Winning For Learners - Tuc Ulr Handbook

Contents Section 1 What is a union learning representative?

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Section 2 The job of the union learning representative

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Section 3 Support for union learning representatives

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Section 4 Useful contacts

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Section 5 Jargon buster

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Foreword Learning and skills are the key to an employee’s progression at work and better life chances. What happens at the workplace is crucial to whether union members access learning or not. That is why unions are putting learning and skills high up on their agenda. Union Learning Representatives (ULRs) like you are doing much to build a learning culture at work. You are unique. You have the confidence of your members, the recognition of your employer and the support of your union. You have also had the training to carry out your many roles. Now the government has given ULRs statutory recognition on the same basis as union reps as a whole. That recognition is a tribute to the ground-breaking work of ULRs. Just as health and safety representatives have helped make the workplace safer, ULRs are helping to make the workplace smarter. I hope this handbook will help you achieve this. Good luck in your new role.

Brendan Barber General Secretary, TUC

Section 1 What is a union learning representative? In recent years, a new role for trade unions in promoting learning at work has opened up new opportunities for employees. In particular, the key role of the ULR has raised interest in training and development amongst workers, whether low skilled or highly qualified. The ULR is a new type of union activist. You are trained to find out members’ learning needs and aspirations and advise them about opportunities. You demonstrate that you can complement and add value to employers’ efforts to engage workers in learning. Members trust you and talk to you in preference to admitting their learning needs to their employer. Your work involves face-to-face meetings and other direct contact with fellow workers. You also work with employers and training providers to identify the range of learning opportunities and make them available and relevant to the workforce.

Encouraging others to become ULRs People have different reasons for becoming a ULR. Many are already union representatives who are interested in the learning agenda and wish to promote the benefits amongst the membership and establish a partnership with their employer. Others are trade union members who have come back into learning themselves and want to promote its value to their colleagues. Whatever the reason for taking on

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the role, the vast majority of ULRs have found the responsibility both challenging and rewarding. The increasing level of skills needed in the economy means that millions of adults have a varying range of skills gaps in literacy, language, numeracy and IT. The ULR is crucial in tackling this. You have helped encourage members to seek advice and guidance in order to improve their skills. Literally thousands of trade union members are now involved in learning. It can include increasing work skills and getting qualifications, taking up subjects for personal interest, improving basic skills to help fulfil their potential and continuing professional development. Without the work of ULRs around the country these opportunities would have been missed or wasted. In 2002 there were over 4,500 trained ULRs. With the introduction of statutory rights the government has estimated that they will grow to at least 23,000 by 2010 – helping as many as half a million union members access courses. As the momentum grows, more people are volunteering for the role of ULR and trade unions are reporting an increase in membership as a result.

The benefits to employees There are many advantages to employees in having trained and supported ULRs on-site. The introduction of ULRs gives employees contact with someone who: ◗ they know and who may have helped them in the past ◗ is completely independent, whose advice they can trust ◗ they know will treat everything they say in confidence

if necessary

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◗ can give advice in the familiar surroundings of

the workplace ◗ can provide information about learning opportunities,

available both inside and outside of the workplace ◗ is properly trained and informed, capable of

representing their learning needs and interests with their employer ◗ is trained to work with providers of learning to shape the

opportunities to meet the needs of workplace learners ◗ provides reliable information about everyday training

matters as well as new and existing learning and skills initiatives such as Basic and Key Skills, NVQs, learndirect, foundation degrees and other professional qualifications

The benefits to employers All organisations benefit from having a skilled, trained and efficient workforce. But some people will lack the confidence to get involved in learning and will not want to talk about their learning and skills needs with their employer. Both employee and employer need a trusted intermediary. The ULR provides information, support and encouragement that enable employees to update and acquire the new skills necessary in the world of work and beyond. They can get employees on board where employers struggle. The role of the ULR helps organisations to: ◗ promote a safe yet positive attitude to learning and skills

amongst employees

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◗ improve the skills and employability of the workforce,

helping them to become more adaptable to change ◗ unlock potential within individuals and groups and

assist them to take up promotion and progression opportunities ◗ increase participation in workplace learning ◗ provide accessible independent advice and support for

employees about learning at shop floor level, where it is needed ◗ introduce and help develop a “learning culture” where

training and education are highly valued by all

Section 2 The job of the union learning representative The key functions undertaken by ULRs are set out in the Employment Act 2002 and include: ◗ identifying learning or training needs ◗ providing information and advice about learning

or training ◗ arranging learning or training

Some employers may be reluctant to give ULRs time off for this role. However, it has been calculated by the government that any short-term loss of productivity that results from this time off is greatly outweighed by the added value to future productivity of employees upskilled as a result of ULRs’ advice and support.

◗ promoting the value of learning or training ◗ consulting the employer about carrying out

such activities ◗ preparation to carry out any of the above activities

The role of a ULR is demanding but can be one of the most rewarding trade union jobs. It could involve: ◗ finding whether any union members have problems in

reading instructions, speaking up at meetings or understanding health and safety rules, and then working with providers and employers to provide appropriate training on or off site. ◗ giving initial advice on NVQs or on-line courses to union

members who may never have done any formal learning since leaving school, and advise how these opportunities can be shaped to meet existing needs ◗ mentoring young workers who are in formal training

such as Modern Apprenticeships

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Sample Union Learning Representative Appointment Form

◗ explaining to a meeting of employees what the Investors

in People standard involves and how it might benefit them as well as the company ◗ encouraging members to concern themselves with their

own continuing professional development ◗ negotiating paid time off with employers for employees

to train – whether it be to ensure they have the basic skills needed to gain other qualifications or to access continuing professional development ◗ negotiating any training required when employees

are facing redundancy to prepare them for new employment opportunities If union members want to become a ULR then they should discuss it first with the Union Branch or Shop Steward Committee or their Full-Time Officer.

The statutory rights of ULRs In the past ULRs have had difficulty in obtaining time off from employers to carry out their duties and to train for them. That is why the TUC and its unions persuaded the government to introduce statutory recognition that gives ULRs similar rights to union representatives as a whole. The Employment Act 2002 gives rights to paid time off to ULRs provided: ◗ they are in independent unions – such as those affiliated

to the TUC ◗ are in workplaces where unions are recognised by the

To the employer Please amend your records accordingly. Union Learning Representative’s details Name Home Address Post Code Telephone Number

Work Department Home Work

Employer’s details Name Address Post Code

Telephone Number

Union Learning Representative’s bargaining unit Details of workplace/work departments covered

Name of Branch Branch Number Signature of Branch Secretary/Area Organiser

employer for collective bargaining purposes Date

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Union Learning Representative

The rights to paid time off for ULRs are:

Appointment Form

◗ to carry out their duties

How to use this form 1. Once the ULR appointment has been ratified by the Branch Committee, the Branch Secretary/Area Organiser completes the details and signs and dates the form. 2. Branch Secretary/Area Organiser sends a copy to the employer as written notification of the appointment with an explanatory letter if appropriate. 3. Branch Secretary/Area Organiser keeps a copy for their own records. 4. Branch Secretary/Area Organiser contacts their local union office to get the member identified as a ULR on their ULR database. 5. Branch Secretary/Area Organiser arranges training for the new ULR.

◗ to train for such duties

Union members needing to access their ULR have the right to do this in work time but the employer does not have to pay them during this time. The way these rights can be implemented is set out in the ACAS Code of Practice on Time Off for Union Representatives. The following provisions need to be observed if the ULR is to secure paid time off: ◗ the union needs to let the employer know in writing the

name of the appointed ULR ◗ the ULR needs to be sufficiently trained to carry out

his/her duties either at the time of the notice or in normal situations within 6 months ◗ whether training is “sufficient” is determined by the

union and should cover the functions set out in the Employment Act. It need not lead to a qualification although that would be desirable. The employer would have to pay for the time that the ULR is trained ◗ the union/ULR should inform the employer either of the

training undergone or to be undertaken Once the employer is notified of the ULR, his/her past training or intention to train, then the employer is obliged to recognise the ULR by providing paid time off to carry out the duties and in respect of any required further training. The amount and frequency of the time off has to be “reasonable” in all circumstances. For example, when a ULR

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arranges to have a meeting with members it must be at a time which does not undermine the safety and security of other workers in the production process. Employers also need to be reasonable and ensure that ULRs are able to engage with hard-to-reach groups such as shift workers, part-time staff and those employed at dispersed locations. ULRs should provide management with as much notice as possible of the purpose of the time off, the location and the timing and duration and the contents of any training course. Employers should consider making available facilities necessary for ULRs to perform their functions such as rooms for meetings/interviews, office space and the use of electronic access such as the Internet and emailing. When a union feels that an employer is being unreasonable and refusing to grant paid time off for ULR duties or training, or enabling union members to access ULR services then the union can make a complaint to an Employment Tribunal. A formal agreement between a union and an employer on time off can avoid misunderstanding and ensure fair and reasonable treatment. It could specify: ◗ the amount of time off permitted ◗ the occasions on which time off can be taken ◗ in what circumstances time off will be paid ◗ to whom time off will be paid ◗ the procedure for requesting time off ◗ the facilities available

Such an agreement could be part of a wider learning agreement (see right).

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Union learning representatives’ key functions Promoting the value of learning Many employers regard training their workforce as a cost rather than an investment for the future. There is a long tail of mainly small and medium-sized firms who do not train their workers. Often, employees who have the least qualifications are unaware of the benefits of learning. ULRs can do much to make the argument for training and learning. Here are a few facts to help: Training can lead to greater productivity ◗ The UK’s productivity performance lags behind

competitor countries. For example, output per hour worked is over 20% higher in Germany and France compared with the UK. ◗ Training can help narrow that gap. Raising the

proportion of workers trained in an industry say from 10% to 15% can result in a 4% increase in value added per worker. ◗ The effect of training on productivity is around twice as

great as the effect of training on wages, with the 4% increase resulting in 1.6% increase in wages. So both employees and firms can share in the gains from employer-provided training. Training pays ◗ Those with no qualifications on average receive gross

earnings of about £200 per week. ◗ Those with intermediate qualifications such as

A levels/NVQ Level 3 are paid about £330 a week.

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◗ Those holding degree or equivalent qualifications

receive over £450 a week. Training can reduce the chance of unemployment ◗ Someone qualified to Level 3 has a third the chance

of becoming unemployed than someone with no qualifications. Narrowing the training divide There is a wide learning gap between the skills rich and the skills poor. ULRs can help secure a fairer distribution of training and learning opportunities at the workplace as well as increasing these activities overall. ◗ The better qualified you are the more likely you are

to get training. ◗ Whilst 40% of those with degrees or above receive

job-related training, only 6% of those without qualifications do so.

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Case Study After 24 years with Ingersoll-Rand, 51-year-old Jim Harrison was told he would be made redundant with the closure of the manufacturing company’s Wigan site. It wasn’t a happy prospect, but, with the help of extra training he himself had a part in setting up, he found a job elsewhere in the company in just a few months. When the initial closure announcement was made, as the Amicus staff representative, Jim made it his priority to set up a series of learning initiatives to help staff facing the prospect of finding a new job. With the help of Amicus, the employer, TUC Learning Services and Wigan and Leigh College, four ULRs were trained and a learning centre opened on site. In addition, Wigan and Leigh College and TUC Learning Services set up two 20-week CLAIT courses and an eightweek course on CV writing and interview techniques. Jim signed up for both courses and the training definitely paid off. “While I was taking the courses, a job vacancy for a buyer at Ingersoll-Rand was advertised, and I decided to apply,” he explains. Jim says the training definitely paid off. “The knowledge, skills and confidence I gained because of the courses served me well during the two interviews I attended and as a result I was offered the job.” Jim says that anyone who finds themselves heading back into the job market can only benefit from brushing up their skills. “The information I picked up on these courses would be useful to any individual who finds themselves in a similar situation.”

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Analysing learning needs An important part of a ULR’s job is identifying members’ learning needs. The results of learning surveys provide ULRs with the information needed to take the learning agenda forward and get members interested. The methods used will vary. In smaller workplaces it may be possible to conduct face-to-face interviews; in larger workplaces or workplaces that are spread out geographically questionnaires can be given out or sent to some members. Some ULRs hold group discussions to assess members’ needs. Results of surveys once collated can be used as a basis for planning the next steps. How to identify needs and conduct learning surveys are part of the ULR training programme, however, the following tips should be of help: ◗ agree the survey with your employer and decide

whether to run a joint survey ◗ recruit other representatives to help ◗ be clear about how you want the information and what

information you need e.g. to establish a learning centre within the workplace, to discuss learning programmes with providers ◗ prepare a questionnaire ◗ choose the methods of collecting information suitable to

your workplace and timescales ◗ think about people who may need help in completing

◗ remind members to complete the questionnaire, offering

help if required ◗ collect the questionnaires; this can be done by ULRs

and/or by using a post box or electronic options such as e-mail ◗ collate the results, if somebody can set up a database

this may make the collation easier ◗ analyse the results ◗ decide on your next steps

If you need help with the analysis, a project worker from TUC Learning Services or your union, other ULRs and people from your HR department can be asked to assist. You will then need the help of a provider, both in delivering the right programme and making sure people receive enough support at the outset. In order to help ensure that the learning and training is linked to individuals’ personal aims and meets their current needs, it is important to gather baseline information about learners’ starting points. Many adults who have been out of learning for some time will need an objective assessment of their current levels of skills. This can be arranged by ULRs working with teachers of literacy, numeracy and ESOL. Union experience has been very positive and learners are welcoming the opportunity to find out their starting point. At a later stage learners will benefit from professional advice and guidance from IAG partnerships.

the questionnaire and plan how ULRs can help ◗ distribute the questionnaires (you may want to do this at

a members’ meeting)

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Negotiating training and learning

Steps for organising lifelong learning:

Lifelong learning is not a stand-alone activity: it is an integral part of TUC and unions’ policies and strategies. As well as acting as learning advisers, many ULRs will also consult with employers about training and learning. Some unions will negotiate learning agreements with the employer. These could be national or workplace agreements. They should include arrangements for ULRs and union members as set out in the ACAS code as well as procedures for negotiating training. There is no statutory right yet for unions to negotiate over training in workplaces where there is statutory recognition for negotiation over pay and conditions (although the union has rights to consultation over training with the employer), so it is important for unions to negotiate collective agreements, which include training and learning. Such agreements can have positive benefits for both unions and management. They can help to:

◗ find out what your union policies are around

◗ bring together the needs of the organisation with the

◗ identify who to get assistance from – TUC Learning

needs of the individual ◗ promote a positive attitude to learning and skills at

the workplace ◗ improve the skills and employability of members,

helping them to become more adaptable to change ◗ introduce and improve a learning culture within

the workplace

lifelong learning ◗ put learning issues on your branch agenda ◗ identify what you want to achieve ◗ elect ULRs ◗ inform the employer of the ULRs ◗ arrange for the training of ULRs ◗ decide on how you will work with employers.

You may want to set up a Joint Learning Committee to oversee progress ◗ determine the scope of negotiations with the employer

e.g. will negotiations include job- related training or focus on personal and career development, or both ◗ consider the machinery needed such as the

establishment of steering groups, training committees etc ◗ decide how learning surveys will be conducted

Services, own union, employer, providers, advice and guidance organisations ◗ inform members about learning opportunities – through

leaflets, posters, meetings etc. ◗ arrange promotional events ◗ negotiate a training/learning agreement with

the employer

◗ ensure equality of opportunity in the workplace

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Negotiating a learning agreement with the employer is as important as negotiating agreements on pay and conditions of service, health and safety, equal opportunities etc. As the ACAS code states: “to take account of the variety of circumstances and problems which can arise, there can be positive advantages for unions and employers in establishing agreements on time off for ULRs and individuals, which reflect their own situations.” The agreement will form the basis of your organisation’s learning agenda and could include rights of access to training and learning. Union representatives or ULRs, depending on the union policy and practice, could negotiate it. A learning/training agreement can include some or all of the following:

◗ the establishment of a joint learning committee

comprising of equal numbers of union and employer representatives ◗ the undertaking of learning needs surveys ◗ regular promotional activities regarding learning ◗ regular dissemination of information on training and

learning opportunities ◗ access to training provision

You may wish to negotiate a learning/training agreement around the following model which could be tailored to meet the policies of your union, the needs of your members and the context of your workplace.

◗ a commitment from both parties to learning ◗ the number of ULRs and how the union will appoint them

Model Framework Agreement

◗ the amount of permitted paid time off for ULRs to carry

◗ This agreement is between (insert name of union) and

out their duties, and undertake training ◗ type and form of ULR training ◗ the amount of time off permitted for union members to

engage with their ULRs and whether it is paid time off ◗ the procedure for requesting time off ◗ the procedure for resolving disputes concerning time off ◗ arrangements for payment to be made for time off and

whether payment might be made to shift and part-time employees undertaking trade union duties outside their normal working hours ◗ facilities for ULRs such as a room to conduct interviews,

use of telephone, electronic mail, Internet, notice boards etc.

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(insert name of organisation). ◗ Both (insert name of organisation) and (insert name of

union) are committed to working in partnership to promote and support lifelong learning and ensure equal access to learning opportunities. ◗ Both parties will encourage staff to take up learning

activities. ◗ The union will be responsible for recruiting ULRs and

will inform management of the names and workplaces/departments of the ULRs. ◗ The number of ULRs will be (insert number).

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◗ The functions of the ULRs should cover (insert functions

based around ACAS code). ◗ Paid time off will be granted to ULRs to enable them to

carry out their duties effectively (state an agreed minimum amount of time). ◗ Paid time off will be granted to ULRs in order to

undertake training. Initial training will take place as soon as possible after appointment.

◗ The responsibilities of the committee will be agreed at

the inaugural meeting and could include drawing up a training/learning plan, which could cover:

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Equal access to training and learning for all employees. Learning needs analysis

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Paid time off for training

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Financial contributions to employee development schemes

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Access to workplace learning centres and on-line learning facilities

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◗ Employees will also be entitled to time off (whether or

not it will be paid) to participate in promotional events and to access their ULR. ◗ A procedure will be established to resolve any disputes

about the application of the ACAS code. ◗ Suitable facilities will be provided e.g. office space, filing

cabinets, stationery, telephone, access to electronic equipment including e-mail, notice boards etc. ◗ A joint training/learning committee will be established

no later than (insert timescales for establishing the committee) from this agreement. ◗ The training/learning committee will comprise of equal

numbers of union and employer representatives. ◗ The training/learning committee will report progress to

the (name the relevant negotiating committee).

Employee Development Schemes Some companies have set up EDSs to offer a first step back into learning. Usually the employer provides a financial subsidy and employees choose what they want to learn as long as it is not a vocational course. Participation is voluntary and individuals usually contribute their own time. Learning may be at the workplace or in approved premises. It is a first step back for many and people will need information and advice about what to do next. EDSs work best when the unions are involved as at Ford EDAP.

◗ The training/learning committee will be entitled to co-

opt/invite person(s) to meetings when necessary. ◗ The training/learning committee will receive information

from the employer that will inform of activities e.g. company plans, introduction of new technologies, changes in work organisation.

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Establishing workplace learning centres Learning centres within or near the workplace are an integral part of the lifelong learning agenda. They help to create a learning culture and widen participation. Learning centres contribute towards the integration of

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both vocational and non-vocational learning and show a commitment from all parties to employee development. Learning centres contribute to the improvement of skills levels and the development of their members. Developing better access to learning is an important element in the role of the ULR. Learning centres provide flexible learning and are a gateway to future opportunities. Offering learndirect courses will mean that learning centres can be open and available to learners at a variety of times. This is especially useful for shift-workers. Some employers in partnership with trade unions have set up learning centres within their own premises. Some centres offer vocational training as well as a wide range of non-vocational training such as IT skills and foreign languages. In some cases workplace learning centres are linked to learndirect giving members access to courses from a convenient location. The TUC and unions run their own network of learndirect centres at workplaces and in union offices. The partnership approach is often the key to establishing a successful learning centre. It is also the best way to address issues such as basic and key skills. Partners should include the employer, trade unions and a learning provider. Unions will want to ensure that ULRs have the facility time to support learners in the centre. Where this happens, take-up is likely to be higher.

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Case Study CWU: Parcelforce Learning Centre Over 150 staff at Parcelforce Worldwide in Coventry have enrolled on courses in English, maths and computers since the All Round Knowledge (ARK) centre opened in March. With the help of 12 learning representatives covering most shifts in nearly every department, everyone from drivers to cleaners has seized the opportunity to brush up their skills, or acquire new ones. The centre, a three way partnership between the postal workers’ union CWU, Solihull College and Parcelforce management, is the first of it’s kind to be launched onsite within the Post Office business group. Partitioned off from the restaurant area, the centre is light and airy, with a welcoming atmosphere that has been central to its success. With tutors from Solihull College onsite three days a week ARK is able to offer staff learning in their own time, says CWU learning co-ordinator Carol Gregory. “People are so keen to learn they have been coming in after their shifts and during their own time. Everything that’s been achieved so far has been solely in people’s own time” she says. A number of staff have already completed personal goals, passed national tests and gained new computer qualifications. “Managers have been very supportive and always given time off when staff are taking exams”, explained Carol, “even in November when the business comes under real seasonal pressure. But it’s the union

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focus to the project that has provided such a firm foundation for success.” For the future, the centre intends to start offering a wider range of courses, once it has sorted out its own broadband internet access, so staff can just sign up to improve their spelling, or work on specific skills like report writing. They are also going to open on Saturday mornings so the transport section who work the most unusual hours can more easily access the learning opportunities, and they are keen to involve staff at the local Parcelforce delivery office who work on a different site.

Keeping on top of learning initiatives ULRs will need to know some basic information about learning initiatives in order to advise their members on learning opportunities. Here are just a few of them: ◗ Basic Skills / Skills for Life ◗ ICT ◗ Modern Apprenticeship ◗ NVQs ◗ Investors in People ◗ e-learning and learndirect ◗ Continuing professional development ◗ Employee Development Schemes ◗ Information, Advice and Guidance Partnerships

Have a look at the Jargon Buster section at the end of this handbook to get a brief description of them.

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Arranging learning/training As a ULR you may need to establish partnerships with outside organisations in order to promote lifelong learning amongst members. A major barrier to members getting involved in learning is that courses are often inaccessible and are often arranged at times, which make it difficult to attend. Establishing a partnership with a college means that you can agree that courses will be run at times and in places that suit members’ needs. In larger workplaces, colleges may agree to run courses in a workplace learning centre. In smaller workplaces ULRs have agreed on-site learning using laptop computers provided by the local college. The cost of some courses can be prohibitive to members but because they bring in a number of learners ULRs can negotiate reduced rates. Colleges will also help to identify members’ skills needs through their basic skills units. Finding the right people to talk to in a college can be difficult and time consuming. A good place to start is by contacting your regional TUC Learning Services team who work closely with a number of colleges in their area.

Recruiting and organising around learning Having a ULR allows trade unions to use their influence and networks at work to identify skills needs and shortages, and to negotiate with employers and providers to raise the skills levels of every individual at work. As the case study below shows, this makes ULRs the ultimate workplace organisers. With the best interest of the learner/member at heart, the

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ULR is a positive force for the individual, for the employer and for the economy. ULRs provide an opportunity to re-organise ‘disorganised’ workplaces and break into new unorganised territory. Members and non-members alike see a direct return for their membership, and associate the union with improving their skills and opportunities at work. ULRs are already re-vitalising and re-focusing existing workplace representatives and activists, and a whole new type of representative and a whole new type of workplace organisation is emerging. A survey conducted on behalf of SERTUC (the South East Regional TUC) estimates that one in six ULRs are from an ethnic minority, and one in five ULRs have not held a post in the union before. Importantly, these new representatives are more likely to be women and younger activists. This means unions are using the role of the ULR to appeal to a fresh layer of organisers, activists and members.

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Case Study Lifelong Learning at Littlewoods: an Usdaw Case Study The Lifelong Learning initiative led by Denise Gordon, the Usdaw ULR, raised the union’s profile and membership at Littlewoods in Shaw. With a large membership (nearly 3,000 in the one branch), communicating with members was a key concern. Usdaw wanted to establish an on-site learning centre at Littlewoods and issued a questionnaire to staff both to raise awareness and improve communications. This helped to identify the learning centre as something positive delivered by the union. As a result, Littlewoods in Shaw now has 18 trained ULRs promoting and supporting learning. This has resulted directly in recruiting 1,000 new members over the last year alone. ULRs see learning as a real opportunity to organise and an even bigger opportunity to recruit.

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Section 3 Support for union learning representatives Support from unions and the TUC The effectiveness of ULRs depends not just on their statutory rights but on the support they get from their union and the TUC.

The TUC pledge Every ULR attending TUC initial training will receive ◗ the name of a TUC Learning Services contact for

follow-up support ◗ follow-up training through the TUC ◗ the opportunity to go on the TUC regional and national

Learning Services database and being part of the TUC ULR network ◗ a copy of The Learning Rep magazine ◗ regular information bulletins from TUC Learning

Services, nationally and regionally ◗ an invitation to a minimum of four regional/local events

every year ◗ an invitation to a minimum of one national event

every year ◗ help to join learndirect and make the most of the

opportunities it offers

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Training available for union learning representatives

◗ represent the interests of members by influencing the

All ULRs are given training for their role through courses provided by the TUC and individual unions. The TUC courses are all accredited through the Open College Network. The TUC provides training for all ULRs based on three core units:

◗ build contacts and information networks

◗ front-line advice and guidance ◗ identifying learning needs ◗ working with employers

In five days ULRs can complete two units. The remaining unit could comprise a workplace assignment and an additional day of guided learning. Each course will be tailored to meet the needs of the ULRs attending the courses.

learning and development strategy within the workplace ◗ collect and record data that their union or funding

body needs ◗ find out about government policies and programmes for

learning and skills ◗ make learning and skills an important part of wider

union activity In addition to the core modules further modules have been developed to address the issues of: ◗ Basic Skills ◗ workplace learning (including e-learning) ◗ supporting learndirect learners ◗ information, advice and guidance ◗ workforce development

They are designed to help ULRs to: ◗ develop their skills and knowledge about the role of

the ULR ◗ promote the value of learning and skills ◗ develop a learning agenda and strategy ◗ work with employers to plan learning opportunities

within the workplace ◗ consult with members and identify their learning and

skills needs ◗ support members in planning and managing

their learning

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Some of these modules can count towards other qualifications. The TUC are also developing on-line courses for ULRs. For further details of a course near to you, contact your local Trade Union Education Unit or your regional TUC Learning Services Team. You should also check what training your own union is offering. Contact your union’s education department or your Full-Time Officer. ULR training should be TUC or union approved. This means TUC/union training that is independent from your employer. Whatever additional opportunities either your employers or providers offer, it is essential that you find out the TUC/union approach to learning and skills on a TUC/union training course.

Learning Services Magazine TUC Learning Services also produces a quarterly magazine, The Learning Rep. It’s packed full full of news and information to keep ULRs in touch with workplace learning initiatives around the country. Contact Rose Matley for details (see Section 4).

TUC Learning Services and unions ULRs also receive ongoing support from TUC Learning Services and individual unions. This includes: ◗ briefings and newsletters to update ULRs on new

government initiatives and areas of work ◗ networks and gatherings of ULRs to share experiences

about promoting and organising for learning ◗ links with the TUC Education Services and its Trade

Union Studies Centres who can assist ULRs ◗ links with other learning and skills bodies like LLSCs

ULRs will find a TUC Learning Services office in every TUC region in England and Wales.

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www.learningservices.org.uk The award-winning TUC website offers online information on unions and workplace learning to ULRs. It can help ULRS find support and advice, including regional courses and events at the click of a mouse.

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Support from the Union Learning Fund The Union Learning Fund (ULF) is a government fund that helps to promote activity by trade unions around lifelong learning. Trade unions can apply for funds in their own right or in union led partnerships with others such as colleges or employers. Through ULF projects, unions have encouraged many members back into learning. Over 4,500 ULRs have been trained through the projects and ULRs are increasingly being used in delivering the projects The Fund aims to: ◗ increase the capacity of trade unions to promote

learning ◗ promote and encourage the development of ULRs ◗ increase learning opportunities for the whole workforce

including establishment of union learning centres ◗ provide additional advice, guidance and support

for learners ◗ help unions to engage employers in staff development ◗ encourage employers to adopt high quality accredited

training for young workers

Government targets ULRs can do much to help achieve the following government targets at the workplace: ◗ Reduce by at least 40 percent the number of adults in

the workforce who lack NVQ Level 2 or equivalent qualifications by 2010. Working towards this, 1 million adults already in the workforce to achieve Level 2 between 2003 and 2006.

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◗ Improve the basic skill levels of 1.5 m adults between

2001 and 2007, with an interim target of 750,000 by 2004. ◗ At least 28% of young people starting a Modern

Apprenticeship in 2004.

Support from other government agencies and programmes The Learning and Skills Framework Since 2000 a new framework has been established. A national Learning and Skills Council has been set up to fund all further education colleges, school sixth forms, former local authority adult education and all workplace training such as Modern Apprenticeships. It has a huge £8 bn budget from the Department for Education and Skills to fund and quality assure this provision. There are 47 local arms of the LSC responsible for the provision in their areas. The National Council and Local LSCs boards have a union member. The LSC is soon to take over responsibility for the Union Learning Fund and local LSCs are important partners in the TUC ‘s Learning Services projects. At regional level, Regional Development Agencies (RDAs) have a strategic role in meeting the skill needs of their regions. They will be working closely with the LSCs in doing this. Again, there is a union member on each RDA board. At sector level there are national training organisations. They are employer led and many have not been effective in identifying and meeting the skill needs of their sectors. The

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government is now establishing a smaller number of stronger sector bodies known as Sector Skills Councils to develop more effective sector skills strategies. As well as local LSCs, there are also Lifelong Learning Partnerships at local level. Their role is to co-ordinate the learning and skills providers such as further education colleges and local education authorities.

learndirect learndirect is the brand name for Ufi, which is an initiative with ambitious plans to bring thousands more people into learning. It is building a national network for open and distance learning using mainly e-learning (ICT) to provide high quality materials to help organisations be more effective and allow individuals to learn at their own pace in their own time. It is not a college or university itself, but will work with partners, adding value to their provision and opening up learning opportunities in new and accessible venues. There are already learndirect centres up and down the country. Learning is available in digestible bite-sized chunks, delivered at times and places that fit people’s lifestyles – be that at work, home or local learning centres. It aims to make learning an enjoyable and rewarding experience for everyone learndirect has great potential for unions, employers and the workforce. Used effectively, it will add value to organisations’ strategies for competiveness and unions’ objectives for job security and employability The TUC and unions have set up a growing network of learndirect centres (the Trade Union Sector Hub) in union

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offices, workplaces and trade union studies centres. These centres bring trade union learners together to access learndirect and other college courses.

Information Advice and Guidance Partnerships (IAGPs) All adults need access to good quality information, advice and guidance (IAG). Getting the right kind of information, advice and guidance can help them make the right decisions about learning and work. It also means a better understanding of the skills and qualities they need to improve their employability or achieve personal ambitions Information, Advice and Guidance Partnerships provide free and accessible information and advice services to adult learners. All organisations in the partnership deliver IAG either as their main business or as part of their business. Typical members of partnerships include careers services, further education colleges, libraries and training providers. All partnerships are keen to encourage unions and employers to join. Partnerships help their members deliver IAG services by providing funding for delivery and resources, free training for staff and marketing materials.

matrix: Quality Standard for Information, Advice and Guidance All members of an IAGP who receive funding from the partnership to deliver their services are required to be accredited or working towards the quality standard for information, advice and guidance services. This is called “matrix”. Matrix is a quality standard, which proves

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competence in the delivery of information, advice and guidance. Many trade unions and employers are also working towards matrix for the information, advice and guidance they give to their members or employees. The benefits of matrix to trade unions are: ◗ recognition of high quality information and advice

given by ULRs ◗ promotion of work done by ULRS ◗ increases credibility ◗ improves quality systems, processes and procedures

There are many scenarios where matrix can directly support trade union driven learning programmes or union/employer learning partnerships. ◗ Where there is an on-site or near-site learning centre,

especially if it is linked to the TUC Ufi/learndirect hub, or is a learndirect access centre, you could consider getting it accredited and increasing the credibility of what they are doing. ◗ The trade union branch may want to apply for matrix for

the IAG that union learning representatives are giving to members in the branch or workplace. ◗ Unions at national level may consider becoming

accredited for their education departments or specialised services they offer to members.

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Case Study As part of TUC Learning Services’ IAG project several unions have been working towards the matrix quality standard for Information, Advice and Guidance. Clearly trade unions have a big role to play through ULRs. The Ceramics and Allied Trades Union (CATU) resource centre was the first to be assessed and accredited. Paul Humphreys, CATU resource worker commented, “The fact that an outside body has assessed us reinforces the fact that we are doing a good job.” Several other unions have since been assessed and accredited, including GMB Learning Links in St Helens; the GMB Branch of Leicester City Council; GMB Community Branch, Grantham; NWTUC Learning Services; Connect; the Lifelong Learning project at Morecambe Bay Hospital Trust and the GPMU Central Midlands Branch. Several other unions have also registered for accreditation and are awaiting assessments Dave Jeffrey of the GPMUs Central Midlands Branch commented, “That the benefits included being able to integrate into a network of local community groups and training providers which enabled the branch to refer members for the best quality advice.” Contact your local IAG Partnership or talk to TUC Learning Services if you think your workplace or branch might be in a position to consider going for the matrix standard or if you would like to find out more about what the accreditation process would mean.

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Section 4 Useful contacts Websites 1 Basic Skills Agency www.basic-skills.co.uk

2 Campaign for Learning www.campaign-for-learning.org.uk

3 Department for Education and Skills (DfES) www.dfes.gov.uk

4 DfES Adult Basic Skills Strategy Unit www.dfes.gov.uk/readwriteplus/

5 Department for Trade and Industry (DTI) www.dti.gov.uk

6 Guidance Accreditation Board www.gab.org.uk

7 The Guidance Council www.guidancecouncil.com

8 Investors in People UK www.iipuk.co.uk

9 learndirect www.learndirect.co.uk

10 Learning and Skills Council www.lsc.org.uk/

11 Learning and Skills Development Agency www.lsdagency.org.uk

12 Modern Apprenticeships www.dfes.gov.uk/modapp/

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13 National Vocational Qualifications (NVQs) www.dfes.gov.uk/nvq/

TUC National Learning Services Contacts

14 NIACE (National Institute of Adult Continuing Education) www.niace.org.uk

Liz Smith TUC National Officer Learning Services The Cotton Exchange Suite 506–510 Old Hall Street Liverpool L3 9UD [email protected] tel: 0151 236 7678

15 Sector Skills Development Agency www.ssda.org.uk

16 Trades Union Congress www.tuc.org.uk

17 TUC Learning Services www.learningservices.org.uk

18 Ufi www.ufiltd.co.uk

Pauline Murphy National Development Worker (ULF) [email protected] tel: 0151 236 7678

Judith Swift National Development Worker (Basic/Key Skills) [email protected] tel: 0151 236 7678 Rose Matley National Project Worker (IAG) [email protected] tel: 0151 236 7678

Alex Rowley Trade Union Sector Hub Manager [email protected] 0191 232 3175

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TUC Regional Learning Services Co-ordinators Barry Francis SERTUC Congress House Great Russell Street LONDON WC1B 3LS [email protected] tel: 020 7467 1251

Marion Simon Yorkshire & Humberside TUC Friends Provident House 13/14 South Parade LEEDS LS1 5QS [email protected] tel: 0113 245 4909

TUC Regional Education Officers

Clare Jenkins Wales TUC 2nd Floor Transport House 1 Cathedral Road CARDIFF CF1 9SD [email protected] tel: 029 2034 7010

Mary Alys Midlands TUC 24 Livery Road BIRMINGHAM B3 2PA [email protected] tel: 0121 236 3327

Anne Hansen Northern TUC Transport House John Dobson Street NEWCASTLE UPON TYNE NE1 8TW [email protected] tel: 0191 232 3175

Dave Eva North West TUC Suite 506 – 510 The Cotton Exchange Old Hall Street LIVERPOOL L3 9UD [email protected] tel: 0151 236 5366

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Helen Cole South West TUC Ground Floor, Church House, Church Road, Filton BRISTOL BS34 7BD [email protected] tel: 0117 947 0521

Liz Rees TUC National Education and Training Officer Congress House Great Russell Street LONDON WC1B 3LS [email protected] 020 7467 1240 Maggie Foy TUC Congress House Great Russell Street LONDON WC1B 3LS [email protected] tel: 020 7467 1238

Julie Cook Wales TUC 1 Cathedral Road CARDIFF CF1 9SD [email protected] tel: 029 2034 7010 Pete Holland TUC The Cotton Exchange Suite 506 – 510 Old Hall Street LIVERPOOL L3 9UD [email protected] tel: 0151 236 7678

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Marie Hughes TUC Ground Floor Church House Church Road Filton BRISTOL BS34 7BD Jackie Williams TUC Education and Training Officer Congress House Great Russell Street LONDON WC1B 3LS [email protected] 020 7467 1253 Bill Adams TUC Friends Provident House 13/14 South Parade LEEDS LS1 5QS [email protected] tel: 0113 242 9296

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Tom Cook TUC 24 Livery Road BIRMINGHAM B3 2PA [email protected] tel: 0121 236 4464 Larry Cairns TUC 4th Floor John Smith House 145 – 165 West Regent Street GLASGOW G2 4RZ [email protected] tel: 0141 221 8545

Section 5 Jargon buster Basic Skills

The ability to read, write, and speak in English (or Welsh) and use mathematics at a level necessary to function at work and in society in general

Business Link

Local agency set up to advise particularly small businesses

CPD

Continuing Professional Development – any process or activity that provides added value to the capability of the professional through the increase in knowledge, skills and personal qualities necessary for professional and technical duties

COVE

Centre for Vocational Excellence – mainly based in colleges

DfES

Department for Education and Skills – the government department responsible for learning and skills policy

e-learning

Covers a wide set of applications and processes, such as Web-based learning, computer-based learning and virtual classrooms. It includes the delivery of content via Internet, audio and video tape,

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satellite broadcast, interactive TV and CD-ROM

ICT

Information, communication and technology

EDS

Employee Development Schemes are schemes that provide the workforce with opportunities for personal development. Also known as an Employee Development Programme (EDP)

IiP

Investors in People – the national standard which sets a level of good practice for training and development of people in the workplace. Visit IiPs UK website

ILA

ESOL

English for Speakers of Other Languages

ETPs

Employer Training Pilots is a governmentfunded incentive which aims to improve skills in the workforce. The pilots concentrate on providing paid time off for employees to obtain basic skills and NVQ Level 2 qualifications

Individual Learning Account – whereby government and individuals contribute funding to pay for training leading to personal development. The scheme has been disbanded due to misuse and fraud by some providers but is likely to be redesigned and reintroduced

Key skills

There are six key skills that are the skills employers and government believe make people more employable by being portable from job to job. They are communication, information technology, application of numbers, problem solving, working with others and improving your own learning and performance

Learning Centre

Centre established at a workplace, library or other venue to provide learning facilities

learndirect

Provides access to innovative and high quality courses, over 80 per cent of them on-line

Foundation Degrees

New shortened degrees with a vocational bias

FRESAs

Frameworks for Regional Employment and Skill Action established by Regional Development Agencies

IAG

Information, advice and guidance

IAGPs

Information, Advice and Guidance Partnerships provide free services to adults to assist them in accessing or progressing in learning

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learndirect hub

Network of learndirect centres and accesspoints, which are linked by area (geographical hub), sector (e.g. trade union) or organisation (e.g. Sainsbury’s)

LLL

Lifelong Learning – all continuous learning after the age of 16

Local Learning Partnerships

Local forums for co-ordinating the activities of local providers such as further education colleges

LSCs

Learning and Skills Councils are responsible for all post-16 education and training other than higher education. There are 47 local Learning and Skills Councils across England

RDAs

Regional Development Agencies – public bodies that aim to develop and implement regional strategies to meet the needs of regional economies

Skills for Life

Skills for Life is the government’s national strategy for improving literacy and numeracy and includes ESOL (English for Speakers of Other Languages)

SMEs

Small and medium-sized enterprises

SSCs

Sector Skills Councils are new employerled sector bodies aimed at developing more effective sector strategies

SSDA

Sector Skills Development Agency will fund and support the UK-wide network of Sector Skills Councils

SVQs

Scottish Vocational Qualifications – workbased qualifications in Scotland modelled on NVQs.

MA

Modern Apprenticeships give young people aged 16 to 24 the chance to gain skills and craft qualifications by working and studying up to Level 3

NVQs

National Vocational Qualifications are work-based qualifications in England, Wales and Northern Ireland. People are assessed on the basis of their competence in defined tasks (visit QCA website)

Training Agreement

An agreement between a union and employer on training

Training Committee

A structure that allows unions and employers to discuss and agree training

Qualifications and Curriculum Authority – government body responsible for regulating qualifications, including vocational qualifications

TNA

Training Needs Analysis – an assessment of the training requirements of an organisation’s workforce usually carried out by interviews and/or questionnaires.

QCA

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Ufi

The University for Industry – brand name learndirect – brokers partnerships between business and individuals for flexible and accessible learning

Workforce Development

Learning activities that increase the capacity of individuals to participate effectively at the workplace

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