Ensuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government. The recruitment and appointment of teachers to fill teaching posts is a matter for individual school authorities, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
While schools in certain locations are experiencing challenges in both recruiting teachers and obtaining substitute teachers, the vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
My Department continues to engage closely with school management bodies, teacher unions and other education stakeholders to develop measures to address teacher supply issues.
Special needs assistants (SNAs) make a valuable contribution to our school communities, providing adult support to enable students with significant care needs attend mainstream education, special classes and special schools. Budget 2024 includes an allocation for an additional 1,216 SNA posts, providing for a total 21,584 special needs assistant working in our schools by the end of 2024. My Department is very aware of the continuing need to provide appropriate training and development opportunities for SNAs with a view to ensuring they are equipped to support the students in their care.
The 2018 Review of the Special Needs Assistant Scheme published by the National Council for Special Education (NCSE) includes a recommendation for the provision of a national online training programme for existing SNAs who do not have the requisite level of relevant training. Arising from this recommendation my Department awarded a four-year contract to University College Dublin (UCD) School of Education to design and deliver a new national online training programme for SNAs employed in schools. The programme is fully funded by the Department and delivered at no cost to the SNA.
This is a major educational initiative, which enhances the knowledge, skills and expertise of SNAs. To date approximately 2,200 SNAs have completed the national online training programme and feedback has been positive.
I recently announced the first SNA Workforce Development Plan (SNAWDP) to be developed over the next 2 years in consultation and collaboration with stakeholders including the SNAs, the school management bodies, the unions, schools, parents and children.
The Plan will reflect a consistent and planned approach to meeting present and future issues affecting the SNA workforce. It will encompass an understanding of the SNA role and how they and other stakeholders can best be supported to provide the most effective service to children with significant care needs in our schools.
It is envisaged that the key areas that the plan will address are:
– Review and Development of the SNA role
– Establishment of a Quality Assurance Framework
– Establishment of a SNA Learning and Development Programme
– Supporting SNA Recruitment, Retention and Diversity
– Development of a Communications Strategy to ensure optimum communication and collaboration with all stakeholders to achieve the vision of the SNAWDP.
It is intended that the Learning and Development Programme will improve SNA service delivery by providing access to appropriate, legitimate and convenient opportunities for upskilling and reskilling to help SNAs learn and adapt in the ever-changing educational environment. A review of the national online training programme for SNAs and consideration of options for its future will form part of this work.
