26. Invites the Member States to develop a Strategic Research Action Plan establishing medium- to long-term research needs and objectives in the area of neurodegenerative diseases, including care provision needs, especially in the area of Alzheimer's. These action plans should focus on enhancing the potential of young researchers and supporting innovative research approaches based on a public-private partnership; recommends fostering the development of centres of excellence for specific research areas and involving representatives of patients, carers organisations and public/private healthcare providers;

We often have a tendency to reduce these needs to skilled immigration. However, this is not appropriate, because in Europe we also need unskilled immigration, and the discussions in the Council are on exactly that – how to better manage these immigration needs and how to find the best solutions in terms of employment, qualification and reception in schools and universities.

Adapt education and training systems in response to new competence requirements through: better identification of occupational needs and key competences, and anticipation of future skill requirements; support close co-operation between industry and education- and research centres in order provide for the best climate for innovation among European enterprises; broadening the supply of education and training tools; developing frameworks to support the transparency of equivalent qualifications, their effective recognition and the validation of non-formal and informal learning; ensuring the attractiveness, openness and high quality stand ...[+++]ards of education and training systems, including systems fitting the specific needs of people at a disadvantage on the labour market, particularly women, young people and older people; special efforts should be given to attract students and scientists from third countries (Integrated guideline No 23).

Adapt education and training systems in response to new competence requirements through: better identification of occupational needs and key competences, and anticipation of future skill requirements; support for close co-operation between industry and educational and research centres in order to provide the best climate for innovation among European enterprises ; broadening the supply of education and training tools; developing frameworks to support the transparency of equivalent qualifications, their effective recognition and the validation of non-formal and informal learning; ensuring the attractiveness, openness and high quality ...[+++]standards of education and training systems, including systems meeting the specific needs of people at a disadvantage on the labour market, particularly women, young people and older people; making special efforts to attract students and scientists from third countries (Integrated guideline No 23).

EU Member States that are also members of WEAG have already endorsed this approach and attempted to open their respective markets by establishing national procurement focal points and by publishing their defence procurement needs in national "Official Journals".

It also investigates skill and competence needs in selected sectors and looks for a common EU approach to monitor the changing skill needs.