This document discusses the role of the Union Learning Representative (ULR) within trade union branches. It outlines the ULR's responsibilities in working with members to improve learning opportunities, keep them informed of training courses, and help overcome barriers to participation. The document also describes results from a learning needs questionnaire administered to the Buck Branch, and upcoming training opportunities through programs like Pebblepad and Huddersfield Modules. Finally, it lists contact information for various trade union education providers in southern and eastern England.

1. Role of the ULR Within the SCP Branches Judith Sullivan 2010

2. Introduction Explain who I am and what I have been doing. How many ULR members are there here tonight? JS to discuss how she is trying to motivate her branch: Questionnaire to identify learning needs. How many of you have done learning questionnaires? What is your opinion about the results?

3. Results of Questionnaire Buck Branch Members felt training was important for HPC registration. They would like to improve their computer skills. They wanted the opportunity to have study days and evening courses. They required help with their CPD portfolios.

4. Branch ULR Role Working with members and other union reps to improve learning opportunities and keeping them informed of training and courses. Offering information and support to members about learning issues. Helping individuals to overcome barriers which may prevent them getting involved in learning. Accessible to members to discuss any matters.

5. Personal Journey Benefit's Development of own Skills and Knowledge. Building Contacts and Networking. Development of a learning strategy. Using a systematic approach to problem solving . Personal Satisfaction. Downs Motivation of members is difficult unless regulation enforces it. Personal time is used, may result in loss of earnings as a private practitioner. Infringement on family commitments.

6. Dunstable College Interview with head tutor of Union Learn courses at Dunstable. Accessing the facilities of the college for the launch of Pebblepad and the Huddersfield modules. Basic computer training, leading on to more advanced courses for branch members. This is all free as long as at least 12 people register on each course. Poor interest might jeopardise the availability of courses. It may be necessary to build a network of adjoining branches from nearby locations to ensure full participation. A cost may be incurred for tutors, money to come out of branch funds.

7. Training Opportunities for Branches Pebblepad Launch November 2010 Trial format for CPD and electronic portfolio for 1 year. Encouraging: reflective practice and concurrent record keeping. Private and secure storage of files in one virtual box. Huddersfield Modules Launch January 2011 Distance Learning Access to University and Electronic Library including Cochrane and Athens. Modules include: Pharmacology, Wound Healing, LA, Practice Management and Audit and Research.

8. Training & Responsibilities of ULR Training 3 day Training (level 1) Learning needs Questionnaire Branch member Interviews Further opportunities include: Level 2 ULR; Diploma in Employment Law; Occupational Health and Safety. Responsibilities TUC Information gathering Reporting to senior ULR’s Acting on members behalf

9. TUC Southern and Eastern Education Teamwww.UNIONREPS.org.uk Befordshire: Central Bedfordshire College Dunstable. MushtaqArainmarain@dunstable.ac.uk Highways Agency, Manton Lane, Bedford. MushtaqArainmarain@dunstable.ac.uk Cambridgeshire: Huntingdonshire Regional College, Huntingdon. Simon Crisfordtuc-studies@huntingdon.ac.uk Essex: Westbury Centre, Barking. Alison Foster afoster@staff.conel.ac.uk Colchester: Colchester Institute, Centre for Trade Union Studies. Trisha Alford tus@colchester.ac.uk Chelmsford: Chelmsford College, 1 Wells Street, Chelmsford. Trisha Alford tus@colchester.ac.uk Greater London: College of Haringey Enfield and North East London, N15. Alison Foster afoster@staff.conel.ac.uk West Thames College, Isleworth, West London. Pam Singer pamela.singer@west-thames.ac.uk WEA, Clinton Street London EC2A. Becky Wright tucourses@wea.org.uk Lewisham College, Deptford, London SE8. Rossina Harris rossina.harris@lewisham.ac.uk South Thames College, London SW15. Graham Peterson graham.peeterson@south-thames.ac.uk Hampshire: Southampton City College. Sucha Sing charlotte.wills@southampton-city.ac.uk Kent: Red Star Learning Centre, Chatham.Rossina Harris rossina.harris@lewisham.ac.uk Maritime House, Dover. Rossina Harris rossina.harris@lewisham.ac.uk Norfolk: Norwich Trade Union Studies Centre, Norwich. Mark Hughes tued@ccn.ac.uk Oxfordshire: Walton Street, Ruskin College, Oxford. Nigel Williams nwilliams@russkin.ac.uk Suffolk: Bury St Edmunds: Mar Hughes tued@ccn.ac.uk Sussex: Sussex Downs College, Newhaven. John Nothardjohn.nothard@sussexdowns.ac.uk Tbc, Hastings John Nothardjohn.nothard@sussexdowns.ac.uk TbcWorthing. John Nothardjohn.nothard@sussexdowns.ac.uk

10. Finally Education, achievements, understanding and personal attributes enhance an individual’s ability to successfully explore opportunities.