Activities of Elżbieta KRUK related to 2022/2149(INI)
Shadow reports (1)
REPORT on the system of European Schools: state of play, challenges and perspectives
Amendments (16)
Amendment 6 #
Motion for a resolution
Recital A
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 every EU citizen should have the opportunity to benefit from such an education;
Amendment 21 #
Motion for a resolution
Recital D
Recital D
Amendment 73 #
Motion for a resolution
Paragraph 4
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 78 #
Motion for a resolution
Paragraph 6
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,democratising the process and increasing the influence of other stakeholders (educational staff, parents, students) 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; the performance appraisals should take into account the opinion of the other stakeholders (educational staff, parents, students);
Amendment 82 #
Motion for a resolution
Paragraph 7
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 84 #
Motion for a resolution
Paragraph 8
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; and c) put in place an independent ombudsperson to address complaints about maladministration and mediate in conflicts; or enable cooperation with external mediators (e.g. from trade unions in the country concerned) by bringing labour legislation in ESS in line with current labour law standards in the EU and d) develop regulations on well-being policy, including work-life balance;
Amendment 93 #
Motion for a resolution
Paragraph 10
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 teacherseducational staff (teachers, educational advisorsetc.) 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 101 #
Motion for a resolution
Paragraph 11
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 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 106 #
Motion for a resolution
Paragraph 12
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 and burnout; calls, in this regard, for 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, as well as pedagogical advisors etc., clarity about employment status and, stability, duties, continuous professional development (CPD) and further career prospects in and beyond the ESS;
Amendment 110 #
Motion for a resolution
Paragraph 12 a (new)
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)
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 114 #
Motion for a resolution
Paragraph 13
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 123 #
Motion for a resolution
Paragraph 14
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 Pedagogical Development Unit and the Joint Teaching Committee;, also taking into account the importance of psychological and pedagogical support in the school and d) ensuring ESS participation in EU programmes and initiatives such as the Erasmus+ Teacher Academies and the EEA;
Amendment 127 #
Motion for a resolution
Paragraph 14 a (new)
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 130 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Calls on the BoG and the OSG to develop a CPD strategy for teacherseducational staff (teachers, advisors, psychologists, assistants etc.) throughout the ESS by the end of 2024 and an induction programme for new teacherseducational staff, and insists on the importance of collective efficacy and formal structures that support teachers in designing, implementing, evaluating and exchanging pedagogical best practice and materials across classrooms and the system as a whole;
Amendment 141 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Requests the BoG and the OSG to boost inclusion and improve educational opportunities for all students, with a focus on classreducing class/group size and better catering for students with particular educational needs, including by considerably increasing the number of qualified educational and psychological support staff in place and the provision of orientation and mentorship services;