Union learning: Attitudes and outcomes

Forewords In today’s world there is one fundamental cause of unequal life chances that stands out above all others: unequal access to education. That is why learning is at the heart of modern trade unionism. Unions help working people to engage with and benefit from learning that meets their diverse career needs and personal development. TUC Education also trains union representatives to enable their members to have a more effective voice at the workplace.

This ground breaking study of union learners provides a valuable insight into the reasons why they take up learning, its benefits and its impact on the union role. The finding that almost three quarters of the learners are likely to take on another course is testimony to the positive experience they had of union supported learning.

Tom Wilson Director, unionlearn

The City & Guilds Centre for Skills Development was set up to pursue a vision of a world in which everyone has access to the education and training they need for social and economic prosperity. The journey towards this vision is long and difficult, and extensive, continued research is needed to map the way ahead. This study makes a valuable contribution by taking a first step towards establishing a clear, in-depth picture of union learning in the UK We look forward to seeing this first study built on with longitudinal research in the coming years. A strong evidence base on the long-term outcomes of union learning will prove invaluable to all those directly involved, and it will also offer important lessons for those of us involved in adult and continuing education more generally.

Leon Clarke, Head, City and Guilds Centre for Skills Development

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Contents 3

Introduction

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TUC Education and unionlearn: brief overview

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Current study: context and aims Research context Study aims and methods Key findings A positive learning experience Courses taken Impact of learning: strengthening of union role Skills development Career, personal and social benefits Ethnicity Reasons for training The learning experience Socio-demographic profile of respondents Looking ahead

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1 Introduction This report summarises the findings of a survey of union learners, in particular union representatives who have received training through the TUC Education service. The survey, completed in early 2012, was funded by the City & Guilds Centre for Skills Development, and was carried out by Birkbeck, University of London, in close collaboration with the TUC and Longview, an independent body set up to promote longitudinal research1. It was written by Anne Jamieson of Birkbeck. Its aim was to explore the backgrounds of the learners, and their motivations, experiences and benefits of the learning experiences. It is a baseline survey, which forms the first part of what is aimed to be a prospective, longitudinal study, exploring longer term outcomes of union learning. The detailed findings of this first study is available in a full report http://www.unionlearn.org.uk/learnerssurvey2012/

Headline findings -

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TUC Education is a major component of the UK adult education scene, in 2010 enabling over 50,000 individuals to train for a qualification.

TUC Education covers a range of provision and goals. It supports representative activity, but extends across into participants’ professional and even personal lives. Adult learning cannot be easily compartmentalised The profile of the participants shows a degree of ‘professionalisation’ in union representation Overall there is a high level of satisfaction with the particular learning experience offered through TUC Education The outcomes of TUC Education learning are significant, not only in enhancing union roles, but more widely for individuals’ career, personal lives and social engagement This longitudinal study aims to track the effects of union education over time.

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The Advisory Group consisted of Prof. Claire Callender and Prof Sue Jackson (Birkbeck); Bert Clough (TUC); Prof Tom Schuller (Longview); and Joe Shamash (City & Guilds).

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2 TUC Education and unionlearn: brief overview The TUC has a long history of providing training for union representatives.

Most of this training is provided through TUC Education and delivered in further education colleges.

The core courses, each lasting 10 days (attended on a day release basis), include the following:  two courses: Union Reps (Stage 1 and Stage 2)  two courses: Health & Safety (Stage 1 and Stage 2)  two courses: Union Learning Reps (Stage 1 and Stage 2).

In 2010, 7,808 individuals attended one of these 10-day courses, and 49,355 attended short courses (typically lasting 3/5 days)2.

The election of the Labour government in 1997 marked the beginning of a growing role for unions in the provision and encouragement of learning, in partnership with employers and employees. 1998 saw the establishment of the Union Learning Fund (ULF), funded by the then Department for Employment and Skills. The ULF aims to widen participation of any employee in learning, reaching more of those with low levels of qualifications. Its core activities are to encourage and promote learning (through the Union Learning Reps) by working with employees and employers. The aim of TUC Education continues to be to strengthen the work of union reps through the provision of relevant training for this group irrespective of their existing levels of qualification, although it has always been seen as a way of encouraging those with few or no qualifications into learning.

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TUC Education Service Statistics 2010

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3 Current study: context and aims Research context Since the Union Learning Fund was established, research has begun to examine the education and training developed within this framework. Among the most recent of these are Stuart et al 20103 and Ross et al (2011) 4. The latter is a small scale qualitative study of 42 learners on different types of courses. The former is an evaluation of ULF projects and unionlearn as a whole. However, it does not include TUC Education work. Some research has been done on TUC Education learners, most notably Capizzi (1999) and Gowan (2009)5. Capizzi’s study, undertaken over 10 years ago, included less than 400 cases and focused primarily on the issues around the introduction of accreditation of TUC courses. Gowan’s work consisted of a survey of 1,000 union reps focusing on the impact of their learning on their ability to undertake their union tasks. However, it gives us little information about the learners’ backgrounds and motivations to learn, or of the possible wider outcomes of their learning. It is against this background that this study was commissioned.

Study aims and methods Our current study differs from those mentioned above, and therefore adds to existing knowledge in several ways: first, it represents the only major survey of all types of union learners. Second, with its particular (though not exclusive) emphasis on TUC Education learners, it provides up-to-date insight into learners’ socio-economic characteristics, their learning activities and attitudes to learning – issues not covered in other studies.

3 Stuart, M., Cook, H., Cutter, J. and Winterton, J (2010), Evaluation of the Union Learning Fund and Union learn, Centre for Employment Relations Innovation and Change, Leeds University Business School. http://www.unionlearn.org.uk/files/publications/documents/191.pdf, last accessed 17 pril 2012. A summary has been published by Unionlearn: Unionlearn (2011)Union learning Adding Value: An evaluation of Unionlearn and the Union Learning Fund 4 Ross, C., Kumarrapan, L., Moore, S. and Wood, H. (2011), Learning Journeys. Trade union learners in their own words, Unionlearn with TUC/London Metropolitan University. Unionlearn Research Paper 14.

5 Capizzi, E. (1999), Learning that Works. Accrediting the TUC programme, NIACE/TUC. Gowan, D (2009), Making a Difference. The impact of trade union education on Britain’s workplaces. A union reps survey report. Unionlearn

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Union learning: attitudes and outcomes

TUC records of learners enabled us to access a large number of learners. Most were TUC Education learners, but also included were some UNet learners (learndirect, online training) and Regional project learners (activities supported by the European Social Fund). Fieldwork, consisting of a combination of emailed and postal questionnaires, was completed early in 2012. It yielded a total of 2,377 responses from TUC Education learners, an additional 300 responses from UNet centres, and 100 responses from those supported by Regional projects, making the total number of responses 2,777.

Key findings 67% of survey respondents had undertaken at least one TUC Education course and 40% other non-TUC education courses6.

A positive learning experience The vast majority of learners had very positive learning experiences, especially those taking TUC Education courses. Over nine out of ten of the learners were satisfied with their course, felt that the learning had been enjoyable, thought the course well organised and believed it was useful learning with other union members. Just one in four respondents thought the learning was stressful.

Figure 1: Learners attending TUC Education courses agreeing with following statements (percentage)

Source: Unionlearn Survey, Birkbeck, University of London, 2012 (n=758)

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‘Non-TUC Education’ courses included the Regional projects and UNet courses described above, but could also include courses elsewhere, such as for example a university degree course.

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Courses taken Over the last three years, over two thirds (67%) had attended at least one TUC Education course, either solely (42%) or in combination with other course(s) (25%).

Other, non-TUC Education courses/training events had been attended by 40% of respondents. The vast majority of these were job-related training. Much of this non-TUC Education training would have been part of the overall Unionlearn framework and included Skills for Life Courses, ICT and ESOL. Most of our analysis of the learning experience and its outcomes relates to respondents’ most recent course.

For the non-TUC Education courses attended most recently, just over half were reported to lead to a qualification. These ranged from degree and higher degree level/PGCE and BEd courses, assessor training, NVQ Levels 1-4, adult literacy/numeracy qualifications, Control of Substances Hazardous to Health Regulations (COSHH), BTEC, City & Guilds, and various professional qualifications.

Impact of learning: strengthening of union role Overall, the views of the learners’ educational experiences were overwhelmingly positive. Since TUC Education activities are primarily aimed at enhancing individuals’ abilities to perform their union role, it is encouraging to find that, of those who had participated in such training:  An overwhelming majority of all TUC Education learners were generally more effective in their union role.  Seven out of ten of those who had completed an advanced course for union reps reported that it had increased union membership, while for over four in five, their course had improved their ability to negotiate with their employer.  Of those who had completed a course for union learning reps, over three quarters reported that it had made them better able to help members get into learning.  Of those who had completed a Health & Safety course, almost all reported an enhanced ability to help members in this area.

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Union learning: attitudes and outcomes

Figure 2: The union related outcomes of TUC Education courses: percentages (all most recent courses) Source: Unionlearn Survey, Birkbeck ,University of London, 2012 (n=1591).

Skills development Reports on the development of specific skills were also highly positive.

Courses were most often seen as helping respondents gain specialist knowledge for work, either to a great extent or to some extent About seven in ten reported having developed spoken communication skills and team work skills. Numeracy skills were least likely to be seen as developed at all through the learning/course, reflecting the overall small proportion of our respondents who had been involved in basic skills training Of those who had completed a TUC Education course most recently, three quarters reported that they had improved their team work skills.

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Figure 3: Type of skills and knowledge developed to a great/some extent through union learning: all respondents (percentage) Source: Unionlearn Survey, Birkbeck, University of London, 2012 (n=1964)

Career, personal and social benefits The most notable findings of our study relate to the wide range of benefits reported by the learners. These benefits were particularly pronounced for those who had completed TUC Education courses rather than non-TUC Education courses. Focusing on those taking TUC Education courses, below we indicate the proportion agreeing (strongly or slightly) with a series of statements about their course: In terms of work and career benefits:  80% agreed that it had improved their ability to do their job  61% agreed that it had made their job more satisfying  53% agreed that it had helped them take on more responsibilities at work  20% agreed that it had improved their prospects of promotion. (This was lower than for those who had completed a non-TUC Education course (48%) In terms of learning and education:  77% agreed that they had developed more personal learning interests  70% agreed that they enjoyed learning more  48% agreed that they were better able to help their family’s education

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Union learning: attitudes and outcomes

In terms of personal outlook and social engagement:  51% agreed that their outlook on life had become more positive  34% agreed that they had become more actively involved with voluntary activities outside work Figure 4: TUC Education learners agreeing (strongly/slightly) on the benefits of the course (percentage) Source: Unionlearn Survey, Birkbeck, University of London, 2012 (n=1087)

Ethnicity In view of the strong emphasis by unions on equal opportunities, it was encouraging to find that ethnicity was an influencing factor, with BME respondents reporting more positively on a range of benefits. Thus a higher proportion of BME respondents agreed strongly with the different statements regarding the outcomes of their courses, compared to white respondents. For example:  64% of all BME respondents agreed strongly that they had developed more personal learning interests (compared to 41% of all white respondents).  58% of all BME respondents agreed strongly that they enjoyed learning more (compared to 37% of white respondents).  36% of all BME respondents agreed strongly that they had become better able to help their family’s education (compared to 18% of white respondents).

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We intend to explore further the reasons and mechanisms underlying this pattern in the follow-up study.

Reasons for training Responses relate to the most recent course undertaken, which in 62% of cases was a TUC Education course, and in 38% were ‘Other, non-TUC Education’ courses. Overall, the strongest reasons given were: personal development; subject interest and to do the job better.

Figure 5: Strongest reasons for taking up union learning courses (percentage) Source: Unionlearn Survey, Birkbeck, University of London, 2012 (n=2162)

The least important reasons were associated with getting a pay rise (4%) or promotion (5%), and changing job (6%). This pattern of response, whereby personal development and subject interest rank most highly, is typical of research on learners7.

‘Doing the job better’8 and a ‘union requirement’ were stronger reasons for TUC Education course attendees, whereas ‘employer requirement’ and

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Research on students in higher education shows this pattern (e.g. Feinstein et al 2007), as do studies of the general population. For example, an interview survey of a stratified random selection of 1,000 adults, commissioned by Birkbeck (Jamieson 2007) found that subject interest ranked most highly (91% giving that as a reason), followed by personal interest (85% giving this as a reason. [Benefits of study Working Paper: Birkbeck graduates compared with general population, Birkbeck Working Paper], Callender, C., Hopkin, R., and Wilkinson D. (2010) Futuretrack: part-time students career decision-making and career development of part-time higher education students HECSU, Manchester. 132 pp 8 Whether they referred to their union ‘job’ or their paid employment is unclear.

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Union learning: attitudes and outcomes

‘subject interest’ were relatively stronger reasons for those doing other courses.

‘Other union reps’ (43%) were most likely to have encouraged learners to undertake their most recent course. Union Learning Reps were also ‘very’ or ‘quite’ important for just under a third of respondents (31%), but no more so than employers (36%) and family/friend/colleagues (35%).

Respondents who had taken TUC Education courses were most likely to have been influenced by other union reps (33% indicating these as ‘very important’) or union learning reps (19%). In contrast, for respondents who had taken nonTUC Education courses, only 10% had been encouraged to take their course by other union reps and 12% by union learning reps. Far more important for these respondents, was their employer or line manager (27%), while this was the case for 12% taking TUC Education courses. These figures may at first sight appear disappointing from a Unionlearn perspective. However, the encouragement of employers may well be a result of Unionlearn measures, which aim to engage employers in supporting employee learning.

Just under a half reported that the course was free and a quarter said their employers had paid for the course. However, TUC Education courses are free to the learner, so it is likely that many respondents simply assumed that their employer had paid.

Over two thirds (71%) had been given time off work for their course. A higher percentage of TUC Education learners had been given time off compared to those on other courses (82% compared with 53%). This difference is hardly surprising, given that union reps have a statutory right to a reasonable amount of time off for training.

The learning experience Learners attending a TUC Education training event were significantly more positive about all aspects of the learning experience than those participating in other forms of training. Thus for the overall learning experience, 71% strongly agreed that it was satisfactory, compared with 57% of those taking other courses. The particular approach taken in most union learning places emphasis on informal, inclusive and participative learning – all of which is seen to appeal to those with few or no previous qualifications9. Our study suggests that it appeals equally to those already well educated.

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The study by Ross et al (2011) relates stories of the educational experience and how it appeals to ‘non-traditional’ learners.

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Learning with other union members was useful for the vast majority of TUC Education course attendees, but less so for those undertaking other courses (81% agreed strongly, compared to 43%). As already noted (Capizzi 1999), this aspect of TUC Education activities is a key strength of TUC learning, enabling employees to get to know about other workplaces, exchange experiences and to network.

As regards mode of learning, the vast majority of respondents had undertaken their courses either at the workplace (work-related learning) or at a college.

Very few (mostly 1-3%) had taken their courses online. The exception were some Diploma courses (e.g. in Occupational Health & Safety and Employment Law), which had been taken online by between 14% and 18% depending on topic. All participants were asked about their views of the idea of online learning. A strong preference was expressed for face-to- face learning, even among those who had tried online learning. UNet learners (those taking learndirect courses at union learning centres) were the most positive about the experience, with 54% agreeing that it suited them Indicating a preference for face-to-face learning does not of course mean that the learning experience was not useful, and studies specifically focusing on this mode of learning show highly positive views10.

The biggest barrier to learning was a lack of time due to work commitments (49%), especially among those in professional & managerial occupations.

Other significant barriers included lack of time due to family commitments (30%) and lack of support from their employer/manager (27%).

As one might expect, the extent to which barriers were experienced depended on length of course taken. Those who had undertaken a course lasting a year or more were significantly more likely to report barriers, especially a lack of time due to work commitments (70%) than those who had taken short courses lasting a day or less (45%).

Socio-demographic profile of respondents Overall, the learners surveyed were predominantly  aged 40 and over  white  highly qualified, and  working full time in large organisations, in the public sector.

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Unionlearn with/TUCEducation (2008) TUC Education Online. The Learners’ Perspective,

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Union learning: attitudes and outcomes

Most notable is the small proportion of respondents with low level or no qualifications: nearly half the respondents were qualified at degree level or above. Only five per cent held no qualifications.

This is reflected in learners’ occupational class: nearly six in ten respondents were employed in managerial and professional occupations with a further 18% employed in intermediate occupations.

Compared with the profile of TUC Education learners reported in Capizzi (1999), where 21% had no qualifications and only 21% were from managerial & professional occupations, there has clearly been a major move ‘upwards’.

This reflects to a large extent the general socio-economic changes and improved educational levels of the population, which have also changed the profile of the unions.

The gender profile, with 54% males, was different from that of Capizzi’s 1999 study (65% males), again reflecting the growing number of women in the labour market and the decline of manual work. The age profile showed a concentration of respondents in their 40s (34%) and 50s (41%). In terms of ethnicity, overall, 12% of respondents were of BME background. This is higher than reported by Cappizzi (7%), and is due to the nature of our population whereby a relatively large proportion of respondents were from TUC SouthEast region, which had 18% of BME respondents.

Seven in ten of our respondents (70%) worked in the public sector. Well over half (58%) worked in large organisations with 250 or more employees.

Overall, 87% worked full time. In terms of union membership, while, as expected given the source of the population, the majority were members of a union, five per cent were not, confirming that union learning is open to nonunion members.

Looking ahead The follow-up study will explore whether the benefits reported above are lasting, growing or diminishing over time, and also trace any progression in learning involvement. The longitudinal approach is a key feature of our study.

This baseline study therefore included a range of dimensions, which, while interesting in themselves, are primarily aimed at obtaining baseline measures that can be explored further at a future point in time: The majority planned to do some study/training in the next two years. Over two in five said they definitely intended to do so, and over a quarter more said they would probably take another course. Only a tiny minority definitely would not be taking another course in the next two years. Those with definite plans were more likely to have reported that they enjoyed learning more as a result of their learning experience. The follow-up survey will investigate how far unionlearn

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these plans come to fruition, and the factors affecting their further learning engagement.

Figure 6: Future training plans in the next two years (percentage) Source: Unionlearn Survey, Birkbeck, University of London, 2012 (n=2080)

The majority expressed satisfaction with their work situation with only one in five indicating a lack of satisfaction. Levels of dissatisfaction were slightly higher for those with degree level qualifications, underlining that there is not necessarily a linear, positive relation between level of education and job satisfaction. The follow-up study will explore any changes in work situation, and the ways in which they may relate to involvement in learning.

Most respondents seemed more or less satisfied with their quality of life. Just five per cent said their quality of life was ‘bad’ or worse. But there is scope for improvement: only 25% reported their quality of life as ‘very good’, and 30% just ‘all right’. Among the factors highlighted that would improve their quality of life, many related to their work situation, whether in terms of stress and work-life balance or in terms of income. At the next stage, we will explore whether these factors, and therefore quality of life, have changed.

One in three respondents (34%) reported being engaged in voluntary activities/unpaid work, committing an average of two hours per week. Those who had undertaken both TUC Education and other courses were most likely to say they have been engaged in voluntary activities or unpaid work (44%),

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Union learning: attitudes and outcomes

compared to 33% of those who had only done TUC Education courses, and 30% of those who had only undertaken other courses. Those in professional and managerial occupations and those aged 60 and over were more likely to have been engaged in voluntary activities. Given the association between voluntary engagement and education and occupational class, one might expect to see an increased involvement over time, if current training leads to further qualifications and job improvement. Of course being a union rep is a voluntary activity, and the follow-up study will enable us to explore whether union activity has later led to other forms of voluntary engagement.

The research suggests that the role of the TUC in organising and promoting learning is hugely significant. Their courses reach many thousands of working people each year. Our study has provided evidence of the significant achievements made through these courses, not only in developing skills relevant to undertake union work, but much more widely, in terms of the personal, career and social benefits to the learners. Through its longitudinal perspective, our study will be able to explore our participants’ involvement in further learning and the possible longer term outcomes of their learning experiences.

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Published by unionlearn Congress House London WC1B 3LS Tel 020 7079 6920 Fax 020 7079 6921 www.unionlearn.org.uk June 2012 Design by Rumba