Year 3 moving learning on - Annual Report 2009

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YEAR 3MOVinGLearninGOn>

AnnuAl report 2009

Our MissiOnUnionlearn will provide a strong and supportive framework for unions to maximise their members’ life chances by providing access to high quality learning and by strengthening the union voice at work through the effective training of representatives and professional officers.

Foreword 01

Introduction 02

Our goals 04

Meeting our targets 05

Our structure 06

Regional activity 10

TUC Education 12

Union learning representatives 15

Union Learning Fund 16

Union learning centres 19

Engaging employers 20

Supporting sectors 22

Improving quality 24

Supporting learners 25

Working with partners 26

Commissioning research 29

Communicating 30

Funding 31

Contacts 32

fOrewOrdbILLy hayES cOntentsUnionlearn has made great strides this year. a major achievement has been reaching our target of training 22,000 union learning representatives a year early.

Over the past twelve months the unionlearn board has developed and revised its strategic plan. It has also established a Finance and audit Committee to advise on the adequacy and effectiveness of unionlearn’s systems of internal control. The committee assesses our arrangements for risk management, securing efficiency and value for money.

Close relations have been maintained with Government. Secretary of State John Denham has addressed unionlearn events, including our annual conference. Lord young, the Parliamentary Under-Secretary at DIUS, attended a meeting of the board. he stressed the need for the TUC and its unions to continue reinforcing the message that businesses which don’t invest in training are twice as likely to fail – a point that is especially pertinent during the economic downturn. he also outlined important developments in the Government’s apprenticeship programme, which the TUC continues to promote and support.

Issues the board has discussed include the Government consultation papers The Right to Request Time to Train, Informal adult Learning and higher Education at Work. although the TUC welcomed the targets for the number of working adults qualified to Level 4, there was concern at the decision to withdraw funding from higher education students studying for a qualification equivalent to their existing higher education qualification.

The TUC welcomed the ambitious targets for the number of working adults qualified to Level 4 since they reinforce the importance of progression routes for those achieving their first Level 2 and 3.

Finally, much of unionlearn’s success has been down to the leadership of its director Liz Smith, who retires this summer. Our aim is to build on Liz’s solid achievements. We wish her every happiness for the future.

Billy HayesChair of the unionlearn board

Annual Report 2009 » 1

Unionlearn has gone from strength to strength over the course of the year. almost 225,000 learners will have been supported by their unions this year. Offering quality provision has always been our aim, and a quality seal of approval has been given by Ofsted as a result of its recent inspection of U-Net – our network of learning centres offering learndirect courses. The overall inspection resulted in a Grade 2 ‘good’ award. The unique feature of union-supported learning is the union learning rep (ULR). The inspectors said ULRs provided outstanding peer support as mentors, advocates, negotiators, role models and advisors.

a key task of unionlearn this year has been to help unions protect their vulnerable members from the effects of the economic downturn. Unionlearn has worked with the TUC to run briefings in each region on coping with the downturn. These well-attended events have been used to launch a workbook, Coping with the Economic Downturn, produced by the TUC Education Service. It has received excellent feedback.

Unionlearn has also been facilitating joint action between unions and sector skills councils to meet the training needs of those most at risk during a recession.

Unionlearn is also involved in the TUC’s apprenticeship campaign. We will be working closely with its Organisation and Services Department on aspects of this Learning and Skills Council-supported project, particularly on quality of apprenticeship training and mentoring by ULRs. TUC Education materials and other support resources will be made available to unions.

It is important to assess what we have achieved so far and highlight good practice if we are to sustain high quality activity in the years ahead. That is why unionlearn has commissioned an evaluation of the added value of unionlearn, including the Union Learning Fund.

I will be retiring in July and wish to thank the unionlearn board and staff for all their support. It has been a privilege to help establish and lead such a successful organisation and I wish unionlearn continued success in the future.

Liz Smith Director

intrOductiOnLIz SMITh, ObE

2 » unionlearn

I see people progress on the courses. Volunteer union reps can sometimes feel pretty lost at the start, but the training gives them the confidence to fulfil their role.

Our peOpLeDaWN LIVINGSTONTRaDE UNION STUDIES TUTOR, LEWIShaM COLLEGE


�»1 We will help unions support 250,000 members a year to access and progress through lifelong learning based on quality standards, including 25,000 on Skills for Life courses. «

»2 We will help unions to develop collective approaches and increase the quantity and quality of learning, as well as ensure a fairer distribution of opportunities. «

»3 We will strengthen union capacity on learning by training and supporting 22,000 union learning representatives and embedding learning within core union activities and structures. «

»4 We will provide effective union representation in the workplace by training union representatives and union professionals. «

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

��»6 We will monitor and improve the effectiveness of the organisation to meet its goals. «

Our GOaLs

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MeetinGOurtarGetsThe six unionlearn goals are set alongside key objectives and success indicators aligned to the Financial Memorandum with the Department for Innovation, Universities and Skills (DIUS).

Unionlearn is well placed to meet these targets by 2010 and to sustain union-led learning activity beyond. The key driver in getting union members into learning is the ULR. almost all ULRs give information and advice on learning, with almost half conducting learning needs analyses and more than half arranging courses for members.

Last year around 4,000 new ULRs were trained and more than 2,000 took follow-on training, such as Supporting Skills for Life Learners. This support is to be strengthened within a framework of continuous development for ULRs. Much of the support comes through Union Learning Fund (ULF) projects, many of which will extend until 2011.

In 2008/09, ULF projects will have helped more than 113,000 union learners onto courses. In addition, the three regional funds supported 5,625 learners over the year. The current forecast for the year is 223,124 learners supported by unions, which is above the DIUS target.

as many as 99 union learning centres were established through ULF projects last year. There are now around 400 centres located in colleges, workplaces and union offices, including 70 offering learndirect courses (branded as U-Net centres). Two in five of those taking learndirect courses are Skills for Life learners. a key factor in increasing employer support for union learners is the negotiation of learning agreements between unions and employers. These agreements can lead to the establishment of joint learning committees, the setting up of learning centres and paid time off to learn. almost 200 formal learning agreements have been signed as a result of ULF projects in 2008/09 so far.

The development of collective learning funds under the unionlearn/DIUS project will increase co-investment in learning opportunities at the workplace. Unions persuading employers to sign the Skills Pledge and take up Train to Gain will also increase the number of union learners. The introduction of the right to request time off to train in 2010 will give unions and ULRs the opportunity to help their members take up that right. all these initiatives will help us meet our learner target.

Our success in meeting our goals will be underpinned by high quality standards of service, enhanced equality of provision, continuous development of staff and by managing information effectively. It will also involve commissioning authoritative research, disseminating good practice, an effective communications strategy, and secure, well-managed arrangements for sustainable funding.

Above: John Denham, Secretary of State for Innovation, Universities and Skills, joins us in celebrating the recruitment of our 22,000th ULR

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

The board has established a Finance and audit Committee to advise on the adequacy and effectiveness of unionlearn’s systems of internal control and its arrangements for risk management and securing economy, efficiency and value for money. The Committee, which includes two board members, has also advised on the appointment of an internal auditor.

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

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

Unionlearn has six sections covering all national functions that are run by national managers. Five are based in Congress house, with union development located in the TUC North West office. There is also a regional structure, with six regional managers. The national and regional managers are members of the Senior Management Team, led by the director.

Ourstructure

National Structure

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Director

Union Advisory Group

Board Partners Advisory Group

Business and finance

Union development

Research and strategy

Trade union education

Standards and quality

Communications and marketing

Regionalstructure

I like doing manual work where I can learn. Going to college and learning through the job helps me do this.

Our peOpLeGaRETh PEERS-JONESaPPRENTICE CUSTOMER SERVICE ENGINEER, bT. UNION: CWU


Remit

>> help maintain unionlearn as a high profile organisation that is the union voice on learning at work.

>> Maximise the potential of unionlearn to support union organisation and growth.

>> Monitor progress of unionlearn against its goals, ULR and learner targets, and key objectives.

>> help promote and build on the success of TUC Education in union representative training and union professional development.

>> Consider and approve a three year strategic and financial plan.

>> approve budgets, receive quarterly and annual financial reports, and audit reports.

>> Ensure that unionlearn fully reflects the General Council’s commitment to equality of opportunity.

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

theuniOnLearnbOard

8 » unionlearn

Chair

billy hayes CWU

General Council members

bob abberley UNISONSheila bearcroft GMb (TUC President)Christine blower NUTMary bousted aTLGail Cartmail UniteSue Ferns Prospectallan Garley GMbJohn hannett* USDaWChris Keates NaSUWTMichael Leahy CommunityLeslie Manasseh Connect Mark Serwotka PCSalison Shepherd UNISONPat Stuart Unite John Walsh Unite (co-opted)Fiona Wilson** USDaW

Staff members

Frances O’Grady Deputy General Secretary, TUCLiz Smith Director, unionlearnMatthew Fernandez-Graham business and Finance Manager, unionlearn

Observers

Kirsty Pearce DIUSDavid Way Learning and Skills Council

* resigned September 2007

** elected September 2007

board members with Minister for Skills, Lord young

partners adVisOry GrOupRemit

>> Contribute to discussions about the strategic direction of unionlearn.

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

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


Chair

Frances O’Grady TUC

Partners

Simon bartley UK SkillsRichard beamish asset SkillsVanaraji bishop Qualifications and Curriculum authorityRichard bolsin Workers Educational associationJill brunt National Open College NetworkDinah Caine SkillsetMartin Doel association of CollegesTricia hartley Campaign for LearningGarry hawkes Edge FoundationPaul head College of North East LondonGraham hoyle association of Learning ProvidersSimon Jones Investors in People UKPablo Lloyd UfIPaul Mackney* NIaCEJohn McGurk Chartered Institute of Personnel and DevelopmentMichael O’Toole National Extension CollegeGrahame Smith STUCLiz Smith unionlearnJohn Stone Learning and Skills NetworkJohn Taylor aCaSalastair Thompson NIaCEandrew Thompson Quality Improvement agencyProf. David Vincent Open UniversityDavid Way Learning and Skills Councilbaroness Margaret Wall

*retired in March 2009

Midlands

The numbers of workers choosing the trade union route for their learning journey has exceeded targets again. These learners, supported by the ever-expanding network of ULRs, have taken up a range of opportunities including Skills for Life, ICT, NVQs and informal learning courses, as well as regionally-negotiated ones such as Level 3 Management Skills.

IaG training has been brokered for ULRs and a regionally-funded project has provided advice to migrant workers to enable use of their existing qualifications.

Seventeen new union learning centres have been opened in the West Midlands.

apprentices are now back on the agenda in many workplaces, with apprenticeships included in learning agreements and a new course developed for union reps.

The TUC Education programme continues to grow, with new courses on offer. The activist academy has been launched in Nottingham, and unions’ valuable contribution to up-skilling is now widely recognised by regional partners.

northern

It has been a year of change and development with the introduction and integration of ESF funding for the Learning for all Fund. This year’s projects resulted in 194 ULRs completing initial training. Over 1,050 learners took up literacy and numeracy courses and 380 took a first Level 2 qualification.

Effective management information systems have been implemented, underpinned by additional top-quality support to ensure that ULRs have access to up-to-the-minute information and new opportunities.

There is a growing network of information, advice and guidance specialists trained to Level 3 and 4 in the region, providing an expert level of service to learners.

The region enjoys ongoing success with its innovative higher level skills project.

The number of reps trained in the region was 3,100, with one of the main areas of growth being the TUC Education diploma programme. This is now being offered in all centres across the region.

north west

The key achievement has been the successful first year of the Learning and Skills for all Fund, with more than 45 projects supported involving 14 unions. The fund has also played a role in responding to the economic situation and the increasing number of redundancies. Projects have developed some innovative models to combat job losses, including ULR secondments to co-ordinate activities after closure/exit of staff and new approaches supporting laid-off workers at risk of redundancy as preparation for longer term up-skilling initiatives.

Trade union education in the region has performed well, with more than 12,000 union representatives undergoing training.

Quality has been a key focus and there have been 12 Quality award successes. The region also achieved re-accreditation for the Matrix Standard – a notable recognition of quality.

The region has promoted a number of initiatives to improve diversity, notably work on mental health, older workers and the Skills for Life Personal Digital assistant project.

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

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southern and eastern

The region and its unions have continued to organise events and workplace visits by ministers and MPs, including John Denham and Jonathan Shaw, Minister for Disabled People.

The third Regional Conference was attended by more than 350 people, with best-selling author Catrin Collier presenting unions with the unionlearn Quality award.

The region held an event with the apprenticeship ambassadors Network, launching the TUC publication apprenticeships are Union business.

The region has been involved in the development and planning stages of the World Skills event, due to be held in London in 2011, which offers the opportunity for young workers to develop their skills in a competitive environment.

Working with Foundation Degree Forward, the region is increasing opportunities for members to progress into higher education.

Finally, the TUC Education programme continues to grow. During 2008 more than 160,000 reps were trained.

south west

The region has been working closely with unions to provide support in redundancy situations. Twenty redundancy projects have been run through the Learning Works for all fund over the last six years and 12 workplaces have been assisted since the start of the year. a new fund, Skills for the Future, will continue this work with unions.

Unionlearn in Cornwall gained new European Convergence funding and is working with 16 unions on the new project.

U-Net has expanded into Cornwall with the new St austell centre, which was launched at the start of May. This is a real milestone as it brings all of unionlearn’s services together under one roof.

almost 3,800 union reps and officers attended the region’s TUC Education courses in 2008, an increase on the previous year.

The region also ran its second bME (black and minority ethnic) activists weekend with the Wales TUC. It was a very proactive weekend, building both confidence and knowledge.

yorkshire and the humber

Unionlearn in the region continues to make significant progress with unions and other partners providing and delivering support for 24,000 union members.

There have been a number of new initiatives funded by the Learning and Skills Council (LSC) and yorkshire Forward.

The LSC has recently agreed funding for new staff to help provide support for unions trying to access Train to Gain and the Regional Enhancement Fund. These services are particularly valuable in the current economic climate. They have also agreed to fund a new management information system and a series of publications, adding value to the unions’ work.

yorkshire Forward has increased its funding of union learning activity during adult Learners’ Week this year, providing additional funding to support members trying to access higher level learning opportunities. They have also provided funding that has enabled unionlearn to address higher level skills and develop closer working with the Open University.


TUC Education offers high quality, accredited training to union reps and professionals through a network of further and higher education colleges across the UK. Participation in the programme for union reps and professionals is at its highest level since records began, overtaking the previous high of 1978.

Preliminary figures, due to be finalised for this year’s TUC Congress, show that for the first time ever course enrolments will exceed 57,000 union reps with more than 1,400 union professionals undertaking a training course with TUC Education. With 15 consecutive adult Learning Inspectorate/OFSTED Grade 1 ‘outstanding’ inspection reports and an unrivalled reputation for quality and innovation in adult education, TUC Education forms an essential part of unionlearn’s work.

Qualifications and credit frameworkThis year saw TUC Education move out of tests and trials for the Qualifications and Credit Framework (QCF) and locate the programme fully within the new arrangements for qualifications. During the testing, a simpler structure to the qualifications and credit levels was developed. amendments and additions were agreed at a Tutor Development workshop in July 2008. This was subsequently taken up by the Qualifications and Curriculum authority (QCa) and the National Open College Network (NOCN). Trade union students are now being awarded the first qualifications.

Most unions with large programmes within further education are working with TUC Education to build qualifications that secure their programmes, either on a regional or a national basis.

course developmenta new version of the Stage 1 Union Reps course was launched in January 2009, marking the course’s 35th anniversary. It remains the definitive programme for trade union reps starting out.

In its 35 years, the course has been rewritten more than ten times, a process that has involved hundreds of trade union education officers and tutors. It has been honed and polished by the participation and feedback of more than 220,000 union reps that have completed the course. The 2009 version is based on all that experience and knowledge but is designed for the world of today’s work.

To reflect the fact that increasing numbers of workers are feeling the effects of the economic downturn, Coping with the economic downturn, a new workbook for union reps, has been published to help workplace reps identify problems as they develop and provide effective tools to protect members. TUC Education is using the workbook on short courses and to supplement materials used in existing trade union education courses. Extracts can also be used with members in branch meetings and to facilitate union committee decision-making. The workbook will be revised during 2009 to ensure it offers up-to-the-moment advice and support.

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the activist academyThe activist academy is a new initiative developed by the Organising academy and TUC Education. It was launched to mark the tenth anniversary of the Organising academy in October 2008. It aims to increase lay reps’ access to organising training; support union efforts to engage lay reps and stewards in the organising agenda; and supplement the work that the Organising academy has undertaken since its inception in 1998.

The activist academy programme has been developed and delivered through a national network of Centres of Organising and Recruitment Excellence (COREs) based in existing trade union education units.

The programme uses existing lay reps’ training materials, but explicitly links to ongoing project work. Participants are expected to generate practical workplace outcomes, by, for example, recruiting or mentoring an activist or applying their skills in an ongoing organising campaign. Full details of the initiative will be available for TUC Congress this year.

tuc education OnlineOnline learning offers a convenient and effective solution to union representatives looking to develop their skills and knowledge. Over the past year, demand for TUC Education’s online programme has increased rapidly. TUC Education now offers a comprehensive and continuously expanding range of high quality online courses.

Each online programme has been created using the same first-rate materials as its classroom-based equivalent and is delivered in a friendly, encouraging way by expert tutors. Online courses allow union reps to network with other reps and study for nationally-recognised educational credits and awards.

all TUC Education courses are delivered through an ultra-reliable and user-friendly learning environment by specialist tutors qualified in online delivery methods. To find out more see: www.unionlearn.org.uk/education

union professionals training and developmentThe participation in the union professionals programme rose by 23 per cent in 2008, with more than 1,500 union professionals from 37 unions undertaking training with TUC Education. This represents more than one in three of all union professionals, marking a step change in the take-up of training in this crucial trade union segment. Much of the training continues to take place in London, as in previous years, with additional programmes running in all English regions, as well as Wales and Scotland. This makes the prospect of an expanded, regional offer that can be accessed close to home, a reality.

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


We encourage the union and our organisation to work together. Our staff survey indicated that 83 per cent felt positive about their learning and training with Jewish Care.

Our peOpLeDIaNE bLaUSTENDIRECTOR OF hUMaN RESOURCES, JEWISh CaRE

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Diane is pictured second from right


Union learning representatives are exemplars in the world of learning and skills. Ofsted praised their role in the recent U-Net inspection, saying that learners receive “outstanding peer support from ULRs”. at a celebration event in april, unionlearn announced that it had met the target of training 22,000 ULRs by 2010, a whole year early.

Last year 4,000 new ULRs were trained with the support of unionlearn and more than 2,000 follow-on training modules were delivered by TUC Education, including Skills for Life, Supporting Learners (IaG), Equality and Diversity and the Climbing Frame.

Over the year ULRs continued to support high numbers of Skills for Life learners, including those on ESOL courses. an ever-increasing proportion of union learners on the union route are being supported on vocational programmes at Levels 2 and 3. There are also more union learners accessing CPD and higher education opportunities. a particularly encouraging development is that unions are supporting rapidly rising numbers of apprentices at work.

The survey of ULRs and their managers commissioned by unionlearn tracked the profile, role, support and impact of ULRs. It found that:

>> 35% of ULRs are new to union activism

>> 56% of these new representatives are women

>> 75% of ULRs report having a positive impact on training

>> 61% of managers agree that ULRs have helped address skills gaps

>> 79% of managers agree that ULRs have raised awareness of the benefits of training.

The research indicated that although most employers were providing time off for ULR training and for reps to undertake their roles as required by law, there was a need for much more employer support for their work.

almost three-quarters of ULRs reported that their activities contributed to an increase in at least one type of training available at the workplace. In order to increase that proportion the research identified a number of features of union learning that need to be in place for all ULRs. In particular:

>> managers should value ULR activities

>> ULRs should have contact with any level of management to discuss training

>> a formal learning agreement should be in place with the employer

>> sufficient time per week should be made available to spend on ULR activity

>> a learning needs assessment should be conducted every two years

>> a learning centre should be available in or near the workplace

>> ULRs should have support – if necessary through a ULF project.

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What ULRs do in the workplace

uniOn LearninG representatiVes

The Government’s aim in creating the ULF in 1998 was to promote activity by trade unions in support of the objective of creating a learning society. This remains a key unionlearn objective.

Unionlearn has had full responsibility for the management of the ULF since april 2007. The Fund has helped more than 50 unions in over 700 workplaces and remains a flagship mainstream government programme – regarded as pivotal by unions, the Government, employers and partners in the learning and skills world. The ULF is now funding its twelfth round of projects and planning is underway for Round 13.

The strategic direction of the ULF is agreed by the unionlearn board. an assessment panel comprising representatives from unionlearn, nominated trade unions, the Learning and Skills Council and DIUS make decisions and recommendations on all submissions to the Fund.

Key goals of the uLf are to:

>> build union capacity to sustain and embed work on learning and skills so that it becomes a core activity for all trade unions

>> develop the key role of ULRs in raising demand for learning among low skilled workers and other disadvantaged groups

>> help unions and ULRs develop a framework to provide high quality information, advice and guidance to stimulate the take up of learning and promote progression

>> help unions form active partnerships with employers and develop learning agreements to tackle both organisational and individual skills needs

>> help unions form active partnerships with learning providers

>> develop union capacity to engage in effective partnerships working with other key partners and stakeholders.

Key themes for round 12 include:

>> supporting and developing ULRs

>> employer engagement

>> strengthening sectoral strategies, including relationships with sector skills councils (SSCs)

>> promoting equality and diversity

>> supporting learners

>> Skills for Life and NVQ Levels 2/3

>> continuing professional development (CPD)

>> developing the union role with apprentices.

uniOnLearninGfund

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Over the past 11 years the ULF has enabled workers to access a wide range of learning activity in innovative ways with the support of dedicated ULRs. ULF projects have strengthened union engagement with employers through the establishment of workplace learning centres and the signing of learning agreements, including securing employer commitment to the Government’s Skills Pledge.

uLf outcomes: union capacity - April 2008–March 2009 (estimate)

New ULRs completing initial training 1,980

Existing ULRs completing follow-on training 2,004

New learning centres opened 99

Learning centres significantly enhanced 119

Formal learning agreements signed with employer 198

Number of employers making facilities agreements 97

Skills pledges signed 228

apprenticeships supported 2,329

uLf outcomes: learners - April 2008–March 2009 (estimate)

Total number accessing learning: 113,275

Others 1,048

22,129ICT

24,445Skills for Life

16,229FE

20,784CPD

16,398NVQs Levels 2 or 3

4,333e-learning

3,984ULR training

3,925ESOL

Qualifications and learning give better prospects and added security – especially in the current economic climate.

Our peOpLeGEORGE WhITELEaD ULR, CENTRE CO-ORDINaTOR, CWU. ROyaL MaIL

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U-Net were awarded an overall grade 2 – ‘good’ – standard, with the summary of grades awarded as follows:

effectiveness of provisionGrade 2

capacity to improve Grade 2

achievement and standards Grade 2

Quality of provision Grade 2

Leadership and managementGrade 2

equality of opportunity Grade 2*

preparation for life and work Grade 2

*Contributory grade

Unionlearn supports unions in setting up and running learning centres to provide accessible, flexible and high quality learning to members in a professional and friendly environment. Centres are located in workplaces, union offices and Trade Union Education centres. There are more than 400 union-led centres that vary in size from large centres serving hundreds to smaller outreach points and ‘pods’ delivering learning to hard-to-reach workers.

Union learning centres are supported by local providers who, in partnership with the union, ensure that learning is delivered by qualified and empathetic tutors. The range of learning opportunities vary according to the needs of local union membership, but ICT and Skills for Life are an essential part of every offer to union learners.

Unionlearn directly manages U-Net, the national network of learning centres offering learndirect as well as other learning. This network is supported by a partnership between unionlearn and Ufi/learndirect. The U-Net model is unique within UfI/learndirect as it is based on a model of larger centres supporting outreach centres in locations such as bus garages and workplace depots to enable more workers to access learndirect in a supported environment. There are 70 centres in total, comprised of 25 larger centres supporting 45 smaller outreach centres. all U-Net centres have fully qualified professional staff that are able to provide learners with one-to-one support as well as e-tutor support.

The recent Ofsted report noted that U-Net supports the most disadvantaged groups in the workplace, including isolated workers and those with unsociable shift patterns, as well as those with the lowest confidence. The inspectors found that 70 per cent of the publically-funded learners are doing literacy and/or numeracy courses.

the Ofsted inspectionU-Net received a full inspection of its learndirect provision in 2009. a team of seven inspectors was appointed by Ofsted and the inspection was carried out between 17 and 20 February.

Ofsted uses a four-point scale to summarise judgements on achievements and standards, the quality of provision, and leadership and management, which includes a grade for equality of opportunity.

Ofsted identified the role of ULRs as being particularly important in the high quality of guidance and support given to union learners. Inspectors said ULRs provided “outstanding peer support” as “mentors, advocates, negotiators, role models and advisors”. ULRs were praised as being “highly effective role models”, whose input learners value highly and who they cite as “one of the most important elements in their learning”.

The report concluded that “employers provide good support to meet the needs of learners who do not traditionally have easy access to learning”.

Ofsted rated Skills for Life success rates above the national average. With particular reference to the economic downturn, the report stated that “learners develop good skills and improve their employability and career prospects”. Progression was deemed “very good”. The inspectors said “many learners develop their literacy and numeracy skills from entry level through to Level 2 and more than half of learners also progress to a broad range of additional qualifications offered through unionlearn and other providers.” The success rate for black learners has risen from 54 per cent in 2007/08 to 81.8 per cent in 2008/09 and for asian learners from 70.2 per cent to 82.1 per cent – well above the national average.

uniOn LearninG centres/u-net


Support for the Government’s Skills Strategy underpins unionlearn’s strategic objectives for 2009-2012. Increasing the number of union-supported learners participating in lifelong learning and improving the quality, quantity and accessibility of training provision will be important in meeting the Skills Strategy’s targets. The key way to achieve this is for unions to engage with employers by: signing learning agreements that set out the rights and roles of ULRs; establishing joint union/employer learning committees; and setting up workplace learning centres.

ULRs are increasingly seen by employers as adding value to the training of the workforce. according to unionlearn’s survey, more than 60 per cent of managers stated that ULRs helped to address employee skills gaps and increased the participation of non-traditional learners in training.

an effective way of a union working with an employer is the establishment of a workplace learning centre. The Ofsted report on U-Net centres found that “employers benefit from these partnerships, with improved staff morale, reduced sick leave and staff turnover, fewer complaints and grievances, and higher rates of internal promotion”.

Unionlearn has published a set of case studies on union engagement on training, called Leaders in Learning.

train to GainTrain to Gain is the Government’s key programme for delivering workplace training, providing access to financial support and advice for employers. Unionlearn is committed to maximising the use of Train to Gain for union learners, including those at risk of redundancy. anecdotal evidence suggests that both the level and nature of successful interventions varies between regions, brokers and sectors. To this end, unionlearn has published case studies on how unions are engaging with employers over Train to Gain in order to identify and disseminate good practice.

the skills pledge by april 2009 more than 12,000 organisations had made the Skills Pledge, many of these with support and encouragement from their unions. as a result of ULF projects in the first nine months of 2008/09, unions were involved in signing 228 Skills Pledges with employers covering 675 workplaces. The pledge is an employer’s public commitment to training its lower skilled staff, but it is only the first stage in a process that includes working with a skills broker to develop and implement an action plan to meet the organisations’ skills needs.

Unionlearn has been promoting union involvement in the implementation process. This can be facilitated by jointly making the skills pledge on behalf of a group of workers, and combining it with the signing of a learning agreement.

enGaGinGwith eMpLOyers

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esOL in the workplaceThis year unionlearn has continued to support unions in their English for Speakers of Other Languages (ESOL) work. Major challenges have been presented by the recession and the changes to ESOL funding, which ended automatically free learning. Increasing the contribution from employers has been extremely difficult in the economic circumstances. Unions are concerned about the most vulnerable workers, including migrant workers, who now face the biggest barriers to ESOL learning. Unionlearn is managing a high profile ESOL in the workplace project funded by DIUS to test the impact of these changes. This is a national project, reporting to ministers, with current pilot activity in the South West and London. collective Learning fundsarrangements for increasing employer investment and employee commitment through agreements around non-job specific training and personal development have continued to be piloted by unionlearn in workplaces in the North West.

This Collective Learning Fund project, supported by DIUS, produced an interim evaluation report that identified emerging good practice and recommended the project be extended to other regions and sectors.

There are now 15 workplace pilots in the North West. a parallel project in the East Midlands was established this year, with nine pilots currently running. a steering group that includes partner organisations has been established to monitor all 23 pilots. The CLF project is due to conclude in September 2009. a final external evaluation will inform proposals for a more extensive rollout.

apprenticeshipsboth unions and employers committed to training their workforce have a common interest in supporting the Government’s expansion of its apprenticeship programme. One objective of the Sector Skills Council networks convened by unionlearn is to ensure that apprenticeship frameworks meet the needs of potential apprentices. Concerns that have been raised during the year include: the absence of a reference to trade unions in several of the Employee Rights and Responsibilities handbooks; an inappropriately low level of numeracy required for a financial services apprenticeship; and a failure to address gender imbalances in setting targets for apprentice recruitment. In general terms, however, unionlearn is fully supportive of the drive to recruit 250,000 apprentices a year by 2020.

Unions also have a role to play in monitoring, training and supporting apprentices, and in the Midlands region unionlearn has developed a training course for union representatives to help do this. as many as 2,329 apprenticeships have been supported by ULF projects this year.

a new TUC guide, apprenticeships are Union business, was launched at a joint event held by unionlearn and the apprenticeship ambassadors Network in February. It can be downloaded from www.tuc.org.uk/extras/apprenticeshipsguideforunions.pdf. The TUC has also secured funding for a two year project to raise awareness among unions and employers of the value of getting involved with apprenticeships.


Unionlearn has continued to support the work of unions in the 25 sector skills councils (SSCs), taking forward priority elements of action plans developed during the previous two years and playing an active part in projects such as the Women and Work Sector Pathways Initiative, the Public Sector Skills Framework and the development of a new skills competition for environmental skills.

The structural changes brought about by the establishment of the UK Commission for Employment and Skills (UKCES) came into full effect this year. The UKCES took on the regulatory role of the Sector Skills Development agency, while a new organisation, the alliance of Sector Skills Councils, has been set up by the SSCs to take on the support role. Unionlearn has established links with the newly appointed CEO of the alliance, who co-chairs a liaison group of SSC CEOs and trade union board members with the director of unionlearn.

a major priority for unions and SSCs this year has been devising skills strategies to meet the challenges of the recession. Unionlearn has been closely involved with the work of the Manufacturing Skills alliance (Cogent, Proskills, Improve, Skillfast and SEMTa) together with the relevant unions to develop a strategy that includes both practical and policy considerations. Collectively the SSCs and unions have agreed to:

>> develop a joint-branded leaflet signposting manufacturing employers to all the sources of government help on offer, as well as to their relevant SSC

>> establish a series of regional roadshows for union reps and officers to promote the kinds of help on offer to business

>> improve the sharing of labour market information across the Manufacturing Skills alliance to anticipate the impact on supply chain companies that might be affected by the downturn in another sector, and also to share information about vacancies and growth sectors in manufacturing

>> work together to lobby for more flexible qualifications that deliver the bite-size modules of training that employers want, while also ensuring individuals receive accreditation for their learning.

suppOrtinGsectOrs

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headinhere

The relationship between The Open University and unionlearn provides a shared commitment to widen participation in higher education, giving all union members the opportunity to fulfil their potential.

Our peOpLePROFESSOR DaVID VINCENTPRO-VICE ChaNCELLOR, ThE OPEN UNIVERSITy


Quality awardThe unionlearn Quality award was designed to help unions secure good quality provision. Providers can be given the award for particular programmes and courses by meeting good practice criteria on working with unions and teaching and learning. It is a recognised mark of quality that helps signpost reps to providers and advice services working successfully and flexibly with unions.

The Quality award has been operating since 2007 and more than 80 providers have now received the award for a diverse range of programmes and courses. at the start of this year unionlearn commissioned an independent evaluation to assess the effectiveness and added value of the Quality award.

The success of the Quality award has led to a new version being developed for careers information and advice services.

unionlearn Quality strategyThe unionlearn Quality advisory Group continues to work on progressing unionlearn’s Quality Strategy. The strategy is based on the objectives and priorities outlined in unionlearn’s strategic plan and, in particular, the strategic goal to ‘improve the effectiveness of the organisation’. The Quality Strategy sets out standards and evaluation processes for specific services and products. It also seeks to avoid duplication and additional bureaucracy by working with and using existing standards and programmes. Set out in the strategy are unionlearn’s quality improvement principles:

• Respondtotheneedsofunionlearners, unions and other stakeholders

• Developeffectivepartnerships• Developstaffandthosewhowork

with us• Sharegoodandeffectivepractice• Communicateeffectively• Embedself-improvement• Worktowardsachievingexcellence.

unionlearn’s Quality improvement frameworkLast year unionlearn launched a new quality improvement framework based on the European Foundation for Quality Management (EFQM) Excellence model. This framework introduced an annual cycle of self-assessment and systematic review by each team.

a key objective in unionlearn’s strategic plan for 2009-12 is to ‘evaluate the impact of the European Quality Framework (EQF) pilot and improve its implementation and effectiveness each year’. To achieve this objective, work has begun on improving the use of the EQF so that it can provide a strong evidence base for unionlearn’s work. This will further help unionlearn improve its quality improvement processes and ensure that quality assurance systems are fit for purpose across the range of learning services offered by unionlearn.

iMprOVinGQuaLity

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suppOrtinGLearners

supporting Learners strategyThe Supporting Learners Strategy sets out plans for implementing and mainstreaming a network model within unionlearn, affiliated unions and careers advice providers both nationally and regionally. The term ‘Supporting Learners’ has been adopted as it reflects the role of union representatives in their work with individual members.

Over the past year, the Supporting Learners project has contributed to the TUC’s work on coping with the economic downturn by promoting the range of services, tools and materials workers can assess via unionlearn’s learning and careers advice service. The full range of services can be found at www.unionlearn.org.uk/uladvice

Several regional Supporting Learners events have been held around the country, highlighting the latest developments and providing updates on the new adult advancement and Careers Service.

The series of Supporting Learners guides for ULRs and other reps have been revised and updated to reflect the transitional changes to the new service. Copies of the updated guides are now available for reps to use and can be downloaded from the unionlearn website.

higher learningUnionlearn seeks to encourage progression and learning at all levels. a key focus is opening learning opportunities for members disadvantaged in the learning and labour market. Union learners accessing Skills for Life and Level 2 courses also have aspirations to progress further. There are large numbers of union members who already have qualifications at Level 2 or above who wish to progress to higher levels.

Unionlearn has now developed and produced the Supporting Union Learners into higher Learning toolkit. This flexible resource is designed to help unions and ULRs support members in higher learning. The toolkit includes practical strategies for engaging with and supporting members, and working with providers and employers to increase opportunities into higher learning. The checklists and tools are useful resources that are linked to a training module for ULRs. Copies of the toolkit are available to order at www.unionlearn.org.uk/higherlearning

the union learning climbing frameULRs are continuing to make good use of the union learning Climbing Frame, a free electronic tool designed to help ULRs in their role of supporting learners and help promote learning in the workplace.

Work has commenced on the development of a fully online Climbing Frame. This will have some improvements and additional features, and will be even more widely accessible.

The two-day Climbing Frame module has been run in colleges and learning centres across the country. The course delivers an overall understanding of the Climbing Frame, addresses different ways the tool can be used and helps show ULRs how to get the most out of it.

a booklet has been produced which shows how the Climbing Frame can help contribute to the achievement of the Matrix Quality Standard.


foundation degree forwardUnionlearn is working in partnership with Foundation Degree Forward (fdf) to promote and support work-based progression to higher education.

In November, the unionlearn director was a keynote speaker at the fdf national conference. Unionlearn has also been working with fdf to develop case studies that look at the experiences of union learners who have studied Foundation Degrees.

Work will shortly commence on a joint pilot project in the Southern and Eastern region to take forward the unionlearn/fdf MOU to progress our mutual agenda. Each phase of this joint work will be evaluated so that lessons learned can be applied in other regions.

careers adviceThe Learning and Careers advice Service operated by Careers advice supports ULRs. They and other reps can call free from any land line on 08000 92 91 90 to access the full range of services offered by Careers advice, tailored to the needs of unions. Course searches and other enquiries can be made through the unionlearn homepage.

This service ensures that reps can easily find all the information they need without having to build their own information base. The service can be accessed in nine languages for migrant workers and others whose first language is not English.

investors in people uKThe TUC and Investors in People UK (IIPUK) signed a joint MOU in 2006 to work together to promote the IIP framework and the role that unions play in workplace learning. Work already completed under the programme has strengthened this commitment and led to a joint protocol between unionlearn and IIP quality centres.

Work carried out on the Employee Engagement Project led to the publication of a new booklet, Making the most of Investors in People: a guide for trade unions. This booklet is designed to help union reps understand what IIP can offer and how they can use IIP in the workplace to help shape the learning agenda.

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

26 » unionlearn

headinhere

headinhere

national extension collegeUnionlearn is continuing to work in partnership with the National Extension College (NEC) to develop a long-term strategic relationship, initially in the area of widening participation, including progression pathways and access provision.

The partnership between unionlearn and the NEC gives union learners access to more than 120 Level 2 and 3 accredited courses. Unionlearn and the NEC have undertaken a number of joint marketing and publicity activities to promote the 10 per cent discount for union learners on NEC courses and specific tailored help for disabled, young and ethnic minority members.

Open universityUnionlearn is working with the Open University (OU) to support union members to access higher learning opportunities. both partners have a shared goal to widen participation in higher education by increasing the number of union learners using the OU route. as part of the MOU, unionlearn has negotiated a 10 per cent discount for union members on fees for OU first year undergraduate courses that carry 30 or 60 points towards their qualification. This offer has now been extended to include a 10 per cent discount on OU Centre for Professional Development courses. This discount offer has helped more than 2,500 union learners to study OU courses so far.

The unionlearn/OU UK Steering Group meets regularly to provide strategic direction and oversee progress on the key priorities contained in the joint action plan. a new joint communications plan has been produced to raise awareness of the partnership and to highlight the OU offer to union learners.

national institute of adult continuing education The MOU between the TUC and National Institute of adult Continuing Education (NIaCE) recognises that both partners are well placed to engage constructively with employers to identify how employee aspirations can be met in relation to workforce development.

The TUC and NIaCE share a mutual goal of supporting the personal development and lifelong learning of working adults.

This MOU is underpinned by a joint work plan aimed at helping to support more adult learners into learning and improving opportunities and access to learning opportunities for communities under-represented in current provision.


headinhere

Our Learning bus brings the college to the garage. We’ve had more than 2,000 accreditations over the last eight years. I help people who want to be helped.

Our peOpLeTOM O’CaLLaGhaN MbELEaRNING ON ThE MOVE PROJECT WORKER, METROLINE. UNION: UNITE

28 » unionlearn

Unionlearn is now recognised as a key centre for research on union-supported learning. It continues to commission high quality research from a number of prestigious university business schools. Nine papers have been published in the unionlearn research series and widely disseminated within the union movement and academic community. all these research papers are free of charge and can be ordered at: www.unionlearn.org.uk/researchpapers Seminars have also been held on the union role in learning and skills, with leading researchers making presentations to joint union and academic audiences.

research papersTwo research papers have been published by unionlearn in the past year. The first, Integrating Union Learning and Organising Strategies by Dr Sian Moore of the Working Lives Research Institute, London Metropolitan University, shows that unions are increasingly promoting a relationship between learning and organising at a national union level. The research is based on a survey of national officers of selected unions and case studies centred on their workplaces and branches. It finds that unions are bringing learning

and organising together in their departmental structures or developing links between separate learning and organising departments around specific campaigns. The case studies demonstrate that learning has become a key strand in union organising campaigns and is helping to strengthen branch organisation, providing a new path to union activism.

The second research paper, The Impact of the Union Learning Representative: a Survey of ULRs and their Employers, has been prepared for unionlearn by Professors Nicholas bacon and Kim hoque of Nottingham University business School. The analysis, based on data from the 2007 unionlearn survey of ULRs and matched data from a survey of managers, shows that 73 per cent of ULRs and half of managers report that ULRs have had a positive impact on training. both ULRs and managers report that ULRs are more likely to have had a positive influence in increasing employee participation in training where ULRs are active, where managers value their activities, and where managers negotiate with union representatives when deciding training matters.

research seminarsa key object of unionlearn is to disseminate findings from research on unions and learning to the union movement and the academic community.

a joint seminar, ‘Skills, bargaining and Productivity’, was held with the Skills, Knowledge and Organisational Performance ESRC Centre. It included presentations on low skills and low pay; the demand for lifelong skills in Scotland; and skills, bargaining and productivity in the NhS. The programme also had an international dimension, with presentations on demand for skills in the USa and UK-German comparisons in retailing.

Unionlearn held a joint seminar with Routledge Publishers on ‘The Union Learning Representative: Challenges and Opportunities’. It included presentations by academic experts who contributed chapters to the special issue of the Journal of In-service Education dedicated solely to ULRs. The seminar covered the following areas: the profile and impact of ULRs on learning and skills; the role of ULRs in the continuing professional development of teachers; and the emerging learning representative initiative in New zealand.

cOMMissiOninG research


cOMMunicatinGan event was held in Westminster to celebrate achieving the target of training 22,000 ULRs a year early. Secretary of State John Denham and ULR Joanna Szmit from Metroline were guests of honour. There was further high profile media interest in the successful outcome of the OFSTED report into unionlearn’s U-Net learning centres.

Coverage of unionlearn in new and traditional media has been maintained during the year. Working with partners has brought benefits to both parties, with coverage of World book Day/Quick Read book launches, presentations and awards ceremonies, and jointly-branded receptions such as with Investors in People.

Unionlearn’s website continues to grow rapidly, currently receiving more than three million hits a month. This reflects interest from a workplace learning community that constantly return for news updates, course information and free resources. Some 17,000 people have signed up to receive regular email alerts.

The organisation’s public affairs work has continued with more MP visits to workplaces and occasional policy briefings. Last year’s annual conference, addressed by John Denham, received very positive feedback from the participants’ survey. The event was webcast live and the 400 present were joined by 1,000 more online. a further 3,000 viewed the onlinefootage later.

a wide range of publications and films have been produced and distributed free of charge throughout the year. These have included the popular film about ULRs, Local heroes; the ever-popular quarterly magazine The Learning Rep; and materials for use during and promotion of adult Learners’ Week.

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Unionlearn has a grant agreement with the Department for Innovation, Universities and Skills to support its core work of promoting and enabling union-led learning and education. Nationally, it also receives funds from the Learning and Skills Council (LSC) to support the work of TUC Education. The TUC continues to fund the core work of TUC Education from the affiliation fee. at a regional level unionlearn receives funding from regional LSCs, development agencies and the European Social Fund for specific projects aimed at recruiting more ULRs and bringing more union members into learning. Unionlearn manages the Union Learning Fund, which distributed £15.5m of funding to unions for strategic learning projects across the country in the last year. The figure includes an additional £3m from DIUS in 2008/09. This additional funding explains the significantly higher proportion of unionlearn’s expenditure on grants this year (58 per cent) compared to last and also why DIUS income is a higher proportion of total funding (78 per cent).

There are now regional learning funds in the South West, North West and Northern regions. Unionlearn intends to create these in other regions where funders are willing. Unionlearn’s largest expenditure is on grants to unions through the ULF and regional funds (58 per cent). The second highest expenditure is on staffing (28 per cent). It currently employs 147 staff.

Unionlearn’s financial performance for the year is reported in the TUC’s annual accounts. This shows a breakeven position for 2008, with most project balances carried forward to 2009.

fundinG

National and regional funding sources for unionlearn 2008/09

DIUS 78%

Learning and Skills Council 6%

European Social Fund 6%

Regional Development agencies 6%

TUC 3%

Other 1%

National and regional unionlearn expenditure 2008/09

Grants to unions and payments to partners 58%

Staff costs 28%

Office and support costs 7%

Travel and meetings 4%

accommodation 2%

Other 1%


unionlearn

Tel 020�7079�6920Fax 020�7079�6921

Liz�Smith,�DirectorT 020 7079 6922

national unionlearn

Managers

Ian�BorkettStandards and Quality ManagerT 020 7079 6940

Bert�CloughResearch and Strategy ManagerT 020 7079 6925

Matthew�Fernandez-Grahambusiness and Finance ManagerT 020 7079 6936

Mike�PowerCommunications and Marketing ManagerT 020 7079 6942

Liz�ReesTrade Union Education ManagerT 020 7079 6923

Judith�SwiftUnion Development ManagerT 0151 243 2568

regional unionlearn

Midlands team

Mary�Alys Regional ManagerT 0121 236 4454

northern team

Barney�McGill Regional ManagerT 0191 227 5552

north west team

Dave�Eva Regional ManagerT 0151 236 2321

southern and eastern team

Barry�Francis Regional ManagerT 020 7467 1251

south west team

Helen�Cole Regional ManagerT 0117 947 0521

yorkshire and the humber team

Alan�Roe Regional ManagerT 0113 242 9296

OurcOntacts

32 » unionlearn

Published by unionlearnCongress�HouseLondon�Wc1B�3Ls

Tel�020�7079�6920Fax 020�7079�6921www.unionlearn.org.uk

June 2009

Design�by�Chapman�DesignPhotography�by�Jess�HurdPortrait photography�by�Sarah�TurtonPrinted�by�Newnorth�Print

All�unionlearn�publications�may�be�made�available�for�dyslexic�or�visually�impaired�readers,�on�request,�in�an�agreed�electronic�format�or�in�accessible�formats�such�as�Braille,�audio�tape�

and�large�print,�at�no�extra�cost.�Contact�TUC�Publications�on�020�7467�1294.

Year 3 moving learning on - Annual Report 2009

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