Union Learning Fund

Lilian Greenwood Excerpts

Wednesday 18th November 2020 Westminster Hall

[Lilian Greenwood (Nottingham South) (Lab)]

I beg to move,

That this House has considered the future of the Union Learning Fund.

It is a pleasure to serve under your chairmanship, Mr Hollobone. Paul Glover works as a refuse driver in Nottingham. He struggled with dyslexia at school and left without any qualifications. At work in the depot, he found it hard to read instructions, fill in forms and access training. Paul realised that he was not alone and that, in some cases, his colleagues were completing safety documentation that they did not fully understand, as they were unable to read.

With the support of his union, GMB, Paul trained as a union learning rep. Now other workers approach him for help with their learning problems. He has been able to signpost them to appropriate courses, and he has set up a group for people who struggle with literacy to help them understand safety procedures, building their confidence and skills as well as making the workplace safer for everyone. In 2018, Paul won the award for midlands TUC learner rep of the year. There is a photo of him grinning from ear to ear—I would say he is bursting with pride.

Most of us in this Parliament know what educational success feels like. We have passed exams, got the certificates to prove it and been to graduation ceremonies—maybe our own or maybe our kids’. We are not afraid to learn new skills. For too many people in this country, however, school was not a happy experience. Like Paul, they left with few qualifications and even a sense of failure. That is a terrible waste of talent and, for many people, it can be hard to overcome. However, union learning and union learning reps—volunteers in the workplace—are uniquely well placed to help their workmates do just that.

That is not hard to understand. If someone thinks education is not for them, or struggles with reading and writing, numbers or using new technology, they might not want to tell their supervisor or someone in human resources, but they will talk to a colleague—someone like them—especially if they know that their colleague faces the same problem. That is the beauty of union learning: it is incredibly effective at engaging those hard-to-reach learners. Believe me, once they get going, there is no limit to what they can achieve.

I spent 22 years as a trade union officer before I was elected to Parliament. For a period in the late 1990s, I was regional education officer for Unison. I remember when the union learning fund was created and the difference it made. Our union had always offered education and training courses, but the union learning fund and the statutory support for union learning reps enabled us to do so much more. We were able to build partnerships with employers; to share more widely information about the opportunities available, which are not just for trade union members; and to grow the network of learners and advocates for learning.

I saw the difference that union learning made. Participants grew in confidence and went on to get promotions or new jobs. Some progressed from basic skills courses to A-levels, professional qualifications and degrees. Once they had got the learning bug, they wanted to share it, and I saw how they inspired their colleagues and worked with employers to spread the word. I saw industrial relations change for the better, workers who felt more valued and employers who welcomed an opportunity to collaborate with the trade unions, particularly at a time of change when their staff were being asked to adjust to new demands and roles were changing.

I could easily fill 90 minutes with wonderful case studies that showcase how the ULF has developed over the past 20 years; the difference it has made to millions of working people of all ages in every part of the country, in sectors from retail to manufacturing; how it has supported people to acquire basic skills, digital skills and better English; and how it has helped people to complete apprenticeships and professional training.

I wish I could do that, because the Minister needs to confront what the decision to withdraw funding from the ULF really means. Every year, she will be depriving more than 200,000 working people—many of them low paid—of access to transformational learning opportunities. That is not because basic skills courses in maths, English and digital skills will not be on offer—the ULF is not about training provision per se—but because union learning is key to getting reluctant adult learners to take up those opportunities.

The Prime Minister has announced that from next spring all adults will be able to study for their first level 3 qualification free of charge—a new lifetime skills guarantee—but what he cannot guarantee is that adult learners will have the confidence to take that step; how they will get the level 2 skills that they need to go on to the level 3 qualifications; how they will overcome practical barriers such as finding the time to learn, managing caring responsibilities and understanding their entitlements; how they will have the confidence to think it is for them; and how they will get the support to stick with it if the course feels tough. Those are precisely the things that union learning does well.

Independent reviews of the ULF show that unions excel at supporting less confident learners, especially those with few or no qualifications, eight out of 10 of whom said they would not have taken part in learning or training without trade union support. The Government have announced that they will spend £2.5 billion on the new national skills fund, but they suddenly cannot afford £12 million for the tried and tested successful programme that will help them ensure it is effective. That is why I find the decision to scrap the ULF so incomprehensible, so counterproductive and such a mistake. I can only assume that Ministers in the Department for Education could use some training in evidence-based policy making.

Before scrapping a programme that has been working effectively for more than two decades, I imagine that Ministers would consult the trade unions delivering it, but they have not. Have they consulted employers? No. Since the decision to withdraw funding was announced, dozens of employers have written to the Secretary of State to share their concerns. For example, Paula Stannett, Heathrow airport’s chief people officer, said:

“The announcement that funding support for the Union Learning Fund is to be ended is as disappointing as it is perplexing. The unprecedented impact that this pandemic is having on jobs across the UK means there has never been a more critical time to invest in upskilling. We urge the Government to rethink its decision.”

How about training providers and HR professionals? Another blank. The ULF has received support from the Chartered Institute of Personnel and Development, the Learning and Work Institute and the Royal Society for Arts, Manufactures and Commerce. At a time of huge change, when the country faces an economic crisis precipitated by the pandemic, with millions of jobs at risk, one would imagine a cross-Government approach to skills was essential.

The Treasury would of course want to ensure that public expenditure provided value for money. The latest independent review of the ULF by the University of Exeter estimates that every £1 invested in the ULF generates a total economic return of £12.87, benefiting both individuals and employers. Has the Treasury called for the ULF to be scrapped? No. Has the Department for Education conducted a new evaluation that contradicts the independent review’s findings on value for money? No.

As the country seeks to respond to a massive economic shock and to build back better, workers will be required to retrain, reskill and adapt as never before. The industrial strategy depends on investing in developing the skills and infrastructure that we need to support the growth of new sectors. Has the Department for Business, Energy and Industrial Strategy been consulted? Has the impact on the success of the Government’s industrial strategy been evaluated? It appears not.

In its June 2020 report on skills, the Industrial Strategy Council made a number of observations about the benefits of learning reps and the ULF to meeting its objectives. It specifically recognises the success of Unionlearn in recruiting low-skilled workers into training and the value of trade unions in helping to shape local skills strategies.

So why is the ULF being scrapped? Since that shocking decision was communicated to the TUC last month, numerous Members of this House and the other place have tried to understand. There have been many questions, but no credible answers, which leads me to believe that the decision is motivated by politics—that the Secretary of State wants to scrap the union learning fund because it is led by unions.

A few weeks ago, the general secretary of the TUC, Frances O’Grady, stood alongside the Chancellor of the Exchequer outside 11 Downing Street backing a package of support for jobs. It seems strange to react to that by scrapping a successful scheme. Doing so looks like unnecessary union bashing rather than supporting a skills programme that delivers good outcomes and value for money—that is not my analysis but that of a Conservative MP, the right hon. Member for Harlow (Robert Halfon), who is Chair of the Select Committee on Education.

I wish there were more time. I would like to talk about the incredible work of my former colleagues, Angela and Gavin, and all the Unison learning team in the east midlands. I would like to tell hon. Members about Neil Chapman, who began his own learning journey with retail union USDAW, and now works with learning reps at the Boots site in Nottingham. There, thanks to the ULF, they have an on-site learning centre and support learners to access training through a range of local providers and further education colleges, including, increasingly, in mental health awareness.

I would like to tell hon. Members more about Fire Brigades Union member Laura Wilton, who uses her training to help women in Nottinghamshire prepare for the physical demands of being a firefighter. I would share information about the important work of the Federation of Entertainment Unions, which uses the ULF to equip freelancers with the skills and knowledge they need to run businesses as self-employed workers.

However, many of my colleagues want to speak—some have not even been able to make it into the room today—and I am keen to hear their contributions, especially as many of them, like me, have direct experience of the union learning programmes. But before I conclude, I want to pose some questions that I hope the Minister will address in her response to the debate.

How will cutting this vital support for the hardest-to-reach learners help the Government to roll out their offer of level 3 qualifications? Which organisation will replace Unionlearn in engaging reluctant learners? How will scrapping the union learning fund help this country to “build back better”? What assessment has the Minister carried out of the impact of removing funding for the ULF on the industrial strategy? What discussions has she had with her colleagues in the Department for Business, Energy and Industrial Strategy on this decision?

If the Minister is concerned that the programme is available only in unionised workplaces, how will scrapping it improve the uptake of training in non-unionised workplaces? If she is concerned that union learning levers in investment only from larger employers, what discussions has she had with the TUC about addressing those concerns? Has she challenged it to reach smaller, non-unionised workplaces? Has she given it the opportunity to respond to such a challenge?

I am sure that the Minister’s numeracy skills are top-notch. Can she confirm what proportion of the Department for Education’s £54 billion budget the £12 million spent on union learning represents? If she really is worried about how her Department can afford that, what discussions has she held with other potential funders? For example, has she consulted Mayors and combined authorities about the impact that this cut will have on their plans to boost skills and productivity in their regions?

Union learning makes a massive difference to workers, employers and our economy, but it is the individual human impacts that get me every time. I want to give the last word to Sam Biddlecombe, an NHS healthcare assistant in Derbyshire. Sam joined a Unison women’s lives course, went on to a level 3 access to higher education diploma and ended up going to university to study nursing. She said:

“I think you have to be in the right mind-set to learn, school was wasted on me when I was young but after the two UNISON courses, I felt I’d been given a toolkit to further myself…My learning experience has made a real difference to my life, not just at work but at home too. My little girl sees me doing my homework and so she’ll pick up a book and read. In our house, free time isn’t just for sitting in front of the TV; it’s also for talking, reading and learning something.”

It is never too late to learn, even for Ministers.

[Mr Philip Hollobone (in the Chair)]

The debate can last until 11 am. I am obliged to call the Front-Bench spokespeople no later than 10.27 am, and the guideline limits are 10 minutes for the SNP, 10 minutes for Her Majesty’s Opposition and 10 minutes for the Minister. If the Minister would close no later than three minutes before 11 am, that will give Lilian Greenwood a chance to sum up the debate. There are 12 Back-Bench colleagues seeking to contribute until 10.27 am. If there are no interventions, we can have a time limit of three and a half minutes and everyone will be able to contribute. The clock will be operating to show you where you are during your speech.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (Gillian Keegan)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I, too, congratulate the hon. Member for Nottingham South (Lilian Greenwood) on securing this important debate. Like her, I grew up in the north-west in the ’70s and ’80s, and I am very familiar with Paul’s and Mark’s experience of school—it is one that I also had, with more than 90% of my school friends leaving our Knowsley comprehensive school with few or no qualifications, so I am familiar with the challenge.

We all know, too, how rapidly the economy and employment can change, with the decline of jobs for life; instead, it is a life of jobs, requiring new skills. Hence the need for people to have those new skills and qualifications in order to be more resilient to change and better able to take advantage of the opportunities in their area. Of course, that means that access to education and training is essential for young people and adults to get the skills they need to equip them for the future and to allow them to take advantage of the opportunities open to them.

I hope it comes as no surprise to anybody here that I am passionate about this subject. I have my own experience as an apprentice, and I know that gaining skills and training develops confidence and opens the door to so many opportunities. Apprenticeships are now available at any age, to any worker, up to degree and masters levels in almost every occupation we can imagine.

However, getting into work, getting on to a training course and getting those qualifications mark a stage in learning, not an end. Now more than ever, things are changing at a rapid rate. New technology means new industries and the decline of some others. Jobs change, jobs are lost and jobs are created. We are living in a period of rapid change, and the impact of coronavirus has created another level of instability, which means that everyone needs to react to take advantage of new opportunities or to minimise the risks that change can bring.

The Government are committed to ensuring that every adult has the skills they need to progress. That is why we are investing £1.34 billion through the adult education budget in 2020-21 alone. That commitment is not just about ensuring that all adults can get a full level 3 qualification, but about basic skills. We know that any adult without basic skills and qualifications faces an impossible challenge in securing employment, and that is why, since the Apprenticeships, Skills, Children and Learning Act 2009, we have fully funded adults without English and maths at level 2 to gain those essential qualifications. Since August this year, we have added a similar entitlement for every adult to gain basic digital skills at level 1.

Unionlearn, through the union learning fund, has done some really good work over the years in helping and supporting adults to gain the basic skills they need. It helps people to find out about learning opportunities and how to access them. Of the 200,000 people it helps each year, about 95,000 are supported in English, maths and information and communications technology up to level 2. In fact, almost all the Unionlearn help is at level 2 and below. It has been able to do this thanks to Government support. Since 2015, the Government have provided £74 million for the union learning fund, including £12 million for the current financial year.

There are limitations to the Unionlearn model, however. Although it is open to all, important information on opportunities is invariably circulated via the trade union network. Programmes are undertaken by the same set of unions each year. Typically, Unionlearn has supported 19 to 23 projects each year, but over time, only 24 unions have been involved. That is not to say that the projects are not good or worthwhile, but the support is going to the same unions for the same cohorts. Efforts to widen the range of programmes and unions securing project funding have not succeeded.

The Government want training opportunities to be genuinely open to all adults, rather than confined to a particular cohort by the limits of the union learning fund. Although many individuals feel that their learning journey would not have started without the support of Unionlearn, which I am sure is right, almost half of those training through it are qualified at level 3 or above, plus significant numbers said that they would have done the learning in any case.

We are not scrapping Unionlearn; we have decided not to continue funding it from taxpayers’ money. Of course, others could fund it, such as trade unions, employers and devolved Administrations. Indeed, it was established in 1998 and has been funded by taxpayers only since 2008, so there were 10 years of it being funded another way.

I referred to the work that Unionlearn has done to support people to gain basic skills, but I also spoke about the adult entitlement to financial support for them to get English, maths and digital qualifications. That was brought in after the establishment of Unionlearn, which brings me to a key point. At its heart, the Unionlearn model is a brokering one that helps to identify learning needs at an individual level or in a particular location, then to link those individuals to providers who deliver the training. It does not fund training, except in a few circumstances where it is not available through the adult education budget.

[Lilian Greenwood]

Will the Minister give way?

[Gillian Keegan]

I will not, but the hon. Lady will get three minutes at the end. I only have limited time; I think she knows that I would usually.

Unionlearn is a signpost to learning opportunities. I would be selling it short if I did not recognise that it has provided support, mentoring and advice to people over the years, but times and needs change. We need a solution at scale. Unionlearn was set up to help individuals to find out about and access training opportunities.

In 2006, only about a quarter of people in the UK used the internet every day. There was low-speed connectivity and smartphones were new—Apple launched the iPhone only in 2007. Now, more than 80% of households have high-speed broadband and a smartphone, which has driven a change in behaviour. People can access all kinds of information online. They can sign up for training online and take courses online, which was unimaginable 14 years ago. There has been a massive change in the information and basic courses that are available.

In some ways, covid-19 has accelerated that behaviour. FE provision went online—I joined virtual lessons during lockdown—and we have established a skills toolkit. People can go online to find things out. There has been a clear behaviour change in less than two decades, which means that there are now many ways to get support and information. On top of all that, there is an evolving adult entitlement that means that everybody is entitled to digital skills as well as English and maths.

There will always be a need for some personal support, which is why the skills recovery package includes £32 million of extra support for people to get more help from the National Careers Service. Today, it does not make sense to fund Unionlearn, with an additional set of admin costs, to support particular individuals in a unionised environment, while we have unprecedented access to information online, support from careers services and a basic entitlement.

We also want people to be more ambitious in their aspirations. English, maths and digital skills are essential, but are not enough for many people to secure the career or job that they want. That is why the Prime Minister has announced, as part of the lifetime skills guarantee, that adults lacking a level 3 qualification, equivalent to an A-level, will be fully funded from April 2021.

The size of the challenge is such that it requires significant investment and solutions. Small-scale inter- ventions will not suffice. That is why we have announced the creation of a £2.5 billion national skills fund to run over the lifetime of this Parliament. That is why we have set up a £500 million skills recovery package to support and encourage employers to offer apprenticeships and traineeships, to expand threefold the sector-based work academy programme and to help more than a quarter of a million more people to get advice and guidance on careers. That is why, against the backdrop of £3 billion of funding to support large-scale national investment in further education that will work flexibly for working people, it simply does not make sense to continue to support a niche Unionlearn offer.

I am enormously grateful for the support and consideration that the hon. Member for Nottingham South has given today, and she will have her time to respond. She has raised some important concerns about adult learning and access to skills, and it is clear that the Government share them. We have considered how the union-led fund might have addressed these, but we must go further than this model.

The Government are absolutely committed to ensuring that everybody, irrespective of who they are or where they come from, whether they are working in a unionised environment or not, can get the qualifications and skills they need to progress. That is the only way that we are going to build back better, meet our net zero by 2050 target and recover from the global pandemic. With £3 billion of support for further education, Members should be in absolutely no doubt that, as learners progress, this Government will be there with them, now and in the future, every step of the way.

I know that Members are disappointed, that they support Unionlearn and that many of them have had involvement with this model, but we cannot limit the scale of our ambition or limit access, when it is a basic entitlement for every adult in this country, which has been provided since and after Unionlearn was set up. These things are widely available in all communities, to those who are working or not working, and to those in unionised environments or non-unionised environments. They are available to everybody, and we must make sure that we are there to encourage people to come forward. There is a lot of information available now, in every way.

We are committed to training adults in this country. We are investing more than we ever have, but it needs to be a large-scale solution to a large-scale problem.

[Lilian Greenwood]

I cannot decide if the Minister actually believes a word of the speech she has just delivered. It is as if she was not listening to a single one of the contributions that we heard.

We know that Unionlearn is not primarily about delivering courses. It is about connecting people to opportunities and giving them the confidence to take up those opportunities. Even where courses are provided free of charge, the number of adult learners is falling. For example, the number of adults achieving first level 2 qualifications in English and maths has fallen by 30% since 2010, despite those courses being free. If the Minister is serious in thinking that the union learning fund is not on the scale required, she should be investing more in expanding it to enable those workers to take up those opportunities. I am glad to see the right hon. Member for South Holland and The Deepings (Sir John Hayes) nodding along with that.

The Minister did not answer my questions about which organisation will engage reluctant learners. The careers service does a good job, but it cannot reach the same people. She did not explain how scrapping the union learning fund will help us to build back better, the impact it will have on the industrial strategy, the discussions she has had with the Department for Business, Energy and Industrial Strategy or how it will increase the uptake of training in non-unionised workplaces. She did not answer my maths question about what proportion of the Department for Education budget that £12 million provides.

I am so disappointed. I read and hear many contributions about the difference that union learning makes, and people describe how it has transformed the way they feel about themselves and the opportunities open to them. I read someone saying: “I honestly feel like this is a new beginning for me. I am buzzing. I can’t wait to get back to work and start implementing everything I learned on the course.” That is what her Government are taking away. She should be ashamed of herself, a Skills Minister who wants to take away the opportunity for working people to improve their skills and transform their lives.

Mr Hollobone, I do not know what more to say, other than that I hope that other people can prevail upon the Skills Minister and her boss, the Secretary of State for Education, to wake up and do something positive, and change their minds about this appalling decision.

Question put and agreed to.

Resolved,

That this House has considered the future of the Union Learning Fund.