one year on - unionlearn annual report

Unionlearn Annual Report 2007

Foreword

This publication is an outcome of the TUC High Road

project. The project is part of a community programme

called Equal – a European Social Fund initiative which

tests and promotes new means of combating all forms of

discrimination and inequality in the labour market. The GB

Equal Support Unit is managed by ECOTEC.

Our mission

We will increase workers’

life chances and

strengthen their voice

at the workplace

through high quality

union learning.


Forewords 2

Our structure 4

Our targets 6

Our strategy 8

Regions 10

TUC Education 12

Union Learning Fund 14

Union learning representatives 16

Working with partners 18

Stimulating innovation 20

Commissioning research 22

Strategic support 23

Communications 24

Funding 25

A year of unionlearn 26

Contacts

Contents

1

Foreword Foreword

Unionlearn has been one of the most signifi cant developments in the union world in recent times. The Government’s substantial investment in its establishment is a testimony to its high regard for union work in learning and skills.

Much has been achieved since Gordon Brown launched

unionlearn a year ago. Public confi dence in its many

achievements was sealed in April, when unionlearn

was given responsibility for the Union Learning Fund,

with an annual budget of £12.5 million. We hope the

Comprehensive Spending Review in the autumn will

ensure that its important work is sustained until 2010/11.

Although mainly funded by the Department for

Education and Skills, unionlearn is run by the unions for

the unions. Its strategy is driven by its board, comprising

senior TUC General Council members. Over the year,

they have been hugely proactive in developing its

strategic plan.

The Board has also been identifying how unions can

help deliver those parts of the Government’s skills

strategy that meet the needs of union members. It has

raised policy issues with Ministers, such as proposed

changes to the funding of English as a Second

Language provision.

Finally, the Board has commissioned research on key

unionlearn issues, such as learning and organising and

learning agreements, which have informed its strategy

over the year.

I look forward to another successful year for unionlearn.

Billy HayesChair of the unionlearn board

2

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Unionlearn was established to help unions open more learning opportunities to their members, particularly those disadvantaged in the labour market. Its unique selling point is that it promotes collective action to increase individual learning in the workplace.

Unionlearn’s key annual target is for 250,000 learners

to access learning and skills through the union route

by 2010. Most of these will be advised and supported

by union learning representatives (ULRs). That is why

another key target is for 22,000 ULRs to be trained and

accredited by 2010. Our strategic plan is based on these

two pivotal targets and sets out key success indicators.

A major challenge for unions will be to take advantage

of the Government’s Skills Pledge. This requires that

employers provide free training for all employees who

don’t have a fi rst level 2 qualifi cation underpinned

by Skills for Life. Unionlearn will actively promote

this entitlement and help unions secure employer

commitments to deliver the training. We will also assist

unions to negotiate employee development through

learning agreements and by establishing collective

learning funds.

Major themes across our operations include assuring

quality, promoting equality, infl uencing policy

and communicating effectively. Over the year, our

development work has centred on these themes.

Innovations have included establishing a quality award

for provision, devising tools for information, advice

and guidance and planning a knowledge management

system to record and disseminate good practice.

Our aim for year two is to build on the substantial progress

made so far and help unions sustain and develop their

learning activity to a consistently high standard.

3

Liz SmithDirector, unionlearn

Foreword Our structure

Unionlearn was established under the auspices of the TUC. It includes the former TUC Learning Services in England as well as the TUC Education Service, which covers the United Kingdom.

The driving force behind unionlearn is its Board,

comprising 16 senior General Council members. The

Director reports to the Board.

The Partners Advisory Group is a body of external experts

from key learning and skills organisations. Their role is

to advise the Board on how unionlearn can effectively

engage with stakeholders, secure quality and mainstream

best practice.

The Board is also assisted by a Union Advisory Group of

union specialists on trade union education and learning

services. Their role is to ensure that the planning, standards

and delivery of services meet union needs.

Unionlearn has six sections covering its national function,

which are run by national managers. Five of these sections

are based in Congress House, with union development

located in the TUC North West offi ce.

Unionlearn also has a regional structure, with six regional

managers overseeing localised work. All national

and regional managers are members of the Senior

Management Team, led by the Director.

Unionlearn had an income of over £11 million last year

and employs more than 145 staff, most of whom provide

support to unions in the regions.

National structure

4

Regional

structure

Business

and fi nance

Trade Union

Education

Union

developmentStandards

and quality

Research and

strategy

Communications

and marketing

Board

Director

Union Advisory Group Partners Advisory Group



Partners Advisory GroupRemit ❙ Contribute to discussions about

the strategic direction of

unionlearn.

❙ Advise unionlearn on ways in

which it could develop in order to

better achieve its objectives and

further its role.

❙ Champion the value of union

learning in the wider world of

learning and skills.

Chair Frances O’Grady

Deputy General Secretary, TUC

Group members Richard Beamish Asset Skills

Dr John Brennan

Association of Colleges

Graham Hoyle

Association of Learning Providers

Linda Siegle

Campaign for Learning

Tricia Hartley

Campaign for Learning

Victoria Winkler

Chartered Institute of Personnel and

Development

Chris Humphries City and Guilds

Paul Head

College of North East London

Garry Hawkes Edge Foundation

Simon Jones

Investors in People UK

David Way

Learning and Skills Council

Alison West

National Extension College

Karan Green

National Open College Network

Alan Tuckett NIACE

Professor David Vincent

Open University

Teresa Bergin QCA

Andrew Thompson

Quality Improvement Agency

Dinah Caine Skillset

Sarah Jones Ufi

Jacqui Henderson UK Skills

Richard Bolsin

Workers Educational Association

Baroness Margaret Wall

The Board Remit

To oversee the strategic direction of

unionlearn by:

❙ helping to establish it as a high-

profi le organisation that is the

union voice on learning at work

❙ maximising its potential to support

union organisation and growth

❙ considering and approving its

strategic plan

❙ monitoring progress against

objectives and key performance

indicators.

The Board’s composition broadly

refl ects unions within the General

Council. Some members are elected

at Congress. Others are appointed.

Chair Billy Hayes CWU

General Council membersBob Abberley UNISON

Mary Bousted ATL

Barry Camfi eld Unity

Gail Cartmail Unity

Sue Ferns Prospect

Allan Garley GMB

John Hannett USDAW

Chris Keates NASUWT

Michael Leahy Community

Paul Mackney UCU

Mark Serwotka PCS

Alison Shepherd UNISON

Steve Sinnott NUT

Pat Stuart Unity

Ed Sweeney Unity

Staff members Frances O’Grady Deputy General

Secretary, TUC

Liz Smith Director, unionlearn

Matthew Fernandez-Graham

Business and Finance Manager

unionlearn

ObserversDavid McVean Department for

Education and Skills

David Way Learning and

Skills Council

5

“ Unionlearn had an income of over £11 million last year and employs more than 145 staff, most of whom provide support to unions in the regions.”

6

Foreword

Unionlearn was established by the TUC in May 2006 to provide a strong, high-profi le strategic framework and support for unions’ work on learning and skills, and the training of reps and offi cers.

Unionlearn has two overriding targets

❙ 22,000 trained and accredited union learning

representatives by 2010.

❙ 250,000 learners annually via the union route by 2010.

0

50

100

150

200

250

2004/05 05/06 06/07 07/08 08/09 09/10

(comprises learners

supported by Union Learning Fund projects

as well as union reps trained)

Learners via the union route

All unionlearn’s work is concerned with, and

supports, unions in:

❙ strengthening their organisation through training/

supporting offi cers and reps

❙ helping their members to access learning opportunities.

Achieving our objectives will require more learning

agreements with employers that provide facilities for

union reps and support for learners.

It will also require more unions to integrate their work

on learning and support for unionlearn representatives

(ULRs) into wider regional, national and sectoral

strategies.

Our success in meeting our targets will be underpinned

by high quality standards, enhanced equality, managing

information and research effectively, an effective

communications strategy, and secure, well managed

arrangements for funding.

Our targets



The Skills PledgeThe Government’s review of skills set out a number

of objectives for 2020. The Leitch Review set out the

following targets:

❙ 95 per cent of adults to achieve basic skills of

functional literacy and numeracy.

❙ More than 90 per cent of adults qualifi ed to at

least level 2.

To reach these goals Leitch proposed that:

❙ the Government launch a pledge for employers to train

all eligible employees up to level 2

❙ there should be a review of progress in 2010

❙ if the improvement rate proves to be insuffi cient, the

Government should introduce a statutory entitlement

to workplace training at Level 2, in consultation with

employers and unions.

The TUC supports the pledge as a way of securing

employer commitment to training low-skilled members

of staff.

Unionlearn will track the progress that is made and

assist unions to make learning agreements with

employers which offer higher and broader levels of

learning – not just level 2 provision. This is unionlearn’s

‘Pledge Plus’.

A key part of this pledge is to provide Skills for Life

opportunities.

Skills for LifeThe Union Learning Fund (ULF) continues to receive

£3 million a year from the DfES Skills for Life strategy

unit for union work.

Last year saw 18,129 Skills for Life learners gaining

21,089 literacy and numeracy qualifi cations

A priority for the ULF this year is to focus Skills for Life

provision to encompass a ‘Skills for Work’ theme,

refl ecting government priorities on progression

pathways to fi rst full Level 2 qualifi cations (5 GCSE A-C

grades, or an NVQ2). This will help unions ensure that

those receiving Skills for Life training can explore further

learning opportunities.

The 62 union Skills for Life Advocates have been

supporting union work on Skills for Life by speaking at

conferences and contributing to various publications

and newsletters.

7

“ Last year saw 18,129 Skills for Life learners gaining 21,089 literacy and numeracy qualifi cations.”

ForewordOur strategy

- Increasing use of unionlearn centres by reps

» An expanding training and development programme for reps and offi cers

» Good progress towards the target of 22,000 ULRs by 2010

» The role of ULRs to be better recognised in union rulebooks and structures

» Growing evidence-base linking unionlearn to recruitment, retention and

organising strategies

» An increase in both the number and effectiveness of learning agreements with

employers, including joint learning committees and collective learning funds

» Increase in the incidence of collective bargaining over training

» Effective management of the Union Learning Fund and regional funds, with

tailored support packages for unions

» Effective and well-used management information systems providing robust data

» Increased union input and infl uence on learning and skills policy bodies

» Strong relationships and workplans with key stakeholders and agencies

through memorandums of understanding

» Knowledge of external sources of funding (including mainstream

programmes) that will support union learning

» ULRs integrated into local/national/sectoral union structures

» Unions committing more resources to support work on learning

» Increasing use of unionlearn centres by reps

» Memorandums of understanding with key organisations that facilitate delivery

to learners by unions

» Unions using new electronic tools, such as the Climbing Frame (see page 20),

to support learners

» Growing use of and demand for the unionlearn ‘Quality Award’ (see page 21)

for provision

» Recognition by stakeholders of the ULR role in Information, Advice and Guidance

Key strategic objectives

Reps and unions

Ensure that

unionlearn

contributes to the

growth of unions and

the number of reps

Develop quality

services that support

the union contribution

to learning and skills

in the workplace

Develop strategies

for the sustainability

of this work

Key success indicators

8



Help unions increase

the number of union

learners, in all types of

learning

Develop quality tools

and support services

for unions to use with

unionlearners which

promote progression

Develop sustainable

strategies and

frameworks for union

learners

» Learners accessing mainstream programmes, including Train to Gain and

Learner Accounts

» Learners covered by learning agreements, providing them with time off to

train and access to qualifi cations

» Learners supported by collective learning funds or other long-term

funding strategies

» Good progress towards the target of 250,000 union learners per annum

» More online provision and support to access e-learning

» Data refl ecting take-up of Skills for Life, NVQs at level 1, 2 and 3, CPD and

higher level skills/qualifi cations

» Data refl ecting take-up from groups disadvantaged in the labour market

» Increasing number of learners supported/drawing on the Climbing Frame

and other unionlearn tools

» Union Information Advice and Guidance Strategy for ULRs used by unions

and understood by stakeholders

» Increased use of unionlearn centres by learners

» Increased take-up of services linked to memorandums of understanding

Learners

Key strategic objectives Key success indicators

9

“ Key strategic objectives include developing quality services that support the union contribution to learning and skills in the workplace.”

Foreword

Most of unionlearn’s activity is delivered at regional level, where the majority of staff work, supporting union projects and managing trade union education programmes. These are a few of the many activities the regions have been involved in over the past year.

MidlandsThe Midlands region has been supporting unions

with a range of workplace learning developments,

including facilitating activity with sector skills councils,

engaging with Train to Gain, providing support for matrix

accreditation and Information, Advice and Guidance

(IAG) training for ULRs. Regional projects have opened

up learning opportunities for large sectors of the

workforce, including migrant workers, to take Skills for

Life national tests and level 3/4 management skills

courses. Successful new courses, such as training for

environmental reps, have been added to the region’s

TUC Education offer.

NorthernOver 70 projects have been supported since the region’s

Learning for All Fund was formed. In the bidding round

this spring £1.1 million worth of bids were received. More

than £600,000 was distributed, with 21 current projects

receiving additional funding and new funding pledged

to 14 projects due to launch in July. An evaluation of the

fund found that 63 per cent of people who engage with

a ULR during projects progress to some form of learning

and that 71 per cent go on to take two or more courses in

their fi rst year.

Regions

10



North WestThe North West region has set up a steering group of key

affi liates, stakeholders and partners to help increase

awareness of unionlearn and inform its strategy. It

has also launched a scoping project measuring union

contribution to the learning agenda in the region. Projects

have been established to contribute a trade union

perspective to the regional sector skills strategy, develop

union support for people with mental health issues and

promote social inclusion. Unionlearn in the North West

has also contributed to the development of the City

Employment initiatives, ensuring a union input.

Southern and Eastern Building on the successful work undertaken by trade

unions in the South East on Learning at Work Day in

2006, the South East England Development Agency

agreed to work with unionlearn again for Learning at

Work Day 2007. The London Development Agency has

also agreed to run something along similar lines. Over

150 activities will be funded and it is estimated that

more than 6,000 trade unionists took part in the South

East and London.

South WestThe South West region is spreading good practice by

networking union reps of all kinds. As well as running

established networks for ULRs, regional events have

been organised for health and safety and union reps.

All the events – however large or small – allow reps to

meet together and share ideas and information. They

also feature inspiring speakers and useful workshops.

Yorkshire and the HumberYorkshire Forward and unionlearn have committed

£20,000 to workplace union learning supported

by the Campaign for Learning on Learning at Work

Day. Unionlearn activities in the region, including

the establishment of ULR and union project worker

networks and a regional Steering Group, have

culminated in around 70 successful bids.

11

“ Yorkshire Forward and unionlearn have committed £20,000 to workplace union learning supported by the Campaign for Learning on Learning at Work Day.”

Participation in the union representatives’ programme organised and run by TUC Education continued to grow during 2006.

The number of reps being trained rose to over 49,000

– the highest ever, and an increase of 5.7 per cent on

2005 fi gures. Growth is concentrated in the shorter

programmes, an indication of the diffi culties reps face

in gaining release from the workplace to attend training.

There is evidence to suggest that fewer reps are able to

return for updates or further training.

Nonetheless, unionlearn with TUC Education is reaching

more union reps than ever before and delivering

learning to them more fl exibly than has been possible

before. Trade union education studies departments have

received 10 consecutive Grade 1 ‘outstanding’ Adult

Learning Inspectorate reports, giving them an unrivalled

reputation for quality and innovation in adult education.

Training opportunities for union professionals also

expanded signifi cantly in 2006, during which one in six

offi cers received training through TUC Education; a total

of 544 from 37 unions – a rise of almost 200 offi cers from

2005. Sixty one per cent of course participants during

2006 were women offi cers.

TUC Education OnlineDuring the past year, TUC Education has made

considerable progress in developing its online

programme. A revised version of the Online Learning

Strategy has been produced to help inform and shape

the direction TUC Education’s online offer will take.

Demand for online courses is strong. New courses have

been made available and delivered successfully. Online

course provision is expected to grow rapidly.

Out at WorkDuring 2006, unionlearn with TUC Education launched

Out at Work, an education workbook on lesbian, gay,

bisexual and transgender (LGBT) issues at work. During

the summer term, more than 15,000 union reps on TUC

courses will receive a copy of the workbook and take a

short activity on raising awareness of LGBT issues and

how to support LGBT members at work.

o

10

20

30

40

50

60

1998 99 00 01 02 03 04 05 06

Total number of reps, 1998-2006

TUC Education

12



Qualifi cations Credit FrameworkA range of new qualifi cations for reps will be developed

through the new Qualifi cations Credit Framework,

enabling appropriate recognition for reps’ achievements

in learning and further recognition of the sophisticated

nature of the work they carry out and learning they

undertake. TUC Education is involved in trialling the

new framework. The project will look at how reps can

build credits to gain recognised awards, certifi cates and

diplomas in a fl exible way which meets their primary

needs as learners.

Occupational standardsNew occupational standards were drafted in

partnership with ENTO, the sector skills body which has

responsibility for trade union roles. The standards cover

shop stewards, safety reps, learning reps and trade

union professional offi cers. The standards, launched in

June 2007, will be available in hard copy and online.

New coursesA range of new programmes were introduced this year,

including:

❙ Trade Unions and the Environment

❙ UK Unions and the EU

❙ Countering the Far Right

❙ Pensions Champions

❙ Health and Safety Update

❙ Developing Safety Representative Skills

❙ Workplace Accident Investigation and Reporting

❙ Smoke-free Workplaces

❙ Negotiating with Employers on Learning

❙ Skills for Life – the Whole Organisation Approach

❙ Working with Providers.

A tutor pack on Learning and Organising was also

launched in the spring.

13

“ Unionlearn with TUC Education is reaching more union reps than ever before and delivering learning to them more fl exibly than has been possible before.”

The Government established the Union Learning Fund in 1998. From its inception it has involved over 50 unions in projects in 700 workplaces. Its key aims are to:

❙ ensure learning and skills are core activities for unions

❙ develop the key role of ULRs in raising demand for

learning, especially among those with low or no

qualifi cations

❙ help unions and ULRs to provide quality information,

advice and guidance to stimulate the take-up of

learning and promote progression

❙ assist unions to form active partnerships with

employers and develop learning agreements

❙ promote partnerships with learning providers and

secure high quality provision

❙ develop union capacity to engage in effective

partnerships with public organisations such as sector

skills councils and regional development agencies.

The ULF currently stands at £12.5 million a year and,

since April, has been administered through unionlearn.

An assessment panel made up of representatives from

unionlearn, the Learning and Skills Council, Department

for Education and Skills and trade unions will make

recommendations on all bid applications.

The key themes for Round 10 include:

❙ building and supporting the ULR network

❙ Skills for Life and NVQ level 2 provision

❙ progression and professional development

❙ ICT and e-learning

❙ technical infrastructure

❙ sector-based union initiatives.

Overall themes include working with employers, access

to high quality information, advice and guidance and

promoting commitment to equality and diversity.

Over 100,000 learners are supported every year on

programmes through ULF projects – most on ICT

learndirect courses, Skills for Life and further

education programmes.

Union Learning Fund

14


New learning centres opened 81

Learning centres signifi cantly enhanced 117

Courses customised/developed 163

Formal learning agreements signed with employer 213

Number of employers making facilities agreements to support ULRs 239

Number of employers giving time off for learners not included above 451

Number of participants in dissemination/networking events 86,911

ULF outcomes: union capacity, April 2006–March, 2007

100,000+

o

5

10

15

20

25

Total number accessing learning

ICT learndirect

Skills for Life

FE

CPD

NVQs

ULR training

eLearning

ESOL

Others, plus predicted learner outcomes from unreported ULF projectsA B C D E F G H I J

20,736

17,47416,991

8,001

6,8754,775

3,864

17,460

3,838

ULF outcomes: learners, April 2006–March, 2007

ULF projects have strengthened unions by helping to train and support ULRs,

establishing learning centres and facilitating learning agreements with employers.

15

“ Over 100,000 learners are supported on programmes through ULF projects.”

Union learning representatives are the driving force of union-led learning.

According to research done for unionlearn by the Leeds

University Centre for Employment Relations, Innovation

and Change, ULRs are associated with signifi cantly

higher levels of training. More than 3,000 new ULRs

were trained in 2006, with over 720 more taking

additional modules such as Skills for Life; Information

Advice and Guidance; Learning and Organising; and

Running a learndirect Union Learning Centre. In addition,

unionlearn has developed and is running online courses

for ULRs, designed for those who require a convenient

and more fl exibly delivered course.

Although ULRs in union-recognised workplaces have

statutory rights to time-off for training and carrying out

their duties, many still face barriers. That is why the

TUC has called for legislation to formalise ULR rights

and duties, aimed at encouraging more employers to

make learning agreements with unions. So that more

can be learned about the needs of ULRs, unionlearn is

supporting a major survey by Nottingham University

Business School.

Union learning representatives

16

Union learning reps recruited

0

2

4

6

8

10

12

14

16

18

20

22

2001/02

03/04

04/05

05/06

06/07

07/08

08/09

09/10

02/03


Learning and organising Union learning reps are key to the integration of

union learning and organising strategies. Unionlearn

is supporting unions to integrate ULRs into local

branch and workplace structures. There is a general

recognition that recruitment should be part of their

role. As well as organising a workshop on learning

and organising, unionlearn arranged a number of

regional focus groups. This series of six groups was

held during January to fi nd out how unionlearn can

improve its services to affi liates and make an effective

contribution to building trade union organisation

across all activities. Information was also sought to

help build an evidence base to demonstrate the link

between learning and organising.

Learning centres are pivotal to union organisation. The

Win Win campaign pilot aims to put learning centres at

the heart of organising activity.

17

“ The TUC has called for legislation to formalise ULR rights and duties, aimed at encouraging more employers to make learning agreements with unions.”

Ufi /learndirect Unionlearn has worked with learndirect to deliver a

free and independent learning advice line to support

learners. Union representatives can access the service

on behalf of learners or signpost learners to the service.

The advice line’s dedicated phone number, 0800 92

91 90, is open seven days a week, from 8am to 10pm.

Professional advisors, with a specialist understanding

of the needs of union members, are on hand to give

advice and information on learning in nine different

community languages.

As well as information on courses, the telephone line

offers a free careers advice and guidance service.

Resources, including the national database of courses

and job profi les, are to be made available through

www.unionlearn.org.uk.

Working with partners

18

The Open UniversityUnionlearn is working in partnership with

the Open University (OU) to help more

union members into higher education. A

key goal is to widen participation in

higher education by increasing the

number of union learners on the OU

route. A special arrangement between

the two organisations means union

learners can claim a 10 per cent discount on fees for OU

fi rst year undergraduate courses that carry 30 and 60

points towards their qualifi cation. The aim is to

encourage 4,000 union members a year into taking one

of the wide number of OU courses.

Other priorities identifi ed in the MOU include:

❙ working with employers and SSCs to close skills gaps

❙ developing progression pathways for workforce

development

❙ providing access courses for potential OU students in

the union movement.

Unionlearn can only meet its objectives by working with partner organisations. That is why it has established programmes of work with a number of leading organisations, set out in memorandums of understanding (MOUs).


Investors in People UKUnionlearn is working together with Investors in People

UK (IiPUK) to promote the workplace learning and skills

agenda. The agreement builds on the good relationship

between unionlearn and IiPUK by providing a strategic

framework for developing future joint work to deliver key

shared priorities. Under the memorandum:

❙ unionlearn will raise awareness of IiP among unions

and ULRs

❙ IiPUK will promote the role of unions and ULRs inside

its own networks

❙ the TUC will get involved in the IiP Ambassadors and

Champions programme

❙ both organisations will share good practice.

19

National Extension CollegeUnionlearn is working with the National Extension

College (NEC) to develop a long-term strategic

relationship, initially in the area of widening

participation, including progression pathways and

access provision. The collaboration between unionlearn

and the NEC gives union learners access to more than

120 Level 2 and 3 accredited courses.

This agreement offers unionlearn the security of working

with a long-established educational charity which shares

the values of mutuality that the trade union movement is

based upon. The MOU gives union learners a 10 per cent

discount on NEC courses and targeted help for disabled,

young and minority ethnic members. The NEC’s ability

to move students through Level 1, 2 and 3 contributes to

one of unionlearn’s key objectives – progression.

Skills for Business NetworkUnionlearn is collaborating with the Skills for Business

Network in the area of skills related information,

advice and guidance (IAG). Both partners recognise

the advantage of collaborative working to progress the

mutual skills agenda through the provision of IAG in the

workplace by:

❙ ensuring IAG provided in the workplace will address

skills gaps and help to develop progression pathways

for workforce development

❙ providing information, advice and guidance to union

members

❙ working with other stakeholders to promote the role of

IAG in contributing to skills development

❙ developing joint opportunities for staff development

on IAG within unionlearn, unions and SSCs

❙ increasing co-operation in IAG research and

development activities.

The MOU means that sector skills councils (SSCs)

are able to work with unionlearn to refer learners

to SSC IAG services. SSCs can also benefi t from

unionlearn’s strategic links with government and

business to progress the skills agenda. Unionlearn

benefi ts from Skills for Business’s infl uence in

skills policy, access to resources, provision of

employer-based labour market intelligence and

strategic activity to progress skills issues.

“ Unionlearn has established programmes of work with a number of leading organisations, set out in memorandums of understanding (MOUs).”

The Union Learning Climbing FrameAn integral part of unionlearn’s Supporting Learners

Strategy is the development of the new online Union

Learning Climbing Frame tool.

This tool is designed to hold summary information about

a broad range of learning themes and opportunities

which can be updated and continuously developed. It

also signposts workplace learners to relevant learning

opportunities whatever their skills levels.

In a climate increasingly focused on skills for work, the

Climbing Frame has, at its core, a holistic approach

which recognises that union learners have aspirations,

skills and experience that can help them move towards

personal goals as well as work and career goals.

ULRs can use the Climbing Frame to:

❙ give them up-to-date information to help in discussions

with individual learners

❙ work with learners to develop an individual action plan

❙ gather information about learning needs which can

support negotiations with employers.

The Climbing Frame will be regularly updated and can

be customised to meet the needs of different unions

and sectors.

Collective learning fundsBoth the Further Education White Paper and the Leitch

Report highlighted collective learning funds as a key

union priority. The establishment of the TUC/DfES

Collective Learning Funds (CLF) project in the North West

refl ects this. The objective of the project is to:

❙ help defi ne a strategy for developing joint funding

models to support sustainable and affordable learning

in the workplace

❙ identify, pilot and evaluate a number of different

potential models for pooling funds

❙ prepare a fi nal report that sets out proposed models,

with supporting case studies.

There are 10 workplace pilots within the CLF project.

Much activity has taken place over the year and this will

be evaluated for purposes of policy dissemination, with

a view to mainstreaming effective models.

Stimulating innovation

20


Unionlearn Quality AwardThe new unionlearn Quality

Award will be awarded to

providers whose programmes

and courses meet unionlearn’s

good practice criteria. It will only be given to providers

who can demonstrate that union learners’ needs are

considered in the design, development and delivery of

courses and programmes and it will help signpost ULRs to

providers that are working successfully and fl exibly with

unions. It will be easily recognised by growing numbers of

ULRs and union learners as a mark of good practice.

Achieving the unionlearn Quality Award will:

❙ be an incentive for providers to work with unions and

reach more learners

❙ provide a standard for working with unions and union

learners

❙ signpost ULRs to union-friendly provision

❙ increase union leverage and infl uence with providers

❙ help unions to get high quality data about their learners

from providers.

The Quality Award will be given for three years and will

be reviewed annually. There are no fees involved.

Supporting Learners The purpose of the Supporting Learners project is

to support the delivery of Information, Advice and

Guidance (IAG) services to union learners.

After consultation with union learners, ULRs, unions

and IAG service providers a strategy was agreed setting

out plans for mainstreaming and embedding a network

model within unionlearn and affi liated unions. The

model will refl ect regional and sectoral variations.

The project has developed a strong relationship

between unionlearn and IAG network providers who

can support union representatives and individual union

learners. This has resulted in MOUs and joint action

plans between the Skills for Business Network, which

includes the SSCs, and learndirect advice.

Work is in progress to develop a range of resources to

support the work of union reps, including new training

activities and materials, a handbook and briefi ngs for

ULRs, guidelines for IAG providers for working with

unions and a series of case studies.

The project has provided an opportunity to promote

unionlearn to a range of external organisations and

encourage joint working with unions.

Quality StrategyThe aim of this project is to produce a Quality Strategy

that is ‘fi t for purpose’ across the range of settings and

situations that are unique to unionlearn.

It is intended that the strategy will be based on the

objectives and priorities outlined in the three year

strategic plan and, in particular, the strategic goal of

‘improving quality’. It will take into account both external

and internal priorities for quality improvement.

An advisory group has been convened and provided

feedback on themes and approaches to consider. It

will be informed by the views and expertise of staff and

by existing effective practice within unionlearn. A key

aspect of the strategy will be Continuous Professional

Development (CPD) for unionlearn staff.

21

“ The new unionlearn Quality Award will be awarded to providers whose programmes and courses meet unionlearn’s good practice criteria.”

A major objective for unionlearn is to become the authoritative voice of union-centred research and strategic thinking on workforce learning and skills. To this end, unionlearn is informing policy development by commissioning research from universities and research institutes.

The fi rst report, Union learning, union recruitment and organising, undertaken by the Working Lives Research

Institute at London Metropolitan University, is a major

survey of union views on learning and organising. The

report found evidence of unions working to promote

practical links between learning and organising agendas

in terms of both full-time and lay offi cer structures, and

through training. Despite this, learning offi cers claim that

progress in integrating union learning with core business

is slow and needs to speed up.

In Organising to learn and learning to organise the

Scottish Centre for Employment Research at Strathclyde

University Business School features a series of in-depth

case studies on learning and organising. The report fi nds

evidence that union-led workplace learning can lead

learners to progress up a ‘learning escalator’, starting

with learning that is not directly job-related to learning

that is. The case studies also show that when unions are

able to offer an additional learning service to existing

and prospective members, attitudes to unions are

positively changed and recruitment is enhanced.

A third report by Leeds University’s Centre for

Employment Relations, Innovation and Change,

A collective learning culture, analysed case studies on

learning agreements. They demonstrate that the best

outcomes, in terms of employee participation in learning

and the development of organisational learning cultures,

are associated with learning partnerships in which there

is a relatively even balance of power between employers

and unions. Another report by the centre found a

consistent association between unionised environments

and higher reported levels of training coverage and

duration.

The fi ndings of these reports have been disseminated

through unionlearn seminars and through its research

network. Future research includes qualifi cation barriers

to migrant workers and a national ULR survey.

Sian Moore and Hannah Wood

Commissioning research

22

Three case studies on the effects of union-led workplace learning

Paul Thompson, Chris Warhurst and Patricia Findlay


During the year unionlearn has worked with unions involved in 14 sector skills councils to develop trade union action plans for delivery of the sector skills agreements (SSAs).

Tangible outcomes include ULF funding for a Prospect

project to improve ULR coverage in the Lantra footprint

and a joint ULF project between the GMB, Unison and

SkillsActive to promote learning for staff and volunteers

of rugby and boxing clubs in Yorkshire and Humberside.

Unionlearn hosted launch events for the SSAs of Skills

for Health and Cogent. It also co-ordinated trade

union support for SSC bids to the Women and Work

Sector Pathways Initiative, aimed at improving the

opportunities for women to move into jobs where they

are under-represented.

Unionlearn is helping to encourage more union

members to apply for positions on public bodies

such as SSCs, regional development agencies,

further education college and school governing

bodies. A ‘Get on Board’ pilot seminar has been

held in one region and is being planned for all

regions, supported with necessary resources.

A three-day TUC Education programme has been put

on to support existing union representatives on SSCs,

regional development authorities and LSCs. The course,

Representing Unions on Public Bodies, is designed

to help union offi cers enhance their effectiveness as

representatives on learning and skills bodies. It will

help them use their role more strategically in order to

maximise their infl uence on policy development and

implementation.

Strategic support

23

Communications

24

The new unionlearn brand has become widely recognised over the past year, particularly within the learning world, but beyond as well.

The TUC’s education and skills organisation has received

consistent coverage in the learning media, on websites

as well as in regional, specialist and some national

outlets. The new unionlearn website receives over one

million hits per month and has been widely praised

for its publications list, lively discussion board, events

listings and coverage of courses. Unionlearn’s quarterly

magazine, The Learning Rep, was relaunched last year

and its circulation expanded. It is supported by a range

of publications aimed at assisting ULRs, which have

been distributed free of charge.


In the 2006-07 fi nancial year unionlearn had an income of over £11 million. This included over £4.8 million from the Department for Education and Skills (DfES) for existing work and to establish the new organisation.

Unionlearn has also benefi ted signifi cantly from being

part of the ESF Equal High Road Project, which has

provided substantial development money to underpin

unionlearn, as well as funding other innovative work on

learning with a variety of partners. Equal funding fi nishes

at the end of this calendar year.

The income for the 2007-08 fi nancial year is budgeted to

be about £26.9 million. This includes an additional £1.5

million from the DfES to refl ect the fact that unionlearn is

now fully operational.

The substantial increase in total income on last year is

due to the fact that on 1 April 2007, unionlearn was given

responsibility for managing the Union Learning Fund,

which will distribute £12.5 million of funding to unions for

strategic learning projects across the country.

There are also regional learning funds in the South West

and Northern regions and unionlearn intends to create

these in other regions where funders are willing.

Full audited accounts will be presented to Congress in

September as part of the TUC’s overall accounts.

National and regional funding for unionlearn in 2006/07

National and regional unionlearn expenditure 2006/07

25

Funding

Unionlearn’s magazine The Learning Rep

is relaunched. Liz Smith interviews Education

Secretary Alan Johnson, who said: “ULRs are an

extraordinary plus for the trade union movement.”

TUC Education Manager Liz Rees (right) with Angela

Eagle MP (middle) at the launch of TUC Education’s Out at Work book, a training manual on how unions can best

support lesbian, gay, bisexual and trans people at work.

Unionlearn is working in partnership with

the BBC’s RaW campaign, which is aimed at

improving adult literacy.

The TUC formally launches unionlearn on

2 May, 2006. Gordon Brown, speaking to a

packed Congress House, said: “Nothing we

do in the next few months and years is more

important than extending union learning.”

A year of unionlearn

» 1 million web hits a month » 18,000 Union Learning

26

27Unionlearn Annual Report 2007

A builder develops new

skills thanks to the Women

Build West Yorkshire

project, supported by

building union UCATT. The

project aims to get 150

more women into local

building fi rms.

Young apprentices learn about rail infrastructure at

the Royal Navy’s training facility in Gosport, Hampshire.

Increasing high quality apprentice provision is a high

priority for unionlearn.

A London bus in Finland? Just one of many discoveries

for bus worker and TGWU ULR Sonia Mullins during

the international Equal High Road “Agents for Change”

conference for European learning reps.

Huge amounts of free publicity materials, including posters, leafl ets,

info packs and books, have been distributed to workplace learning

centres via unionlearn’s website. This poster, available in seven

languages, aims to highlight the benefi ts of learning at work and home.

» 100,000+ learners » New learning centres opened »

Reps » 100s of learning agreements » New partnerships

Lifelong Learning Minister, Bill Rammell, presents

a DfES award to Zoë Davies of unionlearn’s Skills for

Life Whole Organisation Approach project.

USDAW ULR Charlton Charles (third from left) joins fellow learners to celebrate their

graduation from the Lifelong Learning

scheme at the Bristol branch of Ikea.

TUC Deputy General Secretary, Frances

O’Grady, presents government review chair,

Lord Leitch, with the union case for learning.

Author, actor and comedian Ricky Tomlinson joins union

members on a Mersey ferry to promote his Quick Read

book, Reading My Arse!, on World Book Day – an initiative

to get more people reading, backed by unionlearn.

Six regional set-ups » Promoting equal opportunities

established » Working with Olympics Delivery Authority

Unionlearn starts work with the Financial

Services Authority to promote a new series

of free hour-long workplace seminars on

“Making the most of your money”.

Learning on the move: bus companies

with active ULRs and learning agreements

have been innovative in converting buses

into mobile Learning Centres.

29

Foreword

Champion hurdler Colin Jackson presents

GMB project co-ordinator Steve Walker with

a National Training Award – one of many

training awards won by trade unions.

TUC’s union learning rep of the year award

2006 is presented to Nikki Simpson from

Unite (Amicus) by Tony Blair.

Chair of the unionlearn Board, Billy Hayes

of the CWU, tells Gordon Brown how to

promote workplace learning.

» TUC Education: 10 Grade 1 ALI inspections awarded »

» £12.5 million ULF taken over »

Guitarist Martin Bowie from Hayle, who has

taken advantage of a fi nancial management

course run by unionlearn Cornwall.

Get a learner – gain a 1 Gb memory stick, with

unionlearn’s ongoing Win Win campaign.

30Unionlearn Annual Report 2007

Unionlearn is working to ensure that the skills

gap is closed in time for the 2012 Olympics. Equally

important is the build up to the 2011 London World

Skills Competition.

Workers at VT Shipbuilding in Portsmouth take part in an ICT

course. A study of the company’s training programme revealed a

return on investment from their workplace training.

Unionlearn with the TUC has campaigned to get the

Government to review plans to restrict access to free

ESOL courses for migrant workers.

New Learning Climbing Frame piloted

New Board elected » Learning Rep relaunched

First Bus UK wins Business

in the Community award and

signs a far-reaching learning

agreement with the T&G,

covering 40 learning centres.

TUC General Secretary Brendan Barber signs a partnership

agreement between Unionlearn and Investors in People.

Similar agreements have been signed with the Open

University and National Extension College.

31

» Southern and Eastern team

Barry Francis Regional Manager

020 7467 1251

» Midlands team

Mary Alys Regional Manager

0121 236 4454

» Northern team

Barney McGill Regional Manager

0191 227 5552

» North West team

Dave Eva Regional Manager

0151 236 2321

» South West team

Helen Cole Regional Manager

0117 947 0521

» Yorkshire and the Humber team

Alan Roe Regional Manager

0113 245 4909

» unionlearnTel: 020 7079 6920

Fax: 020 7079 6921

Liz Smith Director

020 7079 6922

Managers

Ian Borkett

Standards and Quality Manager

020 7079 6940

Bert Clough

Research and Strategy Manager

020 7079 6925

Matthew Fernandez-Graham

Business and Finance Manager

020 7079 6936

Mike Power

Communications and Marketing Manager

020 7079 6942

Liz Rees

Trade Union Education Manager

020 7079 6923

Judith Swift

Union Development Manager

0151 243 2568

» National unionlearn

Contacts

Published by unionlearn

Congress HouseLondon WC1B 3LS

Tel 020 7079 6920Fax 020 7079 6921

www.unionlearn.org.uk

June 2007

Design by Rumba Printed by Newnorth Print

Photography in main report by Mark Thompson

one year on - unionlearn annual report

Documents

union learning fund

high quality union learning

individual learning

learning opportunities

learning agreements

union work

union world

union route