Trade Union Education and Its Relationship to Adult Education in England and Wales

Abstract

Abstract English This paper considers the connections between the traditional academic philosophies and provision of adult education in England and Wales and the form of education developed by trade unions and the Trade Union Congress specifically for trade unionists. It argues that if democratic structures of a society are to survive and be strengthened during periods of rapid social and technological change then all sections of society must have the knowledge and skills to play their full part and be involved in decision making. The British Trade Union movement with over twelve million members is developing a significant education role. Analysis of current trade union educational provision shows that Liveright and Haygood's five categories of adult education i.e. remedial; vocational, technical and professional competence; health, welfare and family; civic political and community competence and finally education for self fulfilment can be identified. But, whereas the philosophy of British Adult Education has been individualistic self fulfilment, trade union education is more likely to stress collective and functional values. Until recently trade union education was entirely financed by the unions and still receives very small amounts of public money, unlike management education. The paper concludes that society cannot afford this under‐investment if a just society is to be obtained.