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Leeds University Business School

Statutory Trade Union Learning Representatives (ULRs) Within the British VET System Mark Stuart Leeds University Business School University of Leeds. Leeds University Business School. Background and Focus.

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Leeds University Business School

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  1. Statutory Trade Union Learning Representatives (ULRs) Within the British VET System Mark Stuart Leeds University Business School University of Leeds Leeds University Business School

  2. Background and Focus • Statutory backing came into force from April 2003 (under the Employment Relations ACT 2002) • Something of a departure for the British ‘voluntarist’ VET system • 7,500 currently trained with 22,000 projected for 2010 (and 250,000 workers into learning) • Expectations of policy makers high (in terms of addressing skills problems) Leeds University Business School

  3. Background and Focus • The Rise of Union Learning Representatives (why?) • Union Learning Representative Activities (what do they do?) • Engaging with Employers (how do they develop the learning agenda?) • Questions for the Future of ULRs Leeds University Business School

  4. The Rise of Trade Union Learning Representatives • Strategic re-appraisal of trade union priorities since the late 1980s – centrality of training/learning to ‘new bargaining agenda’. • Since 1997 supported by ‘New’ Labour Government, which is more committed that previous Govt to LLL and union role (ULF/ULRs) • Conceived as learning mentors and providers of IAG and support. But, must also be seen within the context of the British skills problem and a need to raise individual demand for learning • Thus regarded by Govt as a means to ‘support and complement’ employer ‘workforce development strategies’. • Yet, no obligations on employers (no consultation/bargaining rights) Leeds University Business School

  5. What do ULRs do? • Statutory rights cover: time off for their duties and training; facility support; and right of members to access them (unpaid) • Legitimate activities include: analysis of training/learning needs; provision of information, advice and guidance; arranging (but not providing) learning; promoting the value of learning; consulting with employers about such activities in relation to members • Who and where?: Men outnumber women; slightly more in public than private sector; prior union experience Leeds University Business School

  6. What do ULRs do? • Spend around 1-5 hours per week on duties (nothing for a third) • Help colleagues will little experience access learning (1/30; encourage continuous learning (7/10); basic skills (1/3) • Direct 8 people to learning each, in 8/10 cases course enrolment. • Promote learning to and inform colleagues of learning primarily through: face to face communications and posters/notices; less through e-mail or employer support channels. • Trade union priorities over learning move evident in discussions that employer priorities – ie. More on transferable skills and employability than work related skills and qualifications. • Learning needs assessments conducted in half of case and typically identify basic skills needs (IT, literacy and numeracy). Leeds University Business School

  7. Engaging with employers 45 % claim management supportive, 45% indifferent and 8% hostile 76% given time off for duties (TUC national survey lower at 57%), but only a third had access to facilities (such as a telephone and office). Lower levels for employee support (paid time in 1/3 cases). Attempts being made to push learning further up the employer agenda and ‘negotiate’ over training (50% claim learning agreements) Where this happened there were positive (steering groups, training policies, learning centres) and negative experiences The latter understood in terms of a lack of management interest or a refusal to sanction time for learning or non-job related learning Leeds University Business School

  8. ULR Experiences ‘We are currently developing a training policy. A steering group made up of management, the ULRs, the TUC, BECTU and the Chief Exec are developing a training policy within the IR framework’ (ULR BECTU) ‘It’s an uphill struggle. Management argue against manual employees accessing IT courses as these are not a requirement of the job’ (ULR: GMB) ‘Government legislation is required, otherwise we will all have to become learner Reps in order to attend courses’ (ULR: Unison) Leeds University Business School

  9. Conclusions and Questions • ULRs now well established and successful in encouraging take-up of learning • Questions for the Future: • Employer Support and Responsibility? • Non-union sectors? • Funding the initiative? • Trade union support? Leeds University Business School

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