Cuirim fáilte roimh an Aire. I draw the House's attention to an anomaly and inequity that currently exists with regard to an allowance payable, or not payable as the case may be, to holders of postgraduate diplomas in learning support and special educational needs. Teachers who were awarded the postgraduate diploma in learning support prior to summer 2006 do not receive an allowance, whereas an allowance is paid to teachers who did broadly similar postgraduate diploma courses from 2006 onwards. This is a double whammy in that applications are accepted in spring for enrolment on the following year's postgraduate diploma in special educational needs courses.
The criteria for selection include the following: only one application per school is considered; and priority is given to teachers who have not already attended a similar postgraduate programme for learning support or special education teachers approved by the Department of Education and Science. Teachers who did the course up to 2006 are being denied the allowance, as well as being uniquely disadvantaged as a group in being denied access to a programme of professional development which would allow them to increase their salaries. Effectively, the Department recognises that they are suitably qualified but believes they do not merit further training while refusing them the allowance which is paid to their peers. This needs to be addressed on the grounds of natural justice, equality and promoting and valuing professional development.
The relevant circular from the Department, which is accessible from its website, includes the current year's application form for the course and useful background information on the colleges involved, the selection criteria and various learning difficulties. Demand for places on courses leading to a postgraduate diploma typically exceeds the number available. In this regard, the circular states: "Priority will be given to teachers who meet the criteria below and who have not already attended a similar post-graduate programme for Learning Support teachers or teachers of pupils with Special Educational Needs approved by the Department of Education and Science." Accordingly, teachers who currently hold a postgraduate diploma for which an allowance is not payable are effectively ineligible for acceptance on the current course.
With the rapid growth in the number of teachers working in learning support, a considerable number of teachers apply for the course each year. These will get priority selection over teachers who already have a qualification in this area already. If a school is aware that only one application per school will be considered, it is unlikely that it will jeopardise its chances of getting a place on the course by submitting an application for a teacher who already possesses a qualification.
Subsequent to the summer of 2006, the course was effectively repackaged but the bulk of the material remained the same. The assignments which participants must complete in their personal time are strikingly similar. The course is carried out on a block release basis whereby the participants attend college for several weeks each term. The number of weeks of block release has increased since 2006 and some topics are treated in greater depth. However, the extension of the block release sessions has arguably reduced the intensity of the course for participants. In addition, substitute cover has been provided since 2006 for course participants during block release sessions. Prior to this, no cover was provided, which meant that on return to school, course participants were under significant pressure to address their teaching tasks. They are in effect being penalised while holding substantially the same qualifications even though in some cases greater efforts were required.
Part of the current course requires course participants to spend a week in a learning support department or special education section of a school other than their base schools during the year. For two years running, one teacher has hosted postgraduate students on a college's recommendation. This teacher, therefore, continues to be a net giver. This issue affects both primary and post-primary teachers. The allowance has an impact on earning power over a teacher's career, as well as on pension entitlements.
Successful completion of the postgraduate diploma course in learning support or special educational needs entitles one to pursue a masters degree. I am aware of one person who completed a masters course yet receives a smaller allowance on grounds of already holding an honours primary degree. This person would have received more by completing the postgraduate diploma in special education needs, which is a prerequisite for the masters degree. In the case of which I am aware the person invested personal resources of in excess of €5,000, leaving aside the indirect costs. I wonder what kind of value is being placed on people's diligence and commitment that they are now being penalised in this way.
This situation would be unacceptable in any field. It is all the more unpalatable in a field that is centred on education in the first instance. I know the Minister of State is aware of the relevant facts and figures in this regard. I am hoping to hear from him today an honourable promise of a solution to ensure this unnecessary anomaly and inequity is rendered something of the past and that those who obtained the qualification prior to 2006 will be treated on an equal basis to those who obtained it post-summer 2006.
