ABSTRACT
In recent years, challenging social and economic disadvantage through the relationship between trade unions and workplace learning has gained contemporary policy and practical significance. Underpinned by legislation, supported by government funding, and endorsed by employers, workplace learning is now widely recognised as having a unique and positive role, particularly in relation to disadvantaged and excluded workers with basic skills needs. The Union Learning Fund (ULF) has, and continues to be, the principle mechanism challenging disadvantage through learning for workers in all sectors of the economy. This fund has supported and encouraged the development of Union Learning Representatives (ULRs) alongside other learning initiatives such as the creation of union learning centres that have often been developed in association with employers. Given statutory rights in 2002 (Employment Relations Act July 2002), and underpinned by an ACAS Code of Practice in 2003, these initiatives have impacted positively in workplaces throughout the UK. The undoubted success of the ULF, and the projects it has supported, can be seen in the increasing number of very positive evaluative reports that have emerged. All those involved in the projects: ULRs; tutors; employers; and learners; report general satisfaction with the projects they have been associated with. [For a sample of project evaluations undertaken in the North East see York Consulting (2003), Hope et al. (2003), Wray (2004)].
