Union Learning Fund Research Articles

Trade unions as employment facilitators for disabled employees

Can trade unions be effective representatives of disabled employees? The paper presents a qualitative case study of views and experiences of a range of trade union stakeholders related to a novel UK Union Learning Fund (ULF) project designed to represent neurological impaired employees employed in the UK rail/transport industry. The case study is the UK’s Transport Salaried Staffs’ Association (TSSA) Neurodiversity project that began in 2012. The findings are based on analysis of focus groups with TSSA members, interviews with neurologically impaired employees, Neurodiversity Champions and TSSA organisers. The findings suggest the Neurodiversity project attracted positive responses from TSSA members and neurologically impaired employees, with Neurodiversity Champions and TSSA organisers reporting successes with individual case work and shaping trade union-employer bargaining agendas. Despite examples of resistance from some employers, an increased number of employers took active steps as the project progressed to support neurologically impaired employees, and incorporate neurodiversity practices into organisational strategy. The study makes a unique contribution to wider debates, showing how trade unions can be effective representatives of disabled employees.

Workplace literacy and numeracy learning: An opportunity for trade union renewal in Australia?

This paper first examines the current literacy and numeracy ‘crisis’ in Australian workplaces where loss of productivity, lack of take-up in training, and skills shortages are being blamed on workers’ lack of literacy and numeracy skills. Literacy and numeracy in workplaces are more complex and require alternative understandings of literacy and numeracy as well as the perspectives of workers themselves. Secondly, this paper discusses the opportunity for unions to demonstrate their stake in the education and training of workers. We ask what possibilities are there for this to happen; and what models exist from which Australian trade unions can draw? In the UK the Trade Union Congress (TUC) successfully negotiated with the Labour Government, to establish a Union Learning Fund (ULF) and give recognition to union learning representatives (ULRs), to facilitate learning for workers. The paper considers what new directions Australian unions might explore in the emerging VET policy environment.

Mobilising resources for union learning: a strategy for revitalization?

This article examines attempts by UNISON to embed a culture of learning within the workplace. The analysis, which is rooted in resource-based mobilisation theory, shows how UNISON was able to draw on the Union Learning Fund to create new resources in the form of project workers. These project workers subsequently played a vital role in building support for learning at regional and branch levels. The article also examines ways in which UNISON activists were able to progress the learning agenda through proactive engagement with ‘opportunity structures’.

Mobilising resources for union learning: a strategy for revitalisation?

ABSTRACTThis article examines attempts by UNISON to embed a culture of learning within the workplace. The analysis, which is rooted in resource‐based mobilisation theory, shows how UNISON was able to draw on the Union Learning Fund to create new resources in the form of project workers. These project workers subsequently played a vital role in building support for learning at regional and branch levels. The article also examines ways in which UNISON activists were able to progress the learning agenda through proactive engagement with ‘opportunity structures’.

Learning to count: a challenge facing trade unions in their educational role

PurposeThe purposes of this paper are to explain how the need arose for trade unions to develop accounting systems to monitor learning outcomes and to illuminate how trade unions rose to that challenge.Design/methodology/approachA semi‐structured interview study of the full‐time educational officers of a number of the UK trade unions produced transcripts that were analysed using template analysis and were supplemented by collection of documentary evidence from the trade unions and interviews and documents from related organizations.FindingsTrade unions are starting to compile extensive information about the learning opportunities that they are facilitating.Practical implicationsInformation produced by the trade union's accounting systems highlights the value of the government's investment in the union learning fund (ULF).Originality/valueThis is the only study to address the systems of monitoring developed by trade unions in response to the receipt of funds from the ULF in the UK.

Union representation and training: The impact of Union Learning Representatives and the factors influencing their effectiveness

This article provides an assessment of the impact of Union Learning Representatives (ULRs) on both employer-funded and non-employer funded training in Britain. The findings, based upon the largest and most comprehensive national survey of ULRs conducted to date, suggest that while a significant proportion of ULRs have influenced training levels positively, a further 26 percent have had no positive impact on either employer-funded or non-employer funded training, and a further 13 percent have had a very limited impact. The article also develops an ‘Activity-Support-Characteristics’ (ASC) framework, and uses this framework to identify the factors that are associated with the ability of ULRs to influence training levels. The analysis shows ULRs are more likely to have had a positive impact on training where: they spend five hours a week or more on the role; they are supported by a workplace Learning Centre or a Union Learning Fund project; managers value their ULR activities; consultation or negotiation over training occurs; or the ULR represents no more than 200 employees.

Union Learning Funds and Trade Union Revitalization: A New Tool in the Toolkit?

AbstractThis article examines the potential of union‐led learning through union learning funds to contribute to trade union revitalization. Empirical data are drawn from an evaluation of the Scottish Union Learning Fund. Findings suggest that union‐led learning can contribute to revitalization by enhancing relationship building with members, potential members, employers and government. However, problems exist in each case, and the findings suggest that a more strategic orientation to learning is required by unions.

Ten Years of New Labour: Workplace Learning, Social Partnership and Union Revitalization in Britain

AbstractThe establishment of a role in workplace learning has been perceived as one of the achievements of trade unions under New Labour. This article analyses the part the Trades Union Congress (TUC) has played in public policy since 1997. It examines its attempts to influence government and develop social partnership and statutory backing for vocational training. It assesses its degree of success and considers whether the TUC's role is best characterized in terms of social partnership or as a rediscovery of the unions' public administration function. It reviews the literature which suggests that involvement in learning stimulates union revitalization. The article concludes that the TUC has failed to attain significant influence over public policy. Rather it has delivered policy determined by government with priority accorded to employer predilections. A public administration role focused on the Union Learning Fund has provided the TUC with a new, secondary function, which provides some compensation for the failure of its primary agenda. Nonetheless, on the evidence, involvement in workplace learning appears an implausible path to union revitalization.

Union Learning Fund gets extra £34 million

Union Learning Fund gets extra £34 million

Union Learning Fund bids approved

Union Learning Fund bids approved

Union Learning Fund bids approved

Union Learning Fund bids approved

Local Perspectives on Globalisation and Learning: A case study of the printing and packaging industry in south-west England

This paper examines the impact of technological change and globalising tendencies on the printing industry. These processes of change have important implications for training. The paper uses available case-study evidence on the print industry in the south-west of England, organised mainly within small and medium-sized enterprises (SMEs). It takes as its starting point a limited range of the extensive literature on globalisation, and the literature that relates issues of lifelong learning to globalisation. The period since 1997 has seen an increasingly interventionist approach by the UK government to education and training. In addition, there is a strong emphasis on regional policy, with substantial devolution of power to Wales and Scotland, and the setting up of the Regional Development Agencies in England. Within the south-west England print industry, the initiative to rebuild the training infrastructure, especially for SMEs, has been taken by the Graphical Paper and Media Union. It has used money provided by government primarily through the Trade Union Learning Fund to set up training courses in new print technologies for its members and to begin to create a network of learning representatives to encourage and support members to take up these new opportunities. The paper refers to both quantitative and qualitative data on this work, and reflects on its economic, social, and cultural situatedness.