UNISON's expertise in disseminating
information, advice and guidance to its membership Scotland-wide
makes it the perfect vehicle to promote lifelong learning
to the workforce. UNISON highlights its unique position
with employees as a trusted source to promote the learning
agenda and its partnership approach with employers in this
promotion. This underlines the necessity of trade union
consultation on any proposed changes that may affect the
working conditions and environment of employees and therefore
its significant role in promotion of the lifelong learning
agenda.
4. Community Learning and Development
UNISON recognises the need not
only for lifelong learning but also for life-wide learning,
which is primarily obtained through Community Learning,
and which complements the Learning@Work programme underwritten
by the Scottish Executive and promoted by UNISON and WEA.
5. Journeys Into and Through Learning
Recognising and working to alleviate barriers
both into and through learning is fundamental to the lifelong
learning process. UNISON will continue to address this issue
and assist the workforce to return, and continue, to learn.
The impetus to learn, and aspirations of those on the learning
journey, need to be facilitated and supported by the Scottish
Executive and UNISON is keen to be an active part of this
process.
Introduction
UNISON has more than 1.3 million members across
the UK. Around 160,000 work in Scotland, the majority
of who are directly employed in the public sector, but increasingly
many work in private or voluntary organisations providing services
for the public. UNISON members include: manual, non-manual,
administrative, technical, professional, supervisory and managerial
workers. They work part time or full time in local authorities,
the NHS, Social Care, schools, universities and colleges, the
police service, the electricity, gas and water industry, as
well as in local transport provision.
This paper constitutes UNISON Scotland's response
to the consultation document issued by the Scottish Executive:
Lifelong Learning - Building on Success: A Discussion of Specific
Issues Related to Lifelong Learning in Scotland
Section 1: ENGAGEMENT WITH EMPLOYERS
1.1 We need to know about your experiences
of our skills policies, in whatever capacity be it as a
deliverer, a recipient or a policy maker.
UNISON recognises that within our membership in
Scotland there are significant numbers of potential learners
who are not engaging in learning programmes because of perceived
and real barriers. The issue of "gaining the confidence
and interest of the most excluded groups is time-consuming,
but an essential part of creating a level playing field for
those learners." (ELLC evidence, WEA, p36: Life Through
Learning Through Life) continues to be a challenge. Significant
ground has been covered since 2001 in tackling this fundamental
issue, building confidence in the workforce - both with employers
and employees to facilitate progression into the learning agenda.
More than two thirds of our members are women
and more than one third work part time. There are significant
pockets of low paid members - (often low skilled) especially
among the more traditional manual jobs, which are dominated
by women, aged over forty, working part time. Records show 90,000
members in Scotland earning less than £15,000 per annum. There
are significant numbers of members with literacies needs in
this group who have, and continue to, benefit from the Scottish
Executive's support for the Learning@Work programme.
1.2 We want you to share with us
your views on how our policies have impacted on and influenced
what you do.
The Scottish Executive policy on lifelong learning
runs alongside the fundamental trade union ethos of informing
and educating that UNISON has always promoted, and continues
to promote, for its members.
Funding and support from the Scottish Executive
has underwritten the promotion of the Learning@Work programme
and has assisted in opening doors to employers who may have
resisted formulating a learning partnership with the union.
In addition to this, UNISON uses its organisational approach,
its robust branch structures and union learning rep network
to facilitate the lifelong learning agenda.
1.3 We need your reflections on how
our policies are communicated and perceived.
Through interaction with employers, participants
and potential participants on Learning@Work courses, UNISON
is aware that many people find the plethora of available learning
confusing, often cost prohibitive and can be geographically
challenging. UNISON is uniquely placed to unravel the lifelong
learning agenda and promote its delivery to both employees and
employers. UNISON works in partnership with the Workers Educational
Association (WEA) to promote and deliver the Learning@Work programme
funded by the Scottish Executive. UNISON is a perfect vehicle
to disseminate the details of the Scottish Executive policies,
as employees trust in unions to promote issues that will improve
their working conditions.
1.4 We feel that our training offers
compare well with the rest of the UK and would like your
perspective on this.
UNISON is involved in Union Learning Fund initiatives
in England which complement UNISON Scotland's involvement in
SULF to ensure our members have equal opportunities in Scotland,
England, Wales and Ireland. Although it may appear that
Scotland compares favourably with the rest of the UK in terms
of its promotion of learning, that comparator is set against
the UK situation, according to Leitch "the UK's skills
base remains weak by international standards, holding back productivity,
growth and social justice. The Review has found that, even if
current targets to improve skills are met, the UK's skills base
will still lag behind that of many comparator countries in 2020.
The UK will run to stand still." (Leitch Review 2006:
p8) There is therefore a need to continually address this situation
to sustain and progress Scotland's position and defend against
decline. We would look to the continuation of SULF projects
to augment the support mechanisms continually developing within
UNISON.
1.5 We would welcome three key suggestions
as to how we could build on the activity we currently undertake
or address any gaps in the system.
UNISON would urge the Scottish Executive to support
the next steps for people who have completed Return2Learn and
are very keen to continue on the learning route.
In order to offer equitable access to all, the
Scottish Executive should consider extension of funding beyond
Social Care and Health to allow at the very minimum, all employees
within public service employment to access learning at a level
appropriate to their needs.
As IT is one of the fastest growing areas of learning
requested and required by all people in society, UNISON would
recommend that the Scottish Executive extend its existing funding
for IT courses to encompass not just beginners and early stages
but those wishing to move further along this learning route.
1.6 We want to know how you could
work with us to deliver our shared ambitions.
We would recommend that the Scottish Executive
continue to recognise UNISON's importance regarding non-traditional
learners and its unique position to work with the Scottish Executive
to promote lifelong learning. Funding is essential to assist
learning and motivation of those in the lower echelons in employment.
UNISON would wish to work with the Scottish Executive
to deliver our shared ambition of equitable access to lifelong
learning and, in this regard, the issue of the right to time
off work to learn is a priority issue. "The one single
change that might transform learning activity within workplaces
is a right to time off for learning for all workers." (Evaluation
of the SULF 2000-2005: para 8:66)
Section 2: FLEXIBLE LEARNING OPPORTUNITIES,
ENTITLEMENT AND DISCRETIONARY SUPPORT
2.1 We want you to share with us
your views on how our funding and delivery mechanisms have
impacted on and influenced what you do.
UNISON funds an internal learning programme available
only to its members and within their own time, however, a programme
where all employees can attend in their work time, be supported
by their employer, their trade union and their government is
the most attractive option and carries huge benefits for all
concerned. A Scottish Executive funded programme allows UNISON
to reach all employees - both UNISON members and non-members.
UNISON has, through funding from successful SULF
bids, continued to build a robust branch infrastructure to sustain
the Learning@Work programme. Each branch has a Branch Education
Co-ordinator and Branch Learning Teams continue to be set up.
We are working towards increasing the number of Union Learning
Reps to ensure that all members, and indeed non-members, have
access to an adviser. We have ULRs, working in 50 branches,
who currently:
- encourage members and potential members into learning
- work with branches to negotiate learning partnership with
employers covering such issues as time off for learning
- help to identify and articulate the learning needs of
particular groups of learners
- create a positive experience of what learning can do for
members around learning issues thereby creating a culture
in the workplace where learning is seen as a real benefit
- promote opportunities for learning activity through UNISON
Open College
2.2 We want your view on any barriers
that exist in the current system which might prevent people
from participating or achieving.
-
Employers: available staff to
backfill; costs of backfill; facilitating time off to study;
adding more training/learning opportunities to already busy
training programmes; offering opportunity for access to
SVQs for staff who need and want to participate; lack of
SVQ assessors.
-
Employees: guilt re backfill;
time for study; finding the ‘right' course; lack of confidence
or motivation to participate in learning; costs of unfunded
courses; lack of info on available funding/courses etc.
-
UNISON: cessation of funding from
Scottish Executive for perpetuation and escalation of routes
into returning to learn would be a distinct barrier to lifelong
learning.
2.3 We need your reflections on how
our policies are communicated and perceived.
UNISON consistently promotes the Scottish Executive's
underwriting of the Learning@Work programme and explains to
employers and employees the support given by the Scottish Executive.
Leaflets and materials used to publicise the programme carry
Scottish Executive, UNISON and WEA logos. The funding, support
and consequent accountability of UNISON to the Scottish Executive
and the Scottish Executive's accountability to the Scottish
people bring all the players together in a positive and progressive
lifelong learning agenda. Employers understand the importance
of being part of this programme, as much as the programme allows
employees to feel valued in their workplaces and in the wider
community. UNISON's feedback from our Learning@Work information
sessions for employers reflects the acute retention and recruitment
problems they experience, particularly in the lower echelons
of staff. Skilling and up-skilling staff in a ‘grow your own'
model is their preferred option. It is our members' views that
this approach from their employer, to offer learning opportunities,
makes them feel valued. UNISON appreciates the contribution
and impetus from the Scottish Executive to participate in promoting
learning and is keen to be part of the further promotion of
lifelong learning.
2.4 We feel that our current education
funding and delivery models compare well with the rest of
the UK and would like your perspective on this.
According to the Leitch Review - "Our
nation's skills are not world class and we run the risk that
this will undermine the UK's long term prosperity."
(Leitch Review 2006: p6) It is recognised that the recommendations
of Leitch's Review are primarily based on an analysis of England's
learning provision and that further analysis involving Scotland,
Wales and Northern Ireland are returned to the devolved administrations
and that this consultation document will be the basis of Scottish
Executive analysis. It may be that "Scotland, in comparison
with England has for the last three decades invested 18% more
per student each year" (Bell and Sarjevs, 2004). However,
Leitch states "In 2003, 16 per cent of the working age
population in England, over five million people, lacked Level
1 literacy skills and 21 per cent (6.8 million) lacked Entry
Level 3 numeracy skills. More than 15 million people in England
lacked Level 1 numeracy skills, equivalent to a GCSE Maths at
grades D-G." (Leitch Review 2006, p48) thus, calling
into question the use of England as a benchmark when looking
at the quality of Scottish provision.
2.5 We would welcome three key suggestions
as to how we could build on the activity we currently undertake.
Consideration should be given to provision of
a wider range of courses/opportunities funded by the Scottish
Executive to allow people, having taken the opportunity to return
to learn, to link into learning at whatever stage is appropriate
to them.
We would urge the Scottish Executive to recognise
the importance of UNISON's Learning@Work programme: Return2Learn
and Improve Your Study Skills, and the impact this has on the
lives of people who are non-traditional learners. Continued
funding for this programme would offer routes into learning
for those people whom the Scottish Executive wish to target.
UNISON would recommend that the Scottish Executive
consider extended funding to underwrite life-wide learning within
a lifelong learning context. Learning designed to extend the
knowledge and skills of people in society to promote good and
active citizenship complements other strands of learning supported
by the Scottish Executive.
2.6 We want to know how you could
work with us to deliver our shared ambitions.
UNISON Scotland wishes to consolidate and extend
our broad and long term strategy for Learning in the Workplace.
We wish to continue the strategy which is building UNISON'S
capacity to develop, promote and support workplace learning,
particularly for those who have traditionally been excluded
from learning such as part-time, low paid employees with few
or no vocational or professional qualifications. Part
time women workers constitute the majority of those in low paid,
low skilled employment. Records show that UNISON Scotland
has more than 90,000 members currently earning less than £15,000.
It is recognised that skill gaps are prevalent within low skilled
employment. At present we have 300 trained ULRs in 50
workplaces and require to train more to stimulate new demand
and meet the enthusiasm for learning which has been created
from previous activity. UNISON would urge continued support
from the Scottish Executive to assist in meeting appropriate
targets to sustain and progress learning in the workplace for
all employees. UNISON wish to work with the Scottish Executive
to continue to train ULRs to capacity build within the trade
union and sustain the Learning@Work programme.
Section 3: INFORMATION, ADVICE AND GUIDANCE
3.1 We need to know about your experiences
of IAG, in whatever capacity be it as a deliverer, a recipient
or a policy maker.
UNISON operates a regional structure with Scotland
as one of 11 regions. We are a lay-member-led organisation
and at local level we have over 80 branches providing negotiation,
representation and advice to our members and also providing
information, education and training to both members and non-members.
UNISON Scotland uses its robust branch structure and sound
communication systems to disseminate information, advice and
guidance to its members and potential members.
UNISON Scotland's Regional Officer Education has
responsibility for co-ordinating all education and training
activity across Scotland. Our Learning and Organising
Team consists of Scottish Organiser/Team Leader, Regional Organiser
- Education, three Lifelong Learning Fieldworkers, and administrative
support. This Team works with the Learning & Organising
Committee of lay members as well as with other staff colleagues
to promote Lifelong Learning and other organising activity.
It is recognised nationally that low paid members
receive the least amount of training. Therefore, UNISON
Scotland has sought to develop a co-ordinated approach to education
and training for UNISON activists and members working closely
with under-represented groups - including women, black, and
disabled members, many of whom work part time, or who are manual
workers or low paid workers to ensure that equalities issues
are integrated into all learning provision.
3.2 We want you to share with us
your views on how our IAG systems have impacted on and influenced
what you do.
Lack of clarity on available learning opportunities
is one of the barriers to learning for the very people that
lifelong learning is aimed at - non-traditional learners and
those people who fall into the NEET category. It is necessary
for this to be demystified and promoted in a "concise
and straightforward" manner. In line with the approach
taken by the Scottish Executive, UNISON gives information, advice
and guidance on the lifelong learning agenda in many ways to
reach all employees. It uses its branch structure, websites,
newsletters and information sheets, to disseminate information
to both employees and employers. We continually seek new ways
in which to participate, advise and offer guidance. We are also
involved in Sector Skills Councils and Learning Networks which
will assist in highlighting skills gaps and offer a route for
UNISON to work with employers and be an integral part in filling
these gaps, not only through recruitment but by retaining and
up-skilling existing employees.
With Learndirect Scotland we will have direct
mailing promoting Individual Learning Accounts for 30,000 members
over the next three months. This provides another opportunity
to promote the accessibility of the lifelong learning to our
supported by this project.
3.3 We need your reflections on how
our systems are communicated and perceived.
The support of the Scottish Executive to the learning
agenda and its consequent information and guidance produced
in a "concise and straightforward" manner runs
in tandem with that produced by UNISON. UNISON strives to be
innovative in its promotion of information and guidance around
lifelong learning and recognises the impact that the support
of the Scottish Executive has when UNISON is encouraging both
employees and employers to link into the lifelong learning agenda.
3.4 We feel that our IAG offer compares
well with the rest of the UK and would like your perspective
on this.
According to Leitch, in England, "The
Adult Learning Inspectorate (ALI) review of Learndirect advice
in 2005 identified this as a principal area for development
and improvement. They noted that competition between Learndirect
advice and nextstep is hindering the development of an integrated
Information Advice and Guidance (IAG) service for adults."
(Leitch Review 2006: p114).
The Scottish Executive's promotion of IAG brings
together the key stakeholders in the learning arena and Learndirect
Scotland not only promotes significant learning opportunities
such as ILA Scotland but directs enquirers to other appropriate
learning providers.
3.5 We would welcome three key suggestions
as to how we could build on the activity we currently undertake.
In order to reduce the barriers experienced by
people trying to locate information on-line, UNISON would suggest
that there be a dedicated Scottish Executive website on learning,
which is easy to access and has links to all relevant associated
learning websites, including trade unions.
We would ask the Scottish Executive to provide
access to free literature and information that can be used to
good effect by UNISON's network of Union Learning Reps in their
promotion of the lifelong learning agenda.
We would urge the Scottish Executive to continue
to support UNISON in the promotion of the Learning@Work programme.
3.6 We want to know how you could
work with us to deliver our shared ambitions.
Support and funding for UNISON's promotion of
Learning@Work should continue to facilitate this important strand
of available learning provision, from fundamental literacy provision
to wherever personal aspiration leads, for each member of the
Scottish workforce. UNISON is in a unique position to promote
learning to non-traditional learners as our members trust us
to promote their best interests.
Section 4: COMMUNITY LEARNING AND DEVELOPMENT
4.1 To tell us about your experience
of community learning and development.
UNISON understands the vital part that CLD plays
in the lifelong learning agenda. CLD can be the most available
and appropriate learning for many people in and outwith employment.
We believe that it complements the current learning initiatives
available nationally and those available through the trade union
movement which are promoted, where possible, to those in employment
within working time.
One of the major strengths of CLD is its localised
aspect which assists in reaching disparate groups. It can also
provide a useful first step into learning.
4.2 To share your views on how our
existing CLD policies have impacted on what you do.
UNISON is profoundly involved in promoting the
lifelong learning agenda and has the opportunity to speak with
its members, non-members and employers at various stages of
the learning process. We are therefore uniquely placed to promote,
and do promote Scottish Executive policies whenever possible.
UNISON has members who are employed within Community Education
and therefore has opportunity to promote lifelong and life-wide
learning within this arena. UNISON believes that our policies
and those of the Scottish Executive complement each other and
provide a comprehensive learning programme to all people within
communities.
4.3 Your reflections on how we communicate
our policies and how people involved in CLD and in the wider
lifelong learning sector see them.
Scottish Executive policies on lifelong learning,
such as The Big Plus, are clearly communicated in a concise
and straightforward manner which makes them accessible to
their intended audience.
4.4 To tell us whether you agree
that bringing together community-based learning with youth
work and community capacity building through CLD gives Scotland
a key advantage.
As stated in 4.1 above, the learning initiatives
promoted by the Scottish Executive through CLD complement other
available learning initiatives. Community-based learning is
a necessary cog in the learning wheel as ‘Labour … recognised
that in addition to learning for work, adults use learning to
enrich their lives, to contribute to their communities, to help
their children, and to prolong their active lives.' (Alan
Tuckett, 2007)
-
Your views on any significant gaps
in what we are currently doing.
UNISON recognises that not only do we need
lifelong learning but we also need life-wide learning where
qualification is not a ‘currency' used to ‘buy' employment
and in turn sustain and develop the nation's economic growth.
Life-wide learning is often best obtained through community-based
learning and is the life-blood of the creation of good and
active citizens and vibrant communities.
-
Three key suggestions as to how
we could build on the activity we currently undertake.
UNISON has a good relationship with the Big
Plus, working with them in a number of areas through adult
literacy partnerships, working together to get the learning
message across and encouraging workers to engage in the
first steps to learning. Additional information publicised
by the Scottish Executive on how UNISON, as a significant
provider of learning opportunities, works together with
and complements the various learning policies of the Scottish
Executive would be a useful exercise.
-
To tell us how you could work with
us to deliver our shared ambitions.
Whilst working with the support of the Scottish
Executive, UNISON will continue to use the strength of its considerable
membership and organising approach through its branch structure
to promote a route to lifelong learning for the workforce.
Section 5: JOURNEYS THROUGH AND INTO LEARNING
5.1 We would like your perspective
and opinions on entry to and progression through learning
in Scotland. What are the barriers and difficulties learners
face on their journey?
Although the lifelong learning agenda has been
promoted to the workforce by UNISON for many years, the same
barriers, although diluted, remain. We continually challenge
these and hope that the tide will turn. Barriers on entry to,
and progression through, learning in Scotland could fall into
one, or a number of, the following categories for individuals:
- Lack of confidence
- Lack of motivation
- Stigmatisation of those with learning needs/aspirations
- Low expectation of learning
- Previously only had negative learning experiences
- Lack basic skills in literacy and numeracy
- Accessibility due to disability
- Geographical/distance difficulties
- Costs involved in non-funded courses, particularly long
term courses
- Lack of time - carer responsibilities / people with more
than one job
- Limited knowledge of how to fund and find learning opportunities
- No access to, or understanding of, computers
- Limited or no opportunity to access learning in the workplace
- Lack of SVQ Assessors
- Difficulty in getting time off work to attend courses
or to study
- Shortage of places on desired courses, SVQs, HNCs etc
- Lack of support by middle/operational management to encourage
workers to learn
- Lack of understanding by employer of learning and development
- are the best people for the job in learning and training
positions
As can be seen from this list, there are barriers
that may not be present for someone beginning their learning
journey, but which can come into play at some point and make
the learning route difficult or impossible.
UNISON can offer a continual spotlight on, and
facilitate, lifelong learning for its members by using its branch
structure, its ULR network and working in partnership with employers.
5.2 We want you to share with us
your views on how our current strategies and policies work.
What works well? What needs to work better? Are there any
gaps? Are there areas of good practice that we can learn
from and could potentially build on?
The Scottish Executive's vision laid out in their
strategy document ‘Life Through Learning Through Life' has been
acknowledged by UNISON as a positive way forward for learning
and is reflected in our application to the lifelong learning
agenda as a fundamental union philosophy. From UNISON's perspective,
the Scottish Executive strategy addresses economic stability,
socio-economic progression, social inclusion and active citizenship
- all considered by UNISON to be trade union issues.
UNISON is in a position to convey Scottish Executive
policies to a wide audience. Using UNISON as a vehicle to disseminate
evidence that Scottish government is working with the interests
of its people at heart serves the Scottish Executive well. Scottish
Executive support can open doors to resistant employers and
employees feel valued not only as employees but as Scottish
citizens.
Scotland's geographical spread of communities
and workplaces will always be a challenge to fully inform in
respect of any government policies. UNISON is a key player in
promoting the learning agenda and as an important link in the
learning chain for the Scottish Executive requires continued
funding and support to augment its promotion of the learning
agenda.
Skills gaps within the Scottish workforce will
continue to be highlighted by the Sector Skills Councils, and
UNISON, as one of its associated organisations, will be in a
position to seek ways to fill these gaps. UNISON, however, is
aware of the importance of return to learning as a first step
and, working with the Scottish Executive, has the experience,
capability and capacity to facilitate this.
UNISON has, for a considerable time, been at the
forefront in assisting people to return to learn. Our promotion
and delivery of this, working in partnership with WEA, has resulted
in a programme of excellence. This first step will continue
to be a necessary element in the promotion of lifelong learning
for the foreseeable future - as can be seen by the current recognition
of the situation around NEET. We would envisage a continuation
of this successful programme of return to learn and would urge
the Scottish Executive to remain supportive of this initiative.
The ILA Scotland system encourages individuals
to fund part of their learning through government assistance.
UNISON works with the support of the Scottish Executive to fund
and deliver learning to the workforce. The gap in the system
sits with resistant employers who do not promote or deliver
learning provision. In order to achieve the balance and promote
equitable access to learning, UNISON would ask for consideration
of a levy system either on those employers refusing to engage
in learning provision, or on all employers, with the proceeds
used to offset learning costs of those who do engage.
5.3 We feel that what we do compares
well with the rest of the UK and would like your perspective
on this.
The Scottish Executive's policies on lifelong
learning has ensured that ‘…Scotland's labour quality stands
comparison with the world's best performing economies. The same
is true of Scotland's standing within the UK.' (FSS, 2005:
3-5). UNISON urges the Scottish Executive to continue to work
with us to promote the lifelong learning agenda to maintain
and expand on this success.
5.4 We would welcome three key suggestions
as to how we could build on the activity we currently undertake
or that would address any gaps in the current system.
UNISON, working in partnership with WEA, and supported
by the Scottish Executive has built a successful and enviable
programme of Learning@Work and we would urge that this continues.
In addition to this, UNISON consistently receives
feedback that those who have participated in the Learning@Work
courses wish to continue on the road of lifelong learning within
a comparable learning environment. We would urge the Scottish
Executive to work with UNISON to look at lifelong learning as
a progressive route and to offer and support the ‘next steps'
to those wishing to continue.
In order to achieve the ‘next steps' all appropriate
provision should be available to prospective learners and the
current dearth of SVQ assessors and available courses, ie SVQ
and HNC level, should be considered and addressed to offer a
robust learning route for all learners at all stages.
5.5 We want to know how you could
work with us to deliver our shared ambitions.
With the support of the Scottish Executive, UNISON
Scotland would wish to continue to work in partnership with
the WEA and, in addition, look to expand this partnership to
include other organisations with a reputation for excellence
in the learning field. The Open University have developed and
promote ‘Openings' - courses, which we believe can be the next
steps on the learning route, following on from our successful
Return2Learn course. Use of this proven excellent learning institution
and UNISON's ability to disseminate the learning message to
the Scottish workforce would be a powerful means for the Scottish
Executive to promote its lifelong learning agenda and UNISON
would urge the Scottish Executive to offer support for this
learning approach.
Any additional general comments that are
not covered elsewhere.
UNISON has led the field with innovative learning
in workplace programmes such as Return2Learn and Women's Lives,
which offer new life chances to people who have traditionally
been excluded from learning often because of low literacy and
numeracy skills.
Our successful Return2Learn programme has been
delivered for four successive years with Social Work Inspection
Agency (SWIA) and for seven years with the Scottish Executive
Health Department. In partnership with the WEA we have delivered
Return2Learn, meeting the needs of non-traditional learners,
for social care and health sector workers with few or no formal
educational qualifications and low literacies levels in the
public and voluntary sectors.
In order to engage employers and learners consideration
should be given to the need for bite size learning as taster
to discovering learning and use as first step into Learning@Work
programme. This has been successfully piloted in City of Edinburgh,
where UNISON works with workplace literacies co-ordinator/tutor to
organise taster sessions for all social work staff. This
leads to UNISON/WEA Starting Points course and then to Return2Learn.
UNISON/WEA would ask the Scottish Executive to
consider funding the development of shorter courses as part
of the Learning@Work programme to augment the lifelong learning
strategy.
UNISON's brokerage role for lifelong learning
across all public services has developed and extended over the
last four years. Partnerships with WEA, Open University, Open
College and National Extension College enable us to offer a
comprehensive range of learning opportunities.
We have had four Scottish Union Learning Fund
Projects which again focused on the promotion of learning opportunities
for non-traditional learners supported by Union Learning Reps
and Branches with achievements in:
- setting up and supporting a union learning rep network
- participation in learning events
- learners access training
- learning newsletters
- awareness/dissemination events
- employer partnership
- flexible learning provision
Our Skills for Life provision can support the
development of the literacy language and numeracy skills necessary
for employees to be able to fully access development opportunities.
For further information please contact:
Matt Smith, Scottish Secretary
UNISON Scotland
UNISON House
14 West Campbell Street
Glasgow G2 6RX
Tel 0845 355 0845
Fax 0141 342 2835
e-mail matt.smith@unison.co.uk
REFERENCES
The Scottish Executive, (2003), Life Through
Learning Through Life: The Lifelong Learning Strategy for
Scotland.
Evaluation of the Scottish Union Learning Fund
(SULF) 2000-2005: University of Strathclyde, Scottish Centre
for Employment Research.
Leitch Review of Skills, (2006) Prosperity
for all in the global economy - world class skills, Final Report,
London: HM Treasury, (Crown Copyright).
Bell, D. and Sarajevs, V. (2004), Scottish
Education: Spending More - Earning Less?, Stirling: University
of Stirling, Scottish Economy Policy Network.
Tuckett, A (2007), Leitch cannot disguise the
death of lifelong learning, The Guardian, 2 January 2007.
Futureskills Scotland, (2005), International
Comparisons of Labour Market and Skills Performance - Summary
Report, Glasgow: Highlands and Islands Enterprise and Scottish
Enterprise.
