Developing pathways to higher level learning for union learners

Unionlearn strategic position paper Developing pathways to higher level learning for union learners Developing pathways to higher level learning for union learners 1

Introduction 1. This paper sets out the current position on work undertaken by unionlearn, the TUC s education and skills organisation, in relation to higher-level learning. It sets out the context of unionlearn s wider objectives, current national policy in this area and early lessons from a national project aimed at supporting union members into higher-level learning. The paper concludes by outlining proposed next steps for developing and embedding this work. 2 Developing pathways to higher level learning for union learners

unionlearn 2. Unionlearn s strategic objectives include: developing quality services that support the union contribution to learning and skills; developing strategies for the sustainability of this work; helping increase the number of union learners in all types of learning; and developing quality tools and support services for unions to use with union learners which promote progression. 3. Unionlearn seeks to encourage progression and learning at all levels. A core focus is opening learning opportunities for members disadvantaged in the learning and labour market. However, union learners accessing Skills for Life and Level 2 courses have aspirations to progress. In addition, union membership includes a large proportion of people who already have qualifications at Level 2 or above. Unionlearn seeks to encourage progression and learning at all levels. A core focus is opening learning opportunities for members disadvantaged in the learning and labour market. Developing pathways to higher level learning for union learners 3

National policy 4. The initial impetus for the development of the Trade Unions Aimhigher national project was to underpin widening participation objectives; engaging learners in higher education for the first time and reaching into communities where higher education (HE) learners are under-represented. During the lifetime of the project the national policy context has developed to further support this; Higher Education Funding Council for England (HEFCE) funding for students is to be focused on learners that do not already hold equivalent qualifications (NVQ Level 4 and above). The Government s implementation plan following the Leitch Review sets a target for 40 per cent of adults to be qualified to Level 4 or above by 2020. 5. The Government s implementation plan following the Leitch Review sets a target for 40 per cent of adults to be qualified to Level 4 or above by 2020. This has focused more attention on workforce development and employer engagement by the HE sector. Current government and HEFCE action includes developing higher-level skills pathfinders in priority regions and the funding of a range of HEI employer engagement initiatives. 4 Developing pathways to higher level learning for union learners

Trade unions and higher level learning 6. Member unions of the TUC represent 6.5 million members. Recent figures (DTI, 2007) indicate that around 30 per cent of union members have a degree or equivalent, 15 per cent some other higher level qualification, 21 per cent have A-levels or equivalent, 19 per cent have GCSE or equivalent, nine per cent have some other qualification and six per cent have no formal qualifications. 7. The Union Learning Fund (ULF) supports capacity building within unions to support member access to learning and skills. In 2006/7, over 100,000 members were supported into learning via ULF projects. Nine per cent of these learners were taking part in CPD/level 4 programmes. The proportion of ULF-supported learners accessing CPD/level 4 courses is rising. There was an increase of 10 per cent in the number of the CPD/level 4 learners taking part in ULF projects between 2006 and 2007. 8. Unions and unionlearn work in a number of ways to support activists and members into higherlevel learning. Appendix A shows details of some examples of this activity, covering: CPD programmes at foundation level and beyond grants for members and activists to pay for courses learning agreements with employers covering all levels of learning partnership arrangements with institutions such as Ruskin College work with individual HEIs to develop bespoke programmes or improve access to existing courses developing resources and courses for ULRs and union learning project workers working with Aimhigher partnerships to promote higher learning opportunities in the workplace. Working at the strategic level unionlearn has developed a Memorandum of Understanding between unionlearn and the Open University and between unionlearn and Foundation Degree Forward (see Appendix B for details). Unionlearn has also been working with the Open University, Aimhigher and unions in the Trade Unions Aimhigher national project, which is developing resources and models of working to support union learners into higher level learning (see Appendix C for details). 1 Employment Market Analysis and Research, DTI, April 2007. Extracted from Labour Force Survey, December 2006. Developing pathways to higher level learning for union learners 5

Union learners and higher education 9. Qualitative research with union learners undertaken as part of the Trade Unions Aimhigher project (see Appendix C) covers a sample of those accessing higher level learning via Open University short courses. The findings from this research do not offer a comprehensive picture of the characteristics or needs of all union learners. However, they do offer various insights, including: There is not a typical union learner; learners are motivated by a mix of personal and workrelated learning goals. The previous experience of higher-level learning varies considerably and levels of confidence about ability to learn at this level also vary. For many learners, the primary motive is workrelated, although they often do not discuss this with their employer. There are a range of barriers that workers face in accessing HE, notably time for study, lack of finance, caring commitments and lack of support from employers. Many learners lack confidence, leading in some cases to reluctance to access the support and resources available. E-learning is seen as a solution to time and location barriers, although this style of learning is not suitable for all. Many learners are on low or below average incomes. Low-cost/subsidised courses can help get learners to participate. Employers need to be convinced of the value of building a learning culture in the workplace and of supporting this (with time and resources), even if doing so diverts activity away from the achievement of short-term work objectives. Improved information and advice is needed for learners to support their decision making. ULRs also want improved awareness, information and resources to help them advise and signpost learners thinking about higher level study. 6 Developing pathways to higher level learning for union learners

HEIs and union learners 10. As part of the Trade Unions Aimhigher project, research was undertaken with HEIs in the North West on the type of provision and support that might be of interest to union learners. The study found: A great deal of interest among providers to (further) extend provision to workplace learners. The level of information and advice services available for adult learners was varied. Access to HE courses was not always suitable for working people and, with some notable exceptions, the range of taster courses was limited. The range of part-time learning programmes was good, but determining whether a course was appropriate (in terms of level, when, where and how it is delivered) was problematic. Often the language used to promote courses (for example in terms of levels and credits) is unfamiliar. For adult learners, HEIs often determine entry on ability to benefit rather than formal qualifications. Ability to benefit is assessed through APEL (Accreditation of Prior Learning and Experience) systems, and these systems differ between HEIs. Some union learners will need assistance to self-assess their ability to benefit and in providing supporting evidence for this. The extent to which HEIs offer flexibility of delivery, part-time study or modular approaches and bite-size options varies considerably. FECs providing HE that is directly funded are limited in the flexibility they offer due to funding rules about prescribed HE, which do not apply when the HE is indirectly funded through an HEI. The consultations with HEIs identified a strong willingness to work to develop bespoke programmes for union learners; with the proviso that the returns warrant the investment. This also requires that union learners (via unionlearn or their union) are able to articulate their demand for learning and that demand is of a scale that would make new course development cost-effective for the provider. The majority of HEIs had limited understanding of ULRs, unions or the role of unionlearn in relation to learning services for members. Developing pathways to higher level learning for union learners 7

Where are we now? 11. The activity undertaken by unions and unionlearn to date indicates that there is considerable demand among members for higher learning and that unions can help with routes into and through higher education. There are different ways in which unions can support members, including access for those new to higher level learning, learning for work-related and personal goals and accessing specific CPD programmes. The issues faced by unions and unionlearn in developing support for higher level learning include: the level of funding and resources to develop joint activity with the sector limited experience of working with the higher education sector outside of union s specialist education teams no co-ordinated strategy or structures within unionlearn to take the work forward. 12. Initial discussions with national partners have taken place to identify joint areas of work that can help increase the demand for higher level qualifications by employers and employees. Unionlearn needs to build approaches that can be flexible in order to support unions to develop their own higher level learning strategies. There is a need to continue to build links between union learning and the work of other national partners, such as DIUS, HEFCE, HEIs, LLNs, Aimhigher, FDF, sector skills councils and various professional bodies to enhance pathways to progression for union learners. 8 Developing pathways to higher level learning for union learners

Where do we want to get to? 13. Unionlearn seeks to offer progression pathways and opportunities to union members up to and through HE in order to help them achieve their full potential in work and society. 14. Higher level learning provides an added dimension to the unionlearn offer. For learners: it extends the union learning offer to learners taking part in Level 2 or Level 3 courses and opens learning opportunities to those who already hold higher level qualifications. For unions: it offers the opportunity to further develop their learning services to a wider range of members. For employers: unionlearn can work to help unions engage with employers in constructive dialogue on higher level learning. For providers: it offers the opportunity to engage with unions to help further develop programmes that meet the needs of working adult learners. For government: unionlearn can help in the achievement of government priorities, such as the new Leitch targets for higher level learning. Unions also help move learning and skills delivery towards a demand-led approach and can focus activity on priority sectors. Unionlearn seeks to offer progression pathways and opportunities to union members up to and through HE in order to help them achieve their full potential in work and society. Developing pathways to higher level learning for union learners 9

What needs to happen next? 15. The review of unionlearn s development of higher level learning opportunities shows that good progress has been made so far. However, the picture is complex; there are a variety of learner needs, union focus on higher learning is varied, HEI experience of (and offer for) working adult learners is variable and the policy context is changing. There is a need, therefore, to further develop models of joint working and a stronger unionlearn strategy for higher level learning. This will help focus unionlearn activity where it is most needed and add value to the work of others. 16. In order to achieve this unionlearn proposes a second phase of the Trade Union Aimhigher project that seeks to achieve the following: Action 1: The development and implementation of unionlearn strategy for higher level learning/learners setting out key objectives and clear roles and responsibilities. Action 2: Further review and development of resources developed during phase 1 of the project (the Unionlearn Climbing Frame and HE module for ULRs) to help ensure effective takeup and use. Action 3: Build proactive approaches to joint work between unionlearn, unions and HEIs at the national and regional level. Action 4: Develop progression pathways for different kinds of learners. These could include pathways to support: - taster/bridging courses for new entrants to higher level learning, including exploring the development of a unionlearn return to learn programme. - progression from level 3 programmes, including apprenticeships - continuing education course for those motivated by personal goals - professional courses for CPD learners and activists - specialist provision for learners in target sectors - the development of bespoke programmes of study - the set up and delivery of union learning clubs. Action 5: Develop higher level learning activity with a wider range of unions and ULRs, in other regions and with other HEIs and intermediary organisations. Action 6: Further test these progression pathways to review outcomes for union learners and to help refine the learner journey and union learning club models. 10 Developing pathways to higher level learning for union learners

Action 7: Identify the key costs and additional resources required for the delivery of the effective and sustainable union higher learning pathway models. Action 8: Identify the funding options available to unions and other partners to support this work. Action 9: Develop channels of communication with key stakeholders and communicate the findings of the Trade Unions Aimhigher work to help inform and influence: - unions, HEIs and HE network organisations of the nature and scope of the higher learning progression models - government policy for the HE sector. Action 10: Embed higher level learning within unionlearn structures, including the work of the national board, and national and regional teams, and embed higher level learning alongside and within other unionlearn activities in ULR training, TUC Education, the Union Learning Fund and the provider quality mark. Action 11: Undertake more extensive research into the characteristics and expectations of union learners, their demand for higher-level learning, aspirations and barriers to inform the actions above. Plus, build approaches to data collection that can track the progression routes of union learners. There is a need to further develop models of joint working and a stronger unionlearn strategy for higher level learning. This will help to focus unionlearn activity where it is most needed. Developing pathways to higher level learning for union learners 11

Appendix A: Examples of union higher level learning activity ATL works in partnership with Edge Hill University and the Teacher Development Agency to offer members access to level 7 CPD and foundation degree programmes at level 4. ATL offer members 120 credits free of charge. USDAW support for activists includes the USDAW Academy (level 3) and the union works with Ruskin and others colleges. For members, USDAW offers grants for learners to engage in HE courses and in some cases support for OU learners is offered locally by the WEA. USDAW is also working to develop a level 3 Return to Learn course, which can provide a pathway to higher learning. Unite Amicus has partnership agreements with Ruskin College and Northern College and provides opportunities to individual members through financial support. Unite also links into the University of Leeds Building Bridges to Learning programme to support activists and members to access Open University courses. It is also developing links with Cardiff University to develop a higher-level managers training programme. Prospect has strong relationships with Ruskin College and the Open University. It has recently developed work to support links in the Nuclear industry with Liverpool University. Prospect also supports access to NEBOSH/IBOS Health and Safety courses by offering financial support to activists. UNISON has developed model learning agreements with NHS employers to work jointly on the NHS knowledge and skills framework. For example, the East Coast Health branch of UNISON negotiated a learning partnership agreement with James Paget NHS Hospital Trust, Great Yarmouth, with time-off to complete courses and training at the new Careconnect learning centre. The new centre offers a range of programmes including places on the Open University Openings Understanding Health and Social Care course thanks to UNISON efforts and the national agreement with the OU. Openings is a pre-qualification for K100, an OU/UNISON work-based route into nursing or social work. In Northern Ireland over 160 UNSION members have enrolled on the OU K100 course across 10 health trusts with a very high retention rate of 97.5 per cent. Unite T&G has been working with the Open University to pilot and develop a new OU course (U122) recognising achievement: credit for your experience, which offers 30 credit points towards a higher education qualification. The course draws on, and gives credit to, previous learning at work. This offers learners accreditation for prior learning and helps them work towards the future in planning their work and career. 12 Developing pathways to higher level learning for union learners

Unionlearn teams in the regions have been working with Aimhigher partnerships and others to encourage access to higher learning. Unionlearn South West and the University of Bath are developing Beyond Level 2 resources and support for ULRs around progression opportunities for learners. Unionlearn North West has worked with Foundation Degree Forward to help develop the employer-based training accreditation programme which aims to accredit employer higher level training and offer top-up learning to help workers achieve full qualifications. Unionlearn North West is also working with Liverpool University and Aimhigher Greater Merseyside on the development of a Level 4 programme for union project workers as a progression route from the Level 3 Adult Learner Support qualification. Unionlearn North West and Aimhigher Lancashire are working together to develop a project that will deliver bespoke IAG presentations to union learners in a range of organisations across Lancashire to help union learners think about and plan for higher level learning. Unionlearn Northern region team has Aimhigher learning champions that work to develop links between the HE sector and unions/union learners. Unionlearn has developed strategic links with the OU and FDF. See Appendix B. The TUC has an agreement of joint work with the NUS which covers strategic engagement and operational support to help ensure that, for example, students are supported to understand their employment rights. It also promotes best practice employment practices. Developing pathways to higher level learning for union learners 13

Appendix B: unionlearn MoUs of with higher education organisations Unionlearn memorandum of understanding with the Open University Unionlearn is working in partnership with the Open University (OU) to help more union members into higher education. A key goal is to widen participation in higher education by increasing the number of union learners on the OU route. A special arrangement between the two organisations means union learners can claim a 10 per cent discount on fees for OU first year undergraduate courses that carry 30 and 60 points towards their qualification. The aim is to encourage 4,000 union members a year into taking one of the wide number of OU courses. Other priorities identified in the MoU include: working with employers and SSCs to close skills gaps developing progression pathways for workforce development providing access courses for potential OU students in the union movement. Unionlearn memorandum of understanding with Foundation Degree Forward Unionlearn is working with Foundation Degree Forward (Fdf) to develop a MoU. Some of the areas it covers include: Raising ULRs knowledge and awareness about Foundation degrees. Facilitating progression to Foundation degrees by promoting the development of a credit based framework for vocational awards as a potential way to foster a closer relationship between the FE and HE sectors. Progression from apprenticeships support research and dissemination on programmes of good practice that are successful in progressing apprentices to HE. Vocational work-based access to look at developing and embedding models of Access to HE provision that can be delivered in the workplace. Good practice in inclusive work-based learning contribute to thinking on how existing workbased and work-related Foundation degree provision can become more inclusive and engage and meet the requirements of disabled workers. 14 Developing pathways to higher level learning for union learners

Appendix C: The Trade Unions Aimhigher national project The Trade Unions Aimhigher national project is supported with funding from HEFCE and brings together unionlearn, Aimhigher and the Open University to work on the development of tools, partnership models and pathways top help union members access higher education. Unions and ULRs are in a unique position to engage both employee and employers in learning that meets the needs of individuals and, where there are mutual goals, to the needs of the employer and workplace. The national project is built on a model of joint work developed in the Greater Manchester area in which Greater Manchester Aimhigher funded the development of a model of support for union learners taking Open University courses. This involved financial support and setting up a union learning club (virtual or physical) where learners can encourage each other and receive guidance from an OU tutor on the skills that help them to succeed in higher, open and distance learning. The national project also involves developing resources to help ULRs advise and signpost learners around the country to higher level learning (the Unionlearn Climbing Frame and ULR HE module). The project also involves joint work with universities to promote access to taster courses and the offer of student support for union learners (Union Learning Clubs). The Aimhigher project is piloting these resources and models with three unions (PCS, Prospect and UNISON), and is working with employers to link the HE learning to workforce development. The project has commissioned research to review the expectations and experiences of union learners accessing HE and with universities (in the North West) on the supply of HE provision for adults, focusing mainly on part-time learning opportunities available for workers and the support available for those accessing HE for the first time. The national project runs until December 2007. Developing pathways to higher level learning for union learners 15

Produced by unionlearn Congress House Great Russell Street London WC1B 3LS November 2007 Cover photograph by Mark Thompson 16 Developing pathways to higher level learning for union learners