The evolving role of union learning representatives

Moore, Sian; Ross, Cilla

doi:10.1080/13674580802386861

Cited by 6 publications

(3 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To capitalise on this union effect, the UK government introduced ULRs and ULFs (Clough, 2008). ULRs are workplace‐based union representatives who provide advice and guidance on learning and organise learning activities for union members (and often also for non‐members) within their workplace (Moore & Ross, 2008). ULRs in England and Wales are specifically charged with engaging the hard to reach workers (DfES, 2004).…”

Section: Workplace Learning Trade Unions and Government Policymentioning

confidence: 99%

What every worker wants? Evidence about employee demand for learning

Findlay

Warhurst

2012

British Educational Res J

View full text Add to dashboard Cite

In order to boost learning the UK government has invested in trade union-supported workplace learning. Investing in the supply of learning is useful but ignores demand for learning by workers, about which there is little research. This paper addresses this lacunae by analysing worker demand for learning, which workers want learning, what learning is demanded and why, and what factors might best lever learning. Data comes from two surveys of potential learners and union learning representatives. Findings reveal a large demand for learning and that unions can lever this learning. Findings also suggest further policy development to address problems associated with union-supported learning

show abstract

Section: Workplace Learning Trade Unions and Government Policymentioning

confidence: 99%

What every worker wants? Evidence about employee demand for learning

Findlay

Warhurst

2012

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…Whilst it might be argued by commentators such as Moore and Ross (2010) and Shelley (2010) that ULRs were predominantly for what euphemistically could be called 'blue collar' trade unions that wanted to encourage members to return to learning and improve their basic literacy and numeracy levels, a number of professional unions took up the mantle, notably the teaching unions throughout the UK, as highlighted by Stevenson (2010) and Bangs and MacBeath (2013).…”

Section: Introductionmentioning

confidence: 97%

A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland’s further education and teacher learning representatives

Alexandrou

2015

Research in Post-Compulsory Education

View full text Add to dashboard Cite

For the past decade, I have been observing, researching and reporting on a group of Scottish further education lecturers and schoolteachers, who, through their trade union activities, have had a significant impact on their colleagues' engagement with post-compulsory education and professional development. They are members of the Educational Institute of Scotland (EIS) and are unpaid lay volunteers who are trained and accredited as Union Learning Representatives (ULRs). They have a specific remit of advising and guiding colleagues in all matters relating to post-compulsory education and professional development. The article will detail how from very humble beginnings this group has become an indispensable element of the Scottish education system. It will show how these ULRs, many of whom had not been involved in trade union or political activism, are now regarded as experts in the field of post-compulsory education and professional development. They regularly work with key stakeholders such as the Scottish Government, Her Majesty's Inspectorate of Education and local authorities, and hold major positions within the EIS and on the General Teaching Council for Scotland. They have evolved as leaders within their institutions, the EIS and the Scottish education system more by accident than design. These developments indicate that they may well become key players in the construction and implementation of future local and national post-compulsory education and professional development policy. The article will be underpinned by the academic concepts of 'wounded learners', 'organic intellectual growth' and 'emerging teacher leaders through professional development engagement'.

show abstract

“…The article utilizes an empirical study that included interviews with full-time trade union officials responsible for learning at different levels of their union to illuminate the trade unions' responses. Both the ULR initiative (Alexandrou and Davies, 2006;Alexandrou et al, 2005;Alexandrou and O'Brien, 2008;Lee, 2007, 2009;Davies, 2008;Lee and Cassell, 2008a;Moore and Ross, 2008;Moore and Wood, 2005;Wallis et al, 2005) and the ULF (Shaw et al, 2002;Stuart et al, 2010) have been the subject of empirical research. However, this paper makes a unique contribution in illuminating the role that ULRs played in helping to monitor the realisation of learning goals in learning projects, many of which were funded from the ULF.…”

Section: Introductionmentioning

confidence: 99%

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

Lee

Cassell²

2011

International Journal of Sociology and Social Policy

View full text Add to dashboard Cite

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.

show abstract

The evolving role of union learning representatives

Cited by 6 publications

References 3 publications

What every worker wants? Evidence about employee demand for learning

What every worker wants? Evidence about employee demand for learning

A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland’s further education and teacher learning representatives

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

Contact Info

Product

Resources

About