To establish a Multi Supplier Framework Agreement PS270F - CFT for the provision of an upskilling programme in Guidance Counselling for post-primary teachers.

Glenn Coyle, Category Specialist in EPS' Education Strategic Category team, took the lead on creating a multi supplier framework agreement to increase the number of Guidance counsellors in post primary education. This initiative is needed to meet with the current and continued growth within post primary education. 

The purpose of this Request for Tender (RFT) is to increase provision of training of guidance counsellors in order to meet the substantial demand for guidance counsellors within the post-primary system. Therefore, this RFT is designed so that new providers are encouraged to apply, and existing providers may also apply if they wish to increase their provision.

The Education Act 1998, section 9(c) requires that a school should use its available resources to ensure ”students have access to appropriate guidance to assist them in their educational and career choices.”

Guidance in the post-primary system is provided as a whole-school activity, in which the guidance counsellor has a pivotal role, to support the needs of all students (Department of Education, 2023). Indeed, Guidance counsellors are  a  critical source of career information and play a fundamental role in influencing and preparing individuals for their careers (Indcon, 2019). Simultaneously, guidance counsellors are part of a whole-school approach to supporting wellbeing in schools (NEPS, 2013).

The post-primary system is experiencing a period of sustained growth with pupil enrolments projected to peak in 2024 at 409,000 approximately. The scale of the increase is creating challenges around teacher supply, particularly in respect of certain subject areas. While student numbers are increasing, calls for an additional allocation to guidance are also evident (DE, 2023; OECD, 2023). Through a survey prepared and circulated by the Department of Education in Autumn 2023, it is evident that a shortage of fully qualified guidance counsellors is evident in the post-primary system. In addition, as hours for guidance are allocated in reflection of student numbers attending a school, demographics in primary schools will indicate that student numbers in post-primary will increase in the short term. Hence, the Department of Education is currently seeking to provide additional opportunities for teacher professional learning in the area of guidance counselling. 

The development of upskilling programmes supports the commitment of the Department to providing opportunities for teacher professional learning across the continuum of teacher education.

The upskilling programme must enable teachers to meet the Programme Recognition Framework (2016) to train Guidance Counsellors at the highest level^[1].

For a candidate to be accepted into the programme, they should hold an appropriate and recognised teaching qualification (Teaching Council route 2) prior to acceptance onto a   programme.

It is important that DE-recognised  education  programmes  in  guidance  counselling prepare student  guidance  counsellors  for  entry  into  the  profession. 

Programmes leading to qualifications that are recognised  by  the  DoE  should  meet the criteria indicated in the Programme Recognition Framework (2016). The PRF has been prepared in consultation  with  QQI  and  reflects  National  Framework  of  Qualifications  (NFQ)  level  8  indicators  of  knowledge,  skill  and  competence.  Together with the PRF, providers may use NFQ level 8 indicators to develop programme learning outcomes.

In particular, regarding the National Framework of Qualifications (NFQ) award level and type, programmes in guidance counselling recognised  by  the  DE  will,  at  a  minimum,  lead  to  Major Awards  at  NFQ  level  8  offering at  least  60  ECTS  (European  Credit  Transfer  and  Accumulation  System)  in  guidance  counselling. Courses may also extend to NFQ Level 9.

As this programme will be provided to post-primary teachers (registered through route 2 with the teaching council), a part-time delivery is envisaged. Therefore, each cycle may take between eighteen months and two years.