribute to the reduction of early school leaving (9). |
| --- | --- |

20.

Develop and implement new and individually tailored approaches, such as detached and/or outreach youth work, for better social inclusion of young people in a NEET situation. Make full use of the potential of youth work to provide self-confidence and self-development to young people and to contribute to the reduction of early school leaving (9).

| 21. | Encourage and support high quality guidance including career information, information on rights at work, employment and education prospects, free movement possibilities and more comprehensive advice and support for all young people, especially for those at risk of getting into a NEET situation, and their families. |
| --- | --- |

21.

Encourage and support high quality guidance including career information, information on rights at work, employment and education prospects, free movement possibilities and more comprehensive advice and support for all young people, especially for those at risk of getting into a NEET situation, and their families.

| 22. | Strengthen the capacity of youth organisations, youth work and other forms of inclusion as a means of participation and use their potential to foster the social inclusion of young people in a NEET situation. |
| --- | --- |

22.

Strengthen the capacity of youth organisations, youth work and other forms of inclusion as a means of participation and use their potential to foster the social inclusion of young people in a NEET situation.

| 23. | Encourage local initiatives and social cohesion plans to develop specific actions targeted to young people in a NEET situation in order to (re)integrate them in the local communities. |
| --- | --- |

23.

Encourage local initiatives and social cohesion plans to develop specific actions targeted to young people in a NEET situation in order to (re)integrate them in the local communities.

| 24. | Use the European Youth Portal as an information platform to inform young people about social inclusion related issues. |
| --- | --- |

24.

Use the European Youth Portal as an information platform to inform young people about social inclusion related issues.

In the area of education, training and non-formal learning

| 25. | Widen access to second-chance education and support the acquisition and/or development of skills and competences that meet the needs of the labour market. |
| --- | --- |

25.

Widen access to second-chance education and support the acquisition and/or development of skills and competences that meet the needs of the labour market.

| 26. | Promote and increase the availability of professional counselling and guidance adapted to the needs of socially excluded young people at all stages of their life. |
| --- | --- |

26.

Promote and increase the availability of professional counselling and guidance adapted to the needs of socially excluded young people at all stages of their life.

| 27. | Have in place, no later than 2018, in accordance with national circumstances and specificities, and as Member States deem appropriate, arrangements for the validation of non-formal and informal learning which enable individuals to make use of that learning for their careers and further learning (10). |
| --- | --- |

27.

Have in place, no later than 2018, in accordance with national circumstances and specificities, and as Member States deem appropriate, arrangements for the validation of non-formal and informal learning which enable individuals to make use of that learning for their careers and further learning (10).

| 28. | Increase access to and the quality of early childhood education and care. Additional support should be provided to children from disadvantaged backgrounds (11). |
| --- | --- |

28.

Increase access to and the quality of early childhood education and care. Additional support should be provided to children from disadvantaged backgrounds (11).

| 29. | Implement the Erasmus + programme as a supportive instrument to acquire social and civic competences and skills, and strengthening the mobility and employability of young people. |
| --- | --- |

29.

Implement the Erasmus + programme as a supportive instrument to acquire social and civic competences and skills, and strengthening the mobility and employability of young people.

In the area of transition from education to employment

| 30. | Develop partnerships among public and private employment services, career guidance services, other specialised youth services (NGOs, youth centres and associations) that help to smooth the transition from unemployment, inactivity, education or training into work. |
| --- | --- |

30.

Develop partnerships among public and private employment services, career guidance services, other specialised youth services (NGOs, youth centres and associations) that help to smooth the transition from unemployment, inactivity, education or training into work.

| 31. | Promote high quality work-based learning, such as apprenticeships, internships and traineeships, as an effective measure to improve sustainable transitions from education and training to work, notably by fostering skills that are relevant to the labour market and improving skill matches, in the context of, inter alia, the Council declaration on the European Alliance for Apprenticeships (12). |
| --- | --- |

31.

Promote high quality work-based learning, such as apprenticeships, internships and traineeships, as an effective measure to improve sustainable transitions from education and training to work, notably by fostering skills that are relevant to the labour market and improving skill matches, in the context of, inter alia, the Council declaration on the European Alliance for Apprenticeships (12).

| 32. | Implement measures to tackle youth unemployment, in particular to improve transitions, taking account of the Council Recommendation on Establishing a Youth Guarantee, inter alia by building up partnership based approaches (including those involving youth support services), early intervention and activation, supportive measures for labour market integration (including enhancing skills and labour market-related measures), use of European Union funds and assessment and continuous improvement of schemes. |
| --- | --- |

32.

Implement measures to tackle youth unemployment, in particular to improve transitions, taking account of the Council Recommendation on Establishing a Youth Guarantee, inter alia by building up partnership based approaches (including those involving youth support services), early intervention and activation, supportive measures for labour market integration (including enhancing skills and labour market-related measures), use of European Union funds and assessment and continuous improvement of schemes.

In the area of employment

| 33. | Enhance full and active participation in the labour market with the help of active inclusion measures, promote creativity and innovation of young people in pursing self-employment, support entrepreneurship and first work experience. |
| --- | --- |

33.

Enhance full and active participation in the labour market with the help of active inclusion measures, promote creativity and innovation of young people in pursing self-employment, support entrepreneurship and first work experience.

| 34. | Eliminate barriers, including age and other forms of discrimination, to (re)entering the labour market, address different forms of precarious work and, where relevant, analyse possibilities to reduce non-wage labour costs in order to boost recruitment prospects amongst young people (13). |
| --- | --- |

34.

Eliminate barriers, including age and other forms of discrimination, to (re)entering the labour market, address different forms of precarious work and, where relevant, analyse possibilities to reduce non-wage labour costs in order to boost recruitment prospects amongst young people (13).

| 35. | Enable employment services, together with youth organisations and other partners supporting young people, to provide personalised guidance and individual action planning, including tailor-made individual support schemes, based on the principle of mutual obligation at an early stage. |
| --- | --- |

35.

Enable employment services, together with youth organisations and other partners supporting young people, to provide personalised guidance and individual action planning, including tailor-made individual support schemes, based on the principle of mutual obligation at an early stage.

| 36. | Involve youth policy stakeholders and young people, as well as youth and other civil society organisations, in designing and implementing appropriate policies, including the Youth Guarantee, in particular paying specific attention to the potential of youth work to identify young people at risk of getting into a NEET situation and establish bridges between them and service providers. Empower youth stakeholders to promote and advertise the possibilities provided by the Youth Guarantee and other employment and training initiatives. |
| --- | --- |

36.

Involve youth policy stakeholders and young people, as well as youth and other civil society organisations, in designing and implementing appropriate policies, including the Youth Guarantee, in particular paying specific attention to the potential of youth work to identify young people at risk of getting into a NEET situation and establish bridges between them and service providers. Empower youth stakeholders to promote and advertise the possibilities provided by the Youth Guarantee and other employment and training initiatives.

| 37. | Contribute fully to the development of EURES into a true pan-European job placement and recruitment network focused on addressing labour market needs in individual Member States, including vacancies in both public and private employment services, as well as apprenticeships and traineeships (14), where appropriate. |
| --- | --- |

37.

Contribute fully to the development of EURES into a true pan-European job placement and recruitment network focused on addressing labour market needs in individual Member States, including vacancies in both public and private employment services, as well as apprenticeships and traineeships (14), where appropriate.

| 38. | Support reconciliation between work, private and family life in order to prevent and avoid obstacles to integration into the labour market. |
| --- | --- |

38.

Support reconciliation between work, private and family life in order to prevent and avoid obstacles to integration into the labour market.

INVITE THE COMMISSION TO:

| 39. | Envisage sharing best practices through appropriate tools at its disposal, including a summary report of best practices in the Member States on initiatives aimed at (re)integration of young people in a NEET situation into employment and education systems; take account of other research studies and initiatives in this area and disseminate their results; exploit good practices resulting from projects funded by EU programmes and funds (i.e. Youth in Action, Lifelong Learning Programme, Erasmus+ and the European Social Fund) and existing cooperation networks in the field of youth policy, such as the European knowledge centre for youth policy (EKCYP). |
| --- | --- |

39.

Envisage sharing best practices through appropriate tools at its disposal, including a summary report of best practices in the Member States on initiatives aimed at (re)integration of young people in a NEET situation into employment and education systems; take account of other research studies and initiatives in this area and disseminate their results; exploit good practices resulting from projects funded by EU programmes and funds (i.e. Youth in Action, Lifelong Learning Programme, Erasmus+ and the European Social Fund) and existing cooperation networks in the field of youth policy, such as the European knowledge centre for youth policy (EKCYP).

| 40. | Take into account input from the youth sector to the regular, systematic assessment of the future needs of the labour market and the skills and competences required. |
| --- | --- |

40.

Take into account input from the youth sector to the regular, systematic assessment of the future needs of the labour market and the skills and competences required.

| 41. | Promote and ensure that future EU programmes for young people, such as Erasmus+, address young people with fewer opportunities, especially those in a NEET situation, among their priorities. |
| --- | --- |

41.

Promote and ensure that future EU programmes for young people, such as Erasmus+, address young people with fewer opportunities, especially those in a NEET situation, among their priorities.

| 42. | Promote dialogue between stakeholders concerned by youth issues, including youth work and business representatives, focussing on young people in a NEET situation, their individual guidance and social skills development. |
| --- | --- |

42.

Promote dialogue between stakeholders concerned by youth issues, including youth work and business representatives, focussing on young people in a NEET situation, their individual guidance and social skills development.

| 43. | Address in a high level seminar, based on cross-sectoral cooperation among business, academia, public authorities, youth and other stakeholders, challenges and possible solutions for young people in a NEET situation. |
| --- | --- |

43.

Address in a high level seminar, based on cross-sectoral cooperation among business, academia, public authorities, youth and other stakeholders, challenges and possible solutions for young people in a NEET situation.

| 44. | Continue to monitor the developments concerning the design, implementation and results of Youth Guarantee schemes through the multi-lateral surveillance of the Employment Committee within the framework of the European Semester, analyse the impact of the policies in place and report regularly on those developments. |
| --- | --- |

44.

Continue to monitor the developments concerning the design, implementation and results of Youth Guarantee schemes through the multi-lateral surveillance of the Employment Committee within the framework of the European Semester, analyse the impact of the policies in place and report regularly on those developments.

| 45. | Continue to support Member States' and other stakeholders' efforts to increase the supply of high quality work-based learning opportunities, notably within the framework of the European Alliance for Apprenticeships, and to promote the exchange of best practices and experiences on apprenticeship schemes. |
| --- | --- |

45.

Continue to support Member States' and other stakeholders' efforts to increase the supply of high quality work-based learning opportunities, notably within the framework of the European Alliance for Apprenticeships, and to promote the exchange of best practices and experiences on apprenticeship schemes.

---

(1)  In 2012, 7,5 million young people aged 15-24 and an additional 6,5 million young people aged 25-29 were not in employment, education or training in Europe. This corresponds to a significant increase in the rate of young people classified as NEET: in 2008, the figure stood at 11 % of 15-24 year olds and 17 % of 25-29 year olds; by 2012 this had increased to 13 % and 20 % respectively (Eurostat).

(2)  The Employment Committee at its meeting on 19 May 2010 agreed that the definition ‘youth neither in employment nor in any education and training’ includes unemployed persons (according to ILO definition) not in any education and training and inactive persons (ILO definition) not in any education and training.

See http://ec.europa.eu/social/BlobServlet?docId=6602&langId=en

(3)  NEETs. Young people not in employment, education or training: Characteristics, costs and policy responses in Europe, page 2. Eurofound (2012).

See http://www.eurofound.europa.eu/pubdocs/2012/54/en/1/EF1254EN.pdf

(4)  OJ C 120, 26.4.2013, p. 1.

(5)  Following the June 2013 Commission Communication ‘Call to Action on Youth Unemployment’ and the related European Council conclusions, Member States with regions experiencing youth unemployment rates above 25 % should submit a Youth Guarantee Implementation Plan (YGIP) by December 2013, and in 2014 for the other Member States.

(6)  Joint conclusions of the EU Youth Conference (Vilnius, 9-12 September 2013).

(7)  Council Conclusions of 20 June 2013‘Towards social investment for growth and cohesion’.

(8)  Council Recommendation of 28 June 2011 on policies to reduce early school leaving (OJ C 191, 1.7.2011., p. 1).

(9)  See Council Recommendation of 28 June 2011 on policies to reduce early school leaving (OJ C 191, 1.7.2011., p. 1). One of the Europe 2020 headline targets agreed by the European Council is to reduce the share of early school leavers to less than 10 % and to ensure that at least 40 % of the younger generation have a tertiary qualification or equivalent.

(10)  Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (OJ C 398, 22.12.2012, p. 1).

(11)  Council Conclusions on early childhood education and care: providing all our children with the best start for the world of tomorrow (OJ C 175, 15.6.2011, p. 8).

(12)  Council declaration of 15 October 2013 on the European Alliance for Apprenticeships.

(13)  See Council Recommendation of 22 April 2013 on establishing a Youth Guarantee (OJ C 120, 26.4.2013, p. 1), point 16.

(14)  Commission implementing decision of 26 November 2012 implementing Regulation (EU) No 492/2011 of the European Parliament and of the Council as regards the clearance of vacancies and application for employment and the re-establishment of EURES (OJ L 328, 28.11.2012, p. 21).

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Europska komisija

| 1.2.2014 | HR | Službeni list Europske unije | C 30/14 |
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1.2.2014

HR

Službeni list Europske unije

C 30/14

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Tečajna lista eura (1)

31. siječnja 2014.

2014/C 30/04

1 euro =

| | Valuta | Tečaj |
| --- | --- | --- |
| USD | američki dolar | 1,3516 |
| JPY | japanski jen | 138,13 |
| DKK | danska kruna | 7,4619 |
| GBP | funta sterlinga | 0,82135 |
| SEK | švedska kruna | 8,8509 |
| CHF | švicarski franak | 1,2220 |
| ISK | islandska kruna | |
| NOK | norveška kruna | 8,5110 |
| BGN | bugarski lev | 1,9558 |
| CZK | češka kruna | 27,500 |
| HUF | mađarska forinta | 313,26 |
| LTL | litavski litas | 3,4528 |
| PLN | poljski zlot | 4,2488 |
| RON | rumunjski novi leu | 4,4943 |
| TRY | turska lira | 3,0742 |
| AUD | australski dolar | 1,5516 |
| CAD | kanadski dolar | 1,5131 |
| HKD | hongkonški dolar | 10,4969 |
| NZD | novozelandski dolar | 1,6682 |
| SGD | singapurski dolar | 1,7278 |
| KRW | južnokorejski von | 1 464,23 |
| ZAR | južnoafrički rand | 15,2836 |
| CNY | kineski renminbi-juan | 8,1923 |
| HRK | hrvatska kuna | 7,6515 |
| IDR | indonezijska rupija | 16 464,58 |
| MYR | malezijski ringit | 4,5245 |
| PHP | filipinski pezo | 61,360 |
| RUB | ruski rubalj | 47,7482 |
| THB | tajlandski baht | 44,599 |
| BRL | brazilski real | 3,2829 |
| MXN | meksički pezo | 18,1614 |
| INR | indijska rupija | 84,6880 |

Valuta

Tečaj

USD

američki dolar

1,3516

JPY

japanski jen

138,13

DKK

danska kruna

7,4619

GBP

funta sterlinga

0,82135

SEK

švedska kruna

8,8509

CHF

švicarski franak

1,2220

ISK

islandska kruna

NOK

norveška kruna

8,5110

BGN

bugarski lev

1,9558

CZK

češka kruna

27,500

HUF

mađarska forinta

313,26

LTL

litavski litas

3,4528

PLN

poljski zlot

4,2488

RON

rumunjski novi leu

4,4943

TRY

turska lira

3,0742

AUD

australski dolar

1,5516

CAD

kanadski dolar

1,5131

HKD

hongkonški dolar

10,4969

NZD

novozelandski dolar

1,6682

SGD

singapurski dolar

1,7278

KRW

južnokorejski von

1 464,23

ZAR

južnoafrički rand

15,2836

CNY

kineski renminbi-juan

8,1923

HRK

hrvatska kuna

7,6515

IDR

indonezijska rupija

16 464,58

MYR

malezijski ringit

4,5245

PHP

filipinski pezo

61,360

RUB

ruski rubalj

47,7482

THB

tajlandski baht

44,599

BRL

brazilski real

3,2829

MXN

meksički pezo

18,1614

INR

indijska rupija

84,6880

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(1)  Izvor: referentna tečajna lista koju objavljuje ESB.

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V. Objave

ADMINISTRATIVNI POSTUPCI

Europska investicijska banka

| 1.2.2014 | HR | Službeni list Europske unije | C 30/15 |
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1.2.2014

HR

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C 30/15

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Nagrada EIB-a za ekonomiju za 2014. godinu: Inovacije, struktura tržišta i konkurentnost

2014/C 30/05

Nagrada EIB-a za 2014. dodjeljuje se na temu „Inovacije, struktura tržišta i konkurentnost”. Nagrada će biti dodijeljena za istraživanje koje će se provesti radi ocjene povezanosti između veličine poduzeća i strukture tržišta te utjecaja odluka o ulaganjima na inovacije i produktivnost u različitim sektorima. Posebna će se pozornost pridati radu na usporedbi europskog iskustva s iskustvom drugih velikih naprednih ili novonastalih gospodarstava.

Za više pojedinosti i obrasce za kandidaturu, pritisnite ovdje.

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POSTUPCI U VEZI S PROVEDBOM POLITIKE TRŽIŠNOG NATJECANJA

Europska komisija

| 1.2.2014 | HR | Službeni list Europske unije | C 30/16 |
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1.2.2014

HR

Službeni list Europske unije

C 30/16

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Prethodna prijava koncentracije

(Predmet COMP/M.7036 – Aller Media/Bonnier Tidskrifter/Egmont Holding/Mediafy)

(Tekst značajan za EGP)

2014/C 30/06

| 1. | Dana 28. siječnja 2014. Komisija zaprimila je prijavu predložene koncentracije u skladu s člankom 4. Uredbe Vijeća (EZ) br. 139/2004 (1) u kojoj se navodi da poduzetnici Aller Media AB („Aller Media”, Švedska), dio grupe društava Aller group, Denmark, Bonnier Tidskrifter Aktiebolag („Bonnier”, Švedska), dio grupe društava Bonnier group, Sweden, i Egmont Holding AB („Egmont”, Švedska), dio grupe društava Egmont group, Denmark, kupnjom udjela stječu, u smislu članka 3. stavka 1. točke (b) Uredbe o koncentracijama, zajedničku kontrolu nad poduzetnikom Mediafy AB („Mediafy”, Švedska). |
| --- | --- |

1.

Dana 28. siječnja 2014. Komisija zaprimila je prijavu predložene koncentracije u skladu s člankom 4. Uredbe Vijeća (EZ) br. 139/2004 (1) u kojoj se navodi da poduzetnici Aller Media AB („Aller Media”, Švedska), dio grupe društava Aller group, Denmark, Bonnier Tidskrifter Aktiebolag („Bonnier”, Švedska), dio grupe društava Bonnier group, Sweden, i Egmont Holding AB („Egmont”, Švedska), dio grupe društava Egmont group, Denmark, kupnjom udjela stječu, u smislu članka 3. stavka 1. točke (b) Uredbe o koncentracijama, zajedničku kontrolu nad poduzetnikom Mediafy AB („Mediafy”, Švedska).

| 2. | Poslovne djelatnosti dotičnih poduzetnika su sljedeće:






  — | Aller Media: objavljivanje časopisa, osobito tjednika u Danskoj, Švedskoj, Norveškoj i Finskoj, |
| --- | --- | --- |

2.

Poslovne djelatnosti dotičnih poduzetnika su sljedeće:

—

Aller Media: objavljivanje časopisa, osobito tjednika u Danskoj, Švedskoj, Norveškoj i Finskoj,

| — | Egmont: objavljivanje tjednih i mjesečnih časopisa u Norveškoj, Danskoj, Finskoj i Švedskoj, |
| --- | --- |

—

Egmont: objavljivanje tjednih i mjesečnih časopisa u Norveškoj, Danskoj, Finskoj i Švedskoj,

| — | Bonnier: objavljivanje i distribucija časopisa, uključujući tjednike i mjesečnike, te specijaliziranih časopisa u Švedskoj, Danskoj, Norveškoj, Nizozemskoj i Belgiji, |
| --- | --- |

—

Bonnier: objavljivanje i distribucija časopisa, uključujući tjednike i mjesečnike, te specijaliziranih časopisa u Švedskoj, Danskoj, Norveškoj, Nizozemskoj i Belgiji,

| — | Mediafy: prodaja i distribucija pretplatnih časopisa preko interneta u Švedskoj, Norveškoj i Finskoj. |
| --- | --- |

—

Mediafy: prodaja i distribucija pretplatnih časopisa preko interneta u Švedskoj, Norveškoj i Finskoj.

| 3. | Slijedom preliminarnog ispitivanja Komisija ocjenjuje da bi prijavljena transakcija mogla biti obuhvaćena područjem primjene Uredbe o koncentracijama. Međutim, konačna odluka još nije donesena. |
| --- | --- |

3.

Slijedom preliminarnog ispitivanja Komisija ocjenjuje da bi prijavljena transakcija mogla biti obuhvaćena područjem primjene Uredbe o koncentracijama. Međutim, konačna odluka još nije donesena.

| 4. | Komisija poziva zainteresirane treće osobe da podnesu moguća očitovanja o predloženoj koncentraciji.
  Očitovanja se moraju dostaviti Komisiji najkasnije 10 dana od datuma ove objave. Očitovanja se mogu poslati Komisiji telefaksom (+32 22964301), porukom e-pošte na COMP-MERGER-REGISTRY@ec.europa.eu ili poštom, pri čemu je potrebno naznačiti referentni broj COMP/M.7036 – Aller Media/Bonnier Tidskrifter/Egmont Holding/Mediafy, na sljedeću adresu:





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

4.

Komisija poziva zainteresirane treće osobe da podnesu moguća očitovanja o predloženoj koncentraciji.

Očitovanja se moraju dostaviti Komisiji najkasnije 10 dana od datuma ove objave. Očitovanja se mogu poslati Komisiji telefaksom (+32 22964301), porukom e-pošte na COMP-MERGER-REGISTRY@ec.europa.eu ili poštom, pri čemu je potrebno naznačiti referentni broj COMP/M.7036 – Aller Media/Bonnier Tidskrifter/Egmont Holding/Mediafy, na sljedeću adresu:

European Commission

Directorate-General for Competition

Merger Registry

1049 Bruxelles/Brussel

BELGIQUE/BELGIË

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(1)  SL L 24, 29.1.2004., str. 1. („Uredba o koncentracijama”).

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Ispravci

| 1.2.2014 | HR | Službeni list Europske unije | C 30/17 |
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1.2.2014

HR

Službeni list Europske unije

C 30/17

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Ispravak obavijesti Državni praznici u 2014.: Države članice EGP-a/EFTA-e i institucije EGP-a

(
  Službeni list Europske unije C 27, 30. siječnja 2014.
  )

2014/C 30/07

Obavijest Državni praznici u 2014.: Države članice EGP-a/EFTA-e i institucije EGP-a objavljena 30. siječnja 2014. pod naslovom „Europska komisija” trebala je biti objavljena pod naslovom „Nadzorno tijelo EFTA-e”.

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| 1.2.2014 | HR | Službeni list Europske unije | C 30/17 |
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1.2.2014

HR

Službeni list Europske unije

C 30/17

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Ispravak poziva na podnošenje prijedloga 2013. — EAC/S11/13 Program Erasmus+

(
  Službeni list Europske unije C 362 od 12. prosinca 2013.
  )

2014/C 30/08

Na stranici 4. naslov poziva treba glasiti kako slijedi:

Na stranici 6. točka 4. „Kriteriji za dodjelu” treba glasiti kako slijedi:

„Prijave za aktivnosti iz ovog poziva na podnošenje prijedloga ocjenjivat će se sukladno svim sljedećim kriterijima ili nekima od njih (osim prijava za financiranje studenata visokog obrazovanja i projekata mobilnosti osoblja gdje je kvaliteta već procijenjena na razini akreditacije ustanove visokog obrazovanja ili konzorcija):

| — | važnost projekta, |
| --- | --- |

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važnost projekta,

| — | kvaliteta izrade i provedbe projekta, |
| --- | --- |

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kvaliteta izrade i provedbe projekta,

| — | kvaliteta projektnog tima i sporazumi o suradnji, |
| --- | --- |

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kvaliteta projektnog tima i sporazumi o suradnji,

| — | učinak i širenje. |
| --- | --- |

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učinak i širenje.

Pogledajte vodič programa Erasmus+ za detaljne upute o primjeni kriterija dodjele na određene aktivnosti.”

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