Our Second Year - Annual Report 2008

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with the TUC

OurSecondYear Annual report 2008

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Our mission ‘We will increase workers’ life chances and strengthen their voice at the workplace through high quality union learning’

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Contents

unionlearn annual report 2008

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

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Foreword Billy Hayes Chair of the unionlearn board This year is a historic year for union learning: ten years ago the Union Learning Fund was established and five years ago union learning reps got their statutory rights. Much of unionlearn’s work during 2007/08 has focussed on improving quality of provision. There has also been a greater emphasis placed on higher education opportunities.

unionlearn annual report 2008

Over the year the unionlearn board has discussed a number of policy issues. It has weighed up the impact of the Leitch review on the learning and skills system. The board has also monitored and expressed concern over the impact of changes to ESOL funding in the workplace. It has continued to stress the need for high quality training, equality of opportunities and reasonable rates of pay in the Government’s Apprenticeship programme. The results of the recent union learning reps survey have also been discussed.

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

ensure that they are fit for purpose and monitoring progress against them. It has also addressed issues of quality in relation to leadership and management. Board members see their role as promoting the values and purpose of unionlearn and are taking an increasingly ambassadorial role in enhancing its profile and impact within unions and the wider world of learning.

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

Billy Hayes Chair of the unionlearn board

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Introduction Liz Smith OBE Director The Department for Innovation, Universities and Skills’ continued commitment to unionlearn and the Union Learning Fund is set out in its financial memorandum agreed with the TUC to provide support up to, and including, the year 2010/11.

During the year unionlearn has continued to work with unions and ULRs to extend their influence on the development and delivery of learning and skills.

The most significant challenge unionlearn has faced over the year has been maximising union member take up of the learning opportunities set out in the Government’s skills strategy, as recommended by the Leitch Review of Skills. This has involved actively encouraging unions to press employers to sign the Skills Pledge and to train their workforce up to at least level 2 – or a Skills for Life qualification – within the Train to Gain programme.

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

Promoting the work of unionlearn has also been a high priority over the year. Successful national events have been held between ULRs, ministers and MPs. These awareness-raising events have led to many more MPs visiting union learning centres and understanding the role of ULRs. Finally, it is gratifying to report that this substantial activity means unionlearn is well placed to achieve its headline targets for 2010.

Liz Smith Director

unionlearn annual report 2008

Unionlearn has stepped up its work in supporting and promoting learning opportunities for those wishing to progress to degree and continuing professional development (CPD)

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

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Aims and objectives Unionlearn was established in May 2006 under the auspices of the TUC. It is core funded through a grant from the Department for Innovation, Universities and Skills (DIUS).

It is responsible for union development in England, 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 own organisation, Scottish Union Learning, and unionlearn’s Trade Union Education Manager is a member of its board.

The main functions of unionlearn are to >>

unionlearn annual report 2008

• develop the key role of ULRs in raising demand for learning, especially among workers with low skill levels and Skills for Life needs – those who need help the most and who employers and training providers find it hard to reach

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

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

Over the year unionlearn has established itself as a key stakeholder in the learning and skills world. This was recognised by the Prime Minister in his commitment to a £3 million increase to the ULF, bringing it to £15.5 million a year. The total grant funding is £18.3 million from DIUS for the financial year 2007/08.

The main objectives of unionlearn are to substantially expand and improve the level of training and development available for trade union officials and reps, to provide a platform for increasing the number of ULRs in the workplace and to provide access for many more workers to learning opportunities. It also has a key strategic role in co-ordinating and supporting individual trade unions to increase their ability to influence employers – either directly in the workplace or through participating actively on learning and skills bodies such as sector skills councils (SSCs) and regional skills partnerships (RSPs).

• assist unions to secure quality learning provision, including extending the use of the already successful unionlearn Quality Award

• establish a research and strategy function to identify, disseminate and mainstream good practice, and sponsor research where needed

• establish a skills support network to help unions engage with and have impact on bodies such as SSCs and RSPs • raise awareness of the union role in lifelong learning and workforce development among unions, employers, employees and other key stakeholders

• build union capacity to sustain and embed work on learning and skills so that it becomes a core activity for all trade unions, in particular by integrating ULRs into workplace union organisation and by demonstrating the clear links between the learning and organising agendas for unions

• provide an enhanced TUC Education Service

• manage and administer the ULF on behalf of DIUS.

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After losing hearing in one ear, former firefighter Garry Harney was facing compulsory retirement from the fire service. At the age of 53, and with few transferable skills, his future looked bleak. But after passing his Skills for Life level 2, Garry became the FBU’s North West learning co-ordinator. Now he’s encouraging former colleagues to take up learning. unionlearn annual report 2008

‘My success was due to my passionate belief that learning is for all.’

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‘Now I know I can do whatever I want if I put my mind to it.’

unionlearn annual report 2008

Glazier Kath Mellor left school at 16 without any qualifications. And it didn’t help that she had been told she wasn’t ‘good enough’ to learn. But when she received support and encouragement from her union and employer she gained the confidence to complete her Skills for Life qualifications.

Kath is now much closer to achieving her ambition of becoming a child-minder.

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Structure National Structure

The driving force behind unionlearn is its board, which is made up of General Council members.

Union Advisory Group

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Board

Director

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Union Development

Research & Strategy

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Unionlearn has six sections covering all national functions that are run by national managers. Five are based in Congress House, with union development located in the TUC North West office.

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The board is also assisted by a Union Advisory Group of union specialists on trade union education and learning services. Their role is to ensure that the planning, standards and delivery of services meet union needs.

Business & Finance

Standards & Quality

Communications & Marketing

unionlearn annual report 2008

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Trade Union Education

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Regional Structure

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There is also a regional structure, with six regional managers. The national and regional managers are members of the Senior Management Team, led by the Director, who reports to the board.

Partners Advisory Group

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There is also a Partners Advisory Group of external experts from key learning and skills organisations. Their role is to advise on how unionlearn can most effectively engage with stakeholders, secure quality and mainstream best practice.

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The Board Remit To oversee the strategic direction of unionlearn by: • helping establish it as a high profile organisation that is the union voice on learning at work • maximising its potential to support union organisation and growth • considering and approving its strategic plan • monitoring its progress against objectives and key performance indicators.

unionlearn annual report 2008

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

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Chair Billy Hayes CWU General Council Members Bob 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 members Frances O’Grady, Deputy General Secretary, TUC Liz Smith, Director, unionlearn Matthew Fernandez-Graham, Business and Finance Manager, unionlearn Observers David 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 Group Remit • Contribute to discussions about the strategic direction of unionlearn.

• Advise unionlearn on ways in which it could develop to better achieve its objectives and develop its role.

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

Chair Frances O’Grady TUC Members Simon Bartley UK Skills Richard Beamish Asset Skills Vanaraji Bishop Qualification and Curriculum Authority Richard Bolsin Workers Educational Association 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 Improvement Agency 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 of Personnel and Development

unionlearn annual report 2008

* resigned on leaving partner organisation

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

ULRs Recruited 22,000 20,000 18,000 16,000 14,000 12,000

unionlearn annual report 2008

The forecasts for achieving these targets are based on the actual performance statistics reported by the regions and the ULF from April to December, alongside profiled performance for the following quarter. In general, performance in the first nine months of 2007/08 was well ahead of profile, although the numbers of ULRs being trained needs to be increased.

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The projected total number of ULRs that have been trained up to March 2008 is 20,589.

Efforts must be continued in order to sustain and increase ULR recruitment, but the trend is

The number of learners was 167,767 as of March 2007. 158,000 learners have already taken the union route in 2007/08, which includes over 50,000 union reps trained. The current projection is for 206,534 learners over the whole year – well above the DIUS target of 180,000 for that year.

Total number >>

• 22,000 trained and accredited union learning reps • 250,000 learners a year taking the union route • 17,500 of these learners on Skills for Life courses.

still on target to reach the required figure of 22,000 by 2010.

8,000

Target number

6,000

Actual number

4,000

Forecasted number

2,000 0

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

Learners via union route 250,000

A key priority for unionlearn is supporting workers with basic skills needs. There were 23,415 Skills for Life learners supported on the union route in the year to March 2007. The current forecast is for 31,552 for the whole of the year, based on a particularly strong performance in the first nine months (28,073 learners). This was partly due to the success of Learning at Work Day and Adult Learners’ Week initiatives in Yorkshire and the Humber and the Southern and Eastern regions in drawing new people into learning.

200,000

150,000

100,000

Total number >>

Unionlearn has three headline targets for the end of 2010 >>

10,000

Target number 50,000

Actual number Forecast number

0

Year >> 04/05

05/06

06/07

07/08

08/09

09/10

10/11

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Having improved his own literacy skills, Mark Tallen found a new passion for learning and became the first ULR at Wade Ceramics in Stoke-on-Trent. He saw the importance of learning and training, not only for his colleagues, but also for the company. They are now reaping the benefits of learning with a happier and better skilled workforce.

‘Take every opportunity that you can to learn.’

unionlearn annual report 2008

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Strategy – reps and unions Key strategic objectives To ensure that unionlearn contributes to the growth of unions and reps

To develop quality services that support the union contribution to learning and skills in the workplace

unionlearn annual report 2008

To devel0p strategies for the sustainability of this work

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Key success indicators

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• A growing training and development programme for reps and officers • Good progress towards the target of 22,000 ULRs by 2010

• The role of ULRs recognised more in rulebooks and within union structures • Growing evidence base linking unionlearn to recruitment, retention and organising strategies

• Increasing use of unionlearn centres by reps • Memorandums of Understanding with key organisations that facilitate delivery to learners by unions

• Unions using IAG tools such as the climbing frame to support their learners • Growing use of and demand for the unionlearn Quality Award for provision • Recognition by stakeholders of the ULR role in Information, Advice and Guidance

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• More and effective learning agreements with employers including joint learning committees linked to learning entitlements such as the Skills Pledge and Skills Accounts • Increase in the incidence of collective bargaining over training • Increased co-investment in learning through the development of collective learning funds • Increased union input and influence on learning and skills policy bodies through supporting representatives on SSCs and RSPs, and facilitating joint action between the unions and these bodies • Strong relationships and work plans with key stakeholders and agencies through Memorandums of Understanding

• Greater use of external sources of funding (including mainstream programmes) that will support union learning • ULRs integrated into local/national/sectoral union structures • Unions committing more resources to support work on learning • 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 regional funds with tailored union support packages • Effective and well used management information systems providing robust data

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Strategy – learners Key success indicators

Key strategic objectives To assist unions to increase the volume of union learners across all types of learning

To develop quality tools and support services for unions to use with union learners which promote progression

To develop sustainable strategies and frameworks for union learners

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• 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

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• 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

• Increasing number of learners supported/drawing on the climbing frame and 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

unionlearn annual report 2008

Taken from the unionlearn Strategic Plan 2008-2011

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Regional activity Most of unionlearn’s activity is delivered at regional level, where the majority of its staff support projects and manage trade union education programmes. These are a few of the many activities the regions have been involved with over the past year:

Midlands >> The regional network of ULRs has grown, as has the number of workplace learning projects, enabling more than 22,000 people to access learning.

unionlearn annual report 2008

Innovative regionally-funded projects in the East Midlands have seen many benefiting from Level 3 short courses in management skills.

There has also been help for migrant workers. In the West Midlands funding has been secured for 20 learning centres.

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The TUC Education programme continues to grow with the offer of online provision, a range of new short courses and the development of a foundation degree.

New opportunities for trade unions to raise awareness about the world of work in schools and in mentoring apprentices have been created.

Unionlearn in the Midlands has also facilitated a number of partnerships between unions and regional agencies to develop new and exciting approaches to delivering quality learning opportunities.

Northern >> This year has been another busy one in the region, with an array of projects both new and old yielding positive results. The Learning for All Fund has entered its seventh year and secured an additional three year ESF contract. Since its establishment, the Fund has allocated nearly ÂŁ4 million to 84 projects across the North East.

Seventy-five learning centres have been established and more than 1,000 ULRs trained. Last year 10,000 adults were bought back to learning.

The region also secured funding to run a programme aimed at increasing IAG capacity among ULRs in the region. Now nearing completion, the project has resulted in almost 100 ULRs achieving a formal Level 3 or 4 qualification.

Trade union education has received an additional boost, with new courses and dedicated support that has resulted in a 50 per cent increase in learners.

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North West >> In September 2007, unionlearn in the North West launched the pilot programme for its Learning and Skills for all Fund, supported by the RDA and regional LSC. The fund received 25 high quality bids and was able to support 23 pilot projects. These have all demonstrated new and innovative ways to support union learners at work. The region has also promoted Train to Gain, with more than 120 delegates attending an event at which nine organisations signed the Skills Pledge.

The Digital Divide project is meeting its targets and continuing to support learning centres across the North West. The region is also working with Aimhigher to help union members identify the opportunities that higher education can offer.

Unionlearn has worked with London Higher to recruit ‘nontraditional’ learners into higher education and with the Sussex and Kent Lifelong Learning Networks to promote engagement with learning. This developed into more substantial activity with Unite at Legal and General. Unionlearn is considering working with East of England higher education institutions and Cambridge University.

South West >> The region’s Learning Works for All Fund goes from strength to strength, with 20 projects running, including six redundancy support projects. Current projects focus on workplace learning with migrant workers, small businesses and workers in the construction sector.

The region is working with Higher Education networks to promote higher skills to union learners and raise awareness with ULRs and union learning organisers.

TUC Education has trained 3,500 reps in the region – an increase of 30 per cent on 2006/2007. The service has supported key areas of activity in the region, especially supporting environmental reps, disability champions and migrant workers. The region has expanded its offer of flexible, tutor-supported online learning from its centre at New College in Swindon.

Yorkshire and the Humber >> Unionlearn has made progress with partners in delivering practical help to union members, including initiatives working with members of the regional skills partnership.

Yorkshire Forward and unionlearn have committed resources to union learning activity during Adult Learners’ Week, supported

by NIACE and the Campaign for Learning. Grants to run 160 learning events have been agreed with unions.

Yorkshire Forward also supported Skills for Life provision in the region. This means hundreds of workers gained access to courses, including ESOL. Alongside ULR and project workers’ meetings, there is now a regional council education and skills committee that will help implement unionlearn’s strategic and operational plans.

unionlearn annual report 2008

Regional innovations include developing a hand-held assessment tool for Skills for Life.

Southern and Eastern >> The past year has been as exciting as ever. Events were held with affiliates and SSCs. At Stansted Airport unions and BAA secured £250,000 from East of England RDA to develop learning. The South East England Development Agency and London Development Agency funded workplaces to undertake learning activities on Learning at Work Day. A briefing on ‘Managing your Personal Finances’ has been developed with the Financial Services Authority.

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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 the programme for union reps and professionals is at its highest since records began, overtaking the previous high of 1978.

New research on TUC Education Online, its methodology and its learners shows high levels of enthusiastic participation in online provision, along with high levels of retention, completion and student satisfaction. 81 per cent agreed or strongly agreed that they had enjoyed their online learning experience, with 89 per cent saying they would be happy to enrol on another online course.

Preliminary figures show that 51,566 union reps enrolled on courses in 2007, while more than 1,500 union professionals undertook a training course with TUC Education. With 13 consecutive Adult Learning Inspectorate/OFSTED Grade 1 ‘outstanding’ inspection reports, and an unrivalled reputation for quality and innovation in adult education, TUC Education is an essential part of unionlearn’s work.

Qualification Credit Framework TUC Education is committed to continued provision of publicly-funded trade union education in a changing environment. In the longer term the Qualification Credit Framework (QCF) will form the new structure for adult qualifications. From July 2008 funding for those aged 19 and over will be directed towards learning that leads to an existing qualification or a qualification in QCF. By 2010 all existing qualifications will be in QCF.

TUC Education Online During the past year, TUC Education has made considerable progress in developing its online programme. 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; and Countering the Far Right.

‘The online course far exceeded my expectations; I learnt more than in a classroom.’

Source: TUC Education Online, The Learners’ Perspective, 2008

TUC Education was accepted into the second round of trialling and testing, beginning in the spring of 2007, and it is intended that the QCF will be fully implemented by August 2008.

Trade union students are being awarded the first qualifications, now that the coding for the programme has been finalised. Unions with large programmes in further education are working with TUC Education to develop qualifications that secure their programmes, either on a regional or a national basis.

Union professionals training and development During 2007, 1,516 professional officers participated in a TUC Education course – around one in six of all employed officers of unions. This represents a 112 per cent increase over the previous year and a step change in the take up of training in this crucial trade union segment. Women officers made up half of all officers trained.

Much of the training continues to take place in London, as in previous years, but for the first time regional programmes are running in the South West, Scotland, the Midlands, Yorkshire and Humberside and the North West. This makes the prospect of an expanded, regional offer that can be accessed close to home a reality.

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The third annual Women Officers’ Summer School was a highlight, with a reception hosted

by Sarah Brown at 10 Downing Street. Sixteen women officers, from eight unions, covering a range of roles, attended. The course covered employment law, pensions, organising, equalities, negotiating and action planning, and it featured a number of guest speakers from the trade union movement. The Assistant Secretary of the Nigerian Labour Congress attended as a guest, as did two officers from CFDT France. Their participation added a valuable international dimension to the week.

Total reps trained 1998-2007 50,000

40,000

30,000

20.000

10,000

0

Year >> 98

99

00

01

02

03

04

05

06

07

unionlearn annual report 2008

The online community for union professionals (union officers and staff) went live in January 2008, at www.unionprofessionals.org.uk. It provides additional online support for union professional training through an interactive website that allows officers to access a comprehensive range of support and resources through links to relevant bodies. It will form the basis for the development of a continuing professional development (CPD) system, which will link to the newly developed Occupational Standards for Union Reps and Professionals booklet.

Occupational Health – Dealing with the Issues Workers’ Memorial Day 2008 saw the launch of the new TUC Education workboook, Occupational Health – Dealing with the Issues. Lord MacKenzie of Luton, Minister for Health and Safety, addressed a lunchtime gathering of safety specialists, education officers, professionals and safety reps who had completed the first occupational health course earlier this year. This is the first TUC Education workbook on occupational health. It aims to give safety reps the tools they need to understand and tackle issues surrounding occupational health at work, with a view to promoting a workplace climate where people feel supported when they are ill and given access to the services they need to ensure that they return to full-health. It can be used across a range of courses.

Total number >>

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Union Learning Fund ‘To expand union learning in the workplace and to meet our ambition, which is one million adults in learning, we are going to raise the money available from the Union Learning Fund from £12.5 million this year to £15.5 million next.’ Gordon Brown, Prime Minister In March 2007, the ULF transferred fully from the LSC to unionlearn. The transition was assisted by continued support from the LSC and DfES (now DIUS). The Fund, now in its tenth year, has involved more than 50 unions in over 700 workplaces. It is recognised as a flagship government programme.

unionlearn annual report 2008

An assessment panel comprising representatives from unionlearn, LSC, DIUS and nominated trade unions meet to make decisions and recommendations on all ULF submissions.

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The key aims for Round 11 are to >>

Key themes for Round 11 include >>

• build union capacity to sustain and embed work on learning and skills, ensuring that it is a core union activity

• the support and development of ULRs

• train and support ULRs to help them raise demand for learning, particularly for lowskilled workers and other disadvantaged groups

• union sectoral strategies and working with SSCs

• help unions develop high quality IAG frameworks to stimulate take up of learning and promote progression

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

• equality and diversity • supporting learners (IAG) • helping people take up Skills for Work – Skills for Life and first full Level 2/3

• help unions build partnerships with employers and negotiate workplace learning agreements

• continuing progression and personal development

• promote partnerships with learning providers to secure high quality provision

• young workers and apprenticeships.

• develop union capacity to engage in partnerships with public organisations such as SSCs and RDAs • maximise the union contribution to the Government’s skills strategy as set out in World Class skills: Implementing the Leitch Report, and secure union involvement in the Skills Pledge.

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ULF outcomes: learners, April 2007–March 2008 120,000

100,000

112,254

Following consultation with unions, the unionlearn board and DIUS on the criteria for the additional £3 million for the ULF, a mini bidding round was opened to invite unions to bid for resources to help them focus on specific areas.

80,000

60,000

• plans and activities to increase numeracy skills

17,269

2,931

6,718

4,271

15,194

20,000

13,600

• assisting disadvantaged groups in the labour market, particularly disabled workers and migrant workers

40,000

15,382

• more effective union engagement with the Skills Pledge and Train to Gain

15,295

These areas are >> 21,594

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0

Total in learning Skills for Life ICT learndirect FE CPD NVQs e-learning ULR training ESOL Other, plus predicited learner outcomes from unreported ULF projects

• inter-union work • supporting and testing sector skills agreements

ULF outcomes: union capacity, April 2007–March 2008

• developing more effective progression pathways for union learners.

ULRs completing initial training

1,984

ULRs completing follow-on training

2,287

ULF projects have strengthened unions through helping to train and support ULRs, establish learning centres and facilitating learning agreements with employers.

New learning centres opened

80

Learning centres significantly enhanced

99

Formal learning agreements with employers 134 204

Employers giving time off to learners

676

Participants in dissemination events

149,250

unionlearn annual report 2008

Facilities agreements with employers

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Supporting union learning reps ‘I’d like to pay tribute to those many union learning reps who do great work up and down the land in helping their colleagues to gain new skills and experiences.’

Richard Lambert, CBI Director-General ULRs work on the front line driving forward union-led learning and delivering learning and skills opportunities to members. There are now more than 20,000 trained ULRs and unionlearn is on track to achieve the Government’s target of 22,000 by 2010.

Last year unionlearn and unions trained around 4,000 new ULRs and delivered more than 2,000 follow-on training modules such as Skills for Life, Equality and Diversity, Workforce Development and IAG for existing ULRs. An online ULR course has also been made available.

unionlearn annual report 2008

New ULR training modules for 2008 include Working with Providers, Supporting Learners and the Union Climbing Frame.

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A survey of ULRs commissioned by unionlearn revealed important information about their profile, activities and the support they receive.

This report, Opening Doors to Learning, will inform unionlearn’s future strategy on ULRs.

In February unionlearn launched its new handbook, Working for Learners. It is designed as an essential resource for union reps as a whole, as well as ULRs involved in promoting and negotiating learning opportunities for their members.

The main priority for unionlearn in 2008 is for ULRs to become integrated into the wider union structures in order to sustain and mainstream their role as part of workplace organisation and union bargaining.

To help achieve this, unionlearn has worked with unions to deliver training for Disability Champions and courses on Mental Health Awareness and Dyslexia Awareness. These courses help bring ULRs together with union reps and health and safety reps. A new short course, Organise to Learn, Learn to Organise, has also been developed and accredited. This fast track course for reps gives them an understanding of learning and skills.

ULRs continue to support rising numbers of Skills for Life learners, including those on ESOL courses. They have also been helping far more members to engage with and achieve vocational qualifications such as NVQs. There has been further development of the role of ULRs in relation to union members in professional and higher skills occupations. The number of ULRs in these unions continues to rise, with a sizeable increase in learners on programmes in higher education and CPD.

ULR activities in the workplace 100 90 80

85%

70 60

59%

50 40

47%

30 20 10 0

providing IAG

arranging courses

Source: Opening Doors to Learning (2008)

conducting learning needs assessments

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‘I would never have progressed in my career if it wasn’t for the opportunities offered at the learning centre.’

Former road sweeper Mark Robertson left school with few qualifications. However, his employer spotted his potential and directed him to the training courses offered at Frizlands learning centre. Since completing his English and numeracy qualifications, Mark has been appointed area manager. He is now well on the way to completing a level 3 Institute of Leadership and Management qualification.

unionlearn annual report 2008

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Learning centres Unionlearn supports a national network of over 90 union learning centres offering learndirect. To mark the potential of the network to offer new and exciting opportunities and to open new centres, unionlearn has recently rebranded the network.

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 model enables delivery of online learning for members in smaller workplaces who would otherwise miss out.

‘U-Net’ was launched on 14 May by the Minister for Skills. It was supplemented by regional events to relaunch centres in each region. New union learning centres are actively encouraged to join U-Net.

The proportion of Skills for Life learning in the network is over 40 per cent, demonstrating union commitment to the most vulnerable groups. Learners are supported to achieve both ICT and Skills for Life-recognised qualifications.

unionlearn annual report 2008

U-Net is able to offer NVQs to union learners with the support of ULRs. The network offers bespoke union NVQ training and has a network of trained assessors. This will expand the network and enable it to grow its range of provision to provide quality-assured NVQ training with embedded Skills for Life.

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‘U-Net centres are beacons of opportunity, attracting ever increasing numbers of learners.’ David Lammy, Minister for Skills

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Learning and organising Unionlearn’s work in supporting unions and developing an evidence base to promote learning and organising has helped to link learning to recruitment, retention and organising strategies.

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

Exemplars of good practice have been researched for unionlearn by the Working Lives Research Institute. The research has identified how far unions at a national level have developed strategies to evaluate union learning in terms of recruitment, organisation and activity, including bargaining. The research explored how these strategies are reflected at workplace level and/or how they are informed by workplace practice. The impact of union learning on membership and workplace organisation and activity was also measured.

The animated film Kate and Umar’s Incredible Learning Journey

Further work with TUC Education saw the launch of the officers’ course, Learning, Organising and Bargaining, in June 2008.

The mainstreaming of organising and learning into union core business is reflected in the number of dedicated conferences on learning and organising and the content of TUC Education programmes.

unionlearn annual report 2008

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

tool to help reps recruit and encourage new members, promote diversity and get involved with learning and organising in the workplace.

A dedicated website offers additional support material at www.unionlearn.org.uk/kateandumar.

The film and accompanying materials have been a huge success and there is already evidence that ULRs have been recruited after seeing it.

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Negotiating learning Learning agreements A key priority for unionlearn is assisting unions to secure employer engagement and ongoing commitment through the signing of learning agreements.

Reporting on learning agreements is a requirement of the ULF. Unions are required to report the number of new learning agreements signed between employers and union. This includes the number of agreements with signed facilities arrangements and also those giving time off for learners.

In 2007/2008 the ULF reported the following learning agreements arising out of projects that were signed off: • 134 formal learning agreements signed

unionlearn annual report 2008

• 204 learning agreements with facilities for ULRs/unions

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‘Training is an issue that unions have rightly put on the agenda in their general negotiating strategy, and that’s important.’

John Denham, Secretary of State for Innovation, Universities and Skills

• 676 learning agreements with time off for learners.

An important development this year has been the promotion of the Government’s Skills Pledge by unionlearn to encourage unions to persuade employers to train their workforce to a first Level 2 qualification. Practical advice on how to do this is included in the ULR handbook Working for Learners. A number of well-attended seminars on the Skills Pledge were held for unions, which were also attended by representatives from DIUS and the LSC. Reporting on Skills Pledges signed has become a requirement of the ULF in Round 11.

Collective learning funds Arrangements for attracting more employer investment and commitment through agreements around non-job specific training and personal development continue to be piloted by unionlearn in workplaces in the North West.

The CLF project has been supported by DIUS and the interim evaluation report has identified emerging good practice and recommended that the project be extended to other regions and sectors. The project is now being extended to more pilots in the North West. The project will also cover the East Midlands with the intention of referencing the CLF pilots to the Government’s Skills Accounts pilots in the region.

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Improving quality ‘We are delighted and privileged to receive the Quality Award as recognition of our strong commitment to our union learning work.’ Mike Potter, principal and chief executive, Wirral Metropolitan College Unionlearn Quality Award In June 2007 the unionlearn Quality Award was launched. The Award is given to programmes and courses that meet unionlearn’s good practice criteria. It is designed to help signpost ULRs to providers that are working successfully and flexibly with unions. Since being launched more than 30 providers have successfully achieved the award for a diverse range of programmes and courses. Unionlearn now has 35 fully trained Quality Award assessors working with providers to help them achieve the standard.

The quality framework helps unionlearn consider and assess how the organisation is doing, in terms of stated purpose, mission and values, and its aims and objectives. The quality framework consists of nine topics, each with a set of criteria that is used for self-assessment. Together these make up the model that unionlearn is using to enhance its own quality systems.

unionlearn annual report 2008

Unionlearn Quality Strategy A unionlearn Quality Advisory Group was set up at the start of 2007 to inform and shape the development of unionlearn’s Quality Strategy. It is based on the objectives and priorities outlined in unionlearn’s strategic plan and, in particular, the strategic goal of ‘improving quality’. External and internal priorities for quality improvement are both taken into account.

Unionlearn’s quality improvement framework This year unionlearn launched its new quality improvement framework, based on the European Foundation for Quality Management (EFQM) model. Unionlearn is constantly striving to improve the quality of its work and its impact in the learning world, a process significantly helped by the introduction of an annual cycle of selfassessment and systematic review. The process is undertaken by each team in unionlearn and involves every member of staff.

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‘The hardest step is walking into the learning centre for the first time.’

unionlearn annual report 2008

Over the years transport assistant Tracy Dyson became adept at covering up her dyslexia. Although she wanted to overcome her fears of reading, it was only with the encouragement of her ULR that she gained the confidence to step into a learning centre. Now, having gained a string of qualifications, her only regret is that she didn’t do it sooner.

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Supporting learners ‘The service provided by unionlearn is highly regarded. A number of schemes have been extremely successful in helping employees to up-skill.’ The Skills Commission Supporting Learners Strategy The strategy sets out plans for implementing and mainstreaming a ‘network’ model for IAG within unionlearn, affiliated unions and the network of IAG providers both nationally and regionally.

Over the past year a number of strong relationships between unionlearn and IAG network providers have developed, resulting in a series of Memorandums of Understanding and joint agreements with learndirect Careers Advice, nextstep services and the Skills for Business Network. Other partners include local IAG and learning providers, as well as workplaces that have achieved the unionlearn Quality Award for some of their programmes. The strategy has also produced a series of Supporting Learners guides for ULRs and other reps, which can be customised by unions.

Three unions have been involved in piloting bespoke Climbing Frames: USDAW in the retail sector; PCS in the Department for Works and Pensions; and Prospect in the Valuation Office and nuclear decommissioning industry. This year saw the launch of the generic unionlearn Climbing Frame, which can be used by ULRs from unions that don’t yet have a bespoke version.

Higher Learning The Trade Unions Aimhigher National Project grew out of partnership work between unionlearn and Aimhigher Greater Manchester

to encourage progression for union learners to higher levels of learning. The partnership led to the development of a range of resources and models of working to support union learners into higher learning.

In November unionlearn hosted the ‘Helping union learners into higher level learning’ conference. The outcome of the Trade Unions Aimhigher project was disseminated to an audience of key higher education stakeholders.

Bill Rammell, Lifelong Learning, Further and Higher Education Minister, delivered a keynote speech. The event also saw the launch of unionlearn’s strategy to open pathways into higher education for union learners.

The Trade Unions Aimhigher Project has contributed to unionlearn’s understanding of the importance of higher level learning to union members and, with input from affiliated unions, has informed the development of unionlearn’s strategic position paper Developing Pathways to Higher Level Learning.

It is hoped this strategy will develop further during 2008/09.

unionlearn annual report 2008

In December unionlearn hosted a successful Supporting Learners Conference, addressed by the Secretary of State for Innovation, Universities and Skills. The event showcased national and regional activities undertaken with unions and partners.

The Union Learning Climbing Frame An integral part of unionlearn’s Supporting Learners Strategy is the development of the new electronic Union Learning Climbing Frame tool. It is designed to be a one-stop shop of learning information and opportunities, which can be updated and continuously developed. It also signposts workplace learners to relevant learning opportunities, whatever their skills level. Learning themes cover both Skills for Life and higher level learning opportunities.

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Working with partners Unionlearn can only meet its objectives by working with partner organisations. That is why it has established programmes of work with a number of leading organisations, set out in Memorandums of Understanding (MOUs). Unionlearn is building strategic alliances with key partners through the development of MOUs, which are underpinned by detailed joint work plans and are regularly monitored and reviewed.

unionlearn annual report 2008

Foundation Degree Forward Unionlearn is working with Foundation Degree Forward (fdf) in championing and supporting work-based progression to higher education.

Unionlearn and fdf share a common mission to support the career development of working adults, to raise their aspirations to higher education and help realise them through flexible and work-based learning such as Foundation degrees.

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This MOU provides a framework to help encourage and support progression of union members to higher education and raise the knowledge and awareness of ULRs about Foundation degrees.

The Open University Unionlearn is working in partnership with the The Open University to help support union members to access higher level learning opportunities. A key benefit from this MOU was the OU offer to union members of a 10 per cent discount on fees for OU first year undergraduate courses that carry 30 and 60 points towards their qualification. As a result of this arrangement over 1,000 union learners have claimed their discount and are now studying OU courses.

A national unionlearn/OU Steering Group has been established to oversee progress on the key priorities contained in the joint action plan.

These include: working with employers and sector skills councils to close skill gaps; developing progression pathways for workforce development; and providing access courses for potential 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 education opportunities.

Investors in People UK The Employee Engagement Project grew out of the MOU between IIPUK and the TUC, which was signed in 2006. Unionlearn and regional IIP centres in the North West and South East worked together to promote and support work with a number of client organisations. IIP centres and unionlearn regions identified both benefits and challenges in working together to facilitate joint union management working around IIP. Their evaluation of the project resulted in a protocol embedding this learning. This protocol has been appended to the MOU to create a practical guide for future joint work around IIP. A range of further work will be undertaken to disseminate feedback from this project among unions, unionlearn and regional IIP centres. It will include a publication and briefings in the use of the protocol and the resources.

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Learndirect Careers Advice A key development for this MOU was the June 2007 launch of the unionlearn learning and careers advice service operated by learndirect Careers Advice. ULRs and other reps can call a dedicated number, 08000 92 91 90, to access the full range of services offered by learndirect Careers Advice, all tailored to the needs of unions. Course searches and other enquiries can be made via the unionlearn website. The service ensures that reps can easily find the information they need without having to build their own information bases. It can be accessed in nine languages, opening up opportunities for migrant workers and others whose first language is not English.

National Extension College Unionlearn is continuing to work in partnership with the National Extension College to develop a long-term strategic relationship, initially in the area of widening participation, including progression pathways and access provision. The partnership between unionlearn and the NEC gives union learners access to over 120 Level 2 and 3 accredited courses. Unionlearn and the NEC have undertaken a number of joint marketing and publicity activities to promote the 10 per cent discount to union learners on NEC courses and targeted help for disabled, young and minority ethnic members.

An online survey of ULRs has been undertaken aimed at identifying the level of LMI that they require and a joint event in April disseminated survey findings and report recommendations as to how LMI can be made accessible to ULRs. All partners recognised that there would be a clear benefit in focussing on making LMI accessible if further project funding could be secured.

unionlearn annual report 2008

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

Skills for Business Network Unionlearn has worked with the Skills for Business Network in the area of skills related IAG. Both partners recognise the advantage of working together to progress the mutual skills agenda through the provision of IAG in the workplace. As a result of the MOU, unionlearn has been working in collaboration with Skills for Health and Skillset on a project into looking at making labour market information (LMI) accessible to ULRs.

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Supporting sectors Over the past year unionlearn has supported the work of unions in 20 of the 25 SSCs, facilitating the development of plans to help implement their sector skills agreements.

The process has involved the establishment of networks of trade union officers to support the board member/s in each SSC, with regular meetings supplemented by electronic communication. A further network of officers directly involved on boards, working groups and sub-committees meets twice a year, with direct access to the Parliamentary Under Secretary of State for Skills, David Lammy.

unionlearn annual report 2008

During the year unionlearn organised a number of joint events with SSCs to launch their sector skills agreements. These included Cogent, Lantra, GoSkills and the Financial Services Skills Council. There was also a highly successful workshop on Skills for Life organised by unionlearn and Asset Skills that was attended by specialists from SSCs and the unions.

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

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Women and Work Sector Pathways Initiative

The Women and Work Sector Pathways Initiative provided funds for nine SSCs to pilot innovative methods of helping women to move into non-traditional areas of work, one of the Women and Work Commission’s recommendations for closing the gender pay gap. The project was managed by the SSDA, with a TUC representative on the steering group and a unionlearn rep on the operations group. A dissemination event held by unionlearn for trade union officials highlighted the importance that funding continues beyond the project end date.

In March it was announced that five of the nine projects would be awarded a further ÂŁ5 million per year for three years to continue their work. In 2009 all SSCs will be given an opportunity to propose projects that address the needs of women in their sector. TUC and unionlearn representatives have been invited to continue in their respective roles in this project.

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Public Sector Skills Standard Project

This project is the second phase of an initiative to develop and implement a minimum standard of training for private sector organisations engaged on public sector contracts. It developed out of a DTIfunded project run by PCS and the Business Services Association in 2006/07, aimed at mapping the skills territory for the services sector working on government contracts.

A board representing SSCs, trade unions, trade groups, employers, IiP, and RDAs manages the project, with PCS holding the position of vice-chair and unionlearn having a seat on the board. Its work is linked with TUC activity around Train to Gain and the Skills Pledge.

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Shaker Kathum came to England seven years ago from Iraq. With English not being his first language, everyday life became a struggle.

Employed as a maintenance worker, Shaker was given the opportunity to improve his English.

With help from his union learning centre, Shaker enrolled on to an ESOL course where he gained new skills and confidence.

‘Having the confidence to communicate with my colleagues and community has changed my life for the better.’

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Commissioning research

unionlearn annual report 2008

Unionlearn is becoming an important facilitator for union-centred research and strategic thinking on workforce learning and skills. It has commissioned groundbreaking research from a number of prestigious university human resource management and industrial relations departments. Seven research papers have already been published and widely disseminated by unionlearn.

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Research papers Three research papers have been published by unionlearn in the last year. The first, Estimating the Demand for Union-led Learning in Scotland, was commissioned by the STUC and was the first systematic research on the subject. The survey of union members, undertaken by the Scottish Centre for Employment Research, indicated a considerable potential demand for learning: over a third reported an intention to undertake learning. The research also indicated that the very provision or organisation of learning by unions may generate even more demand than is currently expressed.

From Voluntarism to Post-voluntarism: the Emerging Role of Unions in the Vocational Education and Training System was written by unionlearn’s research section. It traces the history of union involvement in learning and skills and illustrates that the present system has been characterised by significant capacity building over training supported by the Labour government, but that there is a lack of collective bargaining in the workplace.

A third report, by Manchester University Business School, Migrant Workers in the Labour Market: the Role of Unions in the Recognition of Skills and Qualifications, highlights specific barriers that recently-arrived migrants experience when entering the UK labour market. It identifies the problem of employers not recognising their qualifications and not fully utilising their skills.

Surveys Two major surveys have also been commissioned by unionlearn. The first, commissioned from the Open University, questioned a random group of union members on their demand for higher levels of learning.

The subsequent report, Learning Unlimited, unearthed a significant latent demand for learning, with a high proportion wanting to study for their own personal development or leisure.

However, it revealed substantial barriers in terms of time, money and learning methods.

The second survey, commissioned from Nottingham University Business School, centred on ULRs. The survey report, Opening Doors to Learning, stated that two-thirds of ULRs reported increased training resulting from their activities.

It showed that in many workplaces managers do not discuss training with union reps and that there was a need for employers to engage more with ULRs to increase employee participation in training. The report also found that ULRs should be given more time to undertake their role and that this could best be secured through formal learning agreements.

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Communications Unionlearn’s brand has once again had a high profile presence in the learning world. The family of unionlearn brands has grown, with the addition of new logos for the Union Learning Fund (ULF) and the unionlearn network of learndirect centres (U-Net). These new logos, and the U-Net relaunch, not only widen the unionlearn brand family, but also reflect the consolidation and growth of the organisation.

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

A large number of publications continue to be published and distributed free of charge, including the new and popular ULR Working for Learners handbook.

Media coverage of unionlearn has continued in the specialist and regional media, including websites, and many journals have carried unionlearn website adverts, and/or copy about World Book Day and Quick Reads titles.

Unionlearn’s website continues its steady growth, now receiving more than 1.5 million hits every month.

A parliamentary campaign Learning Together – Winning Together proved successful, with some 50 MPs requesting workplace learning centre visits in the early stages. unionlearn annual report 2008

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‘There was only one thing to do, become a ULR and get active.’

unionlearn annual report 2008

Marie Hannah was facing the threat of redundancy from her NHS employer. She was in urgent need of advice and information so she looked for her local union rep, only to discover there wasn’t one. In her determination to get help she became a ULR herself. This role opened new doors for both herself and her colleagues.

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Funding Unionlearn has a grant agreement with DIUS to support its core work of promoting and enabling union-led learning and education. The TUC continues to fund the core work of TUC Education from the affiliation fee.

At a regional level unionlearn receives funding from regional LSCs, RDAs and the European Social Fund for specific projects aimed at recruiting more ULRs and bringing more union members into learning.

This year, unionlearn has continued to benefit significantly from being part of the High Road Equal Partnership, a European Social Fund project. It has provided substantial development money to underpin the creation of unionlearn as well as funding other innovative work on learning through a variety of partners.

As of 1 April 2007, unionlearn took over the management of the ULF, which distributed £12.5 million of funding to unions for strategic learning projects across the country in the last year. DIUS is providing an additional £3 million for the ULF in 2008/09.

Unionlearn’s total income in 2007/08 is £26.7 million. The inclusion of the ULF in unionlearn’s finances explains why grants to unions make up a significantly higher proportion of its expenditure this year (47 per cent) compared to last and also why DIUS income 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 the South West, North West and Northern regions and unionlearn intends to create these in other regions as soon as funders are willing.

Unionlearn’s financial performance for the year is reported in the TUC’s annual accounts in the General Council Report. This shows a breakeven position for 2007, with project balances carried forward to 2008.

National and regional funding sources for unionlearn 2007/08 DIUS £15.3M European Social Fund £4.6M

TUC £910,000 Learning and Skills Council £1.7M Other £1.1M

National and regional unionlearn expenditure 2007/08 Grants to unions and payments to partners 47% Staff costs 33%

Office and support costs 13%

Accommodation 2% Other 1%

unionlearn annual report 2008

Travel and meetings 4%

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

National unionlearn

Regional unionlearn

Managers Ian Borkett Standards and Quality Manager 020 7079 6940

Midlands team Mary Alys Regional Manager 0121 236 4454

Bert Clough Research and Strategy Manager 020 7079 6925 Matthew Fernandez-Graham Business and Finance Manager 020 7079 6936

unionlearn annual report 2008

Mike Power Communications and Marketing Manager 020 7079 6942

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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

Liz Rees Trade Union Education Manager 020 7079 6923

South West team Helen Cole Regional Manager 0117 947 0521

Judith Swift Union Development Manager 0151 243 2568

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

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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 Weller Except: Front cover, firefighter image: Š Duncan Phillips/reportdigital Page 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.