Annual conference report 2011

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unionlearn

OUR MISSION

We will transform workers’ life chances through lifelong learning www.unionlearn.org.uk

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Annual Conference Report 2011

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Foreword Mary Bousted Last year was a crucial year for unionlearn. A new coalition government was elected that, as a result of its comprehensive spending review, reduced the adult FE and skills budget by 25 per cent over the three-year period 2011–12 to 2013–14. The core grant to unionlearn and the Union Learning Fund, however, was not reduced. This reflects the cross-party support for union learning and recognition of its positive impact as evidenced by the in-depth evaluation carried out by Leeds University Business School.

The Secretary of State for Business, Innovation and Skills told last year’s unionlearn annual conference that we had “developed a powerful model in unionlearn, reaching out to businesses and giving individuals a chance they never would have had”. He told the conference that he wanted us to build on what we have already achieved.

Unionlearn’s board has recognised that there is a need for the organisation to engage with the new government’s learning and skills strategy as well as to enhance its support to unions. The strategic plan has been revised by the board for this purpose. The board has also had oversight of the internal restructuring of unionlearn as well as strengthening its internal financial management through its Finance and Audit Committee.

The board has also considered issues such as increasing sustainability of union learning, the need to recruit and support more union learning reps, the recommendations of the Wolf Review of vocational education, union involvement in sector skills councils, unionlearn’s apprenticeship project and union engagement in informal adult and community learning.

We look forward to working with unions, employers, partners and the government in continuing to develop, support and promote union learning. I hope that this annual report will help to do this.

CONTENTS Introduction 4 Our goals 5 Key achievements this year 6 Our structure 7 The unionlearn board 8 Funding 9 Equality and diversity 10 Quality improvement 11 Union Learning Fund 12 Sustainability 14 Union learning reps 15 Employer engagement 16 Apprenticeships 17 Reaching hard-to-reach learners 18 Skills: Recession and Recovery 19 Informal adult and community learning 20 Higher learning 21 Regional activity 22 TUC Education 24 Supporting sectors 26 Green skills 27 Supporting learners 28 Working with partners 29 Policy and research 30 Communications 31 Publications 32 Contacts 34

Mary Bousted Chair of the unionlearn board

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unionlearn

Introduction Tom Wilson The continued BIS funding of unionlearn and the Union Learning Fund (ULF) is recognition by the coalition government of their importance and impact on workplace learning. The grant in aid for 2011/12 is £21.4m, which is the same in cash terms as that for last year and which is likely to be continued in the following two years. The activity to be funded is set out in the new grant funding agreement with BIS. It includes a simpler and shorter list of stretching yet achievable targets, including qualitative as well as quantitative outcomes. The grant funding agreement recognises the increasing difficulty of recruiting ULRs, partly due to the recession and job cuts, especially in the public sector, and the need for better support to existing ULRs. It includes prioritising work with apprentices, accommodating the BIS desire for unionlearn activity in non-union workplaces and more involvement in adult and community learning.

Early in the year, unionlearn underwent internal restructuring. This was driven by three major factors: the loss of external regional income; the need to become even more responsive to the needs of unions; and the need to invest more in ICT and e-learning. The regional income amounted to some £2m in 2010 and had been derived mainly from regional development agencies (RDAs) and the European Social Fund (ESF). RDAs no longer exist and the future of ESF funding, which is managed by the Skills Funding Agency, is still uncertain. Some 30 jobs that had been supported by this regional funding were therefore at risk.

At the same time, while national core funding remained unchanged, BIS was clear that less of the ULF grant should be used by unionlearn and more should go directly to unions.

The move to a different way of working was designed to help unionlearn staff respond to the range of union learning needs, with more generic and less specialist working, less focus on projects that had been externally funded, and clearer lines of accountability between regions and national-level posts. The combined effect of these changes led to the need to change around 60 posts, introduce several new kinds of jobs, and reduce staffing from 162 to 130. Every region now has a new complement of five staff that is funded from a core BIS grant, as opposed to external funding. This restructuring has been the subject of intensive consultation with the unions representing unionlearn staff.

Our expectation is that unions will benefit from the enhanced regional capacity, a more responsive service and a clearer structure.

Tom Wilson Director

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Annual Conference Report 2011

Our goals

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1.

We will help unions to support their members to access and progress through lifelong learning based on quality standards.

2.

We will help unions to engage with employers and providers to increase the quantity, quality and fairer distribution of learning opportunities.

3.

We will strengthen union capacity over learning including training and supporting ULRs and embedding learning within core union activities and structures.

4.

We will help unions to secure effective union representation at the workplace through training of union representatives and union professionals.

5.

We will deepen and extend partnerships with key stakeholders to sustain effective union-led activity.

6.

We will embed a quality framework across all our provision to drive up and maintain high standards and work towards a culture of continuous quality improvement.

7.

We will continue to promote our activities and demonstrate the added value of union learning.

8.

We will continue to monitor and improve the effectiveness of our organisation to meet its goals including implementing an equality impact assessment of both internal and external activity.

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unionlearn

Key achievements Progress towards the headline targets: TARGET 1 >> 250,000 learners supported through the union route by the end of 2010.

PROGRESS >> 224,599 learners supported in 2010/111.

TARGET 2 >> 25,000 of union learners to be Skills for Life learners by the end of 2010.

PROGRESS >> 20,135 Skills for Life learners in 2010/111.

TARGET 3 >> The training of 22,000 union learning representatives from 1999 to the end of March 2010.

PROGRESS >> 26,040 ULRs trained by TUC Education since 1999.

OTHER ACHIEVEMENTS THIS YEAR 57,163 union reps and 908 union professionals undertook a training course with TUC Education2.

1,941 new ULRs were trained and 984 ULRs trained on followon modules by TUC Education2.

25 unionlearn quality awards have been given to providers that met good practice criteria on working with unions – making 115 quality awards in total.

Memoranda of understanding were signed with four national learning organisations helping to open up access to learning – making 12 in total.

1 – This is an underestimate since not all ULF and regional projects have at the time of print reported their outputs.

2 – 1 January–31 December 2010

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Our structure The driving force behind unionlearn is its board, which currently comprises 17 General Council members, to which the director reports.

The board has a finance and audit committee to advise on the adequacy and effectiveness of unionlearn’s systems of internal control and its arrangements for risk management and securing economy, efficiency and value for money. The committee includes board members.

A partners’ advisory group of external experts from key learning and skills organisations advises unionlearn on how it can most effectively engage with stakeholders to secure quality and mainstream best practice.

Unionlearn has six teams 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. 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.

Finance and Audit Committee

Partners’ Advisory Group

Board

Director

Union development

Regional structure

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Business, finance, Union Learning Fund

Trade union education

Standards and quality

Policy and research

Communications and marketing

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unionlearn

The unionlearn board Remit • assist in maintaining unionlearn as a high-profile organisation that is the union voice on learning at work • maximise the potential of unionlearn to support union organisation and growth • monitor progress of unionlearn against its goals, ULR and learner targets and key objectives • help promote and build on the success of TUC Education in union representative training and union professional development • consider and approve a three-year strategic plan • approve budgets, receive quarterly and annual financial reports, and audit reports via its Finance and Audit Committee • ensure that unionlearn fully reflects the General Council’s commitment to equality and diversity.

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

Chair Mary Bousted*** – ATL General Council members Bob Abberley – UNISON Sheila Bearcroft – GMB Christine Blower – NUT Gail Cartmail – Unite Brian Cookson** – NASUWT Sue Ferns – Prospect Allan Garley – GMB Tony Kearns – CWU Chris Keates* – NASUWT Michael Leahy*** – Community Leslie Manasseh – Connect Doug Rooney* – Unite Mark Serwotka – PCS Alison Shepherd – UNISON Pat Stuart – Unite John Walsh – Unite (co-opted) Fiona Wilson – USDAW Staff members Frances O’Grady, Deputy General Secretary, TUC Tom Wilson, Director, unionlearn Catherine Mc Clennan, Business, Finance and ULF Manager, unionlearn Observers David Cragg – Skills Funding Agency Tony Kearsley – BIS

*resigned from board September ** elected to board September *** member of Finance and Audit Committee

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Funding

Funding to support the work of unionlearn has been provided from a number of sources since the last annual conference report.

For the period 2010–11 the main source of funding has come from the Department for Business Innovation and Skills (BIS) as part of the grant agreement with the TUC (unionlearn).

The grant agreement of £21,400,000 included £15,500,000 for the ULF and £5,900,000 to support the core work of unionlearn to develop and sustain union learning with trade unions, employers and other partners and deliver key government priorities as outlined in the agreement.

Unionlearn manage and administer the ULF, which helps union projects to develop and embed learning and skills strategies and initiatives for their unions and the benefit of workers they represent. (For more information on ULF see page 12-13). Unions and organisations representing trade unions bid into the fund on an annual basis and successful projects are directly funded by unionlearn.

Other sources of funding over this period have included regional funding for specific work and wider regional initiatives with the Skills Funding Agency, regional development agencies, European Social Funding and a range of

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other partners. This has amounted to approximately £3,853,000 and has helped union projects at a local level to support ULRs, regional union projects and local approaches to workplace learning.

funded projects. The findings from audit and the financial position of unionlearn are reported to unionlearn’s Finance and Audit Committee and board on a quarterly basis.

UFI have continued to fund learndirect provision through the U-Net network of union learning centres. Approximately £850,000 has been distributed to centres for direct delivery of learning programmes. This funding is subject to the rigorous monitoring requirements of UFI and OfSTED.

All other income streams are further monitored and audited by the funding body and performance against key outputs measured.

In addition the TUC provide income to support the infrastructure for unionlearn as well as resources to assist with the running, staffing and operational costs.

All funding is managed and monitored by the Business, Finance and ULF team of unionlearn and financial performance for the calendar year is reported in the TUC accounts. The TUC’s accounts are reported to Congress every September as part of the General Council’s report and are available at www.tuc.org.uk/congress.

Unionlearn is audited as part of the TUC audit by Chantrey Vellacott and has externally appointed internal auditors, Moore Stephens, who conduct internal audit of unionlearn as well as full audits of all ULF

Unionlearn has an underperformance policy for all externally funded union projects and specific criteria to which projects must adhere. Eligibility, achievement and value for money of union projects are reviewed throughout the year.

Management information is collected, collated and reported to ensure unionlearn and the projects it funds are achieving key outputs. This is then used to inform future planning and negotiations with funding organisations.

Following negotiations with government ministers and BIS, unionlearn has successfully secured funding for 2011–12 of £21,400,000 for the union learning fund and core grant.

Regional funds have now closed following the demise of regional development agencies and it is not yet known whether European Social Funding will be available for the coming year.

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Equality and diversity Unionlearn has continued to address equality and diversity in both its processes and activities.

During the year an Equality Impact Assessment on all activities has been conducted across unionlearn, involving staff, unions and other partners. The findings of the impact assessment will inform unionlearn’s future work, setting out an action plan to enable ongoing improvement.

Throughout unionlearn a variety of activities has been going on to address a range of equality and diversity issues:

Unionlearn has worked on improving its data collection and analysis and can provide a comprehensive set of equality data to support its work. Equality and diversity has been a key theme across ULF projects and training has been delivered to facilitate improved data collection.

• Equality Forums – North West and Northern regions

• skills delivery to meet the needs of the most disadvantaged, including Skills for Life and Maths 4 Us campaigns • the Go On Line: Get a Lifeline campaign to address social and economic disadvantage

• awards for equalities work in the South West • Northern Region awarded the Equality Standard by Equality North East

• addressing gender and ethnicity issues re apprenticeships • support for workers facing job loss or change • outreach to migrant workers • supporting creative solutions to address the needs of workers who need ESOL • Learning at Work days and celebration of learning events that encouraged activities to meet the needs of the diversity of the workforce • older workers’ projects

• short Institute for Leadership and Management (ILM) courses for disabled and BME workers – Midlands

• active community of disability champions • mental health awareness

• TUC Education regional equality plans in action

• support for Women and Work SSC programme

• women officers’ summer school • a new Tackling Racism workbook • equality training and briefings for ULRs • developmental work on dyslexia, dyscalculia and dyspraxia in the workplace • digital divide projects

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• activities to mark International Women’s Day • learners interviewed for equality and diversity research • involvement in independent enquiries on literacy and numeracy • TUC Education Diploma in Equalities for reps.

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Quality improvement During the year unionlearn has designed and developed a Quality Improvement Framework (QIF) that provides a systematic process to gather evidence of the quality procedures and levels of service to unions and assess them against the unionlearn mission. The model builds on existing good practice in unions and unionlearn regions and the QIF handbook provides a tool to drive up and maintain standards within a culture of continuous quality improvement.

The development of a unionlearn framework for quality improvement has resulted in the following key achievements: • established the QIF, published the QIF handbook and ensured a shared understanding for staff of quality improvement principles • introduced the first selfassessment cycle and produced a quality improvement plan • developed a standardised approach to safeguarding for unionlearn • established standards for key job roles linked to national occupational standards • ensured quarterly management information (MI) reporting supports self-assessment and review • ensured that quality improvement is a thread woven through the strategic and operational planning processes of unionlearn • introduced new policies, e.g. complaints and compliments, safeguarding and quality improvement • ensured staff engagement through attendance at development workshops.

When fully operational, the QIF will ensure a holistic and fully integrated approach to quality improvement based on selfassessment. Activities relating to quality improvement weave into every area of unionlearn’s work.

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Union Learning Fund The union learning fund (ULF) has been pivotal to the rise and development of trade union activity on learning since its launch in 1998. The ULF remains a government flagship programme and central to both unions’ and unionlearn’s priorities.

It has involved more than 53 unions in over 700 workplaces and has helped people to access more than three-quarters of a million learning opportunities through the outstanding support of union learning reps.

The objectives of the ULF include helping unions to: embed their work on learning and skills; develop the role of ULRs; establish support for learners; and form partnerships with employers and providers.

Over the past year the ULF has helped unions by: • holding four quarterly project manager network events to discuss key priorities and challenges and to plan future support and development • rolling out a follow-up programme of audit to review the effectiveness of the leadership and governance of ULF projects • disseminating the finding of the Leeds Business School evaluation of ULF rounds 8–11 • providing case study training to union project staff to assist with qualitative impact evidence in support of their work on union learning • providing training on managing ULF projects • introducing basic and refresher equality and diversity training • piloting PRINCE 2 training for project managers • setting up quarterly Skills for Life network meetings • initiating independent quality reviews of ULF projects to look at the effectiveness of the project management and learner experience supported through the fund.

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A call for funding applications for ULF projects is held each year following the publication of the ULF prospectus, which details the bidding process and the key priorities for the coming year. An assessment panel comprising representatives from unionlearn, nominated trade unions and BIS meet to make decisions and recommendations on all submissions to the fund.

Key priorities for Round 14 projects include: Engaging disadvantaged learners by: • developing and support for union learning representatives to enable them to reach out and support disadvantaged learners, particularly those with literacy, numeracy and language needs, in both the workplace and the local community • helping to tackle the digital divide and its impact on the most disadvantaged groups in workplaces and local communities • developing the ULR role in supporting learners and helping individuals in the workplace to access good careers advice and guidance.

Tackling skills gaps and shortages through: • working with employers to increase the number of high-quality apprenticeship places available, in particular focusing on those employers not yet involved in training apprentices and in

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promoting apprenticeships to disadvantaged groups • working with employers and SSCs to tackle specific sectoral skill issues and improve overall business performance

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ULF OUTCOMES UNION CAPACITY April 2010–March 2011 New ULRs completing initial training

1,674

• enabling unions to give improved help and support to apprentices in the workplace.

ULRs completing follow-on training modules

Developing high-performing workplaces by:

102

• engaging with employers to promote co-investment in skills, more effective skills utilisation, improved leadership and management and greater employee involvement and commitment in the workplace.

150

Reaching out to non-unionised workplaces by: • extending support to union members working in nonunionised workplaces to develop a ‘learning champion’ role in consultation with their employers to take forward these themes and priorities

2,307 New learning centres opened Learning centres significantly enhanced Learning agreements signed with employer

285 Partnership agreements with providers

160 TOTAL LEARNER OPPORTUNITIES April 2010–March 2011 Total learning opportunities supported via the union route

147,890 Informal Adult Learning 34,195

• promoting the idea of ‘learning champions’ to others in contact with unionlearn (such as through learning centres) who may want to take on this role and providing basic support through information and advice.

Level 2

Over the past 13 years, ULF has enabled workers to access a wide range of learning activities in innovative ways. ULF projects have strengthened union engagement with employers through the establishment of workplace learning centres and the signing of learning agreements.

Skills for Life

24,113

CPD 22,967

ICT 18,686

FE 17,859 17,526

HE 4,878

Level 3 3,521

Others 4,145

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Sustainability The evaluation of ULF rounds 8–11 (2005/6–2008/9) and unionlearn was completed early this year and the preliminary findings were published at last year’s unionlearn conference. The final evaluation report found that union learning has largely met its stated objectives and delivered demonstrable benefits for learners, employers and unions. A follow-on survey of ULF projects rounds 8–10 was undertaken this year to find out what activities had been sustained after the ULF funding had ended.

• Almost three-quarters of projects reported that anticipated amounts of levered-in funds had been met.

• Almost all forms of learning activity were reported to have continued in at least 90 per cent of the projects.

• Nearly six out of the ten projects reported that senior management support for union-led learning had increased.

• Nearly two-thirds reported that negotiation over learning had increased.

• Over three-quarters reported that the impact of learning agreements on company learning policy was high.

• Almost three-quarters reported that the link between learning and the wider organisation activity had increased.

Factors that influenced the sustainability of union learning were a signed learning agreement; a partnership approach between management and unions; consultation on learning; a learning committee; formal bargaining on learning; and a learning centre.

CASE STUDY INVESTING IN THE FUTURE Bombardier Transportation could see the business benefits of the union learning project so clearly that when external funding dried up the company stepped in to invest at significantly increased levels.

While the company injected between £25,000 and £30,000 in the first two years of the Confederation of Shipbuilding and Engineering Unions’ (CSEU) project, once ULF funding disappeared, it invested around £80,000 in 2009.

“The learning centre manager made the role he was doing viable, and when the [ULF] funding stopped, the business benefits were so obvious we would be daft not to continue the work with our own funding,” says the site general manager.

Continuing to invest in the project was linked to extending the learning opportunities on offer to achieve specific business benefits; language classes have proved invaluable for global communication within the firm, while Pilates classes have helped reduce repetitive strain injuries and sickness absence among the welders who work for long hours in restrictive conditions.

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Union learning reps Union learning reps (ULRs) are pivotal to supporting union learners. TUC Education has trained over 26,000 ULRs since 1999. The evaluation of unionlearn and ULF found that “ULRs were a key factor in engaging learners”.

Stakeholders recognise the unique role that ULRs play in providing peer-to-peer support for mainly, but not exclusively, vulnerable workers.

“My perception is that ULRs are very successful and really important. Where else is there such a network operating that is knowledgeable about learning, operating within companies and trusted by the workforce?” (government stakeholder) The biennial survey of ULRs found that the most powerful influence on both ULR activity and impact was the conduct of negotiation over learning and training. In most learning agreements, ULRs play a major role, sometimes undertaking learning needs analysis, usually participating in learning committees and invariably providing information, advice and guidance on learning to employees.

CASE STUDY THE ULR WHO INTRODUCED TAILORMADE LEARNING Bharti Dhamecha became ULR of the year in 2010 for the very stylish work she’s done promoting learning to colleagues at the Leeds branch of high street chain Primark. Bharti, a shop steward, equalities rep and ULR for USDAW became a ULR in 2007 and soon made her mark, recruiting young members and reps to the union. Crucially, she has also won respect from the store’s management.

“When people say to me that they do not need a union because they have no problems at work, I tell them that unions are not there only when you are in trouble; they can play a vital role in improving your skills and job prospects,” she says.

Bharti, who works on the shop’s tills, has introduced off-the-peg courses such as ESOL and maths, as well as tailor-made learning, including a skills swap-shop in the staff canteen. Thanks to Bharti, large numbers of her colleagues have joined USDAW and she has helped persuade the store’s management to start a scheme that pays for all staff to take NVQs.

The biggest barriers to increasing learning opportunities are recruiting/training sufficient ULRs and the time pressure on ULRs. Unionlearn has begun addressing these pressing issues.

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Employer engagement The key to supporting union learning is working in partnership with employers. This involves unions signing learning agreements with employers on a number of issues. An analysis of the content of 281 learning agreements found the following: • a large majority are inclusive (i.e. they cover union members and nonmembers) • over three-quarters establish a learning committee • over half include commitments to support a learning centre • very few specify financial commitment by employers.

The evaluation’s survey of 415 employer responses found that the presence of a learning agreement significantly enhanced outcomes.

Union learning has increased equality of access to learning and training qualifications in 56 per cent of workplaces (in 65 per cent of those with a learning agreement); boosted the number of employees attaining qualifications in 55 per cent of workplaces (in 70 per cent of those with a learning agreement); and addressed skills gaps in 54 per cent of workplaces (in 68 per cent of those with a learning agreement).

Unionlearn has established a new post of Bargaining for Skills Officer in order to provide more support to unions negotiating learning agreements.

CASE STUDY MAKING TIME TO LEARN At Warburtons Family Bakers in Stockton, the main challenge for the bakers’ union BFAWU was persuading line managers and team leaders of the benefits of granting staff time off production to learn.

The learning agreement enables each individual to take 15 hours’ time off annually for Skills for Life learning, but common practice had evolved that the company would match every hour of their own an individual committed to learning with an hour of paid time to learn.

While most line managers supported requests for time to learn and coped with staff absence because of learning’s positive effect on performance and motivation, some team leaders argued they could not spare individuals off production.

The onsite ULRs overcame this resistance by showing team leaders what the workers were achieving and what they could achieve through union learning.

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Apprenticeships Apprenticeships have historically been ‘union business’ as unions have long recognised the need to recruit and organise young people and to offer support, advice, advocacy and training to vulnerable young workers.

Apprenticeships have seen a renaissance in recent years as successive governments have prioritised investment in skills and training, with a particular focus on funding apprenticeship training.

The current government has stated that “the most important objective of all is to make apprenticeships the primary means for people to gain skills in the workplace”.

Unionlearn‘s ‘Apprenticeships are Union Business’ project raises awareness of apprenticeship issues among trade unions, in terms of both encouraging employers to recruit apprentices and offering training and resources to union reps in order to give them the tools they need to support existing apprentices in their workplaces. The project has been funded by the National Apprenticeship Service for two years and was recently granted a six-month extension.

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Over the course of the project unionlearn has worked with unions to engage with over 120 employers and have organised national conferences, regional workshops and courses for reps.

The project has developed guides for apprentices on their rights at work as well as a toolkit for reps to negotiate with employers and to support apprentices at work. More information about the project can be found at www.unionlearn.org. uk/apprentices

CASE STUDY SHIPSHAPE TRAINING FOR APPRENTICES AT BABCOCK MARINE Instead of heading to university, Ben Sharpe embarked on an apprenticeship with Babcock Marine, which had been actively recruiting and training shipbuilding apprentices at its Appledore shipyard base in North Devon.

Ben has an NVQ Level 2 in Marine Engineering and a City and Guilds qualification in Fabrication and Welding Technology and is being trained as a marine fabricator on a three-year apprenticeship at Babcock. He is part of a team of 26 apprentices and their training includes working on the Royal Navy’s new aircraft carriers.

Ben says: “On our induction week to the shipyard the GMB secretary for our branch came in and spoke to us all, telling us about the benefits of joining the union. I’ve been a member of GMB for roughly two years and they have already been a big help and are very enthusiastic about apprentices furthering their education whilst at work.”

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Reaching hard-toreach learners Union learning, through the unique role of ULRs, has a track record of reaching disadvantaged learners. This year has seen unionlearn enable thousands of learners to improve their literacy, numeracy and ICT skills, including getting online for the first time.

Skills for Life Unionlearn has played a lead role in the NIACE literacy inquiry this year. An estimated 5 million people lack the literacy skills needed for the 21st century. ULRs have enriched the lives of thousands through Quick Reads and the Six Book Challenge. Following the development of unionlearn’s numeracy action plan, a partnership was formed with NIACE and the National Centre for Excellence in Teaching Mathematics.

The Maths4U website was launched at last year’s unionlearn national conference, with resources including games, quizzes and video clips to stimulate interest in numeracy and to support ULRs, learners and practitioners.

There have been severe restrictions in funding for workplace English for Speakers of Other Languages (ESOL). As employers are expected to pay tuition fees, unionlearn has worked with BIS and key partners to promote the value of ESOL to employers.

CASE STUDY SENIOR SURFERS Stephen Hewitt, Unite ULR at Oldham Council, was a contacted by two local pensioners. They had never switched on a computer but, within hours of meeting Stephen, Gordon was racing through UK online courses and Irene was shopping online.

Before long, Irene had bought a computer (saving £100) and Gordon had booked a bargain holiday online. Irene is now on Facebook and Gordon edits and prints his own photos on the PC and is a big fan of YouTube!

Digital inclusion Over nine million adults in the UK do not use the internet and consequently cannot enjoy the social and economic advantages that the rest of the population take for granted; as many as 38 per cent of them are unemployed and 39 per cent are aged 65+. Unionlearn has launched the Go Online: Get a Lifeline campaign in partnership with UK Online, the BBC and Martha Lane Fox’s Race Online.

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Skills: Recession and Recovery Supporting unions when workplaces face change was on top of the Skills: Recession and Recovery project agenda through its life span. The project ran from autumn 2009 to spring 2011, after which the work has been mainstreamed into unionlearn regional activity. The general uncertain economic situation resulting in change at the workplace has often put people’s jobs at risk. The project has thus helped unions to build capacity in both responding to redundancy situations and raising awareness of the importance of acquiring skills to take up new opportunities in growth areas.

The work has linked effectively to other areas of unionlearn, such as supporting learning centres to help learners facing economic downturn. A theme under the union learning Climbing Frame is recession, redundancy and recovery for ongoing support to ULRs and unionlearn regions.

The project has also been active and innovative in building relationships with new external stakeholders, such as the Money Advice Service, which provides free and unbiased information for managing personal finances, and Prime, a charity advising people over 50 in self-employment.

CASE STUDY TRAINING FOR FINANCE WORKERS AT RISK JobCentre Plus helped Britannia Staff Union (BSU) to create training opportunities for staff in Co-op Financial Services when Bristol Tower Wharf Site was closing, putting 91 employees at risk. Seventy-two staff members attended CV writing workshops, 35 took part in a workshop with Money Advice Service, and 52 accessed advice from Job Centre Plus. There is also information for staff on new qualifications and employment opportunities.

The project engaged with 31 unions and supported them in more than 100 workplaces. The team helped to source funding for learning, career advice opportunities, information and materials and briefed both union officers, reps and external stakeholders, such as Jobcentre Plus and Next Step, on the work unions and especially ULRs do.

and SKILLS recession recovery

SKILLS

recession and

recovery

SKILLS recovery

recession and

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Informal adult and community learning Informal adult and community learning (IACL) is an umbrella term describing a broad range of learning that brings together adults to pursue an interest, address a need, acquire a new skill, become healthier or learn how to support their children.

This kind of learning, usually unaccredited, is an important part of the wider learning continuum. It can be undertaken for its own sake or as a step towards other learning/training. It can be delivered by providers in the public, voluntary or private sector. It can also be organised by people for themselves through the many groups, clubs and societies where people get together to learn. ULRs report that many learners are initially engaged in the learning process through informal adult community learning opportunities in the workplace. As they develop confidence, learners often progress successfully into learning such as Skills for Life or work-based vocational pathways.

During 2010–11, with unionlearn support, trade unions engaged with over 34,000 learners through the informal adult and community learning route. This included support for the following; • promoting IACL at work during Learning at Work Day in Adult Learners’ Week – over 20,000 learners were engaged through 300 workplace events • promoting IACL during the Celebration of Learning held in October 2010 – over 14,000 learners from 41 trade unions engaged through over 200 events.

CASE STUDY ULRS AND COMMUNITY LEARNING CHAMPIONS WORKING TOGETHER CLCs in Merseyside and ULRs in Merseytravel, Liverpool City, Sefton, Knowsley and Wirral councils, HMRC, Liverpool John Lennon Airport and Northern Rail have developed a strong working partnership. They jointly offer informal adult learning opportunities to the community as a whole as well as union members. This collaboration is resulting in well-subscribed courses and a greater choice of subjects. CLCs and ULRs also planned a promotional day during Adult Learners’ Week in May.

Other key players in promoting IACL are community learning champions (CLCs). These are enthusiasts who promote learning to friends, neighbours and people across their communities. ULRs are now working with CLCs to promote learning in their neighbourhoods.

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Higher learning Unionlearn has a strategy for developing pathways to higher learning for union learners, and has strategic agreements with the Open University and Foundation Degree Forward (fdf) to take this forward. Regional projects have also been set up to work with universities to make local opportunities more accessible for union members.

An innovation this year has been the development of the unionlearn Higher Learning at Work microsite.

This website is a one-stop shop for working adults wanting to find out about higher learning.

Since funding for organisations like fdf, Aimhigher and Lifelong Learning Networks has come to an end, unionlearn has now become a major organisation for working people looking for advice on getting access to higher level skills.

The development of a unionlearn strategy for higher learning has resulted in the following key achievements: • increased focus on higher learning in the unionlearn strategy for Supporting Learners • unionlearn has become one of the main organisations for working people looking for advice on getting access to higher learning • the development of the new unionlearn Higher Learning at Work microsite, a one-stop shop of higher learning information for working adults • the launch of a new Higher Education at Work guide for reps • the publication of a Progression Pathways guide for ULRs and other union reps • partnership agreements formalised with Memoranda of Understanding (MOUs) with higher learning institutions, including the Open University and other national and regional HE partners that offer discounts to union members • the development of a Climbing Frame learning theme on higher learning • the development of an engagement checklist for higher education providers wanting to work with unions • a range of good practice higher learning case studies.

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

Midlands

Unionlearn in the Midlands has supported the development of union learning and opened up opportunities for workers in a variety of situations, enabling them to progress and gain new skills, from Skills for Life and basic ICT to higher education. Those facing redundancy have benefited from focused support, including setting up emergency learning centres in some workplaces.

Work to support apprenticeships, particularly through an East Midlands local authorities’ project has seen benefits for young people as well as their active involvement in local apprentice forums. Innovative approaches during the Celebration of Learning engaged new learners and presented others with new learning interests.

The number of ULRs has continued to grow, particularly in the health sector, as a result of a unionlearn-brokered partnership project. The region has supported ULRs through local forums, an e-newsletter and a regional ‘Update’ publication that showcases and shares good practice. Support has been provided to the now extensive network of learning centres across the region.

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Northern

The region continued to support high levels of participation in learning and skills across all aspects of the unionlearn agenda in the last year. Trade unions have ensured that learning remains a high priority.

In the past year, there have been over 10,000 learners through the trade unions route, including 139 ULRs, over 1,000 Skills for Life learners and almost 2,700 learners taking an NVQ Level 2 programme.

More than 800 learners progressed from Level 2, with a substantial increase in higher level skills learners.

Much has been achieved through the union-led projects supported by the region’s Learning for All Fund projects, which ended in this year with an excellent evaluation.

Trade union education participation has remained high with over 3,000 learners throughout the year, maintaining the same level as the previous year despite all the pressures on trade union representatives through the economic downturn and significant job losses in the region.

North West

The region’s Learning and Skills for All fund has supported more than 60 workplace projects this year and significantly exceeded its outcome targets. The Skills for Life achievement was particularly significant as well as the evidence of progression that projects demonstrated. The region has continued to develop Collective Learning Funds as part of the projects’ sustainability strategy.

The project with workers aged over 50 is developing a skills audit e-toolkit and held events looking at alternatives for people wanting a change of direction (e.g. mentoring/training /business start-up/self employment). The mental health project developed a trade union web-based resource to help those wanting to develop a supportive workplace with a web link to the Mindful Employer initiative. The region’s Equality Forum has met regularly and has enabled unionlearn to identify more clearly what support unions want.

In November the region hosted a conference bringing ULRs and Community Learning Champions together to look at how the two roles might work together. As many as 150 people attended and many good ideas emerged.

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Southern and Eastern

Despite the severe reduction in regional funding, the region has managed to continue to open up learning opportunities for thousands of workers. Memoranda of Understanding have been signed with Birkbeck, University of London; Linking London; and the South East Next Step resulting in a 10 per cent course discount at Birkbeck; raising the union voice in higher education through Linking London; and providing high-quality IAG through Next Step.

The region has continued to build links between unions and the community through activities during Adult Learners’ Week. A seminar was held on Healthy Workplaces delivered in partnership with both the London Health Commission and the Health, Work and Well-being Unit. The region has also actively supported the East London Green Jobs Alliance – a coalition that includes trade unions – working together to create green and decent jobs.

The region continues to support unions by providing ULR network meetings and learning forums, and assisting workers in Skills for Life, apprenticeships, Level 2/3, and HE learning.

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South West

The inspiring work of reps and ULRs was recognised in May at the first South West TUC Reps Awards when seven winners were chosen from over 70 applications.

This included the campaigning award for a GMB ULR, who is part of a team of migrant workers. TUC Education in the region trained almost 3,300 union reps, with 100 officers taking part in courses and events.

The region’s Skills for the Future Fund has 16 projects running with 1,131 learners engaged, while the Cornwall projects also flourished with 1,365 learners trained.

Successful events included the New Jobs, New Skills conference; linking the learning and green agendas; an active learning centre network; and a Fit Note conference. The region also supported the annual Women’s Conference, which had an international theme.

ULRs’ creativity and innovation was illustrated by the 39 events for Adult Learners’ Week and the 35 for Celebration of Learning. ULRs inspired people to learn through a range of methods from traditional work-based learning through to salsa, organic gardening and knitted poetry!

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Yorkshire and the Humber

This year much of the region’s work has been around community engagement and tackling the consequences of recession.

Union activity within the wider community has grown, particularly as a consequence of unionlearn initiatives. Last year the region organised around 30 events to promote links between unions and the community through informal adult and community learning.

These were attended by more than 6,000 people in clubs, schools, workplaces, trade union centres and churches. Activities included Black History, gospel singing, wellbeing awareness raising, drawing workshops and writing classes, as well as CV writing and job-hunting skills.

Along with Sheffield City Council, the region has also developed a project around union and community engagement. Despite difficult economic circumstances, 40 union workplace projects have been supported during Adult Learners’ Week this year.

The unionlearn team has also won a contract to deliver IAG in the region, which has been particularly welcomed by people under threat of redundancy.

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TUC Education TUC Education offers highquality, accredited union reps’ and professionals’ training through a network of colleges of further and higher education across the UK. Trained union reps make all the difference in UK’s workplaces, evidence of which was published in the 2010 report Making a Difference. Unions not only make a difference to workers, they can also bring benefits to employers and the wider community. The Department for Trade & Industry (now BIS) published a report in 2007 that assessed the benefits of trade union involvement and representation in the workplace.

The report showed that, by giving employees a voice, rather than them simply leaving a firm when they are unhappy at work, union representatives significantly reduced the number of ‘exits’, improved labour retention and reduced absenteeism. The DTI estimated that this could result in savings to employers of between £72m and £143m.

Despite the increased pressures on paid release arising from the economic downturn, participation in the programme for union reps was only slightly reduced (1.9 per cent) against the 2009 high of 58,321. Overall, 57,163 union reps across the UK received some training from TUC Education, with an additional 908 union professionals participating in courses. TUC Education maintains an unrivalled reputation for quality and innovation in adult education.

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Funding support The Skills Funding Agency Strategic Approvals Panel continues to support the short qualifications beyond the extension to August 2011, enabling TUC Education to retain capacity to deliver smaller qualifications for the time being. We continue to monitor developments at the SFA, including the unit funding pilots.

Fee remission arrangements continue until August 2012.

Course development A new edition of Tackling Racism will be launched at the unionlearn annual conference in June. It is a tool to enable reps to vigorously oppose racism and promote race equality in the workplace. This is the fifth edition of this influential publication.

A new Diploma in Equalities will be launched this autumn, taking equality reps’ training to a new level. It is a comprehensive course, covering all equality strands as well as equality law and union strategies. It will be available across the UK and, by 2012, online, and it is for experienced union reps and equality reps.

The qualification, a full diploma, was approved as part of a UK Commission for Employment and Skills fast-track project.

Training for Trade Union Workplace Reps: a guide for employers This guide for employers who receive requests from trade union representatives for time off work to take part in union training was produced. It outlines the responsibilities of employers and unions and gives practical advice about how the benefits can be shared. It is designed as a tool to assist reps in making the case for time off to train.

TUC Education Online TUC Education Online now offers a genuine alternative to its classroom-based equivalent; a convenient and effective solution to union reps seeking to develop their skills and knowledge.

During the past year, TUC Education has continued to develop and expand its online programme. Demand for online courses is strong and increasing – 2010 saw an increase of 48.8 per cent on the 2009 figure to 1,438 reps on 99 online courses, with some affiliates commissioning their own online programmes and an increase in tutor capacity to deliver.

The chart opposite shows the growth in online learners for the years 2005–2010.

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TUC Education is developing and piloting short topic-based e-learning modules for union reps and union professionals. It will focus on short, continuous development modules designed to keep union reps and professionals up to date with the fast-moving world of work.

The short interactive modules will offer reps more flexible ways to access learning that suits their particular needs as well of those of their employers. It will also reach into those areas of the economy where union support is hard to access. This, alongside enhancements to TUC Education’s existing online programme, will give union reps and professionals access to a convenient and effective professional development solution.

TUC Education has created a customised learning environment to host content for the new bitesize modules and its existing tutor-led e-learning study programmes. The work includes necessary support structures and, crucially, will build internal capacity to manage this learning environment More information is at www. unionlearn.org.uk/education

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Union professionals’ training and development This crucial trade union segment has been a priority for TUC Education since the closure of the National Education Centre in 2005. The programme has grown exponentially since then, with 908 professionals from 35 unions participating in the programme.

Half (50 per cent) of all union professionals trained are women.

The women officers’ summer school, now in its seventh year, is offered again this summer. This course is designed to develop the next generation of women trade union leaders and has established itself as a unique development opportunity for women trade unionists.

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TOTAL REPS TRAINED 1998–2010 70,000 60,000 50,000 70,000 40,000 60,000 30,000 50,000 20,000 40,000 10,000 30,000 0 20,000

98

99

00

01

02

03

04

05

06

07

08

09

10

06

07

08

09

10

10,000 1600

0

ONLINE LEARNERS 2005–2010 1400

98

99

00

01

02

03

04

05

1200

Much of the training continues to take place in London, but regional programmes are running in Scotland, the Midlands, SouthWest, Yorkshire and the Humber and the North West, making the prospect of an expanded, regional offer that can be accessed close to home a reality.

1600 1000

Several new courses have been added to the updated core programme and details can be accessed at www.unionlearn.org. uk/education

400

1400 800 1200 600 1000 400 800 200 600 0 05

06

07

08

09

10

05

06

07

08

09

10

200 0

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Supporting sectors There are now 22 licensed sector skills councils (SSCs) covering the UK, and they continue to play an important part in the government’s skills strategy, despite having to operate with significantly reduced funding from central government. There has been a shift of emphasis from being ‘the employer voice’, to raising ‘employer ambition’ on workplace skills. It has been encouraging that the government continues to recognise the important role of trade unions in the governance of SSCs, and that the majority of SSCs are still keen to maintain and develop working relationships with unions.

Unionlearn continues to support union officers on SSC boards, with individual advice, briefings, network meetings of board members and sectoral networks where appropriate. Joint activity with SSCs has included work around apprenticeships, career advice, Skills for Life, employability, health and safety, equality and diversity and green skills.

The relationship between unionlearn and the Alliance of Sector Skills Councils has developed over the year, as SSCs are increasingly seeing the need to work collaboratively with one another, as well as with the unions. A booklet Unions and Sector Skills Councils: case studies of social partnership good practice was launched at a joint seminar held in March, which identified strategic areas for more focused collaborative work for the coming year.

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CASE STUDY UNIONS AND SKILLS FOR HEALTH A joint working group involving Skills for Health, unionlearn and the health sector unions set up a sub-group to concentrate on raising the profile of apprenticeships in the health sector. Funded by Skills for Health, the objective was to raise awareness of apprenticeships in the health sector unions. Pilot workshops were held in three NHS regions, and a briefing paper has been produced for use in trade union courses, conferences and other meetings.

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Green skills Unionlearn has worked with the Trade Union Sustainable Development Advisory Committee (TUSDAC) to develop the union agenda on ‘green skills’ and has engaged with the development of the government’s ‘low carbon skills’ strategy.

Unionlearn and TUSDAC are developing a distinct agenda for trade unions as the call for green jobs and low carbon skills gets louder in response to the twin challenges of economic revival and arresting climate change. Key themes for trade unions include: • environmental literacy: foundation knowledge for tackling climate change issues in the workplace • green workplaces: a TUC initiative to promote a green bargaining agenda in the workplace • models of green employment: e.g. green apprenticeships including in the construction industry

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• just transition and equality: creating new jobs in low carbon industries, planned adaptation of existing industries and skill sets and opportunities for people from all communities and backgrounds • strategic skills for the low carbon economy: e.g. science, technology, engineering and mathematics (STEM) skills.

The government’s low carbon skills strategy is an important part of its Green Economy Roadmap, to be launched in 2011.

Unionlearn will be working to mainstream green skills through its main programmes, to raise awareness and participation through its ULR networks, affiliate unions and employers and to develop partnerships with external organisations to deliver ‘environmental literacy’ programmes and support for ‘green’ employment.

CASE STUDY A&P FALMOUTH LTD GMB union learning representatives successfully negotiated half-day release for energy-saving workshops for all staff at the A&P Falmouth Ltd dockyard based in Falmouth.

This came about because the employer wanted to engage the wider workforce on issues relating to onsite energy saving. The workshops achieved a broad engagement with dockyard workers, who contributed their knowledge of working practices and how they could be adapted to meet energy saving targets.

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Supporting learners Supporting learners cover the activities of ULRs and other union reps when they are working with members to help them make choices about learning, take up learning opportunities that are right for them and progress in their jobs and careers. While these activities involve all levels of learning and some elements of information and advice, they also include mentoring, coaching, signposting and facilitating learning.

The unionlearn strategy for supporting learners is based on the network model, which builds on active working relationships with impartial careers information and advice providers. The network model recognises that ULRs and other union reps need to engage with other agencies in order to find the information they need to help their members, and to broker workplace opportunities effectively.

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Climbing Frame

Quality Award

The union learning Climbing Frame is the free website designed to help ULRs support learners in the workplace. The Climbing Frame continues to provide up-to-date information for ULRs and learners within the Learning Themes area.

ULRs can also help learners to record learning details, actions, goals and achievements in the Learner Management section of the website. ULRs are able to help learners plan their learning journeys and are also able to record their own development and progression on the website.

Since the Quality Award was launched in 2007, 115 providers have achieved it. The unionlearn Quality Award is awarded to providers that demonstrate their commitment to working effectively with unions. It is designed to help unions secure good-quality provision and signpost union reps to quality-assured courses and services. Providers can achieve the award if their courses meet the standards of good practice criteria on working with unions and the quality of teaching and learning.

During the year unionlearn has developed a new version of the Quality Award for apprenticeship programmes. Several apprenticeship programmes have piloted the new version and the first winners will receive their awards at this year’s unionlearn annual conference.

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Working with partners Unionlearn has established programmes of work with 12 leading learning organisations, often set out in a Memorandum of Understanding (MOU). Last year unionlearn signed MOUs with the following partner organisations: Lifelong Learning Networks National Practitioner Forum The MOU with the Lifelong Learning Networks National Practitioner Forum is to champion and support progression to higher education for workers with vocational backgrounds.

The key areas of collaboration include: communication and cross-promotion; information, advice and guidance; and the development of routes into higher education, with particular focus on apprenticeship provision.

Reading Agency The MOU with the Reading Agency is to promote reading for pleasure as a stepping stone to learning in the workplace. Both partners share a belief in the role of reading for pleasure to engage, support and motivate individuals in the workplace and inspire them to read for their own enjoyment, to model reading for their families and to take up further learning opportunities.

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The Reading Agency and unionlearn share a commitment to opening up creative reading opportunities for employees through partnership working between ULRs, learning centres and the public library service, use of practical tools such as the Six Book Challenge and Chatabout emergent reader group network, and links with national initiatives such as Quick Reads, Adult Learners’ Week, Learning at Work Day and BBC campaigns.

OUR PARTNERS

Macmillan Cancer Support This MOU aims to support people affected by cancer who wish to continue or return to work and to help them maximise their life opportunities. Both partners are well placed to engage constructively with employers to identify how the needs of employees affected by cancer can be met in relation to managing the effects of cancer in the workplace and supporting working carers of people living with cancer.

TUC Education has developed a course in partnership with Macmillan Cancer Support to provide information, guidance and support for union reps who may have members who have been diagnosed with cancer or who are or become carers for someone with the condition.

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Policy and research Policy The government’s skills strategy, Skills for Sustainable Growth, was published in November 2010.

This has framed the continuing dialogue between unionlearn and the government on key aspects of skills policy, in particular the development or improvement of learning initiatives that can be supported by unions at the workplace level. This dialogue is facilitated by regular contact with officials from BIS and the Skills Funding Agency, including their attendance at meetings of the unionlearn board.

Unionlearn also provides policy support to union officials involved in a range of learning and skills bodies, including the role played by the TUC general secretary on the UK Commission for Employment and Skills (UKCES).

Unionlearn staff are also engaged in representing the TUC on a number of international bodies, including the Advisory Committee for Vocational Training of the European Commission.

Unionlearn published three major policy reports over the last 12 months. In April 2010, to coincide with the launch of the right to request time to train, unionlearn

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published an analysis of new poll findings indicating that over two-fifths of the workforce would consider using the right to ask for more training from their employer.

Later in the year a report, Unions and Skills Utilisation, looking at the potential for building the union role in promoting better application of skills in the workplace, was launched at a wellattended meeting of unionlearn’s Learning and Skills Policy Network.

More recently unionlearn commissioned and published a report, Tax Relief on Training, calling for a review of the current arrangements for corporate tax relief for work-related training.

It concluded that there are very strong grounds for using this money much more effectively, particularly in the current fiscal climate, by making it more progressive (e.g. targeting relief on training of low-skilled and lowwaged employees).

Regular policy briefings specifically aimed at a union audience are also made available on the unionlearn website, with recent issues including briefings on the Wolf Review of Vocational Education, green skills and the government’s skills strategy.

Research Unionlearn continues to be a key centre for research on unionsupported learning. The summary findings of the unionlearn biennial survey of ULRs was followed up by a detailed analysis of the survey set out in the research paper Union Learning Representatives: activity, impact and organisation.

The conclusion of the Collective Learning Fund (CLF) project resulted in the research paper Co-investing in Workforce Development: outcomes from the collective learning pilots. It set out the outcomes of the CLF pilots in the context of the need for more co-investment, particularly by employers given the significant reduction in public subsidy for further education and skills.

Unionlearn has extended its research to analysing the experiences of union learners. A study was commissioned involving in-depth biographical interviews with 42 learners. The research report Learning Journeys: trade union learners in their own words explores the extent to which union learning facilitates equality and diversity in access to learning and precipitates further personal development, job progression

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and/or employability for learners.

A longitudinal study of a large sample of union learners has been planned over the year. It is being carried out by Birkbeck, University of London in the summer and funded by the City and Guilds Centre for Skills Development.

Unionlearn is increasing its understanding of the role of social partnership in other countries. A seminar was held in November entitled The German and UK Training Systems: Is the Grass Greener on the Other Side?. The programme included presentations by academics comparing the two systems, particularly apprenticeships, and a union representative from the DGB (the German TUC) gave an overview of the role of the social partners in the German system.

Evaluation The report of the evaluation of unionlearn and rounds 8–11 of the Union Learning Fund by the Centre for Employment Relations Innovation, University of Leeds was finalised and published along with the in-depth case studies. The evaluation concluded that “union learning has largely met its stated objectives and has delivered demonstrable benefits for learners, employers and unions”.

A follow-on survey of projects has been carried out to measure the sustainability of union learning activity after the project funding ended, which provided wideranging evidence of continuation of such activity.

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COMMUNICATIONS

Unionlearn has continued to provide as much information as possible to unions, ULRs, projects, partners and wider audiences. The Learning Rep has been issued on a quarterly basis and continues to provide a range of information on unionlearn’s resources and activities, and information from projects and partners.

Unionlearn has expanded its communications methods to make better use of digital and social media and to get its message to a wider audience. A full review of unionlearn’s digital activities has been taking place alongside TU Education with a view to greater online working and learning.

Unionlearn has held a number of events during the year – starting with last year’s annual conference, which had the highest attendance so far. World Book Day was celebrated with author Mike Gayle at the CWU learning centre at Mount Pleasant sorting office and a range of events

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took place for Adult Learners’ Week across the country. On both these events unionlearn worked closely with its partners Quick Reads and NIACE to ensure they remain a key part of the union learning annual programme.

A programme of events was run for the first time at all three major party conferences last autumn, allowing unionlearn to engage effectively with politicians and minsters on the issues around skills as well as showcasing valuable work.

Unionlearn has also engaged with ministers on the key subject of apprenticeships with a conference and a media roundtable event with the Guardian.

Over the coming year unionlearn will continue to expand its communications methods and ensure strong engagement with partners and decision-makers.

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Publications The following were published during the year: Case studies

Unions and Sector Skills Councils: case studies of social partnership good practice Policy papers

Tax Relief on Training: investigating the options for reform, Howard Reed. Landman Economics.

Evaluation reports

Union Learning Adding Value: an evaluation of unionlearn and the Union Learning Fund.

Research papers

Toolkits

Paper 11: Unions and Skills Utilisation, Francis Green. Centre for Learning and Life Chances in Knowledge, Economies and Societies, Institute of Education, University of London.

A Guide to Setting up a Learning Centre: case studies and practical tips for learning centres.

Unionlearn South West Region.

Paper 12: Union Learning Representatives: activity, impact and organisation: results of the 2009 survey of ULRs and their managers, Richard Saundry, Alison Hollinrake and Valerie Antcliff. Institute for Research into Organisations, Work and Employment, University of Central Lancashire.

Paper 13: Co-investing in Workforce Development: outcomes from the collective learning fund pilots, Mark Stuart, Bert Clough and James Rees.

Centre for Employment Relations, Innovation and Change, University of Leeds and unionlearn.

Paper 14: Learning Journeys: trade union learners in their own words, Cilla Ross, Leena Kumarappan, Sian Moore and Hannah Wood.

Working Lives Research Institute, London Metropolitan University.

Making Learning Affordable: setting up collective learning funds Trade union education resources

QCF handbook for tutors Online learning brochure Updated ULR Stage 1 materials New ULR Stage 2 materials TUC Education Annual Report Union Professional Development Programme 2011 TUC Education Update TUC European Review TUC European Digest Training for Trade Union Workplace Reps: a guide for employers Tackling Racism Other resources

Supporting Learners: guides for union reps (new revised edition).

Higher Education at Work: making the case to employers Progression Pathways for All Trade Union Reps An Engagement Checklist for Higher Education Providers

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Contacts Unionlearn Tel 020 7079 6920 Fax 020 7079 6921 Web www.unionlearn.org.uk Tom Wilson, Director Tel 020 7079 6922 National unionlearn managers James Asser Communications and Marketing Manager Tel 020 7079 6942

Regional unionlearn team managers Southern and Eastern Barry Francis Tel 020 7467 1251 Midlands Mary Alys T 0121 236 4454 Northern Kevin Rowan Tel 0191 227 5552

Ian Borkett Standards and Quality Manager Tel 020 7079 6940

North West Dave Eva Tel 0151 236 2321

Bert Clough Research and Strategy Manager Tel 020 7079 6925

South West Helen Cole Tel 0117 947 0521

Catherine McLennan Business, Finance and ULF Manager Tel 0151 243 2558

Yorkshire and the Humber Alan Roe Tel 0113 242 9296

Iain Murray Senior Policy Officer Tel 020 7079 1264 Liz Rees Trade Union Education Manager Tel 020 7079 6923 Judith Swift Union Development Manager Tel 0151 243 2568

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Design by Chapman Design Photography by Jess Hurd/reportdigital.co.uk (cover, p15 and p33); Grant Lynch (p11 and p16); Rod Leon (p12); Lorne Campbell/Guzelian (p18).

Printed by Newnorth Print

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Published by unionlearn Congress House London Wc1B 3Ls Tel 020 7079 6920 Fax 020 7079 6921 www.unionlearn.org.uk July 2011

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.

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