UNION LEARNING REPRESENTATIVES: STATE AGENTS OR SOCIAL PARTNERS?

Abstract

This article outlines the origins and development of union learning representatives (ULRs) in England. ULRs have been increasingly recognised by government as intermediaries that can engage with ‘hard-to-reach’ employees and help stimulate and meet their demand for learning and skills. It summarises recent research on their profile, role and impact. It also compares and contrasts ULRs in England with the development of learning representatives in New Zealand, and draws lessons for their potential in other jurisdictions. The article also examines the role of the ULR in relation to trade union representative and public administrative functions. It concludes that a statutory framework is now required which optimises union and ULR leverage on employers over the provision of learning and skills although this is likely to be even more problematic with the election of the Coalition Government in the UK.