Proposal for a Decision of the European Parliament and of the Council concerning the European year of creativity and innovation (2009) )
Date: 2008-03-28
Institutions: European Commission
Subjects: EU action, EU programme, European cultural event, education policy, innovation, public awareness campaign, vocational training

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COMMISSION OF THE EUROPEAN COMMUNITIES 

Brussels, 28.3.2008 
COM(2008) 159 final 

2008/0064 (COD) 

Proposal for a 

DECISION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL 

concerning the European Year of Creativity and Innovation (2009) 

(presented by the Commission) 

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EXPLANATORY MEMORANDUM 

European Year of Creativity and Innovation (2009) 

1. 

INTRODUCTION 

Europe needs to boost its capacity for creativity and innovation for both social and economic 
reasons.  The  European  Council  has  repeatedly recognised  innovation  as  crucial  to  Europe’s 
ability  to  respond  effectively  to  the  challenges  and  opportunities  of  globalisation.  In 
December  2006,  for  example,  it  noted  that  “Europe  needs  a  strategic  approach  aimed  at 
creating  an  innovation-friendly  environment  where  knowledge  is  converted  into  innovative 
products and services”1. The modern economy, with its emphasis on adding value by means 
of better use of knowledge and rapid innovation, requires a broadening of the creative skills 
base involving the whole population. In particular, there is a need for skills and competences 
that  enable  people  to  embrace  change  as  an  opportunity  and  to  be  open  to  new  ideas  that 
promote innovation and active participation in a culturally diverse, knowledge-based society.  

Innovative capacity is closely linked with creativity as a personal attribute based on cultural 
and interpersonal skills and values. To be harnessed to full advantage, it needs to be widely 
disseminated throughout the population. The role of education and training as a determining 
factor  in  enhancing  creativity,  innovation  performance  and  competitiveness  was  again 
emphasised by the European Council in March 2007 when it put forward the concept of the 
“knowledge triangle” comprising education, research and innovation2.  

The  “Education  and  Training  2010”  work  programme3  and  the  Community  Action 
Programmes in the fields of Lifelong Learning and Youth policies, and in related fields such 
as  culture,  provide  opportunities  at  European  level  for  exchanging  experience  and  good 
practices and for deepening stakeholders’ understanding of ways of promoting creativity and 
a capacity for innovation. In particular, the Recommendation of the European Parliament and 
of  the  Council  of  18  December  2006  on  key  competences  for  lifelong  learning4  provides  a 
European  reference  framework  covering  eight  key  competences  (defined  as  “knowledge, 
skills and attitudes”) which encompass a broad agenda for education and training at all stages 
of life. Many of these competences are relevant to creativity and innovation in the personal, 
interpersonal  and  intercultural  fields,  including  "mathematical  competence  and  basic 
competences  in  science  and  technology",  "digital  competence",  "learning  to  learn",  “social 
and  civic  competences”,  “sense  of  initiative  and  entrepreneurship”  and  “cultural  awareness 
and expression”.  

Declaring a European Year is an effective way of helping to meet challenges by raising public 
awareness,  disseminating  information  about  good  practices,  stimulating  research,  creativity 
and innovation and promoting policy debate and change. By combining action at Community, 
national,  regional  and  local  levels,  and  creating  openings  for  participation  by  interested 

1 Presidency conclusions – Brussels, 14/15 December 2006, paragraph 28. 
2 Presidency conclusions – Brussels, 8/9 March 2007. 
3  Education  and  Training  2010  –  the  success  of  the  Lisbon  strategy  hinges  on  urgent  reforms:  joint  report 
adopted  by  the  Council  and  the  Commission  on  26  February  2004.  See  also  the  detailed  work 
programme on the follow-up of the objectives of education and training systems in Europe, OJ C 142, 
14.6.2002, p.1.  

4 Recommendation 2006/962/EC, OJ L 394, 30.12.2006, p.10. 

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stakeholders,  it  can  generate  synergies  in  information  and  awareness-raising  activities,  and 
help to focus policy debate on a specific issue. 

The aim for 2009 is to promote creativity and capacity for innovation as key competences for 
all.  This  is  consistent  with  the  Commission  Communication  “A  broad-based  innovation 
strategy  for  the  EU”  which  notes  that  “without  education  as  a  core  policy,  innovation  will 
remain unsupported. It must promote talent and creativity from an early stage5.” The Lifelong 
Learning Programme is thus an important vehicle for supporting this initiative. Other policies 
and  programmes  in  related  domains,  such  as  enterprise,  the  information  society,  research, 
cohesion or rural development, will support this European Year where appropriate. 

2. 

BACKGROUND 

Creativity  is  a  human  characteristic  that  manifests  itself  in  many  fields  and  contexts,  from 
works  of  art,  design  and  craft  to  scientific  breakthroughs  and  entrepreneurship,  including 
social entrepreneurship. The multidimensional character of creativity implies that knowledge 
in a wide range of different domains – both technological and non-technological - can be the 
basis  for  creativity  and  innovation.  Innovation  is  the  successful  realisation  of  new  ideas; 
creativity is the sine qua non of innovation. New products, services, processes, strategies and 
organisations  require  people  to  generate  new  ideas  and  associations  between  them. 
Competences  such  as  creative  thinking  and  advanced  problem-solving  are  therefore  as 
essential in economic and social as in artistic fields. 

The  communities  of  creativity  and  innovation  –  those  of  the  arts  on  the  one  hand  and 
technology  and  business  on  the  other  –  are  often  not  well  connected.  An  important 
contribution of the Year will be to bridge these worlds, by showing with concrete examples 
the  value  of  considering  the  concepts  of  creativity  and  innovation  together  in  a  number  of 
domains, such as in schools, universities, private and public organisations. 

An  important  and  often  untapped  source  of  innovation  can  be  found  outside  of  an 
organisation: the user. User needs can be the starting point for developing, improving and/or 
designing new, more competitive products and services. With appropriate competences, users 
can not only provide an innovation-friendly market environment as consumers, but also solve 
unforeseen problems and participate in the development of products and services themselves. 
The  positive  effect  of  consumer  involvement  explains  why  producers  of  new  technologies 
who work closely with users have a good success rate with innovation. 

The relationship between competences and innovation is dynamic: people's attitudes as well 
as  their  skills  and  knowledge  help  drive  innovation,  and  innovation  in  turn  contributes  to 
changing demand for skills, in a society as well as at company level. No single skills mix is a 
recipe  for  successful  innovation  in  all  circumstances.  Innovation  processes  are  becoming 
increasingly networked, multidisciplinary and problem-oriented, setting ever higher demands 
for generic skills such as learning to learn and a capacity to interact effectively with others. 
Hence  the  importance  of  recognising  competences  as  “knowledge,  skills  and  attitudes”,  as 
does the Recommendation on key competences. Attitudes to change may be as important as 
more formal qualifications. 

5 COM(2006) 502 final. 

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A  fundamental  quality  underpinning  creative  and  innovative  capacity  is  motivation  and  a 
sense of initiative. The foundations of such qualities are laid in the early phases of personal 
development. Creativity occupies a significant share of the curriculum in early school years, 
but  its  share  diminishes  drastically  in  the  course  of  pupils’  education.  One  major  challenge 
facing  education  systems  is,  therefore,  how  to  keep  the  spark  of  creativity  alive  in  children 
and  young  people.  The  responses  have  included,  for  instance,  putting  greater  emphasis  on 
creative  subjects,  developing  new  approaches  to  learning  and  fostering  various  extra-
curricular activities. 

At the same time, intercultural and interpersonal competences are vital to equip individuals to 
participate  in  an  effective  and  constructive  way  in  social  and  working  life,  particularly  in 
increasingly  diverse  societies.  Civic  competence  equips  individuals  to  participate  fully  in 
civic  life,  based  on  knowledge  of  social  and  political  concepts  and  structures  and  a 
commitment  to  active  and  democratic  participation.  These  skills  and  knowledge  sets  are 
therefore also important to foster creativity and a capacity for innovation. 

The  mounting  pressure  to  develop  creative,  innovative  and  critical  skills  implies  that 
traditional teaching approaches based on direct instruction or lecturing are no longer adequate. 
They are being replaced by more learner-focused models that are based on the learner’s active 
involvement in the process of reflection and interpretation. Learning is achieved together with 
others,  creatively  changing  social  practices  and  habits.  An  organisational  culture  supporting 
openness and creativity is a vital precondition for successful learning and innovation. 

3. 

CONSULTATION OF INTERESTED PARTIES AND EXPECTED IMPACT 

3.1. 

Consultation of interested parties 

Informal  discussions  about  organising  a  European  Year  of  Creativity  and  Innovation,  based 
on existing programmes, have been held with Members of the European Parliament and with 
the  Member  States.  The  substance  of  the  initiative  has  been  widely  welcomed,  and  the 
growing  number  of  requests  for  further  information  received  from  a  wide  range  of 
stakeholders indicates that there is strong demand for it. 

3.2. 

Expected impact 

The  Education  and  Training  2010  work  programme  produces  many  outputs,  including 
biennial  reports  on  cooperation  across  a  broad  range  of  education  and  training  issues  and 
recommendations or other non-binding principles or instruments dealing with specific topics 
such  as  recognition  of  non-formal  and  informal  learning  outcomes  or  lifelong  guidance. 
However,  many  of  its  activities  and  outputs  are  addressed  primarily  to  practitioners  and 
policymakers, and are not sufficiently visible for a wider audience.  

A European Year which focuses on developing creativity and capacity for innovation would 
provide an opportunity to bring some of those outputs to the attention of the general public in 
a way which is accessible and can capture their imagination, while drawing on the results of 
analyses and policy recommendations already endorsed at European level. It would also give 
stakeholders,  including  institutions  and  civil-society  organisations  operating  at  European, 
national,  regional  or  local  level,  an  opportunity  to  make  a  greater  impact  and  gain  wider 
recognition  for  their  efforts  by  participating  in  a  Europe-wide  initiative.  The  Year  will 
therefore help to strengthen the impact of existing processes under the Education and Training 
2010 work programme and to generate a critical mass of activities targeting the development 

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of skills related to creativity and innovation. It will also build on the results of the European 
Year  of  Intercultural  Dialogue  (2008)  by  emphasising  the  importance  of  interpersonal  and 
intercultural skills in fostering creativity and a capacity for innovation in a culturally diverse 
environment. 

In  this  way,  the  Year  is  expected  to  have  at  least  as  significant  an  impact  as  previous 
initiatives of the same type in the field of education, such as the European Year of Lifelong 
Learning (1996) and the European Year of Education through Sport (2004). The current focus 
on  competitiveness,  knowledge  and  skills  in  the  context  of  the  Lisbon  strategy  is  likely  to 
provide an environment in which stakeholders will be all the more receptive to the outputs of 
the Year. 

Activities in relevant policy fields other than education, such as enterprise, media, cohesion, 
rural development and research, are already contributing, directly or indirectly, to promoting 
creativity and innovation capacity. The Commission will draw on these activities to add to the 
impact of the Year. 

4. 

LEGAL ELEMENTS OF THE PROPOSAL 

4.1. 

Summary of the objectives of the action and the proposed measures 

The  overall  objective  of  the  European  Year  is  to  promote  creativity  for  all  as  a  driver  for 
innovation and as a key factor for the development of personal, occupational, entrepreneurial 
and social competences through lifelong learning. 

In  keeping  with  the  concept  of  lifelong  learning  endorsed  by  the  Council  Resolution  on 
lifelong learning of 27 June 20026, the promotion of creativity and a capacity for innovation 
will be tailored to all stages of lifelong learning, from early learning through compulsory and 
post-compulsory education and training, extending through working life to the post-retirement 
phase. It will apply to formal, non-formal and informal learning environments. 

As  in  other  European  Years,  measures  will  include  information  and  promotion  campaigns, 
events and initiatives at European, national, regional and local levels to convey key messages 
and disseminate information about examples of good practice. The Year will be implemented 
using existing Community programmes, in particular the Lifelong Learning Programme 2007-
20137 and the Culture Programme 2007-20138, and other programmes and initiatives within 
the priorities set for each instrument for the period including 20099. Those priorities include 
sectorally targeted objectives such as: awakening and reinforcing creativity and innovation or 
developing  innovative  pedagogic  approaches  involving  the  creative  arts  and  science  in 
schools;  promoting  the  “knowledge  triangle”  by  establishing  learning  regions  centred  on 
universities  as  a  driving  force  for  regional  development;  supporting  the  development  and 
transfer  of  innovation  through  vocational  training;  promoting  adults’  personal  fulfilment  by 
developing  their  cultural  awareness  and  capacity  for  creative  expression  and  innovation  via 

6 OJ C 163, 9.7.2002, p. 1. 
7 Decision No 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 (OJ L 327, 

24.11.2006, p. 45): http://ec.europa.eu/education/programmes/llp/index_en.html. 

8 Decision No 1855/2006/EC of the European Parliament and of the Council of 27 December 2006 (OJ L 372, 

27.12.2006, p. 22). 

9 http://ec.europa.eu/education/programmes/llp/call08/prior_en.pdf. 

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adult education; and, for all links in the lifelong learning chain, communication activities and 
events to disseminate and apply the results. 

To ensure that the activities organised in the course of the Year are tailored to the needs and 
circumstances  in  each  Member  State  and  that  the  maximum  impact  is  obtained  from  the 
lessons  learned  at  European  level,  the  Member  States  are  invited  to  appoint  a  national 
coordinator responsible for organising their participation in the European Year of Creativity 
and Innovation where the national Lisbon Coordinator cannot usefully take over this role. A 
European  steering  group,  including  representatives  of  the  national  coordinators,  will 
coordinate activities at European level. 

4.2. 

Legal basis 

The basis for this initiative is Articles 149 and 150 of the EC Treaty. These two articles are 
commonly coupled, in keeping with the lifelong learning approach which has been endorsed 
in many Community texts over more than a decade, including those mentioned in the recitals. 

4.3. 

Principle of subsidiarity 

This proposal is in keeping with the principle of subsidiarity, in the same way as the existing 
Lifelong Learning Programme, which will be an important vehicle for implementing the Year. 
As in that case, the objectives of the proposal cannot be achieved to a sufficient extent solely 
by action by the Member States, because action at national level alone would not benefit from 
the  European  dimension  of  exchanges  of  experience  and  good  practice  between  Member 
States  targeted  on  promoting  key  competences  in  the  specific  field  of  creativity  and 
innovation. 

The objectives of the proposal can be better achieved by Community action because European 
Years are typically designed to meet common challenges facing Europe by achieving critical 
mass through a combination of public awareness-raising and promoting policy debate. 

4.4. 

Principle of proportionality 

The course of action proposed is simple, relying on existing programmes and on refocusing 
communication  activities  on  the  themes  of  the  Year,  and  imposes  no  disproportionate 
management constraints on administrations implementing it. 

4.5. 

Choice of instrument 

A decision of the European Parliament and of the Council is the most appropriate instrument 
to ensure the full involvement of the legislative authority in designing the Year. 

5. 

BUDGETARY IMPACT 

No additional funding is sought for the Year. The flexibility for setting priorities on an annual 
or  multiannual  basis  in  the  Lifelong  Learning  Programme  and  other  relevant  programmes 
provides  a  sufficient  financial  margin  to  support  an  awareness-raising  campaign  on  a  scale 
similar to previous European Years. The administrative resources necessary to implement the 
Year can also be found within existing administrative budgets. 

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2008/0064 (COD) 

Proposal for a 

DECISION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL 

concerning the European Year of Creativity and Innovation (2009) 

Text with EEA relevance 

THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION, 

Having  regard  to  the  Treaty  establishing  the  European  Community,  and  in  particular 
Articles 149 and 150 thereof, 

Having regard to the proposal from the Commission10, 

Having regard to the opinion of the European Economic and Social Committee11, 

Having regard to the opinion of the Committee of the Regions12, 

Acting in accordance with the procedure laid down in Article 251 of the Treaty13, 

Whereas: 

(1) 

(2) 

(3) 

Europe  needs  to  strengthen  its  capacity  for  creativity  and  innovation  for  social  and 
economic reasons in order to respond effectively to the development of the knowledge 
society:  innovative  capacity  is  closely  linked  with  creativity  as  a  personal  attribute, 
and  to  be  harnessed  to  full  advantage  it  needs  to  be  widely  disseminated  throughout 
the population. This requires an approach based on lifelong learning. 

Education and training systems should cater sufficiently and at all appropriate  levels 
for the development of key competences to support creativity and innovation, with a 
view to finding innovative and original solutions in personal, occupational and social 
life.  

The  Lisbon  European  Council  (23-24  March  2000)  concluded  that  a  European 
framework should define the new basic skills to be provided through lifelong learning 
as  a  key  measure  in  Europe’s  response  to  globalisation  and  the  shift  to  knowledge-
based economies, and emphasised that people are Europe’s main asset. 

(4) 

The  Commission  Communication  “Making  a  European  Area  of  Lifelong  Learning  a 
Reality” and the subsequent Council Resolution of 27 June 2002 on lifelong learning14

10 OJ C , , p. . 
11 OJ C , , p. . 
12 OJ C , , p. . 
13 OJ C , , p. . 
14 OJ C 163, 9.7.2002, p. 1.  

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(5) 

(6) 

(7) 

(8) 

identified the provision of “the new basic skills” as a priority and stressed that lifelong 
learning must cover learning from pre-school to post-retirement age 

The Recommendation of the European Parliament and of the Council of 18 December 
2006  on  key  competences  for 
in  particular, 
“mathematical  competence  and  basic  competences  in  science  and  technology”, 
“learning to learn”, “digital competence”, a “sense of initiative and entrepreneurship”, 
“cultural awareness and expression” and “social and civic competences”. 

learning15 

identified, 

lifelong 

are 

prerequisites 

At  its  meeting  of  8/9  March  2007  the  European  Council  noted  that  education  and 
training 
triangle 
(education/research/innovation)  and  play  a  key  role  in  boosting  growth  and  jobs.  It 
called  for  particular  attention  to  be  given  to  stimulating  the  potential  of  small  and 
medium-sized enterprises, including those in the cultural and creative sectors, in view 
of their role as drivers of growth, job creation and innovation. 

a  well-functioning 

knowledge 

for 

Declaring a European Year of Creativity and Innovation is an effective way of helping 
to  meet  the  challenges  facing  Europe  by  raising  public  awareness,  disseminating 
information  about  good  practices  and  promoting  research  and  policy  debate.  By 
creating  an  environment  for  simultaneously  promoting  these  objectives  at  European, 
national, regional and local levels, it can achieve greater synergy and critical mass than 
disparate efforts at different levels. 

As  the  promotion  of  creativity  and  of  a  capacity  for  innovation  through  lifelong 
learning falls within the objectives of existing programmes, in particular the Lifelong 
Learning  Programme16,  such  a  Year  can  be  implemented  by  using  that  programme 
within  the  existing  margins  which  it  provides  for  setting  funding  priorities  on  an 
annual  or  multiannual  basis;  programmes  and  policies  in  other  fields,  such  as 
enterprise,  cohesion,  rural  development,  research  and  the  information  society,  also 
contribute to promoting creativity and a capacity for innovation and may support the 
initiative within their respective legal frameworks. 

(9) 

Since the objectives of this Decision cannot be sufficiently achieved by Member States 
and can therefore be better achieved at Community level, the Community may adopt 
measures, in accordance with the principle of subsidiarity, as provided for in Article 5 
of the Treaty. 

(10) 

In accordance with the principle of proportionality, as provided for in the same Article, 
this  Decision  does  not  go  beyond  what  is  necessary  in  order  to  achieve  those 
objectives, 

15 Recommendation 2006/962/EC, OJ L 394, 30.12.2006, p. 10. 
16 Decision No 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 (OJ L 327, 

24.11.2006, p. 45). 

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HAVE ADOPTED THIS DECISION: 

Article 1 

Subject 

The year 2009 shall be designated as the “European Year of Creativity and Innovation”. 

Article 2 

Objectives 

1. The overall objective of the European Year of Creativity and Innovation shall be to support 
the efforts of the Member States to promote creativity, through lifelong learning, as a driver 
for  innovation  and  as  a  key  factor  for  the  development  of  personal,  occupational, 
entrepreneurial and social competences and the well-being of all individuals in society.  

2.  The  specific  objectives  of  the  European  Year  of  Creativity  and  Innovation  shall  be  to 
highlight, inter alia, the following factors which can contribute to promoting creativity and a 
capacity for innovation:  

a) providing an environment which is favourable to innovation, flexibility and adaptability in 
a  rapidly  changing  world  and  creative  management  of  diversity;  all  forms  of  innovation, 
including social and entrepreneurial innovation, should be taken into account; 

b) stimulating aesthetic sensitivity, emotional development, lateral thinking and intuition and 
fostering  creativity  in  all  children  from  the  earliest  stages  of  development,  including  pre-
school care; 

c)  raising  awareness  of  the  importance  of  creativity,  innovation  and  entrepreneurship  for 
personal  development,  as  well  as  for  economic  growth  and  employment;  and  fostering 
entrepreneurial mindsets, particularly among young people; 

d) promoting education in basic as well as advanced mathematic, scientific and technological 
skills conducive to technological innovation;

e) fostering openness to change, creativity and problem-solving as competences conducive to 
innovation which are transferable to a variety of occupational and social contexts; 

f) broadening access, and reducing disparities in access, to a variety of creative forms of self-
expression,  throughout  formal  education,  and  particularly  during  young  people’s  most 
formative years, so that the personal development of some is not hindered;

g) raising awareness among people that creativity, knowledge and flexibility are important in 
a  time  of  rapid  technological  changes  and  global  integration  for  a  prosperous  and  fulfilling 
life; and equipping people to improve their career opportunities in all areas where creativity 
and a capacity for innovation play an important role; 

h) promoting closer links between arts, business and schools and universities; 

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i)  developing  creativity  and  innovative  capacity  through  non-formal  and  informal  youth 
activities; 

j) encouraging those who are not on the labour market to develop their creative potential for 
personal  fulfilment  and  those  who  seek  employment  to  enhance  their  attractiveness  on  the 
labour market; 

k)  promoting  design  as  a  creative  activity  which  significantly  contributes  to  innovation,  as 
well  as  innovation  management  and  design  management  skills,  including  basic  notions  of 
protection of intellectual property; 

l)  highlighting  openness  to  cultural  diversity  as  a  means  of  fostering  intercultural 
communication and artistic cross-fertilisation; and 

m) developing creativity and innovative capacity in private and public organisations through 
training,  and  encouraging  organisations  to  make  better  use  of  the  creative  capacities  of 
individuals, employees as well as of customers or users. 

Article 3 

Content of measures 

The  measures  to  be  taken  to  achieve  the  objectives  set  out  in  Article  2  shall  include  the 
following activities at European, national, regional or local level linked to the objectives and 
themes of the European Year of Creativity and Innovation:  

a) conferences, events and initiatives to promote debate and raise awareness of the importance 
of creativity and a capacity for innovation; 

b) information and promotion campaigns to disseminate key messages; 

c)  identification  of  examples  of  good  practice  and  dissemination  of  information  about 
promoting creativity and a capacity for innovation; 

d) surveys and studies on a Community or national scale.

In  addition  to  activities  co-financed  by  the  Community  in  accordance  with  Article  6,  the 
Commission or the Member States may identify other activities as contributing to objectives 
of the Year and permit the use of the name of the Year in promoting those activities insofar as 
they contribute to achieving the objectives set out in Article 2. 

Article 4 

Cooperation with the Member States 

Each  Member  State  shall  appoint  a  national  coordinator  responsible  for  organising  its 
participation  in  the  European  Year  of  Creativity  and  Innovation  where  the  national  Lisbon 
Coordinator cannot usefully take over this role. The coordinator shall ensure the coordination 
at national level of activities relating to the European Year of Creativity and Innovation.  

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Article 5 

Coordination at European level 

The Commission shall convene meetings of the national coordinators in order to coordinate 
the implementation of the European Year of Creativity and Innovation at European level and 
to exchange information on implementation thereof at national level. 

Article 6 

Funding  

Without prejudice to the support that may be given to the Year by programmes and policies in 
other fields such as enterprise, cohesion, research and the information society, cofinancing at 
European level of activities within the framework of the Year shall be in accordance with the 
priorities and rules applying to existing programmes in the field of education and training, and 
in particular the Lifelong Learning Programme. 

Article 7 

Entry into force 

This Decision shall enter into force on the day following that of its publication in the Official 
Journal of the European Union. 

Article 8 

This Decision is addressed to the Member States. 

Done at Brussels, […] 

For the European Parliament 
The President 
[…] 

For the Council 
The President 
[…] 

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