*Update 18.03.2024 See European Parliament REPORT on the system of European Schools: state of play, challenges and perspectives [1].* Original article: Any colleague with children in European Schools [2]realizes how many aspects need to be improved, but also looks with concern at any proposals for change.
The European Parliament took the initiative to launch a study on the European Schools in 2021. This was a follow-up to their 2011 report and subsequent European Parliament resolution [3]. Various stakeholders were consulted, including students, parents and the European Commission.
The study was published in June 2022: The European Schools system: State of Play, Challenges and Perspectives [4]. It is quite thorough and showcases both strong and weak points of the schools. Its results are also refreshingly honest, as they cast a light on issues that students, parents and, to some extent, teachers, have long talked about.
Unsurprisingly, the report homes in on long-known issues, such as overcrowding and infrastructure problems in some locations. It also covers the persistent recruitment issues that several European Schools face. This is a particularly hot topic for Luxembourg: the salary disparities between nationally seconded teachers and locally recruited staff results in a high turnover, and, therefore, to a brain-drain for the European Schools.
European Schools have grown in recent years; their student base has become broader, even though their mission has remained largely the same. However, the governance system seems slow to respond to change. It is largely perceived to be overly bureaucratic and complex, with no clear responsibilities where it matters, making it difficult for the school system to incorporate and expand on improvement proposals. A serious by-product of this structure is a lack of transparency and accountability. Students, parents and sometimes even teachers don’t often know to whom they should address their concerns in case of disputes– and recourse to the Complaints Board is considered overkill, when an Ombudsman would be better positioned to resolve conflicts and mediate before escalation.
It is also very clear that better assessment of pedagogical performance is required. The issues are well-known: marking lacks consistency, students are overworked, too much focus is placed on exams.
Last, but most surely not least, the report sheds lights on lack of proper support for students with disabilities or special education needs. It is quite disconcerting to read comments by respondents who state that, as parents, they had to take their children out of a school because, despite inclusive education being “the guiding principle of the European Schools [5]” , their school failed to practice it.
Recent developments in special education [6]have expanded diagnostic tools, increasing the number of children who are identified as being in a position to benefit from specific accommodation every year. However, the general consensus of both reports is that the schools are unprepared —and, in some cases, unwilling— to be truly inclusive with regards to neurodiversity and disability.
Against this background, one thing is very clear: the European Schools are a necessity if the EU institutions wish to be able to recruit and retain qualified staff. It is much easier for parents or guardians of school-aged children to move from their Member State to an EU site when a school offering an easy educational transition is available – and it is also easier for such parents or guardians to move between various sites. The European Schools are a true asset with regards to retaining staff and promoting career mobility. This is especially the case for sites such as Luxembourg, where the multilingual local system makes the integration of school-aged children even more challenging – and where the institutions face recruitment and retention challenges.
‘Luxembourg has the highest share of pupils who do not speak the language of instruction at home.’ (Eurydice [7], European Commission)
The Parliament reports praise the positives, such as language learning, but also put forward realistic and constructive proposals for the less positive aspects. The proposals call for a greater involvement of the Commission, in particular DG Education, Youth, Sport and Culture (EAC). The Parliament asks the Commission to expand its role and activities within the European Schools and, among other suggestions, to review the governance of the schools in order to proactively identify issues. This is reflected in the corresponding draft proposal for a resolution by the European Parliament, to be voted these coming months in the plenary.
Since the Commission is the greatest contributor to the European Schools’ budget, offering more than half of the funding, greater involvement makes sense.
Generation 2004 follows this evolution and will keep you informed. We would also like that staff be involved in this reform. If you want to contribute, please contact us.
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