Contents

Section 1
What is a union learning representative? 1

Section 2
The job of the union learning representative 5

Section 3
Support for union learning representatives 29

Section 4
Useful contacts 41

Section 5
Jargon buster 47
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

1
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
2 3
◗ 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
◗ 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
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.
4 5
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
◗ 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
◗ explaining to a meeting of employees what the Investors Sample Union Learning
in People standard involves and how it might benefit Representative Appointment Form
them as well as the company To the employer
◗ encouraging members to concern themselves with their Please amend your records accordingly.
own continuing professional development Union Learning Representative’s details
◗ negotiating paid time off with employers for employees Name
to train – whether it be to ensure they have the basic Home Address
skills needed to gain other qualifications or to access
continuing professional development
Post Code Work Department
◗ negotiating any training required when employees
Telephone Number Home
are facing redundancy to prepare them for new
Work
employment opportunities

If union members want to become a ULR then they should Employer’s details
discuss it first with the Union Branch or Shop Steward Name
Committee or their Full-Time Officer. Address

The statutory rights of ULRs

Post Code Telephone Number
In the past ULRs have had difficulty in obtaining time off
from employers to carry out their duties and to train for Union Learning Representative’s
them. That is why the TUC and its unions persuaded the bargaining unit
government to introduce statutory recognition that gives Details of workplace/work departments covered
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 Name of Branch

to the TUC Branch Number
◗ are in workplaces where unions are recognised by the Signature of Branch Secretary/Area Organiser
employer for collective bargaining purposes
Date

6 7
Union Learning Representative
Appointment Form
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.
8 9
The rights to paid time off for ULRs are:
◗ to carry out their duties
◗ 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
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.
11
◗ 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 eight-
week 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
the questionnaire and plan how ULRs can help
◗ distribute the questionnaires (you may want to do this at
a members’ meeting)
14
◗ 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.
15
Negotiating training and 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:
◗ bring together the needs of the organisation with the
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
◗ ensure equality of opportunity in the workplace
16
Steps for organising lifelong learning:
◗ find out what your union policies are around
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
◗ identify who to get assistance from – TUC Learning
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
17
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:
◗ a commitment from both parties to learning
◗ the number of ULRs and how the union will appoint them
◗ the amount of permitted paid time off for ULRs to carry
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.
18
◗ 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.
Model Framework Agreement
◗ This agreement is between (insert name of union) and
(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).
19
◗ 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.
◗ 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).
◗ 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.
20
◗ The responsibilities of the committee will be agreed at
the inaugural meeting and could include drawing up a
training/learning plan, which could cover:
◗ Equal access to training and learning for
all employees.
◗ Learning needs analysis
◗ Paid time off for training
◗ Financial contributions to employee
development schemes
◗ Access to workplace learning centres and on-line
learning facilities
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.
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
21
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
23
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.
24
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
25
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

28 29
Training available for union learning
representatives
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:
◗ front-line advice and guidance
◗ identifying learning needs
◗ working with employers
◗ represent the interests of members by influencing the
learning and development strategy within the workplace
◗ build contacts and information networks
◗ 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:

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.
They are designed to help ULRs to:
◗ Basic Skills
◗ workplace learning (including e-learning)
◗ supporting learndirect learners
◗ information, advice and guidance
◗ workforce development

◗ 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

30 31
Some of these modules can count towards other quali- Learning Services Magazine
fications. The TUC are also developing on-line courses
TUC Learning Services also produces a quarterly magazine,
for ULRs.
The Learning Rep. It’s packed full full of news and
For further details of a course near to you, contact your
information to keep ULRs in touch with workplace learning
local Trade Union Education Unit or your regional TUC
initiatives around the country. Contact Rose Matley for
Learning Services Team. You should also check what
details (see Section 4).
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.

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 www.learningservices.org.uk
◗ links with other learning and skills bodies like LLSCs The award-winning TUC website offers online information
ULRs will find a TUC Learning Services office in every on unions and workplace learning to ULRs. It can help
TUC region in England and Wales. ULRS find support and advice, including regional courses
and events at the click of a mouse.

32 33
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.
34
◗ 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
35
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
36
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
37
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.
38
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.
39
 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/

40 41
13 National Vocational Qualifications (NVQs) TUC National Learning Services Contacts
www.dfes.gov.uk/nvq/
14 NIACE (National Institute of Liz Smith Judith Swift
Adult Continuing Education) TUC National Officer National Development
www.niace.org.uk Learning Services Worker
15 Sector Skills Development Agency The Cotton Exchange Suite (Basic/Key Skills)
www.ssda.org.uk 506–510 jswift@tuc.org.uk
16 Trades Union Congress Old Hall Street tel: 0151 236 7678
www.tuc.org.uk Liverpool L3 9UD
lsmith@tuc.org.uk Rose Matley
17 TUC Learning Services
tel: 0151 236 7678 National Project Worker
www.learningservices.org.uk
(IAG)
18 Ufi Pauline Murphy rmatley@tuc.org.uk
www.ufiltd.co.uk
National Development tel: 0151 236 7678
Worker (ULF)
pmurphy@tuc.org.uk
tel: 0151 236 7678

Alex Rowley
Trade Union Sector Hub
Manager
arowley@tuc.org.uk
0191 232 3175

42 43
TUC Regional Learning Services Co-ordinators Helen Cole
South West TUC
Barry Francis Marion Simon Ground Floor,
SERTUC Yorkshire & Humberside Church House,
Congress House TUC Church Road, Filton
Great Russell Street Friends Provident House BRISTOL BS34 7BD
LONDON WC1B 3LS 13/14 South Parade hcole@tuc.org.uk
bfrancis@tuc.org.uk LEEDS LS1 5QS tel: 0117 947 0521
tel: 020 7467 1251 msimon@tuc.org.uk
tel: 0113 245 4909
Clare Jenkins TUC Regional Education Officers
Wales TUC Mary Alys
2nd Floor Transport House Midlands TUC Liz Rees Julie Cook
1 Cathedral Road 24 Livery Road TUC National Education Wales TUC
CARDIFF CF1 9SD BIRMINGHAM B3 2PA and Training Officer 1 Cathedral Road
cjenkins@tuc.org.uk malys@tuc.org.uk Congress House CARDIFF CF1 9SD
tel: 029 2034 7010 tel: 0121 236 3327 Great Russell Street jcook@tuc.org.uk
LONDON WC1B 3LS tel: 029 2034 7010
Anne Hansen Dave Eva lrees@tuc.org.uk
Northern TUC North West TUC 020 7467 1240 Pete Holland
Transport House Suite 506 – 510 TUC
John Dobson Street The Cotton Exchange Maggie Foy The Cotton Exchange Suite
NEWCASTLE UPON TYNE Old Hall Street TUC 506 – 510
NE1 8TW LIVERPOOL L3 9UD Congress House Old Hall Street
ahansen@tuc.org.uk deva@tuc.org.uk Great Russell Street LIVERPOOL L3 9UD
tel: 0191 232 3175 tel: 0151 236 5366 LONDON WC1B 3LS pholland@tuc.org.uk
mfoy@tuc.org.uk tel: 0151 236 7678
tel: 020 7467 1238

44 45
Marie Hughes Tom Cook
TUC TUC
Section 5
Ground Floor 24 Livery Road Jargon buster
Church House BIRMINGHAM B3 2PA
Church Road tcook@tuc.org.uk Basic Skills The ability to read, write, and speak in
Filton tel: 0121 236 4464 English (or Welsh) and use mathematics at
BRISTOL BS34 7BD a level necessary to function at work and
Larry Cairns in society in general
Jackie Williams TUC
TUC Education and Training 4th Floor John Smith House Business Link Local agency set up to advise particularly
Officer 145 – 165 West Regent small businesses
Congress House Street
CPD Continuing Professional Development –
Great Russell Street GLASGOW G2 4RZ
any process or activity that provides
LONDON WC1B 3LS lcairns@tuc.org.uk
added value to the capability of the
jwilliams@tuc.org.uk tel: 0141 221 8545
professional through the increase in
020 7467 1253
knowledge, skills and personal qualities
necessary for professional and
Bill Adams
technical duties
TUC
Friends Provident House COVE Centre for Vocational Excellence – mainly
13/14 South Parade based in colleges
LEEDS LS1 5QS
badams@tuc.org.uk DfES Department for Education and Skills – the
tel: 0113 242 9296 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,

46 47
 satellite broadcast, interactive TV and
CD-ROM
EDS Employee Development Schemes are
schemes that provide the workforce with
opportunities for personal development.
Also known as an Employee Development
Programme (EDP)
ESOL English for Speakers of Other Languages
ETPs Employer Training Pilots is a government-
funded 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
Foundation New shortened degrees with a
Degrees 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
48
ICT Information, communication and
technology
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 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 established at a workplace,
Centre 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
49
learndirect Network of learndirect centres and
hub 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 Local forums for co-ordinating the
Learning activities of local providers such as further
Partnerships 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
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)
QCA Qualifications and Curriculum Authority –
government body responsible for
regulating qualifications, including
vocational qualifications
50
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 employer-
led 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 – work-
based qualifications in Scotland modelled
on NVQs.
Training An agreement between a union and
Agreement employer on training
Training A structure that allows unions and
Committee employers to discuss and agree training
TNA Training Needs Analysis – an assessment
of the training requirements of an
organisation’s workforce usually carried
out by interviews and/or questionnaires.
51
Ufi The University for Industry – brand name
learndirect – brokers partnerships
between business and individuals for
flexible and accessible learning

Workforce Learning activities that increase the

Development capacity of individuals to participate
effectively at the workplace

52