2022/2149(INI) The System of European Schools: State of play, Challenges and Perspectives
Lead committee dossier:
Progress: Procedure completed
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Lead | CULT |
CICUREL Ilana ( Renew)
|
POLLÁK Peter ( EPP),
NEGRESCU Victor ( S&D),
FRANZ Romeo ( Verts/ALE),
GRISET Catherine ( ID),
KRUK Elżbieta ( ECR),
MICHELS Martina ( GUE/NGL)
|
| Committee Opinion | EMPL |
Lead committee dossier:
Legal Basis:
RoP 54
Legal Basis:
RoP 54Events
2023/09/12
EP - Text adopted by Parliament, single reading
Documents
2023/09/12
EP - Decision by Parliament
Documents
2023/09/12
EP - End of procedure in Parliament
2023/06/01
EP - Committee report tabled for plenary
Details
The Committee on Culture and Education has adopted an own-initiative report by Ilana CICUREL (Renew, FR) on the system of European Schools: state of play, challenges and perspectives.
State of play and vision
Members pointed out that the unique European School System (ESS) has demonstrated its strengths and qualities since its creation in the 1950s, as shown, for example, by the recognition of the European Baccalaureate in all Member States and the steady growth in the number of accredited European Schools (AES). However, serious governance, management and financing difficulties persist, hampering the system’s potential with negative consequences for the entire school community. These difficulties touch upon legal issues, resources, infrastructures, staff recruitment and elements of educational and pedagogical quality, thereby underscoring a profound need for reform.
The report stressed the need for a critical, in-depth assessment of all aspects of the ESS, and for reform to future-proof the system, expand its outreach activities and ensure that it serves as a model for the exchange of good practices across educational systems.
Members called on the European Schools’ Board of Governors (BoG) to update the mission, principles and objectives of the ESS in the form of a new ‘ESS Charter’ . They called on the Commission to play a more active coordinating role, in particular to forge links between the EES and the European Education Area (EEA). They would like to see greater accountability and transparency , more parliamentary scrutiny and scrutiny, and better communication so that the EES and the European Baccalaureate are more visible and better understood at all levels.
Governance, management and legal issues
The report called on the Commission to carry out, before the end of 2024, a thorough review of the governance and management structures of the EES as a whole and of each institution in particular. It asked that this review examine the missions, responsibilities and structures in place at all levels, assess the independence of functions and possible conflicts of interest, and identify the regulatory issues that hamper the EES.
Members stressed the need to streamline the Board of Governors' decision-making process and increase its flexibility. They called for all management staff to have clear responsibilities, transparent decision-making, performance reviews every two years and training and development plans. Parliament should be able to monitor reforms and progress towards targets.
The Board of Governors is invited to: (i) assess compliance with health, safety and security standards in the schools; (ii) ensure that the contractual and working conditions of locally recruited teachers comply with EU and national employment legislation; (iii) amend the Staff Regulations and the General Rules of the European Schools to explicitly clarify the competences of the Complaints Board vis-à-vis national courts, ensuring that there is no gap in legal protection; (iv) put in place an independent ombudsperson to address complaints about maladministration and mediate in conflicts; and (v) develop a code of good administrative conduct for school management at all levels.
The report urged the Member States to meet their obligations vis-à-vis the ESS in full, particularly with regard to the secondment of qualified teachers and other educational staff and the provision of adequate infrastructure and called for a binding system of direct financial contributions to ensure greater flexibility and security for both the ESS and the Member States.
The Board of Governors is called upon to urgently address the ongoing teacher shortages and to provide a stable and fair employment situation for all by retain staff and reducing turnover, thereby preventing the brain drain. In this regard, Members called for additional resources and a strengthened and fair employment package for seconded and locally recruited staff alike, with competitive remuneration , more equal salaries for nursery, primary and secondary teachers, clarity about employment status and stability. They called for teachers and schools to be given a greater degree of autonomy and for the creation of new middle management posts focusing on quality teaching methods and programmes in schools.
Quality of education and teaching
Members advocated a series of measures to improve educational and teaching standards. For instance, they called on the Board of Governors and the Secretary-General's Office to develop a strategy for continuous professional development and an induction programme for teachers and other education staff across the EES by the end of 2024.
The report urged schools to take advantage of the opportunities offered by personalised learning. It called on the Board of Governors to implement a coherent, uniform and systematic inclusion policy across the EES. It called on the Board of Governors and the Secretary-General's Office to promote a safe learning environment in which no form of violence is permitted and to step up the fight against harassment and cyber-bullying in the EES.
Members stressed that it is essential to offer all pupils a full and high-quality educational experience, particularly in their mother tongue and for students without a language section. They called on the Boards of Governors to periodically review the teaching of a second and third language. They also called for current curricula to be updated to emphasise the European dimension.
Outlook
Lastly, Members asked for the financial contributions from the EU to the ESS to feature as a separate budget line in future EU budgets. They want the ESS to become a beacon for high-quality multilingual and multicultural education in Europe and beyond, demonstrating that being ‘united in diversity’ can also be a living reality in the educational sphere. They expressed the wish for the European Parliament to be represented on the Board of Governors.
Documents
2023/05/25
EP - Vote in committee
2023/04/18
EP - Amendments tabled in committee
Documents
2023/03/17
EP - Committee draft report
Documents
2022/10/20
EP - Committee referral announced in Parliament
2022/10/10
EP - CICUREL Ilana (Renew) appointed as rapporteur in CULT
Documents
- Text adopted by Parliament, single reading: T9-0306/2023
- Decision by Parliament: T9-0306/2023
- Committee report tabled for plenary: A9-0205/2023
- Amendments tabled in committee: PE746.743
- Committee draft report: PE742.413
- Committee draft report: PE742.413
- Amendments tabled in committee: PE746.743
- Text adopted by Parliament, single reading: T9-0306/2023
Activities
- Ilana CICUREL
Plenary Speeches (1)
Votes
Système des écoles européennes – état des lieux, enjeux et perspectives - A9-0205/2023 - Ilana Cicurel - Proposition de résolution (ensemble du texte) #
2023/09/12 Outcome: +: 530, -: 67, 0: 30
PPE
The Left
NI| Amendments | Dossier |
| 181 |
2022/2149(INI)
2023/04/18
CULT
181 amendments...
Amendment 1 #
Motion for a resolution Citation 6 a (new) — having regard the European Parliament resolution of 19 May 2022 on establishing the European Education Area by 2025 – micro-credentials, individual learning accounts and learning for a sustainable environment,
Amendment 10 #
Motion for a resolution Recital B B. whereas the ESS, in combining the educational systems of Member States – through parallel language sections – with a strong European dimension, including a curriculum for European citizenship education, multilingual education and a focus on science, technology, engineering, the arts and mathematics, as well as pedagogical innovations, represents a laboratory for educational reform, including for the creation of a European Education Area (EEA);
Amendment 100 #
Motion for a resolution Paragraph 11 11. Calls for a dedicated task force to be established by mid-2025, composed of representatives of all budgetary contributors to the ESS and involving relevant pedagogical experts from the OSG, the Commission and the Member States, with a mandate to make concrete suggestions to resolve critical resourcing issues with adequate permanent funding and develop a comprehensive and sustainable cost-sharing model that will allow the ESS to fulfil its mission in line with the new ‘ESS Charter’;
Amendment 101 #
Motion for a resolution Paragraph 11 11. Calls for a dedicated task force to be established by mid-2025, composed of representatives of all budgetary contributors to the ESS and involving
Amendment 102 #
Motion for a resolution Paragraph 12 12. Calls on the BoG to resolve ongoing teacher shortages and ensure a stable and fair employment situation for all by retaining staff and reducing turnover, thereby avoiding a brain drain; calls, in this regard, for additional resources to be allocated and a strengthened employment package for seconded and locally recruited staff alike, with competitive remuneration, more equal salaries for nursery, primary and secondary teachers, clarity about employment status and stability, continuous professional development (CPD) and further career prospects in and beyond the ESS; calls for predictability in working conditions for non-local recruited teachers and ensuring equally beneficial working conditions, as well as steady transitions in their career path for situations such as teachers’ relocation or return to the country of origin; calls for the establishment of a system of periodic assessment and update of teaching methods and teachers professional development modules, especially in view of the green and digital transitions;
Amendment 103 #
Motion for a resolution Paragraph 12 12. Calls on Member States to meet their obligations with regard to the secondment of qualified teachers, and calls on the BoG to resolve ongoing teacher shortages and ensure a stable and fair employment situation for all by retaining staff and reducing turnover, thereby avoiding a brain drain; calls, in this regard, for a strengthened employment package for seconded and locally recruited staff alike, with competitive remuneration, more equal salaries for nursery, primary and secondary teachers, clarity about employment status and stability, continuous professional development (CPD) and further career prospects in and beyond the ESS;
Amendment 104 #
Motion for a resolution Paragraph 12 12. Calls on Member States to meet their obligations with regard to the secondment of qualified teachers, and calls on the BoG to resolve ongoing teacher shortages and ensure a stable and fair employment situation for all by retaining staff and reducing turnover, thereby avoiding a brain drain; calls, in this regard, for a strengthened employment package for seconded and locally recruited staff alike, with competitive remuneration, more equal salaries for nursery, primary and secondary teachers, clarity about
Amendment 105 #
Motion for a resolution Paragraph 12 12. Calls on the BoG to resolve ongoing teacher shortages and ensure a stable and fair employment situation for all by retaining staff and reducing turnover, thereby avoiding a brain drain; calls, in this regard, for a strengthened employment package for seconded and locally recruited staff alike, with competitive remuneration, more equal salaries for nursery, primary and secondary teachers, clarity about employment status and stability, continuous professional development (CPD) and further career prospects in and beyond the ESS; to take immediate action to address precarious working conditions of locally recruited teachers
Amendment 106 #
Motion for a resolution Paragraph 12 12. Calls on the BoG to resolve
Amendment 107 #
Motion for a resolution Paragraph 12 12. Calls on the BoG to resolve ongoing teacher shortages and ensure a stable and fair employment situation for all by retaining staff and reducing turnover, thereby avoiding a brain drain; calls, in this regard, for a strengthened employment package for seconded and locally recruited staff alike, with competitive and equal remuneration at place of secondment contract, more equal salaries for nursery, primary and secondary teachers, clarity about employment status and stability, continuous professional development (CPD) and further career prospects in and beyond the ESS;
Amendment 108 #
Motion for a resolution Paragraph 12 12. Calls on the BoG to urgently resolve ongoing teacher shortages and ensure a stable and fair employment situation for all by retaining staff and reducing turnover, thereby avoiding a brain drain; calls, in this regard, for a strengthened employment package for seconded and locally recruited staff alike, with competitive remuneration, more equal salaries for nursery, primary and secondary teachers, clarity about employment status and stability, continuous professional development (CPD) and further career prospects in and beyond the ESS;
Amendment 109 #
Motion for a resolution Paragraph 12 12. Calls on the BoG to resolve ongoing teacher shortages and ensure a stable and fair employment situation for all by retaining staff and reducing turnover, thereby avoiding a brain drain; calls, in this regard, for a strengthened employment package for
Amendment 11 #
Motion for a resolution Recital B B. whereas the ESS, in combining the educational systems of Member States – through parallel language sections – with a strong European dimension, multilingual education and a focus on science, technology, engineering, the arts and mathematics, as well as pedagogical innovations, represents a
Amendment 110 #
Motion for a resolution Paragraph 12 a (new) 12 a. Calls for the introduction of the possibility of permanent employment (not limited to 9- or 12-year contracts) for educational staff with outstanding academic and pedagogical achievements, especially those whose work extends beyond the classroom and brings together students of different nationalities, cultures and languages; particularly noteworthy are the activities in the secondary school with artistically and athletically talented students, as due to the structure of the work in the secondary cycle, there is no equivalent of the European Hours carried out in the primary school;
Amendment 111 #
Motion for a resolution Paragraph 12 b (new) 12 b. Underlines that the additional work of seconded teachers who provide voluntarily regular group extra-curricular activities after evaluation (by the students, parents and the staff) of the benefit for the school community of these, must be formally regulated;
Amendment 112 #
Motion for a resolution Paragraph 13 13. Calls for a degree of autonomy to be ensured for teachers and schools alike, for additional middle management posts focused on high-quality teaching methodologies and curricula to be introduced at schools, and for all recruitment procedures to be more transparent and open; calls, furthermore, for an urgent review of the enrolment arrangements and school fees, and for the full potential of the AES to be exploited, including to address overcrowding; requesting a pragmatic and sustainable solution for the current overcrowding problem, as visible in the EEB2 school; acknowledging that overcrowding leads to a significantly increased stress level for students, teachers and staff and is degrading the provided standard of education; 14. Calls to ensure appropriate inclusion by acquiring the necessary facilities for people with disabilities to enusre equal participation for all students, and conducting needed intensive support assistance for required staff ; stressing that these measures should be a priority for all European Schools;
Amendment 113 #
Motion for a resolution Paragraph 13 13. Calls for a degree of autonomy to be ensured for teachers and schools alike, for additional middle management posts focused on high-quality teaching methodologies and curricula to be introduced at schools, and for all recruitment procedures to be more transparent and open; calls, furthermore, for an urgent review of the enrolment arrangements and school fees, ensuring that the system is affordable and accessible for all pupils, and for the full potential of the AES to be exploited, including to address overcrowding; calls for greater affordability of school transportation and for the adoption of more green solutions for school buses;
Amendment 114 #
Motion for a resolution Paragraph 13 13. Calls for a degree of autonomy to be ensured for teachers and schools alike, for additional middle management posts focused on high-quality teaching methodologies and curricula to be introduced at schools, as well as organisation of psychological and pedagogical assistance for students and for all recruitment procedures to be more transparent, respected and open; calls, furthermore, for an urgent review of the enrolment arrangements and school fees, and for the full potential of the AES to be exploited, including to address overcrowding of school and classes/groups;
Amendment 115 #
Motion for a resolution Paragraph 13 13. Calls for a degree of autonomy in teaching methods, the immediate selection of material and pedagogical concepts to be ensured for teachers and schools alike, for additional middle management posts focused on high-quality teaching methodologies and curricula to be introduced at schools, and for all recruitment procedures to be more transparent and open; calls, furthermore, for an urgent review of the enrolment arrangements and school fees, and for the full potential of the AES to be exploited, including to address overcrowding;
Amendment 116 #
Motion for a resolution Paragraph 13 13. Calls for a degree of autonomy to be ensured for teachers and schools alike, for additional middle management posts focused on high-quality teaching methodologies and curricula to be introduced at schools, and for all recruitment procedures to be more transparent and open; calls to consider establishing the framework for professional-pedagogical development, furthermore, for an urgent review of the enrolment arrangements and school fees, and for the full potential of the AES to be exploited, including to address overcrowding;
Amendment 117 #
Motion for a resolution Paragraph 13 13. Calls for a degree of autonomy to be ensured for teachers and schools alike, for additional middle management posts focused on support for high-quality teaching methodologies and curricula to be introduced at schools, and for all recruitment procedures to be more transparent and open; calls, furthermore, for an urgent review of the enrolment arrangements and school fees, and for the full potential of the AES to be exploited, including to address overcrowding;
Amendment 118 #
Motion for a resolution Paragraph 13 a (new) 13 a. Recalls that, under Article 3. 3(a) of the Convention defining the Statute of the European Schools, any proposal to modify the fundamental structure of a School shall require a unanimous vote of the Member State representatives on the Board of Governors, and that, under Article 9.1(a), the adoption of a decision affecting the specific interests of a Member State shall require a favourable vote by the representative of that Member State; also recalls that any proposal, in particular to modify the language sections or the enrolment guidelines for the ESS, shall respect the principles of proportionality, multiculturalism and multilingualism from the earliest school age, as well as the legitimate expectations of parents regarding the school their children will attend and of teachers regarding working conditions;
Amendment 119 #
Motion for a resolution Paragraph 13 a (new) 13 a. Calls for more resources to be allocated for extracurricular activities in order to ensure their affordability and relieve the financial burden for parents; calls for better management of extracurricular activities and more inclusiveness in their design; encourages to expand the range of extracurricular activities, through mutual programs between ES and AES;
Amendment 12 #
Motion for a resolution Recital B a (new) B a. whereas the European Schools enable pupils to affirm their cultural identity with the primary importance of mother tongue/dominant language and students in traditional as well as in Accredited European Schools should benefit from this; whereas in the current organisation students without a language section (SWALS) face double disadvantage as they are not able to fully develop the language potential of their mother tongue/dominant language nor language of their vehicular section;
Amendment 120 #
Motion for a resolution Paragraph 13 a (new) 13 a. Calls for an urgent review of the enrolment policies and emphasises the importance of the sibling rule; expresses concerns about the fact that siblings are often placed in different schools in Brussels; notes that this leads not only to inconveniences for the families involved, but has prevented growth in already small language sections;
Amendment 121 #
Motion for a resolution Paragraph 14 14. Calls on the BoG to strengthen educational and pedagogical standards by: a) creating a task force with relevant pedagogical expertise by mid-2024 to review and update the quality assurance approach put in place as part of the 2009 European Schools reform; b) introducing an enhanced and accountable inspection regime, including permanent chief inspectors, subject-specific inspections and follow-up processes that include AES; c) reinforcing the role of the OSG’s Pedagogical Development Unit and the Joint Teaching Committee; and d) ensuring ESS participation in EU programmes and initiatives such as the Erasmus+ Teacher Academies and the EEA; calls for the updated quality assurance approach to focus on clear indicators, monitoring and evaluation frameworks; stresses that the quality assurance process should be updated periodically, including also internal evaluations;
Amendment 122 #
Motion for a resolution Paragraph 14 14. Calls on the BoG to strengthen educational and pedagogical standards by: a) creating a task force with relevant pedagogical expertise by mid-2024 to review and update the quality assurance approach put in place as part of the 2009 European Schools reform; b) introducing an enhanced and accountable inspection regime, including permanent chief inspectors, subject-specific inspections and follow-up processes that include AES;
Amendment 123 #
Motion for a resolution Paragraph 14 14. Calls on the BoG to strengthen educational, psychological and pedagogical standards by: a) creating a task force with relevant pedagogical expertise by mid-2024 to review and update the quality assurance approach put in place as part of the 2009 European Schools reform; b) introducing an enhanced and accountable inspection regime, including permanent chief inspectors, subject- specific inspections and follow-up processes that include AES; c) reinforcing the role of the OSG’s
Amendment 124 #
Motion for a resolution Paragraph 14 14. Calls on the BoG to strengthen educational and pedagogical standards by: a) creating a task force with relevant pedagogical expertise drawn from open, transparent and regular consultation with stakeholders by mid-2024 to review and update the quality assurance approach put in place as part of the 2009 European Schools reform; b) introducing an enhanced and accountable inspection regime, including permanent chief inspectors, subject-specific inspections and follow-up processes that include AES; c) reinforcing the role of the OSG’s Pedagogical Development Unit and the Joint Teaching Committee; and d) ensuring ESS participation in EU programmes and initiatives such as the Erasmus+ Teacher Academies and the EEA;
Amendment 125 #
Motion for a resolution Paragraph 14 a (new) 14a. calls on the Commission to promptly assess, whether, following the implementation of the new grading system in European schools, all conversions of European school grades to those of national systems are consistently in line with the principle of equal treatment, such that these respective conversions cannot in any way result in the systemic disadvantageous positioning of European school pupils with regard to their peers in the respective national system on account of the conversion formula applied; if any such unequal treatment is shown to exist in a given national system, calls on the Member State concerned to promptly address this situation by readjusting its national conversion system if appropriate;
Amendment 126 #
Motion for a resolution Paragraph 14 a (new) 14 a. Calls on the BoG and the OSG to focus the emphasis of younger pupils especially not on maths, reading or writing but creative play; the main aim of early years education is not explicitly "education" in the formal sende but the promotion of the health and wellbeing of every child; emphasis should be given on the "joy of learning", language enrichment, communication and physical activity;
Amendment 127 #
Motion for a resolution Paragraph 14 a (new) 14 a. Demands monitoring of pedagogical qualifications and regular evaluation of the work of non-teaching staff employed by the parents' associations to run group arts and sports activities to ensure students’ safety and high quality education;
Amendment 128 #
Motion for a resolution Paragraph 14 b (new) 14 b. Calls on the BoG and the OSG to develop a system more focused on cooperation not competition, not on standardised testing;
Amendment 129 #
Motion for a resolution Paragraph 15 15. Calls on the BoG and the OSG to develop a CPD strategy for teachers throughout the ESS by the end of 2024 and
Amendment 13 #
Motion for a resolution Recital B a (new) B a. whereas the ESS embodies core European values, sets high standards for education across Europe and contributes to building a European sense of belonging, and should therefore be expanded with the view of establishing a European school in every Member State and recognized schools in all EU regions;
Amendment 130 #
Motion for a resolution Paragraph 15 15. Calls on the BoG and the OSG to develop a CPD strategy for
Amendment 131 #
Motion for a resolution Paragraph 16 Amendment 132 #
Motion for a resolution Paragraph 16 16. Calls
Amendment 133 #
Motion for a resolution Paragraph 16 16. Calls for the BoG to establish clear guidelines in order for ESS teachers to become trainers and mentors in national systems and emphasises the role that should be played by the ESS in establishing a European teachers’ module, to be included in the initial training of teachers across the EU;
Amendment 134 #
Motion for a resolution Paragraph 16 16. Calls for ESS teachers to become trainers and mentors in national systems and emphasises the role that should be played by the ESS in establishing a European teachers’ module, on a voluntary basis, to be included in the initial training of teachers across the EU;
Amendment 135 #
Motion for a resolution Paragraph 16 a (new) 16 a. Calls on the Board to implement the four areas of the European sustainability competence framework (GreenComp) within the ESS, so that it can serve as a practical example to take this action to promote environmental sustainability learning across the EU;
Amendment 136 #
16 b. Calls on the Board to strengthen the fight against bullying and cyber- bullying within the ESS, by creating good practices and developing guidelines for dealing effectively with bullying to serve as an example for the Union; stresses the need to raise awareness of potential risks online and calls for the incorporation of cyber-security notions in school curricula;
Amendment 137 #
Motion for a resolution Paragraph 17 17. Requests the BoG and the OSG to boost inclusion and improve educational opportunities for all students, with a focus on class size and better catering for students with
Amendment 138 #
Motion for a resolution Paragraph 17 17. Requests the BoG and the OSG to boost inclusion and improve educational opportunities, including after-school activities for all students, with a focus on class size, teacher-to-children ratio and better catering for students with particular educational needs, including by considerably increasing the number of educational and psychological support staff in place and the provision of orientation and mentorship services, requests the BoG and the OSG to develop a strategy to allow for ad-hoc support for teachers and children with particular educational needs, in particular in nursery and primary;
Amendment 139 #
Motion for a resolution Paragraph 17 17. Requests the BoG and the OSG to boost inclusion and improve educational opportunities for all students, with a focus on class size and better catering for students with particular educational needs, including by considerably increasing the number of educational and psychological support staff in place and the provision of orientation and mentorship services; highlights that the surge in the number of students who need so-called Intensive Support A assistance should be matched with appropriate resources;
Amendment 14 #
Motion for a resolution Recital B a (new) B a. whereas the ESS must be fully aligned with the education policies put forward by the Union, especially the European Education Area and the Erasmus+ programme, including its strategies and objectives within the system;
Amendment 140 #
Motion for a resolution Paragraph 17 17. Requests the BoG and the OSG to boost inclusion and improve educational opportunities for all students, with a focus on class size and better catering for students with particular educational needs, including by considerably increasing the number of educational and psychological support staff in place and the provision of orientation and mentorship services; highlights that the surge in the number of students who need so-called Intensive Support Assistance should be matched with appropriate resources;
Amendment 141 #
Motion for a resolution Paragraph 17 17. Requests the BoG and the OSG to boost inclusion and improve educational opportunities for all students, with a focus on
Amendment 142 #
Motion for a resolution Paragraph 17 17. Requests the BoG and the OSG to boost inclusion and improve educational opportunities for all students, with a focus on reduction of class size and better catering for students with particular educational needs, including by considerably increasing the number of educational and psychological support staff in place and the provision of orientation and mentorship services;
Amendment 143 #
Motion for a resolution Paragraph 17 a (new) 17 a. Insists on the potential of personalised learning; calls on the BoG to implement a coherent and systematic inclusion policy avoiding rejection based on disability, to ensure reasonable accomodation and quality inclusive education for all students with disabilities or learning differences; urges for progress towards the recognition of their learning outcomes, for instance by way of certification or providing the end diploma; calls for reinforcing the existing frameworks for inclusion and introducting an Inclusion Index and more complete and reliable data; encourages the use of flexible curriculum and highly qualified teaching and support staff;
Amendment 144 #
Motion for a resolution Paragraph 17 a (new) 17 a. Request the BoG and the OSG to boost equal and positive learning opportunities and secure well-being for all children, with more collaboration with teachers and their union representatives, as well as early and regular intervention for children with disabilities;
Amendment 145 #
Motion for a resolution Paragraph 17 a (new) 17 a. Underlines that the training, adequate remuneration and length of employment contracts are key instruments to ensure that support teachers and assistants provide quality, tailored and continued support to students with particular needs;
Amendment 146 #
Motion for a resolution Paragraph 17 a (new) 17 a. underlines that the training, adequate remuneration and length of employment contracts are key instruments to ensure that support teachers and assistants provide quality, tailored and continued support to students with particular needs;
Amendment 147 #
Motion for a resolution Paragraph 17 b (new) 17 b. Notes that whilst the BoG Policy on the Provision of Educational Support and Inclusive Education has been defined centrally, its implementation remains unevenly implemented and depends on individual Schools; is concerned at cases of drop-outs of students with special needs who have not received adequate support or have been encouraged to leave the ESS;
Amendment 148 #
Motion for a resolution Paragraph 17 b (new) 17 b. Notes that whilst the BoG Policy on the Provision of Educational Support and Inclusive Education has been defined centrally, its implementation remains unevenly implemented and depends on individual Schools; is concerned at cases of drop-outs of students with special needs who have not received adequate support or have been encouraged to leave the ESS;
Amendment 149 #
Motion for a resolution Paragraph 18 18. Asks the BoG and the OSG to assess the inclusion of vocational education and training (VET) modules in the ESS
Amendment 15 #
Motion for a resolution Recital B a (new) Amendment 150 #
Motion for a resolution Paragraph 18 18. Asks the BoG and the OSG to assess the inclusion of vocational education and training (VET) modules in the ESS, establish partnerships with VET institutions and explore the possibility of
Amendment 151 #
Motion for a resolution Paragraph 18 a (new) 18 a. Requests the BoG and the OSG to develop and implement overreaching and harmonised whole-school anti-bullying programmes outlining a clear sanctioning system for all class levels, from nursery to secondaire, which promote peer support systems and involve active and well- trained teachers and parents, to foster a safe learning environment in which no form violence is allowed, and sanctions are clearly enforced;
Amendment 152 #
Motion for a resolution Paragraph 18 a (new) 18 a. Regrets the decision of the BOG to reduce the number of periods or to vertically group classes of different levels if the number of students is below threshold since it puts SWALS into an even more disadvantaged position, since the reason for them not having a language section is precisely because they are too few of them.
Amendment 153 #
Motion for a resolution Paragraph 19 19. Insists on the need to deliver a high-quality educational experience for all students, including those without a language section (SWALS); calls for the inclusion of less used European languages in the ESS; calls for an update of existing curricula with a view to further strengthening the European dimension, including through the teaching of history of all European nations and citizenship education, entrepreneurship and soft skills in order to enhance critical thinking and active citizenship, as well as an increase in the number of ‘European Hours’ at all educational levels, with a focus on the importance of European values and digital and green skills; emphasises the importance of correlating the ESS with the Digital Education Action Plan and the respective position of the European Parliament and calls, in this regard, on further integrating digital education in the ESS; stresses that the curricula should be periodically updated so as to reflect skills and competences relevant for the labour market; calls, furthermore, for the automatic recognition of qualifications, in order to increase mobility between the ESS and other school systems and in view of aligning the ESS with the EEA;
Amendment 154 #
Motion for a resolution Paragraph 19 19. Insists on the need to deliver a high-quality educational experience for all students
Amendment 155 #
Motion for a resolution Paragraph 19 19. Insists on the need to deliver a high-quality educational experience for all students, including those without a language section (SWALS);
Amendment 156 #
Motion for a resolution Paragraph 19 19. Insists on the need to deliver a high-quality educational experience for all students, including those without a language section (SWALS); calls for an update of existing curricula with a view to further strengthening the European dimension, including through the teaching of history and citizenship education, as well as an increase in the number of ‘European Hours’ at all educational levels, with a focus on the importance of European values and digital and green skills; calls for an urgent reform/ improvement of SWALS education so that it remains an attractive option
Amendment 157 #
Motion for a resolution Paragraph 19 19. Insists on the need to deliver a high-quality educational experience for all students, including those without a language section (SWALS); calls for an update of existing curricula with a view to further strengthening the European dimension, through active communication of European history, experiences of democracy and cultural diversity including through the teaching
Amendment 158 #
Motion for a resolution Paragraph 19 19. Insists on the need to deliver a high-quality educational experience for all students, starting from the fact that they should not be overcrowded, including those without a language section (SWALS); calls for an update of existing curricula with a view to further strengthening the European dimension, including through the teaching of history and citizenship education, as well as an increase in the number of ‘European Hours’ at all educational levels, with a focus on the importance of European values and digital and green skills;
Amendment 159 #
Motion for a resolution Paragraph 19 19. Insists on the need to deliver a high-quality educational experience for all
Amendment 16 #
Motion for a resolution Recital B b (new) B b. whereas education is the driving force for raising public awareness and creating civic and ethical values and, in this respect, should be one of the key elements in achieving the sustainability objectives set out in the European Green Deal; whereas the ESS should be exemplary in environmental education;
Amendment 160 #
Motion for a resolution Paragraph 19 19. Insists on the need to deliver a high-quality educational experience for all students, including those without a language section (SWALS); calls for an update of existing curricula with a view to further strengthening the European dimension, including through the teaching of history and citizenship education, as well as an increase in the number of ‘European Hours’ at all educational levels, with a focus on the importance of European values and
Amendment 161 #
Motion for a resolution Paragraph 19 19. Insists on the need to deliver a high-quality educational experience for all students, including those without a language section (SWALS); calls for an update of existing curricula with a view to further strengthening
Amendment 162 #
Motion for a resolution Paragraph 19 a (new) 19 a. Notes with regret that SWALS are not guaranteed the full number of periods of their Language 1, recommends therefore to step up efforts to guarantee their full number of periods of their Language 1.
Amendment 163 #
Motion for a resolution Paragraph 19 b (new) 19 b. Promote and support the differentiation of Language 2 teaching including the setting of "bilingual" classes that use the same approach to teaching as it is done for the dominant language.
Amendment 164 #
Motion for a resolution Paragraph 20 20. Calls for the establishment of a formal ESS alumni community and the collection of data on students’ paths after graduation, also with a view to strengthening the non-discriminatory acceptance of the European Baccalaureate through mandating the OSG to collect anonymized information on the university education and success of its graduates;
Amendment 165 #
Motion for a resolution Paragraph 20 20. Calls for the establishment of a formal ESS alumni community and the collection of data on students’ paths after graduation, on a voluntary basis;
Amendment 166 #
Motion for a resolution Paragraph 20 a (new) 20 a. Create a plan to increase the exposure of students more to their mother tongue.
Amendment 167 #
Motion for a resolution Paragraph 21 21. Suggests the creation of an annual celebratory event to share pedagogical best practice, pool knowledge among schools, teachers and students and showcase their work and projects to the broader system, with national education representatives being invited in order to raise awareness of the ESS; 22. Underlines the need for a common framework for the integration of topics related to environmental sustainability, encompassing both courriculum and extracurricular activities;
Amendment 168 #
Motion for a resolution Paragraph 21 21. Suggests the creation of an annual celebratory event to share pedagogical best practice, pool knowledge among schools,
Amendment 169 #
Motion for a resolution Paragraph 21 21. Suggests the creation of an annual celebratory event to share
Amendment 17 #
Motion for a resolution Recital B c (new) B c. whereas bullying and cyber- bullying is a growing phenomenon affecting children and transcending the school environment due to information and communication technologies; whereas the EU Kids Online 2020 survey estimates that 23% of children aged 9-16 have experienced online aggression, and the JRC estimates that 49% of children have experienced at least one instance of bullying or cyber-bullying;
Amendment 170 #
Motion for a resolution Paragraph 22 Amendment 171 #
Motion for a resolution Paragraph 22 22.
Amendment 172 #
Motion for a resolution Paragraph 22 22. Asks for
Amendment 173 #
Motion for a resolution Paragraph 23 Amendment 174 #
Motion for a resolution Paragraph 23 23. Expresses its wish that the ESS will become a beacon for high-quality multilingual
Amendment 175 #
Motion for a resolution Paragraph 23 23. Expresses its wish that the ESS will become a beacon for high-quality multilingual and multicultural education in Europe and beyond, demonstrating that being ‘united in diversity’ can also be a living reality in the educational sphere; asks for all stakeholders to work towards that aim and to become co-creators in this process, including through enhanced collaboration with the AES, whose inclusion and development are key for the whole system;
Amendment 176 #
Motion for a resolution Paragraph 23 23. Expresses its wish that the ESS will become a beacon for high-quality multilingual and multicultural education in Europe and beyond, demonstrating that being ‘united in diversity’ can also be a living reality in the educational sphere; asks for all stakeholders to work towards that aim,
Amendment 177 #
Motion for a resolution Paragraph 24 24. Calls for an independent, external expert body to explore and propose alternative governance models, including a review of the Convention defining the Statute of the European Schools and the possibility of replacing the schools’ intergovernmental legal status with a supranational European model - that accessibility and inclusivity are exemplary and secured, that the autonomy of teaching is promoted. that it is financially sustainable and transparent, that all teachers and educators are paid equally and that there is a structured exchange with schools in the member states;
Amendment 178 #
Motion for a resolution Paragraph 24 24. Calls for an independent, external expert body to explore and propose alternative governance models, including a review of the Convention defining the Statute of the European Schools
Amendment 179 #
Motion for a resolution Paragraph 24 24. Calls for an independent, external expert body to explore and propose alternative governance models, including a review of the Convention defining the Statute of the European Schools and the possibility of replacing the schools’ intergovernmental legal status with a supranational European model; expresses its wish to consider including representatives of the European Parliament in the BoG;
Amendment 18 #
Motion for a resolution Recital C C. whereas the governance structure of the ESS has the advantage of maintaining a direct link with the Member States, but requires reform given its clear limitations in terms of decision-making and change management to establish a permanent cooperation and an exchange with schools in the member states structurally;
Amendment 180 #
Motion for a resolution Paragraph 24 24. Calls for an independent, external expert body to explore and propose alternative governance models, including a review of the Convention defining the Statute of the European Schools and the possibility of replacing the schools’ intergovernmental legal status with a supranational European model who will not interfere with the pedagogical aspect;
Amendment 181 #
24. Calls for
Amendment 19 #
Motion for a resolution Recital C C. whereas the governance structure of the ESS has the advantage of maintaining a direct link with the Member States,
Amendment 2 #
Motion for a resolution Citation 7 a (new) — having regard to its resolution of 7 July 2016 on the implementation of the Union Convention on the Rights of Persons with Disabilities, with special regards to the Concluding Observations of the UN CRPD Committee4a, _________________ 4a OJ C 101, 16.03.2018, p. 138
Amendment 20 #
Motion for a resolution Recital C a (new) Amendment 21 #
Motion for a resolution Recital D Amendment 22 #
Motion for a resolution Recital D D. whereas the Commission plays an important role in the ESS and
Amendment 23 #
Motion for a resolution Recital D D. whereas the Commission plays an important role in the ESS and the scope thereof needs to be broadened, on the achievement of overarching educational goals in the sense of inclusive learning and the promotion of schools as places of learning for democracy, given that its involvement is currently limited to human resources and budgetary matters, leaving the equally important educational aspects out of the equation;
Amendment 24 #
Motion for a resolution Recital D D. whereas the Commission already plays an important role in the ESS and
Amendment 25 #
Motion for a resolution Recital D D. whereas the Commission plays an important role in the ESS and the scope thereof needs to be broadened, given that its involvement is currently limited to human resources and budgetary matters, without thereby undermining the autonomy of teaching, leaving the equally important educational aspects out of the equation;
Amendment 26 #
Motion for a resolution Recital D D. whereas the
Amendment 27 #
Motion for a resolution Recital E E. whereas the current system of teacher recruitment in the ESS has serious shortcomings, resulting in understaffing, a mismatch between the needs on the ground and the actual staff seconded by the Member States, issues with yearly recruitment plans and precarious working conditions for locally recruited teachers; whereas teachers’ working conditions, methods and modules for professional development of teachers, including training, should be improved across the ESS and additional resources allocated towards teachers’ continuous professional development; whereas schools face shortages of staff for teaching lesser used languages;
Amendment 28 #
Motion for a resolution Recital E E. whereas the current system of teacher recruitment in the ESS has serious shortcomings, resulting in a mismatch between the needs on the ground and the actual staff seconded by the Member States, issues with yearly recruitment plans and precarious working conditions for locally recruited teachers; in contrast with the Principle 5 of the European Pillar of Social Rights
Amendment 29 #
Motion for a resolution Recital E E. whereas the current system of teacher recruitment in the ESS has serious shortcomings,
Amendment 3 #
Motion for a resolution Citation 9 a (new) — having regard to the European Pillar of Social Rights Principle 5 on Secure and adaptable employment
Amendment 30 #
Motion for a resolution Recital E E. whereas the current system of teacher recruitment in the ESS has serious shortcomings, resulting in a mismatch between the needs on the ground and the actual staff seconded by the Member States, issues with yearly recruitment plans and precarious working conditions for locally recruited teachers, teacher shortages should be covered without further delays;
Amendment 31 #
Motion for a resolution Recital E E. whereas the current system of teacher recruitment in the ESS has serious shortcomings - starting with unequal pay - , resulting in a mismatch between the needs on the ground and the actual staff seconded by the Member States, issues with yearly recruitment plans and precarious working conditions for locally recruited teachers;
Amendment 32 #
Motion for a resolution Recital E a (new) E a. Whereas the European Parliament, the Council and the Commission proclaimed the European Pillar of Social Rights in 2017 at the Gothenburg Summit and reaffirmed the commitment and ambition to put people first in Europe’s recovery and beyond at the The Porto Social Summit on 7-8 May 2021
Amendment 33 #
Motion for a resolution Recital E a (new) Ea. whereas there have been recent complaints to the effect that some countries' conversions of the grades achieved by pupils in European schools lead to their being systemically disadvantaged in national systems;
Amendment 34 #
Motion for a resolution Recital E a (new) E a. whereas some classes are faced with serious challenges due to overcrowding, that require immediate resolve; whereas the ESS is also confronted with a lack of social diversity among pupils;
Amendment 35 #
Motion for a resolution Recital E b (new) E b. whereas psychological support for pupils in need is essential for ensuring mental health and a harmonious development path; whereas psychological support does not benefit from sufficient resources and there is a persistent shortage of psychological staff in several schools across the ESS;
Amendment 36 #
Motion for a resolution Recital F F. whereas parents play a key role in school life, such as in delivering extracurricular activities and providing transport and other services and the Statute of the European schools gives parents a say also with regard to pedagogical questions and all issues of school life, their contribution and role should be adequately recognised;
Amendment 37 #
Motion for a resolution Recital F F. whereas parents play a key role in delivering extracurricular activities and providing transport and other services, however, in many cases, this results in high financial burden for parents, resulting in pupils not pursuing extracurricular activities due to unaffordability;
Amendment 38 #
Motion for a resolution Recital F F. whereas parents
Amendment 39 #
Motion for a resolution Recital F F. whereas parents
Amendment 4 #
Motion for a resolution Recital A A. whereas the European Schools System (ESS) is a unique system that has demonstrated its strengths and qualities since its creation in the 1950s, as shown, for example, by the recognition of the European Baccalaureate in all Member States and the continuous growth in the number of Accredited European Schools (AES); whereas access to quality education is a fundamental right; whereas every EU citizen
Amendment 40 #
Motion for a resolution Recital F F. whereas
Amendment 41 #
Motion for a resolution Recital F F. whereas parents play a key role in delivering extracurricular activities and
Amendment 42 #
Motion for a resolution Recital F a (new) F a. whereas the school transport services offered to pupils have addressed distance issues for many young people that do not live in proximity of their school; whereas school buses should be affordable for all; whereas the school transportation system needs to adopt more green solutions;
Amendment 43 #
Motion for a resolution Recital G G. whereas EU resources account for the bulk of the ESS budget, for which reason Parliament
Amendment 44 #
Motion for a resolution Recital G G. whereas EU resources account for
Amendment 45 #
Motion for a resolution Recital G a (new) G a. Whereas EU objectives and investments may be better reflected in ESS investments such as fostering active citizenship or on another level, including the digital transformation, and notably blended learning, as well as the green transition;
Amendment 46 #
Motion for a resolution Recital H H. whereas the lack of accountability of host countries, which are responsible for providing and maintaining school
Amendment 47 #
Motion for a resolution Recital H H. whereas the lack of accountability of some host countries, coupled with decisions taken by the schools’ administration which are responsible for providing and maintaining school buildings, has led to serious issues, especially in Brussels; whereas these issues have had profound repercussions on the standard of education and organisational aspects, as well as on the safety, security and well-being of students and staff alike;
Amendment 48 #
Motion for a resolution Recital H a (new) H a. whereas progress has been made to strengthen the inclusion of students with disabilities and special needs and improve the ratio of students to support teachers, the resources provided to ensure effective inclusion differs markedly between schools and sites;
Amendment 49 #
Motion for a resolution Recital H a (new) H a. whereas progress has been made to strengthen the inclusion of students with disabilities and special needs and improve the ratio of students to support teachers, the resources provided to ensure effective inclusion differs markedly between schools and sites;
Amendment 5 #
Motion for a resolution Recital A A. whereas the European Schools System (ESS) is a unique system that has demonstrated its strengths and qualities since its creation in the 1950s, as shown,
Amendment 50 #
Motion for a resolution Recital H a (new) H a. Whereas there is a need to increase the visibility and awareness on European schools and the ESS as a whole, and to reinforce its attractiveness, notably among the teaching community;
Amendment 51 #
Motion for a resolution Recital H a (new) H a. whereas the ESS should focus on the diversity and tolerance and should be equally accessible for all;
Amendment 52 #
Motion for a resolution Recital H b (new) H b. whereas printed books play a powerful role in fighting digital exclusion and should remain a part of the ESS and ACS curricula;
Amendment 53 #
Motion for a resolution Paragraph 1 1. Stresses the need for a critical, in- depth assessment of all aspects of the ESS, and for reform to future-proof the system and ensure that it serves as a model for the exchange of good practices across educational systems
Amendment 54 #
Motion for a resolution Paragraph 1 1. Stresses the need for a critical, in- depth assessment and accountability of all aspects of the ESS, and for reform of the existing structeres that would both increase the accountability and transparency of European Scools to future-proof the system and ensure that it serves as a model for the exchange of good practices across educational systems by having clear guidelines implemented that portray responsibilities of each entity involved with the governance of the ESS;
Amendment 55 #
Motion for a resolution Paragraph 1 1. Stresses the need for a critical, in- depth assessment of all aspects of the ESS, and for reform to future-proof the system, expand its outreach, and ensure that it serves as a model for the exchange of good practices across
Amendment 56 #
Motion for a resolution Paragraph 1 1. Stresses the need for a critical, in- depth assessment of all aspects of the ESS, and for reform to future-proof the system and ensure that it serves as a model for the exchange of good practices across educational systems; calls in this regard to the Commission to mainstream their curriculm on European citizenship education by using it as a model for Member States;
Amendment 57 #
Motion for a resolution Paragraph 1 1. Stresses the need for
Amendment 58 #
Motion for a resolution Paragraph 1 1. Stresses the need for a
Amendment 59 #
Motion for a resolution Paragraph 1 1. Stresses the need for a critical, in- depth assessment of all aspects of the ESS, and for reform to future-proof the system and ensure that it serves as a pedagogical model for the exchange of good practices across educational systems;
Amendment 6 #
Motion for a resolution Recital A A. whereas the European Schools System (ESS) is a unique system that has demonstrated its strengths and qualities since its creation in the 1950s, as shown, for example, by the recognition of the European Baccalaureate in all Member States and the continuous growth in the number of Accredited European Schools (AES);
Amendment 60 #
Motion for a resolution Paragraph 2 2. Calls on the European Schools’ Board of Governors (BoG) to update the mission, principles and objectives of the
Amendment 61 #
Motion for a resolution Paragraph 2 2. Calls on the European Schools’ Board of Governors (BoG) to update the mission, principles and objectives of the ESS in the form of a new ‘ESS Charter’, to be introduced by the end of 2024,
Amendment 62 #
Motion for a resolution Paragraph 3 Amendment 63 #
Motion for a resolution Paragraph 3 3. Calls on the Commission to assess the role of the ESS in the establishment of the EEA, including with regard to language learning and a strong European dimension of learning, and in the automatic mutual recognition of diplomas across the EU, based on the established model of the European Baccalaureate; calls for more visibility regarding the European Baccalaureate and its promotion by the Commission across the Union; reiterates the need for more efforts in promoting, offering and teaching all EU languages; calls for a more integrated role of the Commission in the educational aspects of ESS taking into consideration also the recommendations addressed by the European Parliament and expresses its explicit wish that the Directorate-General for Education, Youth, Sport and Culture be strongly involved in the Commission’s dealings with the ESS;
Amendment 64 #
Motion for a resolution Paragraph 3 3. Calls on the Commission to assess the role of the ESS in the establishment of the EEA, which is inclusive and accessible to all, including with regard to language learning and a strong European dimension of learning, and in the automatic mutual recognition of diplomas across the EU, based on the established model of the European Baccalaureate; expresses its explicit wish that the Directorate-General for Education, Youth, Sport and Culture be strongly involved in the Commission’s dealings with the ESS;
Amendment 65 #
Motion for a resolution Paragraph 3 a (new) 3 a. Believes that a placement should be guaranteed for every pupil whose parents or legal guardians have satisfied the criteria for enrolment in the ESS; notes that currently, this is not always the case;
Amendment 66 #
Motion for a resolution Paragraph 3 a (new) 3 a. Stresses the importance of effectively integrating the dimensions of the European Education Area within the ESS, in particular quality education with a holistic and learner-centred approach;
Amendment 67 #
Motion for a resolution Paragraph 3 a (new) 3 a. Calls for the introduction of a third language at an earlier age;
Amendment 68 #
Motion for a resolution Paragraph 3 b (new) 3 b. Calls for the introduction of reading and writing in a second language from the 1st grade;
Amendment 69 #
Motion for a resolution Paragraph 4 4. Calls for increased accountability around the ESS, tighter parliamentary scrutiny and control, and improved visibility and understanding of the ESS and the European Baccalaureate in the Member States; 5. Calls for diversity and inclusion to be key values of the identity of the European School System to enable equal participation of all students and create a true "European identity"; achieving this by updating current mission, principles, and objectives of the European School System; stressing the need for the staff of European Schools to get more training regarding the proper inclusion of pupils from minorities;
Amendment 7 #
Motion for a resolution Recital A A. whereas the European Schools System (ESS) is a unique system that has
Amendment 70 #
Motion for a resolution Paragraph 4 4. Calls for increased accountability around the ESS, tighter parliamentary scrutiny and control, and improved visibility and understanding of the ESS and the European Baccalaureate in the Member States;
Amendment 71 #
Motion for a resolution Paragraph 4 4. Calls for increased accountability around the ESS, tighter parliamentary scrutiny and control, and improved visibility and understanding of the ESS and the European Baccalaureate in the Member States; calls for the integration of the European schools in the local environment and educational ecosystem through the development of common programs and activities;
Amendment 72 #
Motion for a resolution Paragraph 4 4. Calls for an increased
Amendment 73 #
Motion for a resolution Paragraph 4 4. Calls for increased accountability around the ESS, tighter parliamentary scrutiny and control, and improved visibility, transparency and understanding of the ESS and the European Baccalaureate in the Member States;
Amendment 74 #
Motion for a resolution Paragraph 4 a (new) 4 a. Demands that all EU MS as well as their universities recognise the ESS European Baccalaureate;
Amendment 75 #
Motion for a resolution Paragraph 5 5. Calls on the Commission to perform an in-depth review, by the end of 2024, of the governance and management structures across the EES and at each individual school in collaboration with the Office of the Secretary-General of the
Amendment 76 #
Motion for a resolution Paragraph 5 5. Calls on the Commission to perform an in-depth review, by the end of 2024, of the governance and management structures across the EES and at each individual school in collaboration with the Office of the Secretary-General of the European Schools (OSG) and the Member States, and for this review to examine the roles and structures in place at all levels and assess the independence of functions and potential conflicts of interest, requests that ESS have more autonomy on how to apply pedagogy;
Amendment 77 #
Motion for a resolution Paragraph 5 5. Calls on the Commission to perform an in-depth review, by the end of 2024, of the governance and management structures across the EES and at each individual school in collaboration with the Office of the Secretary-General of the European Schools (OSG) and the Member States, and for this review to examine the roles and
Amendment 78 #
Motion for a resolution Paragraph 6 6. Insists on the need to streamline and increase the flexibility of the BoG’s decision-making and action,
Amendment 79 #
6. Insists on the need to streamline and increase the flexibility of the BoG’s decision-making and action, including through an alternative voting system, to enable the BoG to better respond to the needs of schools; calls for clear responsibilities, annual performance appraisals, and training and development plans for all senior and middle management staff, including structured induction, at central and school levels; calls for creating improved communication methods with parents, teachers and pupils, in order to ensure the system reflects the needs on the ground;
Amendment 8 #
Motion for a resolution Recital A a (new) A a. whereas Accredited European Schools (AES) are schools which are not a part of the network of European Schools organised by the intergovernmental organisation ‘The European Schools’1a; whereas their purpose is different than the original one of the European Schools; _________________ 1a https://www.eursc.eu/Documents/2019- 12-D-12-en-1.pdf
Amendment 80 #
Motion for a resolution Paragraph 6 6. Insists on the need to streamline and increase the flexibility of the BoG’s decision-making and action, including through an alternative voting system, to enable the BoG to better respond to the needs of schools; calls for clear responsibilities,
Amendment 81 #
Motion for a resolution Paragraph 6 6. Insists on the need to streamline and increase the flexibility of the BoG’s decision-making and action, including through an alternative voting system, to enable the BoG to better respond to the needs of schools; calls for clear responsibilities, annual performance appraisals, and training and development plans for all
Amendment 82 #
Motion for a resolution Paragraph 7 7. Requests the OSG and the BoG troika to present a detailed, joint annual ESS report to Parliament as of 2024, allowing Parliament to monitor progress on reforms, flag critical issues and play an ongoing role in oversight and change management; such a report should be the result of cooperation between all stakeholders: the educational staff, parents and students;
Amendment 83 #
Motion for a resolution Paragraph 8 Amendment 84 #
Motion for a resolution Paragraph 8 8. Calls on the BoG to: a) clarify the applicability of primary and secondary EU legislation to the ESS, and in particular labour law provisions; b) amend the staff regulations and the General Rules of the European Schools, including to explicitly clarify the competences of the Complaints Board vis-à-vis national courts;
Amendment 85 #
Motion for a resolution Paragraph 8 8. Calls on the BoG to: a) clarify the applicability of primary and secondary EU legislation to the ESS; b) amend the staff regulations and the General Rules of the European Schools, including to explicitly clarify the competences of the Complaints Board vis-à-vis national courts
Amendment 86 #
Motion for a resolution Paragraph 8 8. Calls on the BoG to: a) clarify the applicability of primary and secondary EU legislation to the ESS, including on compliance matters for critical issues such as safety, digital transformation and health in schools; b) amend the staff regulations and the General Rules of the European Schools, including to explicitly clarify the competences of the Complaints Board vis-à-vis national courts; and c) put in place an independent ombudsperson to address complaints about maladministration and mediate in conflicts;
Amendment 87 #
Motion for a resolution Paragraph 8 a (new) 8 a. Notes with concern that parents or legal guardians are implicitly discouraged from pursuing a contentious appeal of a decision by the Central Enrolment Authority (CEA) due to legal fees involved; is concerned, therefore, that decisions by CEA may have led to situations where pupils were wrongly denied a placement;
Amendment 88 #
Motion for a resolution Paragraph 9 9. Re
Amendment 89 #
Motion for a resolution Paragraph 9 9. Requests a reinforced mandate for the European Court of Auditors and the Commission’s Internal Audit Service to provide periodic opinions and recommendations on various aspects of the ESS;
Amendment 9 #
Motion for a resolution Recital B B. whereas the ESS, in combining the
Amendment 90 #
Motion for a resolution Paragraph 10 10.
Amendment 91 #
Motion for a resolution Paragraph 10 10. Requests that the Member States meet their obligations vis-à-vis the ESS in full, particularly with regard to the secondment of qualified teachers and the provision of adequate infrastructure (suitable premises, maintenance thereof and upgrades thereto), and calls for a binding system of direct financial contributions to ensure greater flexibility for both the ESS and the Member States; calls on host Member States to ensure high standards in terms of health, safety and security on the schools’ premises;
Amendment 92 #
Motion for a resolution Paragraph 10 10.
Amendment 93 #
Motion for a resolution Paragraph 10 10. Requests that the Member States meet their obligations vis-à-vis the ESS in full, particularly with regard to the secondment of qualified
Amendment 94 #
Motion for a resolution Paragraph 10 10. Requests that the Member States meet their obligations vis-à-vis the ESS in full, particularly with regard to the secondment and equal pay of qualified teachers and the provision of adequate infrastructure (suitable premises, maintenance thereof and upgrades thereto), and calls for a binding system of direct financial contributions to ensure greater flexibility for both the ESS and the Member States;
Amendment 95 #
Motion for a resolution Paragraph 10 10. Requests that the Member States meet their obligations vis-à-vis the ESS in full, particularly with regard to the
Amendment 96 #
Motion for a resolution Paragraph 10 10.
Amendment 97 #
Motion for a resolution Paragraph 10 a (new) 10 a. Is concerned about the overcrowding of some ESS schools in Brussels; notes that this has an adverse affect on pupils’ wellbeing whereby their academic, recreational and other needs are not properly met; notes that the schoools’ growth often disproportionally impacts smaller language sections;
Amendment 98 #
Motion for a resolution Paragraph 10 a (new) 10 a. Requests a significant raise of funding for ESS;
Amendment 99 #
Motion for a resolution Paragraph 11 11. Calls for a dedicated task force to be established by mid-2025, composed of representatives of all budgetary contributors to the ESS and involving relevant pedagogical experts from the
source: 746.743
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