The Learning Rep - Winter 07

the

learningrep » Winter 07

Our Royle correspondent Ricky Tomlinson invites you for a Quick Read

» Three more years: Leitch serves time on employers

» Get with the programme: How ULRs can use Train to Gain

» Matrix revolution: Newcastle college and NW unionlearn make the grade

www.unionlearn.org.uk

» Comment

Why we’re sure about Sandy When Lord Sandy Leitch delivered his long-awaited Review of Skills just before Christmas, here at unionlearn we were particularly pleased with the way he served notice on those employers who still fail to train. He suggested that if they don’t get their act together in the next three years, the Government should introduce a statutory right for employees to access workplace training – and we agree. Read more on the report on pages 8 and 9.

Many ULRs will have taken advantage of the Quick Reads initiative, launched by the Prime Minister on World Book Day last year.

So I’m sure you’ll be keen to find out about what’s coming up on World Book Day this year, when a brand-new range of books hits the shelves to help people pick up the reading habit. And if I tell you that the one by Royle Family star Ricky Tomlinson is called Reading My Arse!, I’m sure there’ll be no stopping most of you from turning to pages 10 to 13 of this issue.

Finally, I’d like to note how we’ve also taken another important step forward with the recent election of the first board of unionlearn from the members of the TUC general council.

CWU general secretary Billy Hayes, a great supporter of workplace learning, will chair the board, whose remit is to provide strategic direction for the new organisation, and I know that all its members will play a vital role in helping us reach our ambitious targets in the years ahead.

Liz Smith Director, unionlearn The Learning Rep, winter 07 Editor: Mike Power mpower@tuc.org.uk Writers: Astrid Stubbs, Martin Moriarty Design: Redhouse Lane Communications Print: Ancient House Printing Group Distribution: Cavalier mailing Cover photo: Ricky Tomlinson courtesy of Richard Haughton photography

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News Leitch Report Quick Reads Ricky Tomlinson interview Free English courses for migrant workers Network Rail Apprenticeship scheme Regional round-up ULF conference Education update More then just personal growth How the Beeb does it Jay knows Contacts

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News «

Getting you into uni We’ve made it easier for union learners to progress as far as they want to go by securing 10 per cent off 30 or 60 point Level one courses at the OU – so pick up that prospectus now! an income of up to £25,000 – more if they have dependent children.

“This new arrangement with the OU takes us one step closer to unionlearn’s goal of offering union learners the chance to go as far as they would like to progress,” says unionlearn standards and quality manager Ian Borkett.

Find out more Visit the OU website to find out: » How to get the 10 per cent discount » What courses are available » How to sign up » More about the Open Library Visit: www.open.ac.uk/union/ There’s also more information about the OU’s pioneering website opening up learning materials from OU courses for everyone (not just OU students) at: http://openlearn.open.ac.uk/

Share and share alike The union discount on Open University course fees reflects the shared values of the OU and the TUC, Pro Vice-Chancellor Professor David Vincent explained at this year’s ULF Conference.

“We don’t do two-for-one bargains or anything like that for anyone except trade unions,” he said.

He was speaking at the event just after signing the Memorandum of Understanding between unionlearn and the OU reported in The Learning Rep ULF conference special.

“By signing this memorandum, the OU becomes fully open to the trade union movement as never before.”

Liz Smith, director of unionlearn and Professor David Vincent, pro vice chancellor of the Open University, signing the Memorandum of Understanding between the two organisations.

Photo by Jess Hurd

The new agreement between unionlearn and the Open University is going to help adult learners who hold a union card save money when they make the move into higher education.

A special arrangement between the two organisations means union learners can now claim a 10 per cent discount on fees for OU first year undergraduate courses that carry 30 and 60 credit points towards their qualification.

“The TUC's 6.4 million trade union members will gain a specially agreed course fee discount of 10 per cent for members taking their first 30 or 60-point course at Level 1,” explains the OU's head of union liaison, Alan Carr.

In addition, depending on income, some union learners may not have to pay any fees at all.

If you earn less than £15,000 per year, you may receive a full fee waiver; and there’s a sliding scale of fee reductions for anyone with

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» news

Here comes the Skills Cyclone!

Photo: Rod Leon

Barry McGuigan, the boxer they used to call the Clones Cyclone, has become the latest Skills for Life Advocate in honour of the work he’s done promoting learning and skills since retiring from the ring.

“Boxers have a lot of time when they are not fighting and we want to encourage them to plan and develop other skills so that they have something to go to when they stop making a living from the sport,” he says. Barry picked up his award before Christmas alongside former football stars Gordon Taylor and John Barnwell, the chief executives of the Professional Footballers’ Association and League Managers’ Association respectively.

Awards for Excellence 2007

It’s a First for TGWU

It’s time to consider getting your organisation to bid for “The Business in the Community Awards for Excellence” in the First Group Skills for Life section.

This year, 2007, marks the awards 10th anniversary. Last year the Skills for Life award went to First UK Bus – it was a credit to the company and the work of T&G ULRs. These awards are the UK's most prestigious recognition for responsible business practice, and they are rigorously assessed and independently assured.

To help you prepare your entry a number of workshops are being held in January around the country. The workshops are valuable learning and networking opportunities, providing guidance on completing the application form and on what the assessors and judges are looking for.

For further information and workshop dates/locations please see bitc.org.uk/awards

Transport union TGWU has signed its first national agreement on lifelong learning with the UK’s biggest bus company.

First UK Bus already has a 40-strong network of learning centres, covering 60 per cent of the company’s staff in the UK, and won the Rentokil Initial Skills for Life Award at last year’s Business in the Community awards.

"Our joint initiative has offered life chances to workers who thought such opportunities had passed them by,” says TGWU deputy general secretary Jack Dromey.

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“First has already benefited from the raising of the skill base and self-confidence of a good workforce, proud members of the TGWU: I hope that others will now follow the example of our pioneering initiative.”

The company is committed to giving its staff the opportunity to develop and refresh their skills, said Clare Hannah, learning and development director for First's UK Bus division.

“This new agreement lays down a firm foundation upon which further initiatives will be built,” she says.

Shake on it: the TGWU and First UK Bus signing their lifelong learning agreement at the ULR conference in Eastbourne with (from left) TGWU national liaison committee chair Mick Dowds, First UK Bus learning and development director Clare Hannah, TGWU deputy general secretary Jack Dromey, and First UK Bus learning centre manager Chris McCormick

news «

The TUC sent a delegation to a Warsaw jobs fair in the autumn to encourage Polish workers to join a union as soon as they find a job in the UK. TUC regional secretary Nigel Costley and unionlearn press officer Wanda Wyporska spent two days advising Polish people about how to survive the UK employment market and talking to the major employers in attendance about how to get the best out of their migrant workers.

“We gave people leaflets in Polish about their rights in the UK, the minimum wage, getting courses in English for Speakers of Other Languages and where to find to helpful websites,” Wanda explains.

“We also explained about the differences between the trade union movement in Poland and in Britain, what we can do in the workplace and how to sign up with a union once they get here.”

Given that awareness in Poland is increasing about disreputable UK firms and agencies trying to exploit migrant workers, it was no surprise that many people attending the jobs fair were keen to learn how to check out prospective employers.

“The most important thing is that the more people come over here equipped with all the information, the less likely they are to be exploited by an unscrupulous agency or employer,” Wanda says.

Photo by Rod Leon

Gizza union card!

News in brief

While several of the 30 major UK employers in attendance were not unionised – the Jurys Doyle and Macdonald hotel groups, for example – many were, including transport company First Group, whose First UK Bus division famously won a Skills for Life learning award last year.

The TUC is working with the ´´ to Polish trade union Solidarnosc develop online employment rights information aimed at those contemplating a job-related move to the UK and migrant workers already employed here.

“The more people come over here equipped with all the information, the less likely they are to be exploited by an unscrupulous agency or employer”

Getting Connected Connect, the union for professionals and managers in communications, has recently launched a ULR project with the support of major telecoms companies O2 and BT to help Connect members deal with constantly changing skills needs in their workplaces. Nicolena Derrick and Shireen Namji (above) attended Connectlearning's first ULR training course.

Barry on the board London's Mayor Ken Livingstone has appointed unionlearn Southern and Eastern regional manager Barry Francis to the prestigious London Skills and Employment Board. “The board is a real opportunity to address the skills needs of the London workforce,” Barry says.

FE boost UNISON and the Centre for Excellence in Leadership have joined together to deliver training courses for further education staff at all levels from Skills for Life to management taster courses. They particularly hope to reach black and minority ethnic workers, and other groups who are often neglected or reluctant to go on courses. Find out more at: www.centreforexcellence.org.uk/

Diar y dates

This year’s Adu lt Learners’ Week runs from Saturday 19 to Friday 25 May , with Learning at Work Day on Th ur and Adult Lear sday 24 May, ners’ Week Awards made

by NIACE. Mor e details: www.n iace.org.uk/ ALW/2007/.

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» news

Northern’s recipe for success

For Life to English for Speakers of Other Languages.

“We all want other food manufacturing companies to follow this exciting lead: It’s the clearest example of a win-win situation for both employees and employers that I’ve come across,” said Usdaw general secretary John Hannett.

BFAWU national project manager Dorban Ippoma, agreed: “We can begin to build on this agreement in terms of structuring an effective learning and training programme that will open doors for employees to progress individually and acquire qualifications,” he said.

The agreement is one of the biggest the TGWU had ever signed, said the union’s director of education Jim Mowatt. “This will open up wide-ranging opportunities for members to build their confidence in learning for the needs of the changing workplace.”

Northern Foods’ corporate services director Norman Pickavance explained how providing access to knowledge, learning and development was a key strand of the company’s corporate responsibilities.

“We want to offer all of our people the opportunity to learn new skills which will help them not only at work but also in their personal lives,” he explained.

Northern Foods has five fully operational onsite learning centres with a further three under development.

“This will open up wide-ranging opportunities for members to build their confidence” Photo by Jess Hurd

Shopworkers’ union Usdaw, bakers’ union BFAWU and the TGWU have signed a groundbreaking learning agreement with Northern Foods, which manufactures some of the best-known food brands in the country.

This pioneering deal offers workrelated training and personal development for 20,000 workers in 36 sites across the country – everything from IT to foreign languages, and from Skills

It’s all about progression Unionlearn and the National Extension College have signed a new agreement which will offer union learners a 10 per cent discount on NEC courses and targeted help for disabled, young and minority ethnic members.

Unionlearn director Liz Smith and NEC chief executive Alison West put their names to the new deal at a House of Commons ceremony in November which featured a message of support from lifelong learning minister Bill Rammell.

“From unionlearn's point of view, a partnership with NEC will give them access to over 120 Level 2 and 3 accredited courses, and the security of working with a long-established educational charity that shares the values of mutuality that the trade union movement is based upon,” Bill said.

The provision offered by the NEC would be a very useful range for ULRs, explained TUC general secretary Brendan Barber.

“The NEC's ability to move students from Level One, through Level Two and Level Three will contribute to one of our key objectives – progression,” he said.

Liz Smith and Alison West sign on the dotted line

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Swing into action on the climbing frame The launch of the new Climbing Frame online tool in June will help ULRs better support individual learners and negotiate with employers.

The Climbing Frame will help ULRs design pathways for individual learners which can be updated and continuously developed, using the tool’s own database of learning opportunities.

Its holistic approach recognises that union learners have aspirations, skills and experience that can help them move towards work, career and personal goals.

ULRs can use the Climbing Frame: » To help in discussions with individual learners » To design pathways with and for individual learners » To help in negotiations with employers.

The climbing frame also includes a data collection function so

information can be collected into regular reports to demonstrate overall learner profiles at both local and national level.

Usdaw is currently trialling its own customised climbing frame and Prospect and PCS are also customising their own climbing frames for trials in the spring as part of the trade unions’ Aimhigher project, which helps union learners access higher education opportunities.

IAG OK Unionlearn is consulting ULRs about a draft set of skills needed to deliver effective front-line support for learners and to signpost more specialist services when necessary.

Union learners are also contributing to a survey on the way they would prefer to have Information Advice and Guidance (IAG) services delivered, and whether they would use services outside of the workplace.

Unionlearn is developing a new IAG training module, and a range of resources and materials to support union learners and ULRs, which unions will be able to customise.

ULRs will be asked to comment on the draft IAG materials.

If you would like to receive information about the learner or ULR surveys, please contact: Lesley Haughton Tel: 01223 234362 Email: l.haughton@ntlworld.com; or Sally Hughes Tel: 01992 468721 Email: sally.hughes.info@btinternet.com; or EQUAL Project manager Joe Fearnehough Tel: 0151 236 7678 Email: jfearnehough@tuc.org.uk.

I’ll have an “L” please, Bob The climbing frame has two main sections: union learner management and learning themes.

Union learner management uses a honeycomb of hexagonal blocks – reminiscent of the playing board on ’80s TV quiz show Blockbusters, hosted by Bob Holness – to show how learners can move sideways and upwards in pursuit of their personal and/or professional development goals.

This enables ULRs to create, edit or delete learner records and create a personal “climbing frame”

for each learner and an action plan which can be stored and printed for learners to take away and use.

Learning themes provide ULRs with on-screen information about a range of learning opportunities with external links to relevant websites and internal links to PDF files of key documents contained within the climbing frame.

Unionlearn will provide and update information on generic learning themes while individual unions will write customised learning themes for their own areas.

News flash If you’re a ULR, or someone involved in the learning world, you'll be interested in this report. It’s a substantial report on the work and problems facing ULRs. Order your free copy from our website see Giveaways, page 31.

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» Feature » Leitch Report

Photo by Jess Hurd

Time running for learn-shy bosses Employers who fail to equip their staff with skills and learning will be compelled to do so if they do not fall into line by 2010 The architect of a review of the UK’s skills has given employers three years to voluntarily train their employees – or face legislation to introduce workplace training.

Lord Sandy Leitch’s final report, Prosperity for all in the Global Economy: World Class Skills examines the UK's long-term skills needs and sets out goals for 2020, which, if achieved, would make the UK a world leader in skills.

News of the plan for legislation by 2010 if employers do not come up to scratch has been welcomed by the TUC, which lobbied for the introduction of legislation in its submission to the review.

The TUC will continue to lobby the Government over the coming months to ensure that this new legal right to workplace training is framed in a such a way that will be automatically invoked in 2010 if employers fail to

What is the Leitch report?

In 2004, the Chancellor of the Exchequer and the Secretary of State for Education and Skills commissioned Lord Sandy Leitch to lead an independent review to consider the skills base that the UK should aim to achieve in 2020 to maximise growth, productivity and social justice and to consider the policy implications of achieving the level of change required. In the 2006 Budget, Lord Leitch was asked to consider an additional area of work: how skills and employment services could be further integrated in order to increase sustainable employment.

Copies of the review are available online at www.hm-treasury.gov.uk/leitch

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TUC deputy secretary Frances O’Grady puts the union case to Lord Leitch

deliver on training and that it will also give employees a clear entitlement to paid time off to train within working time to achieve the relevant qualification.

The TUC will also be calling on Government to set out a framework to give employees and trade unions a significant voice in the new institutional skills framework that will be established as a result of Lord Leitch’s recommendations. In particular, unions will need to have a significant stake in the new Commission for Employment and Skills and also increased representation on the relaunched Sector Skills Councils.

Commenting on the review TUC General Secretary Brendan Barber said: “The TUC welcomes the review

as an ambitious and coherent strategy to revolutionise workplace learning and eradicate low skills by 2020. This means that the clock is ticking for the one in three employers who fail to train. Those employers are now on notice to clean up their act by 2010, or the new individual right to workplace training will be implemented.

“The new right to workplace training would transform the lives of millions, especially low skilled and low paid workers, as well as boosting Britain's competitiveness.” And he pledged: “The TUC, and unionlearn, will step up our campaign to ensure everyone has the opportunity to learn at work throughout their lives and revitalise Britain's skills base.”

Mr Barber also welcomed Lord

“Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all. The case for action is compelling and urgent. Becoming a world leader on skills will enable the UK to compete with the best in the world. I am optimistic” Lord Leitch

Leitch Report « Feature «

out Leitch’s law

The scale of the problem

To attain its goals, Leitch says the system must become more efficient, responding to market needs, and Government, employers and individuals must all engage and invest more in skills development. He recommends change across the whole skills spectrum by: » Increasing skill attainments at all levels; » Routing public funding of vocational skills through Train to Gain and Learner Accounts; » Strengthening the employer voice on skills through creation of a new Commission for Employment and Skills, increasing employer engagement and investment in skills, reforming Sector Skills Councils who will simplify and approve vocational training; » Launching a new ‘pledge’ for employers to voluntarily train more employees at work. If insufficient progress has been made by 2010, introduce a statutory right for employees to access workplace training; » Increasing employer investment in higher level qualifications, especially in Apprenticeships and in degree and postgraduate levels; significantly more training in the workplace; » Raising people's aspirations and awareness of the value of skills, creating a new universal adult careers service to diagnose skill needs with a skills health check available for all; » Government to introduce compulsory education or workplace training up to age 18 following introduction of new Diplomas and expanded Apprenticeship route; and » Integrating the public employment and skills services to deliver sustainable employment, enabling more disadvantaged people to gain skills and find work, developing employer-led Employment and Skills Boards.

The report makes clear that in a rapidly changing global economy, with emerging economies such as India and China growing dramatically, the UK cannot afford to stand still.

Despite having made good progress over the last decade, aspects of the UK’s skills base remain weaker than those in other developed economies, for example: » out of 30 OECD countries, the UK lies 17th on low skills, 20th on intermediate skills and 11th on high skills; » 5 million adults in the UK lack functional literacy; » 17 million adults in the UK have difficulty with numbers; and » more than one in six young people leave school unable to read, write or add up properly.

Leitch's call on employers to publicly pledge their commitment to increase skills.

“This sends a strong message to those employers who short-change staff, and the UK economy, by refusing to train,” he commented.

Mr Barber added that the report’s commitment to compulsory education and training up to age 18 and more funding for Apprenticeships will give many more young people a flying start to their working lives.

Commented Lord Leitch: "In the 21st Century, our natural resource is our people – and their potential is both untapped and vast. Skills are the key to unlocking that potential.

The prize for our country will be enormous – higher productivity, the creation of wealth and social justice.”

Low skills levels can hold back productivity and growth and, if not addressed, will result in increasing inequality and the marginalisation of some groups within the labour market. The report projects that, even if current targets are met, by 2020 the UK’s skills base will be inferior to that of many other developed nations. A radical stepchange is necessary.

The report recommends that the UK commit to a compelling new vision – to become a world leader in skills by 2020. This means increasing skills attainment at all levels by 2020 so that: » 95 per cent of working age adults have basic skills in both functional literacy and numeracy – rising from 85 per cent and 79 per cent respectively in 2005; » more than 90 per cent of adults are skilled to GCSE level or to vocational equivalents – rising from 69 per cent in 2005; » the number of Apprentices in the UK is boosted to 500,000 each year, with improved quantity, quality and esteem for intermediate skills; and » more than 40 per cent of adults are skilled to graduate level and above – up from 29 per cent in 2005. “‘Economically valuable skills’ must be delivered through a demand-led approach, facilitated by a new culture of learning, and an appetite for improved skills amongst individuals and

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» 2007 » Quick Reads

The

Lady Vanishes Take a train journey across London in the coming months and among the army of people you see disappearing into a good read may well be publishing guru Gail Rebuck.

By Astrid Stubbs

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ail (pictured, below) is the chief executive of publishers The Random House Group and one of the founders of World Book Day, the annual celebration and promotion of reading.

But there’s nothing she likes better than enjoying a Quick Read when she’s on a train journey.

Quick Reads was launched on World Book Day last year for new readers, anyone who has lost the reading habit or, who like Gail, just wants a short, fast read.

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the fact that in 10 years the scheme has mushroomed, from giving away 11m vouchers to 13m for every 5-18 year old and now to preschoolers as well.

On her last trip Gail says got lost Following the success of World in Ruth Rendell’s thrilling 2006 addition to the Quick Reads list.

Book Day the industry identified a This year she has already read different target – that of adult most of the eight titles and four literacy and what Gail describes as reissues, which will be available the ‘horrifying’ figures – 12m people of working age on or below the from World Book Day on March 1.

Gail acknowledges that the road reading level of a 13 year old and 5m below the level of an 11 year old. ahead is long and needs all the “What we were hearing is that players with a commitment to there was a lot of good activity literacy to be on board with the campaign. But she is delighted that around adult learning but a dearth of the book industry has developed its non-educational material for those in partnership with the TUC and adult learning. A lot of classes unionlearn in promoting suggested that adults read Quick Reads. children’s books – that’s “We are building on demeaning,” says Gail. the work of last year In addition, she says, a and unionlearn has lot of adult learners made it easier to have had bad focus and advertise experience at schools hu the existence of these 07 and are put off at the r books to more people, in sday 1 March 20 thought of educational the workplace. Our biggest books – they want something problem last year was reaching accessible and fun! people who would benefit – any So Quick Reads was established route we can use to promote the with best-selling authors agreeing to existence of them to a wider write short books in an accessible audience has to be extremely style that were, exciting, fun and helpful,” she adds. page-turners.

Gail explains that the idea for The TUC has played a crucial role WBD – launched 10 years ago – was in making these books available to learners through ULRs in the to address the crisis of children moving away from books to other workplace – a role that’s set to grow and develop through unionlearn. forms of entertainment, such “There is nothing condescending as videos and the internet. about the books – they just “We wanted an event that was campaigning and acknowledge that if you want to be focussed on children’s love transported into another world you don’t want to have to keep looking of books to make them at a dictionary in order to do so. exciting again,” she They introduce people to books that says.

That has certainly are very engrossing, giving them an experience that is fun and happened as emotionally engaging,“ adds Gail. evidenced by

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Ricky Tomlinson « Interview «

By Astrid Stubbs

reader Ricky Tomlinson’s passion for words would give his TV anti-hero Jim Royle something to sit up about in his armchair.

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Photo Richard Haughton

icky Tomlinson’s love of language wasn’t something to shout about in the tough working class environment where he grew up.

“Reading my arse!” is what his TV character Jim Royle might have said about his enthusiasm.

“From the age of about 10 I wanted to be a writer but my background was very working class,“ explains Ricky.

“I used to scribble stuff down but when I passed my 13 plus exam I had to choose which college to go to and would have loved to go to commercial college but that would have been frowned on for a working class boy so I went to technical college and did a City

Bloody hell Barb!

Ricky on Jim Royle: “I’d like to think he’d be a shop steward in his local bus depot!”

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» Interview » Ricky Tomlinson Ricky Tomlinson is one of Britain's best-loved actors and entertainers.

Famous as the irascible sofa slob Jim Royle of The Royle Family, he has also scored as the off-the-wall football manager Mike Bassett, and starred in a procession of television shows including Brookside, Cracker and Down to Earth.

His many film appearances take in such movies as The 51st State, Riff Raff and Raining Stones.

He was voted Best Comedy Actor for his performances as Jim Royle, and both his autobiography, Ricky, and Football My Arse! are best-sellers.

Ricky was born in September 1939. He was brought up in Liverpool, where he still lives, with his wife, Rita.

Ricky: “My start in showbusiness”

Photo Richard Haughton

Part of the union – Ricky with fellow jailed picket, Des Warren, on a campaign Christmas card 1973 and with colleagues below

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and Guilds in plastering.”

Nearly a lifetime later and Ricky has become a household name performing in plays, documentaries, TV soaps and, most recently, as the lovable rogue Jim, stuffed in his armchair in the TV show The Royle Family.

It’s a long way from his days as a plasterer and from the picket lines he helped man during disputes in the 1970s. Ricky even served a term in prison for his part in an alleged affray on a picket line.

But though his fame has spread his humanity and belief in social

Ricky Tomlinson « Interview « “Quick Reads is a tremendous idea and it’s to be encouraged – and what better place to learn than through trade unions!” justice hasn’t waned, which is why he has always been a keen believer in trade unions.

Now he’s taking that passion a step further by joining the 2007 stable of Quick Reads with his latest book, Reading My Arse!, the story of a young Scouser who becomes obsessed by the lyrics of a song and gets led on an adventure by them.

“Quick Reads is a tremendous idea and it’s to be encouraged – and what better place to learn than through trade unions.” he says.

Ricky says literacy rates in the UK are appalling. “They are a slight on our society and if it takes the trade union movement to encourage people to learn to read that’s great – and there shouldn’t be any stigma attached – if you have a broken arm you get it fixed and it should be the same with reading and writing.”

Ricky says he only started to read properly when he was sent to jail in 1972 and the governor gave him a

copy of The Ragged Trousered Philanthropists.

“It is so fantastic. I’ve sent people copies of it all over the world – America, China, Australia – it’s cost me a blinking fortune!” he jokes.

And, says Ricky, the book’s story of a group of working men is still as relevant now as it was when it was written.

“It was written in 1910 but the only thing that’s changed about it are the dates.

“Everything today is still about targets, cutting corners, health and safety being ignored and preference given to unskilled labour.”

It’s why unions are as relevant today for Ricky too and why his face is associated with many union campaigns.

“They’ve always been absolutely important to me. Trade unions helped shape my politics – I like to try and live the life of a socialist – the union movement has put me in touch with a lot of people who are ideal role models – people who give their lives to the cause.”

Promote Quick Reads in your workplace – find out how at www.niace.org.uk/quickreads/ And for ideas of what you can do to promote World Book Day log onto www.worldbookday.com/ events/

2007 quick reads available 1 March 2007

Survive the Worst and Aim for the Best Kerry Katona Reading My Arse!

Ricky Tomlinson Twenty Tales from the War Zone John Simpson Burning Ambition Allen Carr A Dream Come True Maureen Lee Lily Adèle Geras Doctor Who: Made of Steel BBC Books The Sun Book of Short Stories Star Sullivan Maeve Binchy Chickenfeed Minette Walters The Grey Man Andy McNab How to Change Your Life in 7 Steps John Bird

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» Feature » ESOL

They come over here,

learn our lan Trade unions are lobbying hard to persuade the government not to axe free English courses for migrant workers

Photo Geoff Crawford/reportdigital.co.uk and John Harris/reportdigital.co.uk

By Martin Moriarty

U

nions helping workers with English language needs are up in arms about government plans to axe free ESOL training (up to Level 2) for workers who don’t get income-related benefits.

In the teeth of opposition from, the TUC and the unions, the Department for Education announced in October that it wants to restrict free ESOL courses from August 2007.

“We’re extremely concerned about the implications of these changes,” says unionlearn director Liz Smith.

“ESOL training helps vulnerable workers to avoid exploitation and promotes social cohesion, and we’re very worried about the impact these changes will have on union efforts to support migrant workers and workers with English language needs from settled communities.”

The government can claim – with some justification – that it is a victim of its own success: with takeup rapidly increasing in recent years, ESOL courses currently account for more than half the Skills for Life budget, totalling over £250 million.

The trouble is that making free ESOL learning available to workers on means-tested or income-related benefits won’t help the majority of

Migrant women workers will be hit particularly hard by the government’s plans to cut free provision of English courses

people with English language needs, because these are benefits very few of them access.

For example, just three per cent of workers from European Union accession states (Poland, Lithuania, Slovakia, etc) receive tax credits, although a massive 80 per cent of them earn between £4.50 and £5.99 an hour.

The new arrangements are hardly guaranteed to get courses up and running, since unions still don’t have the statutory right to collectively bargain on training, and there’s no obligation on employers to contribute. Pointing out that the best employers do pay hardly helps the majority who work for the rest that don’t.

“We’re extremely concerned about the implications of these changes.”

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ESOL « Feature«

guage…

ESOL funding shake-up »

Equally, the changes would only make it harder for unions to organise and support migrant workers – one of the key ways of helping vulnerable people cope with the harsh realities of the UK

employment market.

“For ULRs to have raised expectations among this vulnerable group and then to be unable to deliver through no fault of their own is a severe setback,” says Liz. Unionlearn argues that agencies and employers recruiting migrant workers should pick up the tab for ESOL training, as they directly benefit from it, and shouldn’t pass on costs to workers.

And it’s using the Race Equality Impact Assessment consultation the government is undertaking on the issue to argue the case for free provision.

“We’ll be taking the opportunity provided by the REIA to argue against these changes and for alternative arrangements that effectively protect the low-paid and ensure employers play their part,” Liz explains.

How Dairy Crest got chock-full of ESOL goodness Free ESOL provision laid on by the TGWU at Dairy Crest in Fenstanton, Cambridgeshire, has helped dozens of mainly Eastern European migrant workers better participate at work and integrate outside it.

Acquiring new language skills through the union’s lifelong learning project means the migrants have become better communicators both with their fellow-workers and people they meet in the local community.

“This singularly golden opportunity of learning at work has done more than anything else to foster integration and fraternity among the indigenous and ethnic workers alike,” says shop steward and ULR Ken Bamford.

ESOL learners are able to take their courses onsite in company time, in line with an agreement negotiated with managers by the stewards and TGWU learning organiser Terry Brandon.

Over 40 ESOL learners have joined the TGWU since the union began the lifelong learning project, there is a long waiting list for ESOL training and new courses such as IT are now being offered throughout the plant.

In addition, the Fenstanton pilot has acted as a catalyst for discussions about workplace learning at other Dairy Crest sites in Chadwell Heath and Hanworth, the plastic milk bottle supply company Nanpak and the dairy supplier Arla Foods in Hatfield Peveril, Essex.

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ESOL learning will no longer attract automatic fee remission from August 2007.

Fee remission will only be available to priority groups – primarily people who are unemployed or receiving income-based benefits.

Asylum-seekers aged 19-plus will no longer be automatically eligible for publicly funded FE provision from 2007/08.

ESOL will form a key part of a new £23 billion Skills for Life and employability programme for Jobcentre Plus clients.

A new suite of ESOL qualifications will be accredited by the Qualifications and Curriculum Authority to support a shorter, more job-focused approach to English language skills available from August 2007.

Employers who have recruited workers from outside the UK will be expected to bear the full cost of any necessary English language training.

Full details of the changes will be contained in operational guidance from the LSC, expected in January 2007.

What we say Unionlearn believes the government should: » reconsider its plan in the light of thorough consultation » explain the mechanisms to ensure employers carry the costs » pilot and evaluate any new measures before implementation » consider other ways individuals could demonstrate low pay (given the low take-up of working tax credit) » review how its plans could conflict with its duty to promote gender equality (since women will be disproportionately affected by the changes).

winter 2007 «

15

» Feature » Apprentice Scheme

The

right track

Young apprentices are climbing aboard a new scheme that will deliver them a secure future thanks to Network Rail

T Young apprentices are the future signallers, technicians and managers of the rail service

he Royal Navy’s training facility at HMS Sultan in Gosport, Hampshire is not the place you’d expect to find a group of teenagers clustered around a 50-metre piece of rail track.

But that’s exactly where you’ll find young people participating in Network Rail’s Apprentice Training Scheme.

The company has joined forces

with Flagship, which markets the Royal Navy’s training capabilities, to provide a unique £30 million scheme, providing three years of academic and practical training in all aspects of rail infrastructure.

These are the future signallers, technicians and, in some cases, senior managers of tomorrow’s rail service.

The TUC’s deputy general secretary Frances O’Grady headed a delegation of union officials from Amicus and the RMT to visit the base last year and was highly impressed by what it had to offer.

“We are very committed to training opportunities, in this case for young people and encourage participation of apprentices into high quality opportunities. It’s important to hold up good models and we think this is pretty inspiring stuff,” she said.

She also pledged to support the scheme: “Any way we can help to

In the navy

All photos Paul Carter

The scheme’s first recruits began training last year after Network Rail’s maintenance came in-house three years ago and the company decided to centralise its training programme for Level 3 technicians.

“We looked at a vehicle to deliver training for a national programme that was both academic and vocational.

Flagship offered to centralise it – not many organisations can offer that training and academic training,” commented Nigel Ward, Apprentice Programme Delivery Manager.

16 »

winter 2007

Network Rail advertised nationally for 17 to 19 year olds with four GCSEs at grades A-C in Maths, English, Science and one other.

Thousands responded – many with much higher qualifications and the lucky ones chosen are employed on a Network Rail contract of employment from day one.

The five-year scheme has just had its second intake and in two years will have had more than 400 apprentices training at HMS Sultan – the Royal Navy’s base at Gosport in Hampshire.

The first year is residentially-

Apprentice Scheme « Feature « Emma Venables is in her second year

reach young people we are keen to do”.

Representatives from Amicus and the RMT have already visited the teenagers and talked to them about the importance of unions in their future.

Nathan Jelf-Mannion from Amicus said the response had been positive.

“We need to explain where we are coming from; the benefits of being a member and about lifelong learning and skills for life,” he said.

Amicus Officer Brian Harris commented: “This scheme is a step in the right direction by Network Rail and will offer current and potential Amicus members a recognised engineering

qualification. Amicus has a strong tradition in engineering with around 10,000 skilled members in the sector and this scheme will ensure that there are many more working on the rail network in the future”.

Paul Burton from the RMT’s SE executive committee, added: “It’s a very good scheme. They are receiving both education and training and we are getting them into membership and getting them organised early.”

Peter Bennett, director of human resources at Network Rail, commented: “If we train them now they will be with us for 30 years.

This is the next generation of supervisors, technicians and, indeed, senior managers.”

based and in their second and third years the apprentices receive a mix of on-the-job training and railspecific technical training courses.

The initial course of study gives them a solid background in engineering leading to NVQs at Level 2 and 3 and a BTEC National Award Technical Certificate. Once the training is complete the apprentices will gain an NVQ Level 3 in Railway Engineering and have a job in Network Rail’s maintenance function around the country.

Because many are living away from home for the first time, the apprentices also acquire the

personal development training that comes with sharing with others and having to take responsibility for oneself. And the young people are able to enjoy the Navy’s comprehensive sports and recreation facilities While the majority of engineers are male, there are 10 female apprentices – last year there were 11. Some nine ethnic groups are also represented among the recruits.

“The benefit of a big programme like this is that you get big statistics about where you are recruiting from and can target what you do about it,” says Peter.

Frances O'Grady with apprentices including, far left, Javani Williams who wants to be a manager in 10 years time

I’d always wanted to be a train driver and after I did my GCSEs I realised I didn’t want to go to university – I didn’t want to do English as I had thought – I wanted to do something practical and I wanted to get on the rail.

My dad and my uncle worked for the railways. I didn’t tell my dad about applying to become an apprentice. I found out about it on the internet and thought it would be the best way to get in – it guaranteed me a job and it meant I would have to live away from home which would be a good experience for me.

I had no confidence in myself and wanted to move away and do something completely different so I sent off the application. I only told my dad when I was selected for interview. My parents have really supported me.

“Learning to be independent can be hard work but it is a good life experience” I think the academic parts of the course, the maths and science are difficult but I’ve really enjoyed the practical side of it.

In my placement I work at Bournemouth depot and I’m in a gang – we patrol the track looking for defects and doing night work. At the end I’m hoping to be a technical officer.

Coming here and being round mostly boys has been a different experience. Between four and six of us share a room so there is no personal space, which is quite difficult – you live and you work with the same people. Learning to be independent can be hard work but it is a good life experience and I’ve learned to cope in difficult situations.

winter 2007 «

17

» Feature » Skills

No

LSC’s Glenn Robinson says Train to Gain could help more people gain new skills, and build a real consensus on training. Unionlearn’s director, Liz smith says it’s a chance for unions to make learning agreements so that employers and workers both benefit

train, nogain!

By Martin Moriarty

U

nion activists tend to be pretty keen on training.

They know how workers who acquire new skills gain confidence and motivation and often improve their productivity.

Employers often look at it differently. Some of them don’t think they can find the money, others worry their staff will move on as soon as they acquire new skills and far too many just don’t get it at all.

But all that could change with the introduction of the government’s new £1 billion national training programme, Train To Gain, managed and delivered by the Learning and Skills Council.

Train to Gain provides a new framework for workforce development that makes it more than just a free training programme.

Employers are encouraged to look at their organisations’ needs as a whole, and then identify how training can help tp meet them. So unions should be in at the outset working with employers to identify what’s needed and negotiating the best benefits for the workforce.

Train to Gain gives employers access to a free Skills Broker service, offering independent and practical advice to match training needs with training providers.

In addition to the free consultancy,

18 » Winter 2007

companies can get free training for their staff to achieve a first Level 2 or Skills for Life qualification, and there’s some provision for courses at Level 3.

There’s no question that the initiative is focused on employers, as national programme manager Glenn Robinson at the LSC is the first to admit.

“Train to Gain is primarily a service to employers – the ‘unique selling point’ is that for the first time ever, employers get publicly-funded, free, independent and impartial advice on their skills needs,” he explains.

But part of the reason for concentrating on employers is that – in many cases – they’re the ones who need convincing.

Even household names can be sceptical about the value of training, too quick to cut the budget when

times get tough, or terrified that people will leave as soon as they’ve acquired new skills.

The whole idea of Train to Gain is to try to knock some of these ideas on the head – and the programme is particularly keen to convince “hardto-reach” employers.

“It’s not always easy to show simple cause and effect because there are always other factors in play, but we’ve got enough evidence from the pilots to show that training does improve staff retention and reduce absenteeism,” Glenn points out.

“If employers see staff stay on after doing a Level 2 qualification and become more committed, we hope that in a year or two they’ll want to invest a lot more of their own money on a much wider scale which we hope will benefit a lot more employees in due course.”

But Glenn’s also keen to underline that unions and their learning reps have a crucial role to play, which is set out in the national protocol between the LSC and the TUC. Under the protocol, the LSC commits to encouraging Skills Brokers to work with unions to “coordinate employer engagement activity” and ensure employees get help to access training.

And in recognised workplaces with ULRs, Skills Brokers should meet and

Photos courtesy DfES

Skills « Feature «

What is Train To Gain?

work both with learning reps and union reps who negotiate with management; in recognised workplaces without ULRs, they should alert the LSC, who will then work with unionlearn to help put learning reps in place.

While this is already working well in some regions, it’s not yet progressing smoothly in all. But where there are still problems, Glenn believes that unions should take the initiative and deal with them at a regional level.

“It’s been a heck of a challenge for regions to get this up and running, so there are two or three that haven’t done very much work with the unions, but if someone comes to them with a proposal for broker training or a half-day workshop or a regional protocol, I’m sure they would take them up on that,” he suggests.

The key is establishing direct relationships with the Train to Gain

team in the LSC region: “If they’re not sure who’s in the Train to Gain team, ask us nationally and we’ll give them the names,” he promises.

Glenn says that the LSC is also working with Sector Skills Councils to ensure that Skills Brokers are equipped with all the information they need about the training requirements and skills gaps in particular sectors.

The SSCs have developed workshops brokers can buy into and the LSC has developed a Skills Brokers extranet with a range of supporting resources to help brokers get the best out of all their contacts.

One thing is definitely clear: Train to Gain offers unions and ULRs a new set of opportunities to help get workers the skills they need. And a year or two down the line, it might well have helped a lot more bosses see the union point of view on training.

Phil Hope, minister for skills, in London's Borough Market last year, launching Train to Gain.

Train to Gain is a new service offering employers impartial advice and easy access to quality training to meet their needs.

The key features are: » A free skills brokerage service targeted at hard-toreach employers, to source any training provision they need at all levels. » Fully subsidised training, delivered at a time and place to suit the employer for lowskilled workers up to a first full Level 2 qualification, and with support for progression to Level 3. » Free information, advice and/or guidance for employees, accessible through the workplace. » Wage compensation for employers with fewer than 50 employees to cover the time employees spend training.

In the first six months, the initiative engaged almost 12,000 employers, over half of them hard-to-reach, and around 50,000 learners started Level 2 and Skills for Life qualifications. The LSC’s national targets for 2006/7 are to engage 33,000 employers of which at least 51 per cent must be hard-to-reach.

Find out more You can find out all the latest news about Train to Gain, and download the TUC/LSC protocol, from the unionlearn website: www.unionlearn.org.uk/ initiatives/index.cfm (click on Train to Gain in the left-hand column).

Winter 2007 «

19

» Roundup » From the regions

Regional acce ULRs across all regions have been challenging themselves – by returning to learning and taking off to the strangest of places – all in the cause of helping colleagues!

Yorkshire and Humberside

Baker Paul rises again Second chances are an important part of life for baker Paul Lague, who believes he wouldn’t have achieved what he has without one.

Paul was diagnosed with dyslexia while at school. He didn’t get as much support as he needed and consequently didn’t achieve.

But as an adult, he received private tuition for his dyslexia and this restored his enthusiasm for learning.

Paul works for Farmhouse Potato Bakers at Bridlington, where managers support the role of the ULR and the benefits of union-led learning.

Paul became a ULR at the company in 2004 because his experience had given him an understanding of the importance of second chances and he

wanted to do what he could to promote learning to colleagues.

He completed his literacy Level 2 and numeracy Level 1 last year and has just started Level 2.

“I realised it was important that I did the courses as well, I wanted to lead by example. It is stimulating and my tutor Hilary Doig has supported me throughout,” said Paul.

Now he is signposting colleagues to other courses and has noticed the work benefits for his colleagues. “People are now much more willing to take on additional training so that they can work in other parts of the factory.”

There are several Lithuanian, Polish and Kurdish workers at the company and Paul is establishing ESOL provision with leaflets in these languages.

He has also arranged for BFAWU

membership forms to be translated and has made good use of the Polish and Lithuanian versions of the unionlearn film, Love Learning to promote the union on site.

ULR Paul Lague with his tutor Hilary Doig

Wales

A LEAP in morale Bro Morgannwg NHS Trust has won a national award for improving staff morale thanks to its UNISON-led Learning, Education And Partnership (LEAP) project.

The project aims to improve the key skills of the workforce and its partners, which include Bridgend Borough Council and Kier Management Services Ltd. The Wales Union Learning Fund supports the LEAP project until March. “A key success

20 » winter 07

factor has been the involvement of ULRs who make a major contribution to helping to reduce barriers to learning and provide the vital link to support and signpost staff in their development,” says Eddie Gabrielsen, UNISON Regional Officer. So far 18 ULRs have been trained across all three employer partners and another six are due to start training.

Some 680 learners have benefited through the project and

Partners in success –members of UNISON and the trust celebrate the national award

the target of 1,400 by March is likely to be exceeded. In addition 95 managers and staff have been involved in life skills awareness sessions to help them understand the barriers faced by staff with Skills for Life needs.

From the regions « Roundup «

cents Midlands

Cherry on the top Extra celebrations took place during Adult Learners’ Day at Gunstones Bakeries, Chesterfield, where 11 learners were presented with their certificates in recognition of their Skills for Life achievements.

Ronnie Draper, BFAWU National President, presented the certificates to the learners before representatives from the union and the company signed the first everlearning agreement within Northern Foods.

The agreement sets in stone the commitment both parties have towards the learning agenda at Gunstones, a large food manufacturer employing over 800 employees.

Union representatives recognised that there was a huge skills for life need among the diverse workforce and saw the learning agenda as a way to support those colleagues to improve their skills.

They particularly recognised that many of their fellow colleagues did not have English as their first language and often struggled to communicate and understand other people.

The reps saw the role of the ULR as key union business in order to support their fellow colleagues and

as a result 12 ULRs were trained.

The company has been 100 per cent behind the project and soon the reps negotiated the space for an onsite learning centre.

The union also made sure that the ULRs were reflective of the workforce and were able to recruit new activists from Black, Asian and ethnic minority backgrounds as well as more women.

Chesterfield College offers the staff a wide range of programmes in a variety of different styles.

Within weeks, course times were allocated, which took into consideration the 130 shift patterns, and these were promoted through a series of awareness days held in the canteen and supported by the BFAWU, Chesterfield College and unionlearn, Midlands region.

The group managed to engage over 80 Skills for Life learners, many of whom had a second language need.

The workforce attended ESOL classes and the company and union also encouraged new agency staff, many from Eastern Europe, Portugal and outside the EU, who had difficulty with English, to participate too.

Get your Quick Reads copy of Joanna Trollope’s “The Book Boy” – we have just 50 copies so order now – first come first served.

Turn to page 31.

North West

ULR power ULRs are encouraging new activists to get involved and there’s hard evidence to prove that ULRs are being consolidated into most unions.

What’s more, learning agreements are playing an important part in ensuring effective workplace activity and providing clear conditions for ULRs to work within.

These are the findings of the most extensive piece of research taken so far in the North West on ULRs. “It provided unionlearn with a wealth of information on what ULRs currently do and their concerns. It has provided unionlearn with some very useful lessons and guidance that will make us better able to work with affiliates and stakeholders in the region.

“This research hopefully will help us to develop our dialogue with stakeholders and enable us to improve how we do business in the North West and also has important general lessons for ULR support nationally,” commented Dave Eva Regional unionlearn manager

Learning about ULRs (from left): Dave Eva, Andrew Heydeman of NWDA, Alison Hollinrake, Researcher

Yorkshire and Humberside

Seeing the signs A British Sign Language course is helping staff at the Holloway factory of Remploy communicate better together.

Remploy is the UK’s largest provider of jobs for disabled people with more than 83 sites through the country. Amicus represents 37 members at Holloway with a cross-section of disabilities, including hearing impaired staff.

Shop steward Saadi Tahraoui arranged for an onsite British Sign Language course for his workmates to give them the opportunity to get the necessary skills and the ability to communicate with colleagues.

"Now we can sign to our fellow workers and even make jokes!” he said.

winter 07 «

21

» Roundup » From the regions Yorkshire and Humberside

CWU call

Red letter day for Live and Learn staff Northern

Live and learn CWU members at the Royal Mail sorting office in Middlesbrough are now benefiting from a Learning for All Fund project being run on Teesside.

With help from the fund the Live and Learn project has set up an onsite learning centre with an IT suite.

Following the return of over 200 learning surveys, eight new ULRs have been trained and 20 members have started the first wave of basic IT courses to be run onsite in conjunction with Middlesbrough Adult Education Services.

The reaction from members has been fantastic according to Kevin Phillips, the CWU learning researcher.

“It’s great to see the difference it makes to people. Having a learning facility in the workplace allows everyone to access education without causing disruption to his or her working or family lives,” he says.

Mark Brodie, processing worker, commented: “This is allowing me to learn something I have wanted to do for a long time. I would recommend it to anyone.”

“The tutor is very good and has helped me a lot. I had very little knowledge of computers when I started the course,” said Marty Proctor, delivery postman.

And Scott Jubb, distribution driver, said: “This course will give me the skills to help my daughter when she begins to learn computers at school.”

22 » winter 07

CWU ULRs Derek Hird and Kirsty Lenhan joined staff from Doncaster College for two days of events at their BT call centre to stimulate interest in the union’s plan to open a workplace learning centre.

College staff offered IAG on courses plus instant feedback through literacy and numeracy assessments.

There were plenty of giveaways and a free prize draw, including a freeview box, two MP3 players and pairs of cinema tickets.

“We used the staff canteen for the events as everyone comes in there at some time during the day,” says Kirsty.

Derek added: “We made the stall as eye-catching as we could and made sure we were there long

enough on both days to catch all the shift patterns.”

Derek and Kirsty will use information on the day to demonstrate that there is a range of learning needs among staff.

CWU Regional Project Worker Andy Sorton said: “There are identical BT sites in Warrington and Gosforth, where on-site learning is already taking place, which also helps prove that a project in Doncaster is viable.”

On call – the CWU stall at Doncaster College

North West

The excellence team The North West unionlearn team has won a national matrix Excellence Award, given to organisations demonstrating exceptional quality in the delivery of IAG. In 2002 the team achieved accreditation for internal and external IAG services. Just two years later it is celebrating excellence.

John Inskip, North West regional learning centre coordinator, believes communicating openly with stakeholders is a vital ingredient in their success with the matrix Standard: “The biggest strategic development on our matrix journey is that we are now totally focused on understanding ULRs. We follow the needs of our members and the whole service is geared up to getting them what they need.”

The team also identified the need to provide project workers with better development and back-up in their role. These are now delivered as a package of activities including communication and presentation

skills, plus qualifications in IAG up to Level 4.

Each ULR has his or her own personal development plan, and one-to-one support from a member of the North West team.

This is backed with an electronic system which acts as a central database for tracking the progress of each ULR in their development.

The same database is updated so that all ULRs receive the latest information about the national learning agenda and related issues.

All affiliate unions and TUC also access this database, ensuring that mailings can be targeted and the team can continue to extend and share best practice.

Phil Hope MP (third right), Colin Jackson CBE (second left) and Marjorie Wainwright, with John Halligan, John Inskip and Dave Eva from unionlearn

From the regions « Roundup « South West

Learning delivery at DHL Staff, many organised by Usdaw at Exel DHL in Bristol are so dedicated to learning that they come into work on their days off to visit their company learning centre.

“Our learning centre opened in 2004 – it used to be a reception area – and learndirect has only been going a couple of months, but already we’ve had lot of interest, specifically in IT skills,” says co-coordinator Chris Rose.

There are 700 people on site and the centre is open during lunch breaks and at the end of shifts. It’s also open during night shifts.

“People are keen to take it up because it's all here. It's much easier for them to come up here

to their courses then go straight back down onto the shop floor and finish their shifts.

“I think people just generally want to learn. I don't think they do it because they want to get promotion, although some might want to in the long-term. They're just interested in learning new things,” says Chris, “There’s a massive demand for IT and with learndirect, it will be possible to meet it. There are also a few people who are learning English and maths so they can help their kids with their homework.

“The boss allows time off for people to learn key skills so they come up here for a couple of hours and then go back downstairs and finish their shift at the usual time.

“You have to do the other courses in your own time, but bosses are flexible and generally allow you to attend a class as long as you make that time up. It's just that little incentive to get up here and once they're here, they enjoy their class. It's been brilliant.”

Northern

Scotland

Cemetery visits pay off

Plant nursery and cemetery visits helped boost numbers of successful learners

Time off – so time to learn

ULRs at Carlisle Council will go to any ends to recruit colleagues into learning – even their local cemetery!

The ULRs from the GMB and UNISON are part of a partnership to promote the council’s aim of making Carlisle The Learning City.

The council carried out a workforce analysis and identified that around 13 per cent of employees have no qualifications and 3 per cent have qualifications below Level 2.

The authority decided to lead by example, agreeing targets to enable employees to achieve a Level 2 qualification by 2010.

And, recognising the need for partnership with others, it invited unions, the TUC and Carlisle College to work with it.

The project, involving ULRs and departmental heads, got underway with a Skills for Life steering group. The group’s task was to look at raising awareness, look for sources of funding, and a suitable department to run a pilot scheme.

The Works Department was targeted and leaflets and a survey created by the ULRs to find out whether or not there would be any interest in learning.

ULRs visited remote sites such as the plant nurseries and the cemetery to ensure that no one was missed out. This face-to-face effort produced results with 120 surveys completed.

Since then there have been many taster/open days for all council employees, including activities such as course previews, games, quizzes and assessments.

These have significantly encouraged the uptake of learning with over 50 employees now engaging in learning and many

Sixth sense The sixth annual STUC Learning Conference was held in Dundee, providing participants with practical information and skills through workshops and presentations.

It also allowed ULRs from across the country to discuss how to shape union learning throughout Scotland, both nationally and regionally.

Sponsored by ILA Scotland, the theme was Unions Work for Learning. Over 130 participants, including Scottish Union Learning Fund (SULF) project workers and union officials from all over Scotland attended, including over 100 ULRs.

Shaping learning in Scotland

autumn 06 «

23

» Analysis » ULRs

Why we all just w Union-led learning projects have come on by leaps and bounds since the Union Learning Fund was launched eight years ago. Now a new study of the ULF’s impact suggests sustainability must be what’s it’s all about in the future.

S

ince its launch in 1998, the Union Learning Fund has helped develop crucial elements of the lifelong learning agenda, according to a new evaluation by York Consulting for the Department for Education and Skills.

Covering the years 2001 to 2005, the report shows that ULF backing has helped unions: » open up Skills for Life and nonvocational learning » train ULRs » develop learning agreements, » establish learning centres » recruit dedicated project workers.

The survey contains firm evidence that ULF activity engages nontraditional learners, according to unionlearn research and strategy manager Bert Clough.

Almost a quarter of survey respondents were taking Skills for Life courses; well over a half of were over the age of 45; one-fifth worked part-time and one-fifth worked shifts; and nearly one-third had some form of disability.

“For many adults, engaging in

ignored and colleges have not been able to reach, which is testimony to the added value effect of ULF.” Sustaining this activity depends on building union capacity. The evaluation found that most unions responding to the survey had developed strategic or operational plans for lifelong learning.

Over a half had learning committees at national level; and nearly half of the unions had fulltime learning officers in place and project workers responsible for instigating learning in the workplace.

The 15,000 trained ULRs are crucial to keeping the lifelong learning show on the road. and most of the respondent unions had defined the ULR’s role within the 20 20 20 workplace.

“This indicates that ULRs are achieving greater recognition within 15 15 15 the workplace as a result of ULF and, of10course, their statutory rights,” 10 10 says Bert.

Learning agreements are key to 5 5 the evaluation found ULR5 activity: that over three-quarters of active 0 0 had 0 ULRs a learning agreement,

Percentage of employers reporting impact on company performance

69% 63% 66% 20

Improved workforce literacy 20 skills 20

20

15

15

15

15

Improved workforce numeracy 20 20 skills 15

15

lifelong learning arranged through is10the first contact they have unions 10 10 10 10 10 had with education since leaving school, often at the earliest 5 5 5 5 5 5 Bert says. opportunity,” “These are the very groups of 0 0 that 0 0 0 0 always workers employers have

Improved workforce IT skills 20

20

20

15

15

15

10

10

10

5

5

5

0

0

0

Changes in union capacity 20

20

20

20

19

18

20

Before ULF

18

15

15

15

15

10

10

10

10

5

5

5

5

6

4 0

0

Written policy commitment

24 » winter 07

3 0

Use of union officers

7

0

Use of union representatives (shop stewards/ ULRs etc)

Use of specific funding

After ULF

ULRs « Analysis «

wanna have Fund ULF outcomes 2001-05

152,874 10,990 580 1,699 2,985

Learning opportunities delivered Union Learning Reps trained Learning centres developed Course provision developed Employers engaged

while of the ULRs who were not as active as they would like, six out of ten had no agreement.

Bert reckons more learning agreements could help overcome some of the continuing problems uncovered by the evaluation, including the 30 per cent of ULRs who felt they did not have time to carry out their duties, and the 28 per cent who said they lacked employer support.

Sustainability is a major issue, with over a half of the unions suggesting learning projects would founder without ULF funding.

To increase sustainability, the evaluation report states that unions need to engage more strategically with employers in the workplace to raise awareness of the benefits of union-supported learning.

Bert agrees. “That is why unionlearn has been arguing the case for statutory underpinning for learning agreements which commit employers to joint work,” he says.

More information

Press “OK” to prioritise The 400 delegates at the ULF Conference in October drew up a list of priorities for the coming year using new technology deployed in the workshops throughout Congress Centre.

Instead of using flipcharts and notepads, they keyed in their ideas using tablet PDAs, enabling their responses to be electronically collated into an action plan almost as soon as proceedings wound up.

On the platform, Education Secretary Alan Johnson argued that “the perils of today’s fast-moving global economy” provided the challenge unions needed for a “new renaissance”.

Learning and Skills Council’s director of skills David Way explained how the Train To Gain programme, which has already engaged 2,250 employers, “has the potential to transform the way in which employers engage with upskilling their workforce.”

York Consulting managing director John Rodger pointed out

that what was once dubbed “the quiet revolution” was definitely over: union learning is now very much a rather noisy part of the status quo.

Neil Robertson, the head of the government’s Skills for Life Strategy Unit, praised ULRs for their “excellent work” on Skills for Life and spelt out how they are one of the government’s “primary partners” in the quest to improve literacy and numeracy in the workplace.

TUC deputy general secretary Frances O’Grady argued that union learning was “a potent symbol” of what modern trade unionism could deliver. “When people dare to suggest unions are stuck in the past, let’s tell them about our work on learning,” she said.

The conference was the last to be organised before unionlearn takes over responsibility for the ULF in April.

For a detailed sketch of the day, visit the unionlearn website: www.unionlearn.org.uk/ulf/learn1010-f0.cfm.

Photo by Jess Hurd

Copies of the full report (ref: RR789) are available from DfES Publications, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ. Please send a cheque payable to DfES Priced Publications for £4.95.

Copies of the free Research Brief (RB789) are available from the same address, by phone (0845 60 222 60) or from the website: www.dfes.gov.uk/research

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» Feature » TUC Education

Think global – TUC education courses are giving ULRs the opportunity to act regionally, nationally and globally in pursuit of learning

Highland investigations

Newcastle College TUC staff celebrates winning the prestigious matrix Award with Colin Jackson CBE

Newcastle celebrates national excellence award The Trade Union Education Centre at Newcastle College has been presented with a coveted award in recognition of its high standards in the delivery of information, advice and guidance to union members.

The centre was one of 12 organisations presented with the matrix Excellence Awards by Phil Hope, Parliamentary Under Secretary for State and Skills and GB athlete Colin Jackson, CBE.

Health and safety reps in Thurso, Caithness, have undertaken a TUC short course on accident investigation and reporting.

TUC courses in Thurso are delivered in partnership with North Highland College. Being only 15 miles from John O’Groats, North Highland College is the most northerly FE college on the UK mainland.

Local TUC education tutor Andy Clarkson commented: “The existing partnership between the TUC Education and the local college is bringing trade union education to local workplace reps who would find it almost impossible to attend a similar course in Glasgow or Edinburgh.”

“the existing partnership is bring trade union education to local workplace reps”

Newcastle College is a longstanding partner of the TUC and now has the same relationship with unionlearn. The college provides training for workplace reps and has excellent facilities onsite as well as outreach for union learners.

North West unionlearn shares excellence award – see page 22.

Andy Clarkson and the safety reps display

Paisley pride Two groups of TUC certificate course students toasted their successes during a celebration at Reid Kerr College, Paisley.

The TUC learners had progressed through the TUC Health and Safety and Union Reps courses and have undertaken a year long TUC Certificate courses at the Trade Union Studies Centre at the college.

They were awarded the TUC Certificate in Occupational Health and Safety and the TUC Certificate

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TUC Education « Feature «

act local The personal touch online Planet plan A course on the environment and climate change to better equip members tackling the issue in their workplace has proved such a huge success a follow-up has already been organised.

The course at Lewisham College’s Trade Union Studies Centre also helped members develop an action plan and to learn from each other. Climate change affects us all and the TUC is bringing this issue to the forefront of TUC education.

Most of the participants work in an office environment and the recycling of paper and work agreements to turn off equipment at times when not in use were discussion points. In the action plans reps said they wanted to get recognition for environment issues on committees, dedicated environmental reps, more awareness of environmental issues and its impact for members.

They called for more learning on international perspectives for the environment in a further training course.

“I have a greater understanding of environment matters both locally, nationally and globally,” said one participant. “I have achieved a greater understanding of the challenges unions will face when tackling environmental issues and ways of tackling these,” added a colleague.

A further course has now been organised at the Lewisham College Trade Union Studies Centre for three Tuesdays from 5 May 2007. To book a place contact Rossina Harris Tel: 020 8694 3424 Email: rossina.harris@lewisham.ac.uk

» For more information on courses across the UK check unionlearn’s website or contact Jackie Williams jwilliams@tuc.org.uk

in Employment Law. The Employment Law course was the first of its kind to be run in by the TUC education service in Scotland and included two learners (UNISON Reps), who had also recently successfully completed the TUC Certificate in Occupational Health & Safety – a first for the Scottish Region TUC Education.

The day included a graduation ceremony at Paisley Abbey.

Online safety courses are one weapon in the battle against staff being refused time off for learning.

“One of the problems that all course coordinators face is the situation where we get a last minute phone call from someone who has booked on a face-to-face course explaining that they have suddenly been refused time-off,” says Ged Peck, Hertfordshire TUC Course Coordinator and online tutor at Dunstable College.

“In all circumstances, this should be taken up by the relevant union to avoid it becoming a regular occurrence.”

But it is here that the TUC’s growing involvement in online courses comes into effect, says Ged, particularly in his field of the Access Certificate in Occupational Health and Safety.

Ged is due to start a second course in January, which will

include people from a wide geographical span covering the full length of Britain.

Learners have three modules to complete covering organisation, the environment, and health and safety law, in addition to producing three assignments and an end-of-year project.

“We don’t just give people online instructions and let them get on with it. I send out weekly mailings, which not only outline the work I want the various learning sets to do, but how it should be achieved. It is crucial to ensure that all learners have a regular and expected contact with the course tutor. In addition, I always make sure that if anyone gets into ‘techie’ mess, I am available on the phone to help them sort things out!

“When these courses were first proposed, one of the concerns was that learner interaction would simply not happen. How wrong this was. A number of the learners on my current course appear to have become good friends although they have never met, and everyone goes out of their way to help others in terms of the group work or by suggesting websites that are useful to look at. “Online courses need to have all the elements of the face-to-face counterparts, and that includes interaction, discussion, and also humour. I would certainly recommend them.”

» More information on online courses across the UK contact Craig Hawkins chawkins@tuc.org.uk

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» Feature » unionlearn

All aboard Unions are focusing their strength and passion for learning through the newly elected unionlearn board

Who’s who on the unionlearn board The board is made up of General Council members and formed in a way that ensures representation of both large and specialist unions with measures to make an impact on gender balance.

Section A (unions with more than 500,000 members) » Ed Sweeney (Amicus) » Gail Cartmail (Amicus) » Allan Garley (GMB) » Barry Camfield (TGWU) » Pat Stuart (TGWU) » Bob Abberley (UNISON) » Alison Shepherd (UNISON) Section B (unions with between 200,000 and 500,000 members) » Billy Hayes (CWU) » Chris Keates (NASUWT) » Steve Sinnott (NUT)

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Section C (unions with fewer than 200,000 members) » Mary Bousted (ATL) » Michael J Leahy (Community) » Sue Ferns (Prospect) » Paul Mackney (UCU) The following are also members of the board: » The President of the TUC, although this year, Alison Shepherd has already been nominated by her own union » The Deputy General Secretary of the TUC – Frances O’Grady » The Director of unionlearn – Liz Smith » Business and Finance Manager Unionlearn – Matthew FernandezGraham » Observers from the DfES and LSC David McVean and David Way.

The new board meets for the first time.

New post for letter man

Sounding board The remit of the Board is to oversee the strategic direction of the unionlearn and: » Maximise the potential of unionlearn to support union organisation and growth. » Consider and approve a three year strategic and financial plan and annual operational plans. » Approve budgets, receive

» Mark Serwotka (PCS) » John Hannett (USDAW)

Photo by Jess Hurd

Unionlearn’s new board has pledged to ensure plans to create 22,000 ULRs and 250,000 learners succeed by 2010.

And at its inaugural meeting it hit the ground running, backing the TUC’s ‘extreme concern’ at Government’s changes to the funding of courses in English for Speakers of other Languages (ESOL).

Unions represented on the board (see panel) will strongly contribute to the DfES Race Equality Impact Assessment in relation to the changes to ESOL funding.

The board elected its first chair, Billy Hayes, General Secretary of the Communication Workers Union (CWU), who commented: “The board is a first step for the TUC, but a giant leap for the labour movement.”

Liz Smith, director of unionlearn said: “It is a very proactive board and will hold unionlearn to account for the resources it uses. It will also provide the strategic direction needed to influence Government policy on tackling the skills crisis.

All board members will play a key role in helping us to reach our ambitious targets and achieve real progress in workplace learning.”

She added that the board was also extremely positive about taking over responsibility for ULF.

quarterly and annual financial reports, and audit reports. » Ensure that unionlearn fully reflects the General Council’s commitment to equality of opportunity. » Help to promote unionlearn and union work on learning with government and other external stakeholders.

Former postman Billy Hayes, the newly elected chair of unionlearn, is General Secretary of the Communication Workers Union.

Billy was born in Liverpool and became a fitter welder before working at John West Foods. He took a six-month break around Europe before joining the Post Office.

In 1992 he was voted onto the National Executive Council of the union and four months later elected a national officer.

After nine years as Assistant Secretary, Billy was elected to succeed Derek Hodgson in the top job in 2001.

Billy represents the union in its relations with the Labour Party and the Government, and TUC.

Organising « workplace «

It’s not just about

personal growth Unions up and down the country are waking up to the organising potential of the learning agenda, says unionlearn’s organising officer Anna Burton.

Unions and ULRs must work more systematically to help ensure workplace learning projects help boost recruitment and retention, says unionlearn’s organising officer Anna Burton.

“Everybody’s really responsive to the whole agenda of building trade union strength through learning,” she says.

“Now we need to be more systematic in the way we record success around learning and organising, and see every learning opportunity as an organising opportunity from the workplace and learning centres to the community.”

That the trade union movement faces a major organising challenge almost goes without saying. Union members currently account for only 30 per cent of the overall workforce, and more than 15 million workers don’t currently hold a union card.

While the sharp decline of the Thatcher era has been halted and even reversed in recent years, at the current growth rate it would take the

TUC 240 years to get back to where it was in 1979 – and Britain’s workers can’t afford to wait that long!

One of the enormous advantages of workplace learning is that it offers unions a chance to raise awareness, change perceptions and improve industrial relations, as well as enhancing members’ job prospects, job security and personal lives.

There’s already clear evidence that learning can help unions retain members. While the high rates of

That’s the way to do it!

Unionlearn’s organising officer Anna Burton suggests three key items to put on your organising checklist.

Map the workplace: “Before you start your learning project, make sure that you’ve mapped your workplace – that gives you a benchmark so you can measure the success of your project in six or 12 months’ time.”

Integrate ULRs in branch structures: “Where we’ve seen ULRs working alongside shop stewards and health and safety reps, we’ve seen much more success in terms of organising – I’d really encourage ULRs to work with other reps in the workplace and make sure learning is on the agenda of every union meeting.”

Heighten union visibility in workplace learning centres: “Small things like making sure every learning centre welcome pack includes a leaflet about union membership can make a big difference.”

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staff turnover in the retail industry, for example, mean it’s not always easy for Usdaw to hang onto members, the union’s found it’s much easier to persuade people to hold onto their card when they’ve been involved in a learning project in the workplace.

“People are now seeing their union card as a learning card and starting to see themselves as part of a learning community and not just part of the union at their workplace,” Anna says.

And learning really does help unions with recruitment. The TGWU is one of several unions where branches are helping migrant workers by setting up workplace courses in English for Speakers of Other Languages – practical help which has proved invaluable in demonstrating union membership is a worthwhile investment for new arrivals.

Over the coming months, unionlearn is going to be providing a lot more practical support to help unions explore the synergy between learning and organising, with briefings, online courses, toolkits and an expansion of resources on the website. Watch out for further developments.

If you’ve had success integrating learning and organising in your workplace, please email details to Anna Burton: aburton@tuc.org.uk

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» Feature » Diversity

Movingaton up the Beeb European trade unionists have been picking up tips from unions at the BBC about how to help black and minority ethnic workers in their own countries develop their careers.

Unionlearn took a group of Austrian, Finnish and French trade unionists behind the scenes at Broadcasting House in October to find out how BBC unions are helping black and minority ethnic (BME) workers develop their careers in TV and radio.

What’s really helping at the moment is broadcasting union Bectu’s Move On Up initiative, according to the union’s diversity officer Janice Turner and Winston Phillips, chair of the BBC’s Black and Asian Forum, who met the delegation.

Move On Up arranges one-toone meetings between BME media professionals and senior executives throughout the industry (not just the BBC) to build contacts and help tackle underrepresentation: currently, BME workers make up just two per cent of broadcast radio staff.

Like unionlearn’s High Road project, Move On Up is part of an Equal project – this time, the

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Austrian, Finnish and French trade unionists visit the BBC during the Equal Transnational Conference in the autumn (below)

Audio-Visual Industry Development Partnership, led by the sector skills council, Skillset.

The delegation was in London for unionlearn’s Equal Transnational Conference which was considering how unions in different countries address the problems migrant workers face.

With about three per cent of the population born outside the country, Finland wants to increase work-related immigration, but avoid two parallel labour markets.

Yet at the moment, while union density overall is high at 73 per cent, only 40 per cent of immigrants are unionised, and their

What is the High Road project?

Unionlearn’s High Road project is testing and promoting new ways to combat the discrimination against black and minority ethnic workers and other disadvantaged groups which has created inequalities in the labour market. An Equal ESF project, High Road works alongside union-led projects in Austria, France and Finland within the transnational partnership Diversity, Equality and Access to Learning (DEAL).

unemployment rate is as high as 28 per cent compared to eight per cent overall.

That’s why SAK (the Finnish TUC) has established a project to embed multiculturalism at the workplace, with the help of trained “diversity initiators”: PETMO aims to improve the employability of migrants and to integrate them into Finnish working culture.

In Austria, where about 10 per cent of the workforce are migrants, the Austrian trade union federation OGB is running an inter-cultural training course to improve understanding between migrant and non-migrant workers.

It aims to include migrant workers in representatives structures such as works councils, and promote contacts and exchange between employees of different nationalities through cross-cultural projects and activities.

The course has resulted in a closer relationship between works councils and migrants, who are becoming more willing to take part in representative structures.

Q&A « Feature «

Jay knows Contact us...

If you have a question you want answered or want to take part in online discussions, please visit www.unionlearn. org.uk/discuss

Q Does anyone know of any good

websites, textbooks or journal articles that I could use to carry out research on workplace learning?

A Unionlearn website www.unionlearn.org.uk has a comprehensive list of documents and reports on learning in the workplace » Free publications: unionlearn produces a wide range of reports, campaign literature, guidance for union negotiators, educational resources, and more. www.unionlearn.org.uk/ publications » Learning and skills Policy documents: Here are links to our most recent policy and research work on skills, education and lifelong learning. www.unionlearn.org.uk/policy For email alerts of the latest publications and policy documents please register at www.unionlearn.org.uk/register Other websites include: » www.nrdc.org.uk

Jay Sreedharan, unionlearn’s website officer answers some recent questions raised by site visitors

National Research and Development Centre (NRDC) is dedicated to conducting research into adult literacy, numeracy, ESOL and ICT. » www.dfes.gov.uk/skillsstrategy Details of the 2003 and 2005 white papers on making this country a world leader in skills, including news and progress updates. » www.ssda.org.uk/ssda/ default.aspx?page=28 The Sector Skills Development Agency (SSDA) is undertaking a variety of activities to develop the analytical capacity of the Skills for Business network and enhance its evidence base. » www.marchmont.ac.uk The Marchmont Observatory aims to improve evidence based policy and practice in the field of lifelong learning through analysis, good practice capture and dissemination, networking, learning programmes and research For links to other websites, please visit www.unionlearn.org.uk/links

In this issue I’m asking you for some motivational tips. I’ve had a question in from a Learning Rep reader asking: “I need to think of a way to motivate staff to take up the Skills for Life training – any good pointers?”

Can you help me with this one? Please send me your suggestions. You can reply on our discussion board at www.unionlearn.org. uk/motivation or email ulweb@tuc.org.uk mailto:ulweb@tuc.org.uk And in our next edition we'll print your ideas.

Giveaways

Free publications for Learning Rep readers Go to www.unionlearn.org.uk/freebooks Here are some of the new publications that are available for you, free of charge. Just go to unionlearn’s website at the above URL and order.

» The book boy

» ICT and workplace learning

Joanna Trollope Only 50 copies of this Quick Reads novel are available – so it’s first come first served.

» Making a real difference The latest survey of Union Learning Reps. Important information for all ULR and people in the learning world.

Guides and report for union members and representatives showing how Information and Communication Technology can be used to develop workplace learning.

» Workplace training: a race for opportunity Survey of training opportunities for black workers, prepared for the TUC’s Black Workers’ conference.

You can order further copies of this edition. Please pass them round to your colleagues.

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» contacts

unionlearn contacts All TUC email addresses are letter/surname@tuc.org.uk eg: lsmith@tuc.org.uk All Congress House numbers begin with 020 7079 followed by four digits

» unionlearn

» Midlands team

» Union contacts

Tel: 020 7079 6920 Fax: 020 7079 6921 Liz Smith, Director Denise Doherty, Secretary, 020 7079 6926

0121 236 3327 Mary Alys, Regional Manager Gary O’Donnell, Union Development Coordinator Pete Try, Regional Education Officer

Tom Beattie Amicus 020 8462 7755 tom.beattie@amicustheunion.org Mark Holding ATL 020 7782 1596 mholding@atl.org.uk Kirsi Kekki Connect 020 8971 6052 kirsi.kekki@connectuk.org Trish Lavelle CWU 020 8971 7340 tlavelle@cwu.org Trevor Shanahan FBU 07917 759473 trevor.shanahan@fbu.org.uk Jennifer Moses, Stephen Smith NASUWT 0121 453 6150 lifelong.learning@mail.nasuwt.org.uk Andrew Parry Williams NUT 020 7380 4800/4780 learning.reps@nut.org.uk David McEvoy PCS 020 7801 2727 ext 5208 david.mcevoy@pcs.org.uk Andy Rowett POA 07917 699210 poaulf@yahoo.co.uk Rachel Bennett Prospect 020 7902 6287 Rachel.Bennett@prospect.org.uk Andrew Barton RCN 01962 868332 andrew.barton@rcn.org.uk Jim Mowatt TGWU 020 7611 2500 jmowatt@tgwu.org.uk Steve Hayes Rail unions 07720 840 276 stevehayes@rul.org.uk Jeff Hopewell UCATT 01302 360 725 jhopewell@ucatt.org.uk Pam Johnson Unison 020 7551 1267 pam.johnson@unison.org.uk Barry Faulkner URTU 07795 562 873 barryfurtu@yahoo.co.uk Ann Murphy USDAW 0161 224 2804 ann.murphy@usdaw.org.uk

» National unionlearn managers

» Northern team

Ian Borkett, Standards and Quality Manager, x 6940 Bert Clough, Research and Strategy Manager, x 6925 Matthew Fernandez-Graham Business and Finance Manager, x 6936 Mike Power, Communications and Marketing Manager, x 6942 Liz Rees, Trade Union Education Manager, x 6922 Judith Swift, Union Development Manager, 0151 243 2568

Barney McGill, Regional Manager 0191 227 5552 Elizabeth Killoran, Union Development Coordinator 0191 227 5557 Ian West, Regional Education Officer 0191 232 3175

» Learndirect centres 0191 227 5567 Helen Gagliasso

» Equal 0151 243 2571 Joe Fearnehough, Equal National Project Manager

» Website 020 7079 6943 Jay Sreedharan, Web Officer www.unionlearn.org.uk

» Southern and Eastern team 020 7467 1251 Barry Francis, Regional Manager Jon Tennison, Union Development Coordinator, Rob Hancock, Regional Education Officer

Supported by:

The Learning Rep is part of a community programme called Equal – a European Social Fund initiative which tests and promotes new means of combating all forms of discrimination and inequality in the labour market. The GB Equal Support Unit is managed by ECOTEC.

» North West team Dave Eva, Regional Manager 0151 236 2321 Tony Saunders, Union Development Coordinator, Liverpool office 0151 236 2321 Manchester office 0161 877 4407 Peter Holland, Regional Education Officer 0151 243 2564

» South West team Helen Cole, Regional Manager, 0117 947 0521 Regional Development Workers: Alan Shearn, Bristol 0117 947 0521 Geoff Hale, Cornwall 01209 611 604 Marie Hughes, Regional Education Officer 0117 933 4443

» Yorkshire and Humberside team 0113 245 4909 Alan Roe, Regional Manager Marion Simon, Union Development Coordinator Trevor Sargison, Regional Education Officer