I am publishing in full a letter that a group of Learning Supporter Assistants have written for the attention of the trade unions and the Ministry of Education currently negotiating their updated conditions. LSE’s are protesting mostly on the fact that their increaes are not as substantial as those provided to teachers.
Disappointment Among some LSEs Regarding the New Collective Agreement
While we acknowledge that there has been progress in recognizing the role of Learning Support Educators (LSEs) in schools, we firmly believe that this recognition is long overdue, and that the role of the LSE should now be elevated to a more professional level.
Many LSEs who have obtained their B.A. (Hons) in Facilitating Inclusive Education are highly disappointed with the terms and conditions of the new collective agreement. In our view, this agreement indicates that the profession of an LSE is not valued equally with other professions but is instead considered inferior. This sentiment is reflected in various parts of the agreement, some of which require further clarification.
For instance, although both teacher and LSE have an honours degree obtained by a recognised institution, an LSE with a degree can only progress to a maximum of Scale 8, whereas a teacher with a degree can progress to Scale 7. This discrepancy overlooks the substantial amount of paperwork required from LSEs, the adaptations needed beyond the three main subjects, and the fact that LSEs have more contact time with students than teachers and now Kindergarten Educators (KGEs). It also overlooks the fact that both teacher and LSE must collaboratively work together and assume various responsibilities for the well being of the students. Additionally, there was no mention of granting a warrant to professional LSEs as promised during previous meetings.
Moreover, an LSE who has obtained a degree and has served for over 20 years will receive an allowance of ย2,000, while a teacher with 20 years of service will receive ย4,000. This disparity implies that 20 years of service is not equally valued for everyone.
There is no mention of an opportunity for LSEs to advance in their career, except for the role of Head of Department (Inclusion), a position also open to teachers with 10 years of experience. Moreover, teachers with a warrant can apply for roles such as assistant head and head of school, but LSEs cannot progress to any role, when in most cases the assistant heads in charge of inclusion have no idea of inclusive education. Furthermore, LSEs with a masterยs degree receive only a public service allowance without any increase in scale.
The entry requirements for the position of a supply LSE remain at a minimum of an ordinary level, contrary to the union’s promises to raise these standards and professionalize the role.
LSEs are also concerned about the seniority issue, which appears to disadvantage those who have recently obtained a degree. Some argue that LSEs who have not pursued further pedagogical education are now being favoured for seniority over those who have sought to professionalize their role.
Although the Malta Union of Teachers (MUT) previously held meetings with us during our studies, it failed to consider meaningful changes to improve the work conditions and service quality for LSEs. The role of the LSE is still perceived as that of a babysitter and carer, often required to change nappies and assist with toileting needs when necessary. While there is a slight indication that the role in primary schools may shift towards that of a class assistant, a title that still implies subordination, no changes have been seen in secondary schools. Such as changing the role of the LSE to a subject LSE.
In our opinion, this situation reflects a lack of willingness from both the MUT and the government to collaborate effectively and provide the highest quality, equitable inclusive education. Meanwhile we are still waiting the MUT to call us for a meeting to clarify the seniority issue.
We strongly believe, LSEs, like many other workers, face economic pressures due to stagnant wages and rising living costs. These pressures affect their ability to focus on their job and contribute effectively to their students’ education. Moreover, the demands of the profession, without adequate support and compensation, is leading to high levels of stress and burnout among all educators. Competitive wages help attract and retain talented educators. Adequate compensation recognizes the professional value of educators and reduces turnover, ensuring stability and continuity in the education system, because the well-being of educators impacts the well-being of society, just as the well-being of society influences the welfare of its workers. This necessitates mutual solidarity, with a particular emphasis on supporting the most vulnerable among us and those who care for them, including inclusive educators.
Yours Truly.
Website Editor
Historian and Publisher
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