our second year - annual report 2008

OurSecondYear Annual report 2008

with the TUC

unionLearn_final:Layout 1 30/5/08 14:07

unionLearn_final:Layout 1 30/5/08 14:07

Our mission ‘We will increaseworkers’ life chancesand strengthen theirvoice at the workplacethrough high qualityunion learning’

Foreword 2Introduction 3Aims and objectives 4Structure 7Partners Advisory Group 9Targets and performance 10Strategy 12Regional activity 14TUC Education 16Union Learning Fund 18Supporting ULRs 20Learning centres 22Learning and organising 23Negotiating learning 24Improving quality 25Supporting learners 27Working with partners 28Supporting sectors 30Commissioning research 32Communications 33Funding 35Contacts 36

Contents>>unionlearn

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Billy Hayes Chair of the unionlearn board

Foreword>>un

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This year is a historic year for union learning: tenyears ago the Union Learning Fund wasestablished and five years ago union learningreps got their statutory rights. Much ofunionlearn’s work during 2007/08 has focussedon improving quality of provision. There has alsobeen a greater emphasis placed on highereducation opportunities.

Over the year the unionlearn board hasdiscussed a number of policy issues. It hasweighed up the impact of the Leitch review onthe learning and skills system. The board hasalso monitored and expressed concern over theimpact of changes to ESOL funding in theworkplace. It has continued to stress the needfor high quality training, equality of opportunitiesand reasonable rates of pay in the Government’sApprenticeship programme. The results of therecent union learning reps survey have also been discussed.

Board members have played a key part in bothreviewing the objectives of the strategic plan to

ensure that they are fit for purpose andmonitoring progress against them. It has alsoaddressed issues of quality in relation toleadership and management. Board memberssee their role as promoting the values andpurpose of unionlearn and are taking anincreasingly ambassadorial role in enhancing itsprofile and impact within unions and the widerworld of learning.

Finally, it was with great sadness that the boardheard of the sudden death of one its members,Steve Sinnott. Steve’s support for unionlearn wasunmatched and reflected the fact that more andmore of his union members were benefiting fromunion learning activity.

Billy Hayes Chair of the unionlearn board


Liz Smith OBEDirector

The Department for Innovation, Universities andSkills’ continued commitment to unionlearn andthe Union Learning Fund is set out in its financialmemorandum agreed with the TUC to providesupport up to, and including, the year 2010/11.

During the year unionlearn has continued to work with unions and ULRs to extend theirinfluence on the development and delivery oflearning and skills.

The most significant challenge unionlearn hasfaced over the year has been maximising unionmember take up of the learning opportunitiesset out in the Government’s skills strategy, asrecommended by the Leitch Review of Skills. Thishas involved actively encouraging unions topress employers to sign the Skills Pledge and totrain their workforce up to at least level 2 – or aSkills for Life qualification – within the Train toGain programme.

Unionlearn has stepped up its work insupporting and promoting learning opportunitiesfor those wishing to progress to degree andcontinuing professional development (CPD)

levels. This work has been done in partnershipwith organisations such as Aimhigher.

The demand for TUC Education from both reps and officers has never been stronger, withnew courses, materials and online learning being continually developed to meet thisincreasing need.

Promoting the work of unionlearn has also beena high priority over the year. Successful nationalevents have been held between ULRs, ministersand MPs. These awareness-raising events haveled to many more MPs visiting union learningcentres and understanding the role of ULRs.

Finally, it is gratifying to report that thissubstantial activity means unionlearn is wellplaced to achieve its headline targets for 2010.

Liz SmithDirector

unionlearnannual report 2008

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Introduction>>


Aims and objectives>>un

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Unionlearn was established in May2006 under the auspices of the TUC. It is core funded through a grant fromthe Department for Innovation,Universities and Skills (DIUS).

It is responsible for union development inEngland, including the Union Learning Fund(ULF), as well as the TUC Education Service,which covers the whole United Kingdom.

The STUC has now established its ownorganisation, Scottish Union Learning, andunionlearn’s Trade Union Education Manager is a member of its board.

Unionlearn aims to achieve a step change in the trade union role by promoting the uptake of learning and skills in the workplace andmaximising the trade union contribution to the Government’s strategy to drive up demandfor skills. Its 140 staff are dedicated to achievingthese objectives.

Over the year unionlearn has established itselfas a key stakeholder in the learning and skillsworld. This was recognised by the Prime Ministerin his commitment to a £3 million increase to the ULF, bringing it to £15.5 million a year. Thetotal grant funding is £18.3 million from DIUS for the financial year 2007/08.

The main objectives of unionlearn are tosubstantially expand and improve the level oftraining and development available for tradeunion officials and reps, to provide a platform forincreasing the number of ULRs in the workplaceand to provide access for many more workers tolearning opportunities. It also has a key strategicrole in co-ordinating and supporting individualtrade unions to increase their ability to influenceemployers – either directly in the workplace orthrough participating actively on learning andskills bodies such as sector skills councils (SSCs)and regional skills partnerships (RSPs).

• develop the key role of ULRs in raising demandfor learning, especially among workers with lowskill levels and Skills for Life needs – thosewho need help the most and who employersand training providers find it hard to reach

• provide quality information, advice andguidance (IAG) to learners, linked to theunionlearn ‘climbing frame’ – an online tool to stimulate progression – and the take up of learning

• assist unions to secure quality learningprovision, including extending the use of thealready successful unionlearn Quality Award

• establish a skills support network to helpunions engage with and have impact onbodies such as SSCs and RSPs

• raise awareness of the union role in lifelonglearning and workforce development amongunions, employers, employees and other keystakeholders

• provide an enhanced TUC Education Service

• establish a research and strategy function toidentify, disseminate and mainstream goodpractice, and sponsor research where needed

• build union capacity to sustain and embedwork on learning and skills so that it becomesa core activity for all trade unions, in particularby integrating ULRs into workplace unionorganisation and by demonstrating the clearlinks between the learning and organisingagendas for unions

• manage and administer the ULF on behalf of DIUS.

The main functions ofunionlearn are to >>



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After losing hearing in one ear, formerfirefighter Garry Harney was facingcompulsory retirement from the fireservice. At the age of 53, and with fewtransferable skills, his future lookedbleak. But after passing his Skills forLife level 2, Garry became the FBU’sNorth West learning co-ordinator. Nowhe’s encouraging former colleagues totake up learning.

‘My success was due tomy passionate belief thatlearning is for all.’

>>


‘Now I know I can dowhatever I want if I putmy mind to it.’Glazier Kath Mellor left school at 16 withoutany qualifications. And it didn’t help thatshe had been told she wasn’t ‘goodenough’ to learn. But when she receivedsupport and encouragement from her unionand employer she gained the confidence tocomplete her Skills for Life qualifications.Kath is now much closer to achieving herambition of becoming a child-minder.

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Structure>>unionlearn

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The driving force behind unionlearn isits board, which is made up of GeneralCouncil members.

There is also a Partners Advisory Group ofexternal experts from key learning and skillsorganisations. Their role is to advise on howunionlearn can most effectively engage withstakeholders, secure quality and mainstreambest practice.

The board is also assisted by a Union AdvisoryGroup of union specialists on trade unioneducation and learning services. Their role is toensure that the planning, standards and deliveryof services meet union needs.

Unionlearn has six sections covering all nationalfunctions that are run by national managers. Fiveare based in Congress House, with uniondevelopment located in the TUC North West office.

There is also a regional structure, with sixregional managers. The national and regionalmanagers are members of the SeniorManagement Team, led by the Director, whoreports to the board.

>>

Director

Regional Structure

Business &Finance

Trade UnionEducation

UnionDevelopment

Standards &Quality

Research &Strategy

Communications & Marketing

>>

>>>>

>>>> >>

>>>> >> >>

Board Partners Advisory Group

Union AdvisoryGroup

National Structure


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The Board

Remit

To oversee the strategic direction of unionlearn by:

• helping establish it as a high profileorganisation that is the union voice onlearning at work

• maximising its potential to support unionorganisation and growth

• considering and approving its strategic plan

• monitoring its progress against objectives andkey performance indicators.

The board’s composition broadly reflects theunions in the General Council. Some membersare elected at Congress. Others are appointed.

>>ChairBilly Hayes CWU

General Council MembersBob Abberley UNISON

Sheila Bearcroft** GMB

Mary Bousted ATL

Barry Camfield* Unite – TGWU section

Gail Cartmail Unite – Amicus section

Sue Ferns Prospect

Allan Garley GMB

John Hannett USDAW

Chris Keates NASUWT

Michael Leahy Community

Leslie Manasseh Connect (co-opted)

Paul Mackney* UCU

Dave Prentis UNISON (TUC President)

Mark Serwotka PCS

Alison Shepherd UNISON

Steve Sinnott*** NUT

Pat Stuart Unite – TGWU section

Ed Sweeney* Unite – Amicus section

John Walsh Unite – Amicus section (co-opted)

Staff membersFrances O’Grady, Deputy General Secretary, TUC

Liz Smith, Director, unionlearn

Matthew Fernandez-Graham, Business andFinance Manager, unionlearn

ObserversDavid McVean, Department for Innovation,Universities and Skills

David Way, Learning and Skills Council

* resigned September 2007 on retiring from General Council ** elected September 2007 *** deceased April 2008



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Partners Advisory GroupRemit

• Contribute to discussions about the strategicdirection of unionlearn.

• Advise unionlearn on ways in which it coulddevelop to better achieve its objectives anddevelop its role.

• Champion the value of union learning in thewider world of learning and skills.

>>ChairFrances O’Grady TUC

Members Simon Bartley UK Skills

Richard Beamish Asset Skills

Vanaraji Bishop Qualification and Curriculum Authority

Richard Bolsin Workers EducationalAssociation

Dinah Caine Skillset

Sue Dutton Association of Colleges

Karen Green* National Open College Network

Tricia Hartley Campaign for Learning

Garry Hawkes Edge Foundation

Paul Head College of North East London

Graham Hoyle Association of Learning Providers

Simon Jones Investors in People UK

Pablo Lloyd UfI

Paul Mackney NIACE

Grahame Smith STUC

Liz Smith unionlearn

John Stone Learning and Skills Network

John Taylor ACAS

Andrew Thompson* Quality ImprovementAgency

Alan Tuckett NIACE

Professor David Vincent Open University

Baroness Margaret Wall Skills for Business

David Way Learning & Skills Council

Alison West National Extension College

Victoria Winkler Chartered Institute ofPersonnel and Development

* resigned on leaving partner organisation


250,000

04/05 05/06 06/07 07/08 10/1109/1008/09

200,000

150,000

100,000

50,000

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Target number

Actual number

Forecast number

‘We will encourage unions and employers to worktogether to improve skills in workplaces, building onthe achievement of unionlearn.’ World Class Skills:Implementing the Leitch Review of Skills In England

Targets and performance

Unionlearn has three headline targetsfor the end of 2010 >>

• 22,000 trained and accredited unionlearning reps

• 250,000 learners a year taking theunion route

• 17,500 of these learners on Skills forLife courses.

The forecasts for achieving these targets arebased on the actual performance statisticsreported by the regions and the ULF from Aprilto December, alongside profiled performance forthe following quarter. In general, performance inthe first nine months of 2007/08 was wellahead of profile, although the numbers of ULRsbeing trained needs to be increased.

The projected total number of ULRs that havebeen trained up to March 2008 is 20,589.Efforts must be continued in order to sustainand increase ULR recruitment, but the trend is

still on target to reach the required figure of22,000 by 2010.

The number of learners was 167,767 as of March2007. 158,000 learners have already taken theunion route in 2007/08, which includes over50,000 union reps trained. The currentprojection is for 206,534 learners over the wholeyear – well above the DIUS target of 180,000 for that year.

A key priority for unionlearn is supportingworkers with basic skills needs. There were23,415 Skills for Life learners supported on theunion route in the year to March 2007. Thecurrent forecast is for 31,552 for the whole ofthe year, based on a particularly strongperformance in the first nine months (28,073learners). This was partly due to the success ofLearning at Work Day and Adult Learners’Week initiatives in Yorkshire and the Humberand the Southern and Eastern regions indrawing new people into learning.

>>

Target number

Actual number

Forecasted number

22,000

01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

20,000

18,000

16,000

14,000

12,000

10,000

8,000

6,000

4,000

2,000

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ULRs Recruited

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Year >>

Learners via union route

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Year >>

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Having improved his own literacy skills,Mark Tallen found a new passion forlearning and became the first ULR at WadeCeramics in Stoke-on-Trent. He saw theimportance of learning and training, notonly for his colleagues, but also for thecompany. They are now reaping thebenefits of learning with a happier andbetter skilled workforce.

‘Take every opportunitythat you can to learn.’

>>unionlearn

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Strategy – reps and unions>>un

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• A growing training and developmentprogramme for reps and officers

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

• The role of ULRs recognised more in rule-books and within union structures

• Growing evidence base linking unionlearn to recruitment, retention and organisingstrategies

• Increasing use of unionlearn centres by reps• Memorandums of Understanding with key

organisations that facilitate delivery tolearners by unions

• Unions using IAG tools such as the climbingframe to support their learners

• Growing use of and demand for theunionlearn Quality Award for provision

• Recognition by stakeholders of the ULR rolein Information, Advice and Guidance

• More and effective learning agreements withemployers including joint learningcommittees linked to learning entitlementssuch as the Skills Pledge and Skills Accounts

• Increase in the incidence of collectivebargaining over training

• Increased co-investment in learning throughthe development of collective learning funds

• Increased union input and influence onlearning and skills policy bodies throughsupporting representatives on SSCs andRSPs, and facilitating joint action betweenthe unions and these bodies

• Strong relationships and work plans with keystakeholders and agencies throughMemorandums of Understanding

• Greater use of external sources of funding(including mainstream programmes) that willsupport union learning

• ULRs integrated into local/national/sectoralunion structures

• Unions committing more resources tosupport work on learning

• Research on the added value unions make to the take up of learning and skills opportunities and disseminating good practice

• Effective management of ULF and regionalfunds with tailored union support packages

• Effective and well used managementinformation systems providing robust data

To ensure that unionlearncontributes to the growthof unions and reps

To develop qualityservices that support theunion contribution tolearning and skills in theworkplace

Key strategic objectives Key success indicators

To devel0p strategiesfor the sustainability ofthis work

>>>>

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>> Strategy – learners


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Key strategic objectives Key success indicators

>>>>

>>

To assist unions toincrease the volume ofunion learners across alltypes of learning

• Good progress towards the target of 250,000 union learners per annum• More online provision and support to access e-learning• Robust data reflecting take up across Skills for Life, VQs at level 1& 2, CPD,

Level 3 and higher level skills/qualifications

To develop quality tools andsupport services for unions touse with union learners whichpromote progression

• Increasing number of learners supported/drawing on the climbing frameand other unionlearn tools

• IAG strategy for ULRs used by unions and understood by stakeholders• Increased use of unionlearn centres by learners• Increased take up of services linked to offers set out in Memorandums of

Understanding

To develop sustainablestrategies and frameworksfor union learners

• Learners accessing mainstream programmes e.g. Train to Gain, Skills Accounts• More learners covered by learning agreements providing them with time off to

train and access to qualifications• Learners supported by entitlements to learning through Skills Pledge, Skills

Accounts and Collective Learning Funds or other long-term funding strategies

Taken from the unionlearn Strategic Plan 2008-2011


Regional activity>>un

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Midlands >>The regional network of ULRs hasgrown, as has the number ofworkplace learning projects,enabling more than 22,000 peopleto access learning.

Innovative regionally-fundedprojects in the East Midlands haveseen many benefiting from Level 3short courses in management skills.There has also been help formigrant workers. In the WestMidlands funding has been securedfor 20 learning centres.

The TUC Education programmecontinues to grow with the offer ofonline provision, a range of newshort courses and the developmentof a foundation degree. New opportunities for trade unionsto raise awareness about the worldof work in schools and in mentoringapprentices have been created.Unionlearn in the Midlands has also facilitated a number ofpartnerships between unions andregional agencies to develop newand exciting approaches todelivering quality learningopportunities.

Northern >>This year has been another busyone in the region, with an array ofprojects both new and old yieldingpositive results. The Learning for AllFund has entered its seventh yearand secured an additional threeyear ESF contract. Since itsestablishment, the Fund hasallocated nearly £4 million to 84projects across the North East.Seventy-five learning centres havebeen established and more than1,000 ULRs trained. Last year10,000 adults were bought back tolearning.

The region also secured funding torun a programme aimed atincreasing IAG capacity amongULRs in the region. Now nearingcompletion, the project has resulted in almost 100 ULRsachieving a formal Level 3 or 4qualification.

Trade union education has receivedan additional boost, with newcourses and dedicated support thathas resulted in a 50 per centincrease in learners.

Most of unionlearn’s activity is delivered atregional level, where the majority of its staffsupport projects and manage trade unioneducation programmes. These are a few ofthe many activities the regions have beeninvolved with over the past year:


North West >>In September 2007, unionlearn inthe North West launched the pilotprogramme for its Learning andSkills for all Fund, supported by theRDA and regional LSC. The fundreceived 25 high quality bids andwas able to support 23 pilotprojects. These have alldemonstrated new and innovativeways to support union learners at work. The region has alsopromoted Train to Gain, with morethan 120 delegates attending anevent at which nine organisationssigned the Skills Pledge.

The Digital Divide project is meeting its targets and continuingto support learning centres acrossthe North West. The region is alsoworking with Aimhigher to helpunion members identify theopportunities that higher education can offer.

Regional innovations includedeveloping a hand-heldassessment tool for Skills for Life.

Southern and Eastern >>The past year has been as excitingas ever. Events were held withaffiliates and SSCs. At StanstedAirport unions and BAA secured£250,000 from East of England RDA to develop learning. The SouthEast England Development Agencyand London Development Agencyfunded workplaces to undertakelearning activities on Learning atWork Day. A briefing on ‘Managingyour Personal Finances’ has beendeveloped with the FinancialServices Authority.

Unionlearn has worked with London Higher to recruit ‘non-traditional’ learners into highereducation and with the Sussex and Kent Lifelong LearningNetworks to promote engagementwith learning. This developed intomore substantial activity with Uniteat Legal and General. Unionlearn isconsidering working with East ofEngland higher educationinstitutions and CambridgeUniversity.

South West >>The region’s Learning Works for AllFund goes from strength tostrength, with 20 projects running,including six redundancy supportprojects. Current projects focus onworkplace learning with migrantworkers, small businesses andworkers in the construction sector.

The region is working with HigherEducation networks to promotehigher skills to union learners andraise awareness with ULRs andunion learning organisers.

TUC Education has trained 3,500reps in the region – an increase of30 per cent on 2006/2007. Theservice has supported key areas ofactivity in the region, especiallysupporting environmental reps,disability champions and migrantworkers. The region has expandedits offer of flexible, tutor-supportedonline learning from its centre atNew College in Swindon.

Yorkshire and the Humber >>Unionlearn has made progresswith partners in deliveringpractical help to union members,including initiatives working withmembers of the regional skillspartnership.

Yorkshire Forward and unionlearnhave committed resources tounion learning activity duringAdult Learners’ Week, supportedby NIACE and the Campaign forLearning. Grants to run 160learning events have been agreedwith unions.

Yorkshire Forward also supportedSkills for Life provision in theregion. This means hundreds ofworkers gained access to courses,including ESOL.

Alongside ULR and projectworkers’ meetings, there is now aregional council education andskills committee that will helpimplement unionlearn’s strategicand operational plans.


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TUC Education

TUC Education offers high quality,accredited training to union reps and professionals through a network of colleges of further education across the UK. Participation in theprogramme for union reps andprofessionals is at its highest since records began, overtaking the previous high of 1978.

Preliminary figures show that 51,566 union repsenrolled on courses in 2007, while more than1,500 union professionals undertook a trainingcourse with TUC Education. With 13 consecutiveAdult Learning Inspectorate/OFSTED Grade 1‘outstanding’ inspection reports, and anunrivalled reputation for quality and innovationin adult education, TUC Education is an essentialpart of unionlearn’s work.

TUC Education OnlineDuring the past year, TUC Education has madeconsiderable progress in developing its onlineprogramme. Demand for online courses is high.New courses have been made available,including UK Unions and the EU; Going Global –Trade Union and International Development;Trade Unions and the Environment; andCountering the Far Right.

New research on TUC Education Online, itsmethodology and its learners shows high levelsof enthusiastic participation in online provision,along with high levels of retention, completionand student satisfaction. 81 per cent agreed orstrongly agreed that they had enjoyed their onlinelearning experience, with 89 per cent saying theywould be happy to enrol on another onlinecourse.

Qualification Credit FrameworkTUC Education is committed to continuedprovision of publicly-funded trade unioneducation in a changing environment. In thelonger term the Qualification Credit Framework(QCF) will form the new structure for adultqualifications. From July 2008 funding for thoseaged 19 and over will be directed towardslearning that leads to an existing qualification ora qualification in QCF. By 2010 all existingqualifications will be in QCF.

TUC Education was accepted into the secondround of trialling and testing, beginning in thespring of 2007, and it is intended that the QCFwill be fully implemented by August 2008.Trade union students are being awarded the firstqualifications, now that the coding for theprogramme has been finalised. Unions with largeprogrammes in further education are workingwith TUC Education to develop qualificationsthat secure their programmes, either on aregional or a national basis.

Union professionals training and developmentDuring 2007, 1,516 professional officersparticipated in a TUC Education course –around one in six of all employed officers ofunions. This represents a 112 per cent increaseover the previous year and a step change inthe take up of training in this crucial tradeunion segment. Women officers made up halfof all officers trained.

Much of the training continues to take place inLondon, as in previous years, but for the firsttime regional programmes are running in theSouth West, Scotland, the Midlands, Yorkshireand Humberside and the North West. Thismakes the prospect of an expanded, regionaloffer that can be accessed close to homea reality.

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‘The online course far exceeded myexpectations; I learnt more than in a classroom.’Source: TUC Education Online, The Learners’ Perspective, 2008



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The third annual Women Officers’ SummerSchool was a highlight, with a reception hostedby Sarah Brown at 10 Downing Street. Sixteenwomen officers, from eight unions, covering arange of roles, attended. The course coveredemployment law, pensions, organising,equalities, negotiating and action planning, andit featured a number of guest speakers from thetrade union movement. The Assistant Secretaryof the Nigerian Labour Congress attended as aguest, as did two officers from CFDT France. Theirparticipation added a valuable internationaldimension to the week.

The online community for union professionals(union officers and staff) went live in January2008, at www.unionprofessionals.org.uk. Itprovides additional online support for unionprofessional training through an interactivewebsite that allows officers to access acomprehensive range of support and resourcesthrough links to relevant bodies. It will form thebasis for the development of a continuingprofessional development (CPD) system, which will link to the newly developedOccupational Standards for Union Reps and Professionals booklet.

Occupational Health – Dealing with the IssuesWorkers’ MemorialDay 2008 saw thelaunch of the new TUCEducation workboook,Occupational Health– Dealing with theIssues. LordMacKenzie of Luton,Minister for Healthand Safety, addresseda lunchtime gatheringof safety specialists,education officers,professionals andsafety reps who had completed the first occupational health courseearlier this year. This is the first TUC Educationworkbook on occupational health. It aims togive safety reps the tools they need tounderstand and tackle issues surroundingoccupational health at work, with a view topromoting a workplace climate where peoplefeel supported when they are ill and givenaccess to the services they need to ensure thatthey return to full-health. It can be used acrossa range of courses.

50,000

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20.000

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Total reps trained 1998-2007

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‘To expand union learning in the workplace and to meet our ambition,which is one million adults in learning, we are going to raise themoney available from the Union Learning Fund from £12.5 millionthis year to £15.5 million next.’ Gordon Brown, Prime Minister

Union Learning Fund

In March 2007, the ULF transferredfully from the LSC to unionlearn. Thetransition was assisted by continuedsupport from the LSC and DfES (nowDIUS). The Fund, now in its tenth year,has involved more than 50 unions inover 700 workplaces. It is recognisedas a flagship government programme.

An assessment panel comprising representativesfrom unionlearn, LSC, DIUS and nominated tradeunions meet to make decisions andrecommendations on all ULF submissions.

The key aims for Round 11 are to >>

• build union capacity to sustain and embedwork on learning and skills, ensuring that it isa core union activity

• train and support ULRs to help them raisedemand for learning, particularly for low-skilled workers and other disadvantagedgroups

• help unions develop high quality IAGframeworks to stimulate take up of learningand promote progression

• help unions build partnerships with employersand negotiate workplace learning agreements

• promote partnerships with learning providersto secure high quality provision

• develop union capacity to engage inpartnerships with public organisations such asSSCs and RDAs

• maximise the union contribution to theGovernment’s skills strategy as set out in World Class skills: Implementing the LeitchReport, and secure union involvement in theSkills Pledge.

Key themes for Round 11 include >>

• the support and development of ULRs

• employer engagement, particularly through the Skills Pledge and learning agreements

• union sectoral strategies and working with SSCs

• equality and diversity

• supporting learners (IAG)

• helping people take up Skills for Work – Skills for Life and first full Level 2/3

• continuing progression and personaldevelopment

• young workers and apprenticeships.

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Following consultation with unions, theunionlearn board and DIUS on the criteria for theadditional £3 million for the ULF, a mini biddinground was opened to invite unions to bid forresources to help them focus on specific areas.

These areas are >>

• more effective union engagement with theSkills Pledge and Train to Gain

• assisting disadvantaged groups in the labourmarket, particularly disabled workers andmigrant workers

• plans and activities to increase numeracyskills

• inter-union work

• supporting and testing sector skillsagreements

• developing more effective progressionpathways for union learners.

ULF projects have strengthened unions throughhelping to train and support ULRs, establishlearning centres and facilitating learningagreements with employers. unionlearn

annual report 2008

ULF outcomes: union capacity, April 2007–March 2008

ULRs completing initial training 1,984

ULRs completing follow-on training 2,287

New learning centres opened 80

Learning centres significantly enhanced 99

Formal learning agreements with employers 134

Facilities agreements with employers 204

Employers giving time off to learners 676

Participants in dissemination events 149,250

120,000

100,000

80,000

60,000

40,000

20,000

0

Total in learning ICT learndirectSkills for Life

FECPD NVQs

e-learning ULR training ESOL

Other, plus predicited learner outcomes from unreported ULF projects

112,

254

15,2

9521,5

94

15,19

4

15,3

82

13,6

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6,71

8

4,27

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2,93

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ULF outcomes: learners, April 2007–March 2008

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Supporting union learning reps>>un

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‘I’d like to pay tribute to those many union learning repswho do great work up and down the land in helping theircolleagues to gain new skills and experiences.’ Richard Lambert, CBI Director-General

ULRs work on the front line driving forwardunion-led learning and delivering learning andskills opportunities to members. There are nowmore than 20,000 trained ULRs and unionlearnis on track to achieve the Government’s target of22,000 by 2010.

Last year unionlearn and unions trained around4,000 new ULRs and delivered more than 2,000follow-on training modules such as Skills for Life,Equality and Diversity, Workforce Developmentand IAG for existing ULRs. An online ULR coursehas also been made available.

New ULR training modules for 2008 includeWorking with Providers, Supporting Learners andthe Union Climbing Frame.

A survey of ULRs commissioned by unionlearnrevealed important information about theirprofile, activities and the support they receive.This report, Opening Doors to Learning, willinform unionlearn’s future strategy on ULRs.

In February unionlearn launched itsnew handbook, Working forLearners. It is designed as anessential resource for union reps asa whole, as well as ULRs involved inpromoting and negotiating learningopportunities for their members.

The main priority for unionlearn in 2008 is forULRs to become integrated into the wider unionstructures in order to sustain and mainstreamtheir role as part of workplace organisation andunion bargaining.

To help achieve this, unionlearn has worked withunions to deliver training for DisabilityChampions and courses on Mental HealthAwareness and Dyslexia Awareness. Thesecourses help bring ULRs together with unionreps and health and safety reps. A new shortcourse, Organise to Learn, Learn to Organise,has also been developed and accredited. Thisfast track course for reps gives them anunderstanding of learning and skills.

ULRs continue to support rising numbers ofSkills for Life learners, including those on ESOLcourses. They have also been helping far moremembers to engage with and achieve vocationalqualifications such as NVQs.

There has been further development of the roleof ULRs in relation to union members inprofessional and higher skills occupations. Thenumber of ULRs in these unions continues torise, with a sizeable increase in learners onprogrammes in higher education and CPD.

ULR activities in the workplace

providing IAG arranging courses

100

90

80

70

60

50

40

30

20

10

0

conducting learning

needs assessments

85%

59%

47%

Source: Opening Doors to Learning (2008)



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‘I would never have progressedin my career if it wasn’t for theopportunities offered at thelearning centre.’Former road sweeper Mark Robertson left schoolwith few qualifications. However, his employerspotted his potential and directed him to thetraining courses offered at Frizlands learningcentre. Since completing his English and numeracyqualifications, Mark has been appointed areamanager. He is now well on the way tocompleting a level 3 Institute of Leadership and Management qualification.

>>


Learning centres

Unionlearn supports a nationalnetwork of over 90 union learningcentres offering learndirect. To markthe potential of the network to offernew and exciting opportunities andto open new centres, unionlearn hasrecently rebranded the network.

‘U-Net’ was launched on 14 May by the Ministerfor Skills. It was supplemented by regionalevents to relaunch centres in each region. Newunion learning centres are actively encouragedto join U-Net.

Larger learning centres support outreach delivery of learndirect in smaller workplaces and depots supported by ULRs – a model that is unique within Ufi/learndirect. This modelenables delivery of online learning for membersin smaller workplaces who would otherwise miss out.

The proportion of Skills for Life learning in thenetwork is over 40 per cent, demonstratingunion commitment to the most vulnerablegroups. Learners are supported to achieve bothICT and Skills for Life-recognised qualifications.

U-Net is able to offer NVQs to union learnerswith the support of ULRs. The network offersbespoke union NVQ training and has a networkof trained assessors. This will expand thenetwork and enable it to grow its range ofprovision to provide quality-assured NVQtraining with embedded Skills for Life.

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‘U-Net centres are beaconsof opportunity, attractingever increasing numbers oflearners.’ David Lammy,Minister for Skills



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>> Learning and organising

Unionlearn’s work in supportingunions and developing an evidencebase to promote learning andorganising has helped to linklearning to recruitment, retentionand organising strategies.

This year more unions have made strides tomainstream learning and organising into coreunion business, which has led to a growing and active membership base with education at its core.

Exemplars of good practice have beenresearched for unionlearn by the Working LivesResearch Institute. The research has identifiedhow far unions at a national level havedeveloped strategies to evaluate union learningin terms of recruitment, organisation andactivity, including bargaining. The researchexplored how these strategies are reflected atworkplace level and/or how they are informedby workplace practice. The impact of unionlearning on membership and workplaceorganisation and activity was also measured.

2008 saw the launch of the animated film Kateand Umar’s Incredible Learning Journey. The filmaims to bring the values of trade unionism aliveto current and potential members. It is also a

tool to help reps recruit and encourage newmembers, promote diversity and get involvedwith learning and organising in the workplace. A dedicated website offers additional supportmaterial at www.unionlearn.org.uk/kateandumar.The film and accompanying materials have beena huge success and there is already evidencethat ULRs have been recruited after seeing it.

Further work with TUC Education saw the launchof the officers’ course, Learning, Organising andBargaining, in June 2008.

The mainstreaming of organising and learninginto union core business is reflected in thenumber of dedicated conferences on learningand organising and the content of TUC Education programmes.

The animated filmKate and Umar’sIncredible LearningJourney


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Learning agreements A key priority for unionlearn is assisting unionsto secure employer engagement and ongoingcommitment through the signing of learningagreements.

Reporting on learning agreements is arequirement of the ULF. Unions are required toreport the number of new learning agreementssigned between employers and union. Thisincludes the number of agreements with signedfacilities arrangements and also those givingtime off for learners.

In 2007/2008 the ULF reported the followinglearning agreements arising out of projects thatwere signed off:

• 134 formal learning agreements signed

• 204 learning agreements with facilities forULRs/unions

• 676 learning agreements with time off for learners.

An important development this year has been thepromotion of the Government’s Skills Pledge byunionlearn to encourage unions to persuadeemployers to train their workforce to a first Level2 qualification. Practical advice on how to do thisis included in the ULR handbook Working forLearners. A number of well-attended seminars onthe Skills Pledge were held for unions, whichwere also attended by representatives from DIUSand the LSC. Reporting on Skills Pledges signedhas become a requirement of the ULF in Round 11.

Collective learning funds Arrangements for attracting more employerinvestment and commitment throughagreements around non-job specific training andpersonal development continue to be piloted byunionlearn in workplaces in the North West.

The CLF project has been supported by DIUS andthe interim evaluation report has identifiedemerging good practice and recommended thatthe project be extended to other regions andsectors. The project is now being extended tomore pilots in the North West. The project willalso cover the East Midlands with the intentionof referencing the CLF pilots to the Government’sSkills Accounts pilots in the region.

Negotiating learning

‘Training is an issue thatunions have rightly put onthe agenda in their generalnegotiating strategy, andthat’s important.’ John Denham, Secretary of State for Innovation,Universities and Skills


>> Improving quality

‘We are delighted and privileged to receive theQuality Award as recognition of our strongcommitment to our union learning work.’ Mike Potter,principal and chief executive, Wirral Metropolitan College

Unionlearn Quality AwardIn June 2007 the unionlearn Quality Award waslaunched. The Award is given to programmesand courses that meet unionlearn’s goodpractice criteria. It is designed to help signpostULRs to providers that are working successfullyand flexibly with unions. Since being launchedmore than 30 providers have successfullyachieved the award for a diverse range ofprogrammes and courses. Unionlearn now has35 fully trained QualityAward assessors workingwith providers to help themachieve the standard.

Unionlearn Quality StrategyA unionlearn Quality Advisory Group was set up atthe start of 2007 to inform and shape thedevelopment of unionlearn’s Quality Strategy. It isbased on the objectives and priorities outlined inunionlearn’s strategic plan and, in particular, thestrategic goal of ‘improving quality’. External andinternal priorities for quality improvement areboth taken into account.

Unionlearn’s quality improvementframeworkThis year unionlearn launched its new qualityimprovement framework, based on the EuropeanFoundation for Quality Management (EFQM)model. Unionlearn is constantly striving toimprove the quality of its work and its impact inthe learning world, a process significantly helpedby the introduction of an annual cycle of self-assessment and systematic review. The processis undertaken by each team in unionlearn andinvolves every member of staff.

The quality framework helps unionlearn considerand assess how the organisation is doing, interms of stated purpose, mission and values, andits aims and objectives. The quality frameworkconsists of nine topics, each with a set of criteriathat is used for self-assessment. Together thesemake up the model that unionlearn is using toenhance its own quality systems.


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‘The hardest step iswalking into the learningcentre for the first time.’ Over the years transport assistant Tracy Dyson became adept at coveringup her dyslexia. Although she wanted toovercome her fears of reading, it was only with the encouragement of her ULRthat she gained the confidence to stepinto a learning centre. Now, having gaineda string of qualifications, her only regretis that she didn’t do it sooner.

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>> Supporting learners


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‘The service provided by unionlearn is highly regarded. Anumber of schemes have been extremely successful inhelping employees to up-skill.’ The Skills Commission

Supporting Learners Strategy The strategy sets out plans for implementing andmainstreaming a ‘network’ model for IAG withinunionlearn, affiliated unions and the network ofIAG providers both nationally and regionally.

Over the past year a number of strongrelationships between unionlearn and IAGnetwork providers have developed, resulting in aseries of Memorandums of Understanding andjoint agreements with learndirect Careers Advice,nextstep services and the Skills for BusinessNetwork. Other partners include local IAG andlearning providers, as well as workplaces thathave achieved the unionlearn Quality Award forsome of their programmes. The strategy has alsoproduced a series of Supporting Learners guidesfor ULRs and other reps, which can becustomised by unions.

In December unionlearn hosted a successfulSupporting Learners Conference, addressed by the Secretary of State for Innovation,Universities and Skills. The event showcasednational and regional activities undertaken withunions and partners.

The Union Learning Climbing FrameAn integral part of unionlearn’s SupportingLearners Strategy is the development of thenew electronic Union Learning Climbing Frametool. It is designed to be a one-stop shop oflearning information and opportunities, whichcan be updated and continuously developed. Italso signposts workplace learners to relevantlearning opportunities, whatever their skillslevel. Learning themes cover both Skills for Lifeand higher level learning opportunities.

Three unions have been involved in pilotingbespoke Climbing Frames: USDAW in the retailsector; PCS in the Department for Works andPensions; and Prospect in the Valuation Officeand nuclear decommissioning industry. Thisyear saw the launch of the generic unionlearnClimbing Frame, which can be used by ULRsfrom unions that don’t yet have a bespokeversion.

Higher LearningThe Trade Unions Aimhigher National Projectgrew out of partnership work betweenunionlearn and Aimhigher Greater Manchester

to encourage progression for union learners tohigher levels of learning. The partnership led tothe development of a range of resources andmodels of working to support union learnersinto higher learning.

In November unionlearn hosted the ‘Helpingunion learners into higher level learning’conference. The outcome of the Trade UnionsAimhigher project was disseminated to anaudience of key higher education stakeholders.Bill Rammell, Lifelong Learning, Further andHigher Education Minister, delivered a keynotespeech. The event also saw the launch ofunionlearn’s strategy to open pathways intohigher education for union learners.

The Trade Unions Aimhigher Project hascontributed to unionlearn’s understanding ofthe importance of higher level learning tounion members and, with input from affiliatedunions, has informed the development ofunionlearn’s strategic position paperDeveloping Pathways to Higher Level Learning.It is hoped this strategy will develop furtherduring 2008/09.


Working with partners

Unionlearn can only meet its objectives byworking with partner organisations. That iswhy it has established programmes of workwith a number of leading organisations, setout in Memorandums of Understanding(MOUs). Unionlearn is building strategicalliances with key partners through thedevelopment of MOUs, which areunderpinned by detailed joint work plans and are regularly monitored and reviewed.

Foundation Degree ForwardUnionlearn is working with Foundation DegreeForward (fdf) in championing and supportingwork-based progression to higher education.Unionlearn and fdf share a common mission tosupport the career development of working adults,to raise their aspirations to higher education andhelp realise them through flexible and work-basedlearning such as Foundation degrees.

This MOU provides a framework to helpencourage and support progression of unionmembers to higher education and raise theknowledge and awareness of ULRs aboutFoundation degrees.

The Open UniversityUnionlearn is working in partnership with theThe Open University to help support unionmembers to access higher level learningopportunities. A key benefit from this MOU wasthe OU offer to union members of a 10 per centdiscount on fees for OU first year undergraduatecourses that carry 30 and 60 points towardstheir qualification. As a result of thisarrangement over 1,000 union learners haveclaimed their discount and are now studying OU courses.

A national unionlearn/OU Steering Group hasbeen established to oversee progress on the keypriorities contained in the joint action plan.These include: working with employers andsector skills councils to close skill gaps;developing progression pathways for workforcedevelopment; and providing access courses forpotential OU students in the union movement.

Last year unionlearn and the OU carried out a survey of union members that revealed a high latent demand for higher educationopportunities.

Investors in People UKThe Employee Engagement Project grew out ofthe MOU between IIPUK and the TUC, which wassigned in 2006. Unionlearn and regional IIPcentres in the North West and South East workedtogether to promote and support work with anumber of client organisations. IIP centres andunionlearn regions identified both benefits andchallenges in working together to facilitate jointunion management working around IIP. Theirevaluation of the project resulted in a protocolembedding this learning. This protocol has beenappended to the MOU to create a practical guidefor future joint work around IIP.

A range of further work will be undertaken todisseminate feedback from this project amongunions, unionlearn and regional IIP centres. Itwill include a publication and briefings in theuse of the protocol and the resources.

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Learndirect Careers AdviceA key development for this MOU was the June2007 launch of the unionlearn learning andcareers advice service operated by learndirectCareers Advice. ULRs and other reps can call adedicated number, 08000 92 91 90, to accessthe full range of services offered by learndirectCareers Advice, all tailored to the needs ofunions. Course searches and other enquiries canbe made via the unionlearn website. The serviceensures that reps can easily find the informationthey need without having to build their owninformation bases. It can be accessed in ninelanguages, opening up opportunities for migrantworkers and others whose first language is not English.

National Extension CollegeUnionlearn is continuing to work in partnershipwith the National Extension College to develop along-term strategic relationship, initially in thearea of widening participation, includingprogression pathways and access provision. Thepartnership between unionlearn and the NECgives union learners access to over 120 Level 2and 3 accredited courses. Unionlearn and theNEC have undertaken a number of jointmarketing and publicity activities to promote the10 per cent discount to union learners on NECcourses and targeted help for disabled, youngand minority ethnic members.

Skills for Business NetworkUnionlearn has worked with the Skills forBusiness Network in the area of skills relatedIAG. Both partners recognise the advantage ofworking together to progress the mutual skillsagenda through the provision of IAG in theworkplace. As a result of the MOU, unionlearnhas been working in collaboration with Skills forHealth and Skillset on a project into looking atmaking labour market information (LMI)accessible to ULRs.

An online survey of ULRs has been undertakenaimed at identifying the level of LMI that theyrequire and a joint event in April disseminatedsurvey findings and report recommendations asto how LMI can be made accessible to ULRs. Allpartners recognised that there would be a clearbenefit in focussing on making LMI accessible iffurther project funding could be secured.


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‘The Open University and unionlearn share a common mission to support the careerdevelopment and lifelong learning ofemployees throughout the UK.’ Professor David Vincent, Pro-Vice Chancellor, The Open University


Supporting sectors

Over the past year unionlearn hassupported the work of unions in 20 of the 25 SSCs, facilitating thedevelopment of plans to helpimplement their sector skillsagreements.

The process has involved the establishment ofnetworks of trade union officers to support theboard member/s in each SSC, with regularmeetings supplemented by electroniccommunication. A further network of officersdirectly involved on boards, working groups andsub-committees meets twice a year, with directaccess to the Parliamentary Under Secretary ofState for Skills, David Lammy.

During the year unionlearn organised a numberof joint events with SSCs to launch their sectorskills agreements. These included Cogent,Lantra, GoSkills and the Financial Services SkillsCouncil. There was also a highly successfulworkshop on Skills for Life organised byunionlearn and Asset Skills that was attended byspecialists from SSCs and the unions.

Women and Work Sector Pathways Initiative

The Women and Work Sector PathwaysInitiative provided funds for nine SSCs topilot innovative methods of helping womento move into non-traditional areas of work,one of the Women and Work Commission’srecommendations for closing the gender pay gap. The project was managed by theSSDA, with a TUC representative on thesteering group and a unionlearn rep on the operations group. A dissemination event held by unionlearn for trade unionofficials highlighted the importance thatfunding continues beyond the project end date.

In March it was announced that five of thenine projects would be awarded a further £5million per year for three years to continuetheir work. In 2009 all SSCs will be given anopportunity to propose projects that addressthe needs of women in their sector. TUC andunionlearn representatives have beeninvited to continue in their respective rolesin this project.

Public Sector Skills Standard Project

This project is the second phase of aninitiative to develop and implement aminimum standard of training for privatesector organisations engaged on publicsector contracts. It developed out of a DTI-funded project run by PCS and the BusinessServices Association in 2006/07, aimed atmapping the skills territory for the servicessector working on government contracts.

A board representing SSCs, trade unions,trade groups, employers, IiP, and RDAsmanages the project, with PCS holding theposition of vice-chair and unionlearn havinga seat on the board. Its work is linked withTUC activity around Train to Gain and theSkills Pledge.

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Unionlearn and the TUC have also been involved inthe management of two sector related projects >>



31

Shaker Kathum came to England seven yearsago from Iraq. With English not being his firstlanguage, everyday life became a struggle.Employed as a maintenance worker, Shaker wasgiven the opportunity to improve his English.With help from his union learning centre, Shakerenrolled on to an ESOL course where he gainednew skills and confidence.

‘Having the confidence tocommunicate with mycolleagues and communityhas changed my life for thebetter.’

>>


Commissioning research

Unionlearn is becoming an importantfacilitator for union-centred research andstrategic thinking on workforce learningand skills. It has commissionedgroundbreaking research from a numberof prestigious university humanresource management and industrialrelations departments. Seven researchpapers have already been publishedand widely disseminated by unionlearn.

Research papersThree research papers have been published byunionlearn in the last year. The first, Estimatingthe Demand for Union-led Learning in Scotland,was commissioned by the STUC and was the firstsystematic research on the subject. The survey ofunion members, undertaken by the ScottishCentre for Employment Research, indicated aconsiderable potential demand for learning: overa third reported an intentionto undertake learning. Theresearch also indicated thatthe very provision ororganisation of learning byunions may generate evenmore demand than iscurrently expressed.

From Voluntarism to Post-voluntarism: theEmerging Role of Unions in the VocationalEducation and Training System was written byunionlearn’s research section. It traces thehistory of union involvement in learning andskills and illustrates that thepresent system has beencharacterised by significantcapacity building overtraining supported by theLabour government, but thatthere is a lack of collectivebargaining in the workplace.

A third report, by Manchester University BusinessSchool, Migrant Workers in the Labour Market:the Role of Unions in the Recognition of Skillsand Qualifications, highlights specific barriersthat recently-arrived migrants experience whenentering the UK labourmarket. It identifies theproblem of employers notrecognising theirqualifications and not fullyutilising their skills.

SurveysTwo major surveys have also beencommissioned by unionlearn. The first,commissioned from the Open University,questioned a random group of union memberson their demand for higher levels of learning.The subsequent report, Learning Unlimited,unearthed a significant latent demand forlearning, with a high proportion wanting to studyfor their own personal development or leisure.However, it revealed substantial barriers in termsof time, money and learning methods.

The second survey, commissioned fromNottingham University Business School, centredon ULRs. The survey report, Opening Doors toLearning, stated that two-thirds of ULRs reportedincreased training resulting from their activities.It showed that in many workplaces managers donot discuss training with union reps and thatthere was a need for employers to engage morewith ULRs to increase employee participation intraining. The report also found that ULRs shouldbe given more time to undertake their role andthat this could best be secured through formallearning agreements.

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33

Unionlearn’s brand has once again had a highprofile presence in the learning world. The familyof unionlearn brands has grown, with theaddition of new logos for the Union LearningFund (ULF) and the unionlearn network oflearndirect centres (U-Net). These new logos,and the U-Net relaunch, not only widen theunionlearn brand family, but also reflect theconsolidation and growth of the organisation.

Media coverage of unionlearn has continued inthe specialist and regional media, includingwebsites, and many journals have carriedunionlearn website adverts, and/or copy aboutWorld Book Day and Quick Reads titles.Unionlearn’s website continues its steadygrowth, now receiving more than 1.5 million hits every month.

A parliamentary campaignLearning Together – WinningTogether proved successful,with some 50 MPs requestingworkplace learning centrevisits in the early stages.

A reader survey of The Learning Rep magazinedrew 500 responses, with 95 per cent declaringthe publication either ‘good’ or ‘very good’. Themagazine has made changes following readers’suggestions.

A large number of publications continue to bepublished and distributed free of charge,including the new and popular ULR Working forLearners handbook.

Communications>>


‘There was only onething to do, become aULR and get active.’Marie Hannah was facing the threat ofredundancy from her NHS employer. Shewas in urgent need of advice andinformation so she looked for her localunion rep, only to discover there wasn’tone. In her determination to get help shebecame a ULR herself. This role openednew doors for both herself and hercolleagues.

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Funding

Unionlearn has a grant agreement with DIUS tosupport its core work of promoting and enablingunion-led learning and education. The TUCcontinues to fund the core work of TUCEducation from the affiliation fee.

At a regional level unionlearn receives fundingfrom regional LSCs, RDAs and the EuropeanSocial Fund for specific projects aimed atrecruiting more ULRs and bringing more unionmembers into learning.

This year, unionlearn has continued to benefitsignificantly from being part of the High RoadEqual Partnership, a European Social Fundproject. It has provided substantial developmentmoney to underpin the creation of unionlearn aswell as funding other innovative work onlearning through a variety of partners.

As of 1 April 2007, unionlearn took over themanagement of the ULF, which distributed £12.5million of funding to unions for strategic learningprojects across the country in the last year. DIUSis providing an additional £3 million for the ULFin 2008/09.

Unionlearn’s total income in 2007/08 is £26.7 million. The inclusion of the ULF inunionlearn’s finances explains why grants tounions make up a significantly higherproportion of its expenditure this year (47 percent) compared to last and also why DIUSincome is a higher proportion of total funding(65 per cent).

Unionlearn’s largest expenditure is on grants to unions through the ULF and regional funds (47 per cent) and then staffing costs (33 per cent).

There are now regional learning funds in theSouth West, North West and Northern regionsand unionlearn intends to create these in otherregions as soon as funders are willing.

Unionlearn’s financial performance for the yearis reported in the TUC’s annual accounts in theGeneral Council Report. This shows a break-even position for 2007, with project balancescarried forward to 2008.

>>

National and regional unionlearnexpenditure 2007/08

Other 1%

Accommodation 2%

Other £1.1M

Grants to unionsand payments topartners 47%

Staff costs 33%

Office and support costs 13%

Travel andmeetings 4%

National and regional fundingsources for unionlearn 2007/08

TUC £910,000

DIUS £15.3M

European SocialFund £4.6M

Learning and SkillsCouncil £1.7M

35



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Tel: 020 7079 6920Fax: 020 7079 6921Liz Smith, Director: 020 7079 6922

unionlearn

ManagersIan BorkettStandards 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

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

Southern and Eastern team Barry Francis Regional Manager 020 7467 1251

South West team Helen Cole Regional Manager 0117 947 0521

Yorkshire and the Humber team Alan Roe Regional Manager 0113 242 9296

National unionlearn Regional unionlearn

Contacts>>


Published by unionlearn Congress House London WC1B 3LS Tel 020 7079 6920 Fax 020 7079 6921 www.unionlearn.org.uk

May 2008

Design by Chapman Design Photography by Simon WellerExcept: Front cover, firefighter image: © Duncan Phillips/reportdigitalPage 3, main image: Mark Thompson

Printed by Newnorth Print

All unionlearn publications may be made available for dyslexic or visually impaired readers,on request, in an agreed electronic format or in accessible formats such as Braille, audio

tape and large print, at no extra cost. Contact TUC Publications on 020 7467 1294.


our second year - annual report 2008

Documents

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learning opportunitiesset

negotiating learning

widerworld of learning

andthe union learning

union members

fromunion learning activity

leitch review onthe