p4 discovering the roots p7 p12 of the co ...02 communiquÉ winter 2015 editor’s column cwu in the...

THE MAGAZINE OF THE EDUCATION AND TRAINING DEPARTMENT WINTER 2015

IN THIS ISSUE:

P4 DISCOVERING THE ROOTS OF THE CO-OPERATIVE MOVEMENT P5 LEARNING TO SURVIVE IN THE GREAT OUTDOORS

P7 SOUTH EAST NO.5 CONTINUETO BUILD ON SUCCESSP8-9 NOTTINGHAM RISING – A PROUD TRADITION OF PROTEST AND REVOLT

P12 CWU LAUNCHES ULR ESSENTIALSP14 DYSLEXIA AWARENESSP16 COMPLIMENTARY INDUSTRIAL TRAINING

P10 & 11 ON THECOVER AND INSIDE:

IT IS TIME FOR A REVOLUTION IN HOW WE VIEW EDUCATION

02 COMMUNIQUÉ WINTER 2015

EDITOR’S COLUMN

CWU 150 The Broadway Wimbledon SW19 1RX T: 020 8971 7200E: [email protected]

@CWUnews

General Secretary Dave Ward

Dave Ward CWU @DaveWardGS

Consulting Editor Paul Dovey E: [email protected]

ContributorsULRS & LPWS of the CWU

DesignHoward Burns

PrintCliff James Debby Akerman

CWU Education & Training Department

150 The Broadway Wimbledon SW19 1RX T: 020 8971 7340E: [email protected]

@cwueducation

04796 Published & printedby the Communication Workers Union 2015

CONTACT US

This year’s ULR Networking Event asks if it is time for a revolution in the way we see working class

education. A timely question given Jeremy Corbyn’s proposal for a national education service providing free lifelong learning for everybody.

For too long, society has viewed working class education as nothing more than its worth to business – like downloading a new bit of software into your head to improve productivity. Of course, there’s nothing wrong with working smarter, so long as we all get to see the benefits – but that should not be the limit of our ambitions.

Anyone who knows the working class knows that we value education and revel in learning new skills.

The problem is that we are rarely given the opportunity to learn on a

level playing field. Far too often our values,

our understanding and our interests are

subordinated to those of others. Of course we

are shaped by what we learn, just as we are shaped by our place in the process of production, by our culture and by our communities. There are always lessons to learn and we must always remember that working people have our own unique perspective on the world and it should be equally valid.

Academics and assorted HR specialists like to use jargon; specialised language which obscure their arguments and, they like to think, put them in a position of power over those who don’t understand it. One of the best things education does is to give us the confidence to ask questions of those in positions of power – and as a result we often find that’s it’s the people who hide behind the jargon who need educating. So let’s continue to Educate, Agitate and Organise.

Education is a key part of realising our industrial aims, as is nurturing confident and informed people who are prepared to ask the awkward questions – and prepared to come up with the innovative solutions our world needs.

ASKING THE AWKWARD QUESTIONS

We are returning to Nottingham for our Annual ULR Networking Event. The theme this year is Working Class

Education – Time for a Revolution? As adult education faces deep cuts and uncertainty, it is very much time the labour movement considered how we can work collectively to ensure that working class people get access to skills, education and the pleasure of learning in these times of imposed austerity. New research commissioned by Go On UK has mapped the UK and found that 1 in 4 adults face digital exclusion because of lack of skills and access to the tools they need. Rural areas and areas which relied on heavy industry in the past seem to be particularly affected by this serious problem. Without doubt education drives social mobility, well-being, innovation and prosperity and if a quarter of adults struggle to access essential digital skills everyone who is involved in learn-ing should be concerned.

Union Learning Reps are innovators and have always been able to develop imaginative and

creative learning opportunities for members. The Labour movement through the centuries has a proud tradition of leading on providing learning for workers. Not because it creates a more profitable labour force for wealthy, but because it is a common good for people to have a right to education, regardless of their background and class. Make no mistake, our revolution in learning is happening each time we motivate a digitally excluded adult to access skills, and each time a member is encouraged to read a book. Most of all it happens when trade unions create an environment through educa-tion where workers have the confidence, skills and knowledge to question the status quo in the work-place, in society and within the political sphere.

BUILDING ON OUR PROUD TRADITIONS

DAVE WARDGENERAL SECRETARY

TRISH LAVELLEHEAD OF EDUCATION & TRAINING

WINTER 2015 COMMUNIQUÉ 03

Bristol Learning Centre has hosted its 2015 Awards Event where members who achieved qualifications this year received their certifi-cates in English and Maths from Mail Centre Manager, Anthony Thorne.

This has been another good and successful year for the Bristol Learning Centre despite the govern-ment’s cuts to the adult education budget. Anthony Thorne praised the Learn-ing Centre and in particular the continuing constructive working relationship be-tween the CWU and Royal Mail. In acknowledging the

hard work of the students he also thanked City of Bristol College for their continued support.

Phil Sutton, speaking on behalf of CWU Head Of Education & Training, Trish Lavelle, conveyed her best wishes, saying, “these awards ceremonies are very important as they show the CWU’s investment in peo-ple and acknowledges their achievements. We want our people to be well equipped and in the forefront of change at the workplace and best able to deal with that change.”

Dave Crew from City of Bristol College com-mented, “We are delighted

to celebrate the success of the Learning Centre at Royal Mail again this year. We would like to thank our partners at the CWU and Royal Mail and congratulate our outstand-ing learners on their hard work, dedication and achievement.”

Andy Cozens CWU Lead ULR made the point that the Learning Agenda is a perfect example of how trade unions can make such a positive contribu-tion to the world of work and society in general but this never seems to be reported in the news media. He acknowledged again the support of Royal

Mail, City of Bristol College and gave special thanks to Russell Hiscott the college tutor and also to college assessors Phil Banfield and Keith Robertson. He also said: “ I mentioned at last year’s event I would like this to be an annual event and if we are here again next year that will be great as it means we have further achievements to celebrate and will mean the Learning Centre is still thriving. Well done again to all those who have achieved qualifica-tions this year.”

BRISTOL LEARNING CENTRE DOES IT AGAIN!

NEWS

LEARNING AWARDS

Pictured below: members of Bristol & District Amal Branch celebrate their achievements


NEWS

The Rochdale Pioneers Museum is on the site of the original co-operative shop at 31 Toad Lane – it was once called “The Old Lane” – T’owd in Rochdale parlance. Manchester ULR Duncan Healey organised an event that included two of his passions; working class history and the uku-lele. In the 1840s, Rochdale workers lived in slums. Wages and life expectancy were low, infant mortal-ity high. Food sold in the shops was overpriced and adulterated. Many shop-keepers rigged their scales.

The Pioneers were local workers whose ultimate aim was to change all production, distribution, education and govern-ment to co-operation. They guaranteed true weights and measures and only unadulterated goods. Mem-bers could buy good food at reasonable prices, be part owners, take part in deci-sion making and receive a fair share of the profits – the famous Co-operative Dividend – or Divi. They would also have access to libraries and educational classes which were nor-mally only open to the rich. Local wholesalers refused

to trade with them so they bought from Manchester in-stead and on 21st December 1844, the Rochdale Society of Equitable Pioneers was in business.

The second floor was known as the Learn-ing Loft. This could be the scene of the earliest workers’ learning centre! It was also where we were introduced to the ukulele! Mandy, our tutor from the WEA, soon had us strum-ming away – although not in time yet! We learnt some basic chords – but the chord changes were tricky

and the introduction of a three fingered chord was a step too far for some of our larger fingered players! Soon our fingers really started to hurt! The tutor was very sympathetic, “To get the best sound you need to press down really hard with the tips of your fin-gers, if it doesn’t hurt then you aren’t doing it right. They’ll soon toughen up!”

Finally, much to the relief of the museum guests, who could hear every note we played, Mandy dragged everyone into line and pretty soon we were giving

it a good go at the Beatles’ Yellow Submarine. I don’t think Britain’s Got Talent have anything to worry about but we proved the ukulele is easy to learn, cheap to buy, a great deal of fun and more impor-tantly, something that can be taught in our learning centres. Why not organise a similar event in your area?

Thanks to Claire, the museum manager and local co-operative bistro Maracuja who provided the catering and also provide training and workshops that might lead to employ-ment opportunities for local people.

By Paul Newsham (Secretary of the North West Regional Learning Committee)

IN THE FOOTSTEPS OF THE PIONEERSCO-OPERATION IS KEY


NEWS

We were blindfolded and left to find the hidden camp with just a rope and our instincts. We were no longer behind a desk or delivering post – we were out of our comfort zones!

Once in the camp, we were informed how to build a shelter for the night. As the temperature started to fall and in a matter of hours night would be upon us! This is where team work came into play, with every-one performing a specific role to enable us to survive a night in the woods.

We needed to keep our

strength up. We had to cre-ate a fire in order to prepare our evening meal and a hot drink. With only natural resources at hand and a few tips from the instructors we soon found our inner survival skills. The food was cooked and enjoyed by eve-ryone around the camp fire.

Now we were ready for the final survival mission – to find our way back to the car park in darkness with a torch, map and compass. Given the skills of orienteer-ing we again worked togeth-er, finding each location on the map and hidden glow

stick which would light the way back to the life style we were all used to!

“The whole day was a great success,” said Gavin Hardie, “Everyone really enjoyed the challenges set by our instructors. Our team really showed strength and enthusiasm to complete all the tasks set.”

Ben Hatherley agreed, “I didn’t know what to expect at the start, but by the end of the day, I was so glad I signed up!”By Darren Rowbotham Western Counties Branch Lead ULR

Bedding down for the night in our shelter

Learning doesn’t have to always take place in a classroom. Members who signed up for a survival mission in Haldon Forest soon found out life in the wild was a whole new experience!

MISSION: SURVIVALMISSION: SURVIVALMISSION: SURVIVAL

ULRs in Wales have taken to the road with banners, laptops and goodies to promote the CWU’s Educa-tion Through Communi-cation WULF project in Bridgend and Swansea.

Chris Brown and I set up the event in Bridgend TEC. BT Openreach understand the need for continued personal development and allowed time for employees to attend the event. Two members signed up to Left

Click in the first 15 minutes! It was an early start for

Simon Evans, Kim Johnson and I at Swansea Delivery Office but the event was held in the canteen so mugs of coffee and bacon butties were on hand! We were approached by members all day and discussed the many diverse learning opportuni-ties available to them.

Members on both sites were keen to enrol on CWU Left Click, our new on-line learning platform, especially when we showed them how easy it was to enrol and navigate. Simon arranged to give additional support to one member without IT skills who wanted to learn more on Left Click.

We had enquiries regard-ing a variety of courses including CV writing, interview skills, report writ-ing, languages, and health & wellbeing. We also had enrolments for European computer driving licence.

Due to the interest in Swansea, we have arranged a six-week Welsh Conversa-tion course to be delivered by the Workers’ Education Association.

Both days kept us very busy but it’s always enjoy-able to meet members and assist them to achieve their full potential.

By Jan James, CWU Learning Co-ordinator, South Wales Branch


ULRS ON THE ROAD AGAIN

NEWS

Honiton postal worker Joanne Davey recently completed the Level 2 Certificate in Nutrition & Health, “It was interesting planning the meals for the different age groups,” she said, “Making sure they have their daily servings from the food groups. Learning about the signs and symptoms of eating disorders was also interest-ing. I did not know about all the physical and behavioural signs which must affect so many individuals.”

The learning is carried out in members own time which has proved a very popular form of learning and fits in with many types of life styles and

commitments outside of the workplace, “It was so much easier learning from home, You don’t feel pressured and you can study at your own pace.”

It seems to be a winning recipe as the branch already has more members waiting to start their learning journeys and gain free level 2 qualifications.

By Darren Rowbotham Western Counties Branch Lead ULR

CASE STUDY

PROMOTING THE WULF

Exeter Mail Centre’s new CWU learning room recently invited members to a health and wellbeing workshop. This drop in event featured a sports therapist providing valuable information including personal fitness, managing stress and a healthy diet.

This inspired members to think about what changes they could make improve their health.

The event received good feedback with members signing up for further courses such as Tribal’s popular ‘Food and Nutrition’ course.

HEALTH & WELLBEING AT WORK

WINNING RECIPE FORJOANNE


FEATURE

It’s a really good feeling when someone comes to me to ask how to use mobile phone or how to write an e-mail. I feel very happy to help and always encour-age them to join my IT classes. Pal Singh, the tutor from West Thames College always makes sure his learners achieve. The learn-ers deserve a big round of applause. Some are so keen that they practise in the learning centre for 2-3 hours before they start their shift.

We always arrange learn-ing event after everyone finishes their courses. Dave Cunnington, interna-tional operations director at HWDC presents certificates

and talks to all the learners – even arranging a small tea party in appreciation of their achievements. This time he had a few special words for everyone: “I feel a deep sense of pride and admiration each time I have the privilege to present cer-tificates to people who have attained levels of achieve-ment in their learning programmes. It is a tough challenge to start learning again in adult life and this is made possible by the superb partnership working of the organisations involved. This sees Royal Mail, CWU and East Berkshire College working jointly to provide the funding and support for our employees and members to participate in the pro-grammes of study. Parmind-er Kaur, as CWU learning rep, works tirelessly with the

three bodies to make it all work seamlessly”.

Andy Moorey, branch secretary of South East No.5 agreed, “It was a privilege to help present the certifi-cates to our members who have achieved so much. It is only right they receive all due recognition for their dedication and hard work. Well done.”

Gemma Rainbird and Dorothy Dwyer are business assessors with WTC, “WTC are delivering apprentice-

ships at Royal Mail HWDC. We currently have 24 learn-ers studying 1 year team leading or business admin-istration apprenticeships. The skills and knowledge they gain can be applied directly to work. There is also opportunity to upskill in maths, English and ICT.”

We are all looking forward to the next group of learners!

By Parminder Kaur, Lead ULR at HWDC

Members of SouthEast No.5 keep building on previous successes

FLYING HIGH AT HWDC

Parminder Kaur and the members at HWDC celebrate their achievements


FEATURE

The CWU is holding its annual networking event for Union Learning Repre-sentatives in Nottingham in November. It’s my home town and though I haven’t lived there since I was 22, I owe it my education, my musical tastes and my football allegiance. People associate the city with Robin Hood or perhaps

Brian Clough but there is a long and proud tradition of revolt, rebellion and protest that permeates our history or “histreh” as its pronounced round here.

Like many cities, there is a whole hidden history of the struggles of ordinary workers against exploita-tion, injustice and unfair-ness. I recently read a great

book ‘Nottingham Rising’ about the Great Cheese Riots of 1766. The 1700s were a time of increasing inequality in society – such was the poverty and hard-ship that food riots were commonplace. Perhaps the most famous of these was at a time of increases in the price of food when the men and women of Nottingham rioted in the Market Square. This was referred to as the Cheese Riots because of the

increasing price of cheese and also because during this riot large amounts of cheese were taken from the merchants and were literally weaponised and rolled down the street “tak-ing out” the Lord Mayor of Nottingham among others in the process. In this era of greater and greater wealth inequality and foodbanks some of those in power would do well to heed the warnings of history!

People who thought for themselves and formed their opinions without regard to title or wealth


So, it seems that Not-tingham people always had this reputation for agitation and its inhabitants were branded “a combustible and dangerous mob” by those in power. Although I prefer the description of people who “thought for themselves and formed their opinions without regard to title or wealth.”

As the industrial revolu-tion really took hold in Nottingham, the textile

industry boomed. And with it came increased exploitation of the growing workforce, dreadful work-ing conditions and wage suppression. Throughout the 1760s, 70s, 80s, and 90s, there were numerous riots over the introduction of the Spinning Jenny and other new technology which drove down wages and threatened jobs. Soldiers were used to quell these riots and did so brutally and without regard for the desperate protesters. On more than one occasion, people were killed and badly injured.

Jeremiah Brandreth was an out of work stocking maker who lived in Sutton-in-Ashfield, Nottingham-shire, and who was be-headed for treason. He was known as “the Nottingham Captain” and led many protests and sabotaged many of the new weaving looms. He and two of his conspirators were the last people beheaded with an axe in Britain in 1817.

Against this background, it is unsurprising that the struggle for political representation for ordinary people also took hold in Nottingham and the de-mands for electoral reform grew in the early 1800s as revolutionary ideas flourished across Europe. In 1831, when the Tory gov-ernment failed to deliver on even modest reforms to electoral law, the Notting-

ham Reform Riots took place. Houses of known Tory Parliamentarians, as well as dwellings and shops of their supporters and law enforcers were at-tacked all over the city. This culminated in the burn-ing down of Nottingham Castle, the shooting of two protesters by the Yeomanry and ultimately the hanging of three of the rioters.

The cause for electoral reform continued with the Chartist movement providing a rallying point for the people of the city, with 17,000 Nottingham signatories to the 1.3 mil-lion signature petition presented in 1839. In 1847 the people of Nottingham elected the first and only Chartist MP to Parliament and the unveiling of a statue of Fergus O’Connor MP in 1859 was attended by a crowd of 15,000.

Protests, strikes and riot continued throughout the latter part of the 19th Century, for better pay and working conditions in the textile mills and in the lace industry and against crip-pling increases in the cost of living.

In the early part of the 1900s, the struggle for women’s suffrage led to ar-rests, protest, and destruc-tion of property.

This willingness by Not-tingham people to break new ground also resulted in the election in Not-tingham of the first ever

communist city councillor in 1987. John Peck held the casting vote on a hung city council, which had 27 Labour and 27 Tory councillors.

Of course the other area in which Nottingham has demonstrated that wonder-ful rebellious streak is in the arts and culture. From Lord Byron with his sup-port for social causes and his unorthodox lifestyle, to DH Lawrence who wrote fiction with class as a cen-tral theme, to Allan Sillito, author of Saturday Night and Sunday Morning and so called “Angry Young Man” who left school at 14 with no qualifications, una-ble to read. In 2015, we still see that authentic work-ing class voice emanating from Nottingham with the angriest punk band the Sleaford Mods sending a clear political message with their music and Shane Meadows, director of the “This is England” series of films again showing how many have been left behind in our globalised and mon-etised world.

So for those of you visiting Nottingham for work or pleasure, spare a thought for those who struggled for freedom, justice representation and a better life and – watch out for the cheese!

By Trish Lavelle, Head Of Education & Training, CWU

FEATURE


FEATURE

Jeremy Corbyn has called for a National Education Service and an end to tui-tion fees. This represents a seismic shift in the way education is considered in mainstream politics. Over the past 30 years not only education but knowledge has been increasingly privatised. In the ‘knowl-edge economy’ every little idea gets stamped with Intellectual Property Rights – although often for the employer rather than the individual.

This privatised attitude to knowledge impacts on opportunities for learn-ing. It is argued that it is fair to charge students tuition fees because they will benefit from higher

income throughout their lives. While there was some evidence to support the supposed graduate premium in the past, it always rewarded accord-ing to the whims of the market – and the delay in these returns always made education more viable for those with the wealth or resources to absorb these deferred benefits. Now we see students likely to amass £50k of debt before they’ve even found a job - and increasingly those jobs do not offer the promised graduate premium. Public school networks still pre-dominate. The working class (and anyone without rich parents to support them) are excluded from

jobs where experience is provided through unpaid internships.

The privatisation of knowledge also changes the types of learning available. The arts, history, politics, philosophy and social sciences all suffer as STEM (science, technology, engineering and maths) are prioritised – and then only areas that can be mon-etised. Research projects are funded by commercial interests – who then not only control the rights and price of any innovations coming from the research but also get to influence the direction that the research takes. The London School of Economics reports that (former polytechnic)

new universities have reduced their econom-ics programmes and as a result poorer students are less likely to have access to economics courses. This will further restrict the construction of alternative narratives to the free mar-ket ideology of the rich.

All the education that was once available to the working class is under threat. Libraries are closed or have their staff or hours cut. After school clubs, night schools and the Open University are all the victims of cuts – meaning fewer available courses and increased fees – plac-ing them out of reach for many. The BBC, a source of so much informal learning,


FEATURE

has to keep making cuts in its educational and cultural output.

But education has to be about more than learning how to work faster for the bosses or how to under-stand their ever-changing processes. It has to be about every aspect of the world we live in; everything that appeals to us individually or collectively. If we want to challenge the economics of the free market we can-not be excluded from learn-ing economics. If we want to present our collective demands as realistic then we cannot be excluded from investigation into the nature of reality. If culture is how we collectively ex-perience our humanity we

cannot allow the creation and definition of culture to be in the hands of the few. And if someone wants to learn just for the hell of it they should be able to! That is the essence of being hu-man. It is how we evolved – and it is in our collective interests to keep evolving.

Because the current privatisation of knowl-edge is not an engine of progress as its advocates would claim – it is a recipe for stagnation! Research funded by the petrochemi-cal industry denies climate change – just as for years research funded by the to-bacco industry denied any links between smoking and disease. Life saving drugs are stamped with IPR

and priced high enough to bankrupt individuals, health services and govern-ments – even long after the production costs have been recouped. It cannot be right that the knowledge to make people well is held for private profit while the rest of us are reduced to tipping buckets of water over our heads in vain attempts to generate the cash to save the lives of our loved ones.

The rich might want to paint themselves as the pinnacle of evolu-tion – they always have – right back to the Ancient Egyptians – and probably before! All those great civilisations run by people who claimed to be de-

scended from the gods – all buried under dust. There are threats to our civilisa-tion too; climate change, population growth, anti-biotic resistance and the effects of global inequality. Great challenges – only by encouraging and harness-ing the ideas of the whole of our society can we be sure that we are doing our best to address them.

Education isn’t an individual possession to be utilised in the mean spir-ited self-interest of global capitalism. It is the collec-tive endeavour of human evolution, more necessary than ever. It is time for a revolution in the way we see education.By Paul Dovey

The privatisation of knowledge is a recipe for stagnation


FEATURE

The CWU is launching a new course on Left Click aimed specifically at ULRs. The ULR Essentials course will provide vital infor-mation and resources for ULRs – whether they are just starting out or have been active for many years.

At the heart of the

course are a couple of units that introduce us to Lisa, a newly elected ULR, as she discovers the key aspects to her role, such as ULR accreditation, using the ULR diary to claim release, surveying members, or-ganising learning etc. This is ideal for newly elected ULRs – but also those ex-perienced ULRs who have requested a refresher or update to their training.

But it doesn’t stop there. ULR Essentials also offers all ULRs a library of useful materials, from posters,

leaflets and forms to help with organising and pub-licising learning, to ULR Briefings covering key top-ics. It also offers a range of learning materials that are suitable for ULR supported learning and a library of research papers and policy documents to inform your ULR activities and to assist in making the case for learning in your workplace.

We would urge all ULRs to sign up for this course, bookmark it and revisit it every so often. As lifelong learning never ends – so

ULR Essentials is a course without an end. Constantly developing and evolving with our understanding and experience of learning. It also recognises that learn-ing is always a collabora-tive experience. As such we want ULRs to share their favourite resources with us. We will post them in ULR Essentials for everyone to benefit from.

You can access ULR Essentials by logging on to www.cwu.org/leftclick and looking in the Courses For Reps section.

The CWU and its former unions have been involved in some momentous actions – and we hope to help pre-serve this rich and inspiring history in ‘A View From The Floor’. It will record a social history, containing eye witness accounts from the activists involved supported with audio, films, images and key documents so that our current and future membership can understand the actions taken and the sacrifices that were made at the time.

ULR ESSENTIALS ONLINE

If you wish to contribute, please contact Ray Atkinson: [email protected]

VIEW FROM THE FLOOR

Somerset, Devon & Cornwall branch continues to search out interesting subjects for bite-sized history pres-entations for both branch members and members of the public alike. By chance I was introduced to Nick Martin, a Falklands veteran with a remarkable story to tell. One summer evening at the Wheal Dream, through archive photos and video he told us his story.

Nick was stationed at Cul-drose Royal Naval Air station in Helston in April 1982. He was working a late shift when he received a telephone call from the Admiralty. They explained that although aircraft carriers Hermes and Invincible were heading for the South Atlantic, additional helicopter and Jump Jet support was required. They had requisitioned a merchant container ship, the Atlantic Conveyor, and she was head-

ing for Devonport Dockyard in Plymouth. Nick’s job would be to oversee her conversion from container ship into a vessel capable of launching Harriers and heavy lift helicopters.

Under Nick’s leadership, with incredible ingenuity, working around the clock, the dock workers com-pleted the job inside a week! Nick expected to return to Culdrose but he had quite a surprise when he was informed that he would be the Conveyor’s Flight Deck Officer for the duration of the conflict! After a short sea trial she set sail for Ascension Island to take on her aircraft.

The Conveyor arrived in the Falklands and worked alongside the carriers, suc-cessfully transporting her cargo of jets to the front line. However, on the 25th May, with the heavy lift helicop-ters still on-board she was hit

by Argentine Exocet missiles. You may recall news footage from that era shows Marines climbing snow covered peaks with heavy back packs. The original plan was for them to be airlifted by the Chinook helicopters that lay burning on the deck of the Conveyor.

Nick and the surviving crew were stranded on the burning vessel surrounded by large tanks of aviation fuel and vast quantities of munitions whilst they awaited their rescue. Nick among the last to be rescued thanks to the skill and brav-ery of the helicopter pilots. The Sea King helicopter that saved him was piloted by Prince Andrew.

Twelve of the ship’s crew, including her captain, were killed in the attack and Atlantic Conveyor acquired the dubious honour of becoming the first British merchant ship sunk by en-emy action since WWII.

Meeting a hero of the Falklands crisis was a real honour. His moving graphic account was something that will live long in the memo-ries of all of those privileged enough to have been in the audience.

Proceeds from tickets and a raffle raised funds for SSAFA, the Armed Forces Charity.

By Geoff Hodge, Lead ULR of the Somerset, Devon & Cornwall branch


FEATURE


FEATURE

Dyslexia is a condition that effects the way the brain processes information – there are many ways this may show itself in a person such as poor memory, problems with organisa-tion, poor time keeping, literacy or numeracy problems – each case is individual. These problems are not reflective of intel-ligence or other abilities – indeed dyslexics are usu-ally creative thinkers and good problem solvers (see Table 1. They are innovative and imaginative. Famous dyslexic people include Einstein, Richard Branson, Steve Jobs, Thomas Eddison and many other very suc-cessful people.

TO SCREEN OR NOT TO SCREEN?There has been a debate around the use of the term ‘dyslexia’. A recent study by Yale and Durham universi-ties recommends abandon-ing it as it is too broad to be scientific although they do not question the existence of the real and complex prob-lems people experience. However, many people find the diagnosis helpful as it gives them insight into problems they have with reading or learning and the British Dyslexia Association refutes any suggestion that the definition of dyslexia is misleading.

We should also con-sider how someone might respond to being screened as there can be positive and negative aspects to this (see Table 2, above).

There are a number of different screening methods. They each have advantages and disadvan-tages (see Table 3).

Of course, someone has made their employer aware that they are dyslexic, they are protected under the Equality Act 2010 and it is unlawful to discriminate

against them or treat them less favourably. They must be provided with reason-able adjustments to help them at work or at college which may include some of the following for problems with slow reading:

■ Text to speech software■ Dyslexia-friendly pres-entation of written material (i.e. short, simple sentences, sans-serif font, 1.5 line spacing, left margin justified, printed on coloured paper)

■ Highlighter pens for identifying salient points■ Reader-pens for reading small amounts of text away from a computer■ Instructions provided in the form of flow charts as well as written and verbally.

FOR POOR SPELLING:■ Use of a computer with spell-checker software and a screen reader for proof-reading

DYSLEXIA AWARENESS

POTENTIAL POSITIVE OUTCOMES FROM BEING SCREENED FOR DYSLEXIA

It may help you validate Problems you know you had, and know that it’s not because you are “stupid” or “lazy”

It may help you get access to help (equipment, software, advice, coaching, funding etc.) to do your work (job or college course)

It may help encourage awareness at your work/ college and stop bullying/victimisation due to perceived differences in work output.

It might help identify other members of your family (because of the genetic link associated with dyslexia) and enable them to receive help and support too.

POTENTIAL NEGATIVE OUTCOMES FROM BEING SCREENED FOR DYSLEXIA

You may feel stigmatised, labelled or pigeon-holed

You may feel angry (particularly if you are identified later in life) that you didn’t get help sooner; you might have progressed more with your career and/or education

You may feel singled out by patronising behaviour, or being thought of as stupid by people who don’t understand dyslexia.

Other people may think you are getting “special treatment” and isolate you because of it.

How will you feel if the screening comes back negative and dyslexia is not the reason for your problems?

POSITIVE ASPECTS OF DYSLEXIA

■ Creative thinking

■ Problem solving

■ Lateral thinking

■ Originality

■ Innovative

■ Ability to work out practical solutions

■ Determination

NEGATIVE ASPECTS OF DYSLEXIA

■ Takes more time/effort to learn

■ Slow reading speed/misread words

■ Poor short term and working memory

■ Difficulties with spelling and writing

■ Difficulty with sequences (eg; phone numbers)

■ Poor organisation and time keeping

■ Lack of confidence


FEATURE

FOR POOR SHORT TERM WORKING MEMORY■ Use of a digital recorder for recording verbal instructions, attending lectures or meetings■ A diary (paper and/or computerised)■ To-do lists and include a time plan within daily structure■ There is also mind-map-ping software available to help organise information.

THE BRITISH DYSLEXIA ASSOCIATION The BDA want society to be dyslexia-friendly. Their mission statement is:

“to campaign and lobby for long lasting and sustainable change for the benefit of dyslexic people; provide impartial and objective advice and support to dyslexic people and those with whom they come into contact; set the standards for and accredit dyslexia knowledge and professional expertise; de-liver innovative solutions which break new ground in the field of dyslexia; disseminate and share best practice regionally, nation-ally and internationally; promote research”.

They provide support and advice to dyslexic adults and children, par-ents of dyslexic children, teachers, schools and employers, dyslexic people in education and in the workplace. They provide a help line telephone number and email address. They will also sign post to other organisations as necessary.

Identification Method

Screening Checklists

Screening

Dyslexia Specialist Assessment

Psychological Assessment

Table 3

Description

It can be self- administered, a series of questions, where you tick yes or no, or rate how much something applies

An online or computer program set of questions such as Lucid Adult Dyslexia Screening.

More in-depth assessment with several parts such as DAST (Dyslexia Adult Screening Test)

Detailed assessment conducted by a fully trained educational psychologist.

When it would be used

As an initial assessment that may, if it gives a positive indication, lead to further more in-depth screening

A first screener at work. Indicates probability of dyslexia

For more in-depth feedback and a needs assessment

When detailed information on strengths and weakness is required (for work or educational needs)

Advantages

Quick, cheap (free), easy to do. It can be self-administered

Don’t need to be trained to administer test. It can be self-administered. Immediate report. Relatively quick to take (20-30 mins). More accurate than checklist

More feedback – levels of severity of dyslexia – strengths and weaknesses. More accurate. Provides recommendations for support.

Detailed feedback on strengths and weaknesses and explanation of results with recommendations for assistance. More accurate

Disadvantages

It might not be as accurate as more in depth tests. It doesn’t give any feedback beyond acknowledging a possibility of dyslexia.

Only an indicator of dyslexia. Not free. Limited feedback, doesn’t give any positives, no explanation of results. Only reveals probability of having dyslexia, not severity.

More expensive, takes longer to do. Report takes longer to come through.

More expensive, takes longer to do. Report takes longer to come through

KEY INDICATORS OF DYSLEXIA:■ Inconsistences in level of abilities (competent in some aspects, struggling in others)

■ Organisational problems (misses deadlines, forgets to do tasks)

■ Time keeping problems (doesn’t seem aware how long a task takes)

■ Poor memory (can’t remember names, instructions, dates etc)

■ Good problem solving skills

■ Imaginative/creative

■ Visual stress problems: slow reading/misreading words

■ Make lots of mistakes writing

HOW TO CONTACT THE BRITISH DYSLEXIA ASSOCIATION: www.bdadyslexia.org.uk0845 251 9002

By Katy Hartland, Lead ULR, Gloucestershire

Amal Branch

Whether a two day work-shop on preparing for griev-ance & discipline hearings; a short course on setting up a branch mentoring strategy or a seminar on organising approaches for reps work-ing in companies who have only just recognised the CWU, the CWU’s Educa-tion & Training Department regularly delivers events to support the training and development of CWU branches and reps.

The evolution of be-spoke, mainly unaccredit-ed, sometimes “bite-sized” workshops has not come about by accident. The de-partment works tirelessly to meet the demands of vari-ous CWU bodies – ensuring

the skills and confidence of both new reps and more experienced officials are kept up to date.

Lee Wakeman, Policy Assistant to the Head of Education & Training, leads on preparation and delivery of bespoke workshops. “Complimenting our accredited national and re-gional training programmes through delivery of informal workshops is an area of our work that has grown in recent years,” he said. “Recently we’ve delivered all types of events, including grievance & discipline skills for reps within newly recog-nised BTFS; HR awareness sessions for the Isle of Man Postal Branch; POL Leader-

ship workshops; confidence building sessions for Youth, Women and BAME Reps at newly formed Darwen Capita branch and case handling techniques for Re-gional Organising Commit-tees. Informal workshops allow us the freedom to use tried and tested teaching techniques and activities on current issues faced by our reps in a way which allows flexibility and space for stu-dents to learn in an informal and relaxed way. Feedback is always positive and gives us a way to show our reps what they can expect from our more formal courses”.

Trish Lavelle, Head of Education & Training told Communiqué, “The two

way dialogue between my department, the regions and branches regarding the industrial training needs of reps has led to the creative skills of those working for the members being utilised to devise ‘off the shelf’ training packages that can be delivered wherever and whenever there is a need and adds to the growing suite of training we offer. Please take advantage of them!”

If any Branch, sub-committee or CWU group wish to develop bespoke or informal workshops and seminars on any relevant topic, please contact the Department in the usual way.

COMPLIMENTARY INDUSTRIAL TRAINING


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