9 Amendments of Vlad-Marius BOTOŞ related to 2022/2149(INI)
Amendment 2 #
Motion for a resolution
Citation 7 a (new)
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 39 #
Motion for a resolution
Recital F
Recital F
F. whereas parents play a key role inassociations represent the interest of the parents and play a key role in managing transport and canteens and delivering extracurricular activities and providing transport and other services;
Amendment 48 #
Motion for a resolution
Recital H a (new)
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 92 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Requests that theUrges Member States to meet their obligations vis-à-vis the ESS in full, particularly with regard to the secondment of qualified teachers and the provision of adequate infrastructures (suitable premises, maintenance thereof and upgrades thereto), guaranteeing the standard of education and organisational aspects, as well as the safety, security and well-being of students and staff alike, and calls for a binding system of direct financial contributions to ensure greater flexibility for both the ESS and the Member States;
Amendment 104 #
Motion for a resolution
Paragraph 12
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 139 #
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 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 143 #
Motion for a resolution
Paragraph 17 a (new)
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 146 #
Motion for a resolution
Paragraph 17 a (new)
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 148 #
Motion for a resolution
Paragraph 17 b (new)
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;