sector skills councils: an information pack for trade unionists

What the guides cover

ICT learning centres – What is a workplace learning centre and what can they offer? What do you need to think about in order to set up an ICT centre?

Wireless networks – What is a wireless network and how can it help you set up a learning centre? How can you set up mobile access using broadband phone networks?

Mobile learning – How can you use new-generation mobile internet gadgets to

widen access to learning and support?

e-assessment – What opportunities are there for learners to gain qualifications using on-screen tests in ICT learning centres?

e-portfolios – What is an e-portfolio?

This series of guides has been produced by the ICT and workplace learning project team. Any views expressed are those of the project team.

The views expressed in these guides

Published byunionlearnTrades Union CongressCongress HouseGreat Russell StreetLondon WC1B 3LSt: 020 7079 6920 f: 020 7079 6921www.unionlearn.org.uk

cover photos: Janina Struk/reportdigital.co.uk; Jess Hurd/reportdigital.co.uk; John Birdsalldesign: www.wildstrawberry.uk.comprint: College Hill Press

Sector Skills Councils

unionlearn w

iththeTUC

By working together with Sector Skills Councils, the trade union movement can ensure that the focus of the Skills Agenda encompasses workers as well as employers, in employment led programmes. This pack gives trade unionists the information they need to make the most of the opportunities offered.”

Brendan Barber, TUC general secretary

Sector Skills CouncilsAn information pack for trade unionists

The pack includes the following materialsy SectorSkillsCouncils:Anoverviewfortradeunionistsy WorkingwithSectorSkillsCouncils:forULRs,workplacerepsandnegotiatorsy AmodeltradeunionactionplanforSectorSkillsAgreementsy 25factsheets–oneforeachoftheSectorSkillsAgreements

www.unionlearn.org.uk

“

Unionlearn’s SSC information pack is part of a community programme called Equal – a European Social Fund initiative which tests and promotes new means of combating all forms of discrimination and inequality in the labour market. The GB Equal Support Unit is managed by ECOTEC.

folder sector skills.indd 1 23/5/07 12:43:48

Sector skills councilsA guide for union learning representatives, workplace representatives and negotiators

SSCs a guide_rev1.indd 1 4/6/07 11:56:54

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3 Skills in the UK

❙ The problem

❙ Sector skills councils: a solution?

❙ So what is a sector skills council?

4 Sector Skills Agreements

❙ The SSA process

❙ Case study – removing barriers to communication

5 ❙ Union input into SSAs

6 How do SSCs fit into the wider skills picture?

❙ Case study – promoting learning in small companies

7 Getting involved

❙ ULRs

❙ Shop stewards, workplace representatives, etc

❙ Regional forums

8 Further information

Contents

unionlearn Workingwiththesectorskillscouncils


3

The problemIn December 2006, the final report of the Leitch Review set out the key ‘skills challenges’ facing the nation, based on the following findings:

❙ the UK has a serious legacy of low skills, especially at intermediate and technical levels, and is also likely to fall behind at degree level and above

❙ those with the lowest skill levels are least likely to receive work-based training❙ by 2020 nearly 20 million additional people will need higher skill levels than at present,

ranging from basic skills to degree level❙ we cannot depend on young people to solve our skills deficit in the immediate future as "over

70 per cent of our 2020 workforce has already completed their compulsory education".

In effect, the above analysis demands that a major plank of government reforms needs to be focused on improving the skills of the existing workforce.

Sector skills councils: a solution?The Leitch review included proposals that would greatly strengthen the role of Sector Skills Councils (SSCs) in meeting the skills challenge, to the extent that only those vocational qualifications with SSC approval would qualify for public funding.

So what is a sector skills council?Between 2003 and 2005 the Government set up and licensed 25 SSCs as part of its strategy to achieve a "high-skill, high-productivity economy".

SSCs are employer-led bodies that have the responsibility for identifying the skills needs of workers in their sector, and ensuring that there is adequate provision of high quality training that will meet those needs.

The interests of workers are represented at board level by the appointment of at least one senior trade union official with knowledge of the sector. Trade unions are also often represented on other specialist and/or regional committees of the SSCs.

SSCs have a number of tools for achieving their objective, including the development of sector skills agreements (SSAs) and national occupational standards (NOSs). Some SSCs will also be able to develop National Skills Academies.

Skills in the UK



Sector skills agreements

4

A sector skills agreement (SSA) is the mechanism for bringing employers in a sector together to identify and address their priorities for action on training and skills.

Employers are at the centre of the SSA. However, there is scope for employees, through their trade unions, to contribute to the process.

Once the sector’s requirements have been clearly set out, training providers can determine how to respond to them rather than having to set the agenda according to their own perceptions of the priorities.

The SSA processThe first four SSAs were signed off during 2005, and a further six during 2006, leaving 13 for 2007 and the last two early in 2008. The basic process involved in all of these has five stages:


Case study Removing barriers to communicationIn an attempt to improve the communication channels between ULRs on the shop floor and senior full time officials on SSC boards, Amicus accessed funding to provide a selection of ULRs in the aerospace, automotive, print and finance sectors with either a laptop, a PDA or a tablet PC.

A dedicated website was also set up, with contributions from the board members and other union officers involved with the SSCs, where the ULRs are able to discuss sector skills related issues with each other as well as the board members.

In addition to its primary purpose of improving communications, this project provided a platform for experimenting with other online tools for ULRs, such as interview record sheets and the collection of ULF outcomes.

Stage 3Gap analysis

identify the main gaps and weaknesses in

current provision then make priorities

Stage 4Employer collaboration

to find out what employers are likely to sign up to

Stage 5Sector skills agreement

the final document shows how the SSC and employers will work with partners, including unions

Stage 1Skills need analysis

assessment of short, medium and long-term skills needs in the

sector

Stage �Assessment of current

provision the range, nature and relevance

of training currently available


5

Union input into SSAsUnions have been using their influence on the boards of SSCs to ensure that the interests of workers are represented. Union priorities are not necessarily being addressed in the same way in every SSA, but some early examples are as follows:

❙ Up-skilling the existing workforce in the workplaceFrom e-skills UK collaborative programme 1.2, Careers advice

This programme is designed to promote a clear, current understanding of IT careers options, skills requirements and development routes. The trade union contribution is:

”Union Learning Representatives to utilise e-skills research, sector knowledge and material to support individuals in the workplace”.

❙ Promoting the important role of union learningFrom SEMTA trade union action plan issue 2; sustainable demand-led provision

SEMTA and the sector trade unions to work together to maximise the impact of the union learning. SEMTA to provide briefing and training in the sector skills needs to union learning representatives ...

SEMTA and the sector trade unions to work together to maximise the impact of the union learning representatives to sustain both employer and individual take-up of skills development.

❙ Promoting the equality and diversity agendaFrom the Skills for Health agreement with trade unions:

Skills for Health to facilitate a UK-wide employer/trade union statement of intent to take forward equality of access in respect of learning opportunities – for those with particular needs related to lack of previous opportunities and confidence to learn, changes in roles, in technology and employment conditions.

❙ The need to balance employer business needs with personal development and employability needs and the wider economic and social agendaFrom Skillset SSA, section 12; taking action:

“Where unions are recognised, they will work with the company to support the development of People Development Plans, using the expertise of Union Learning Representatives where appropriate and agreed, and will hold meetings to discuss development and progress.”


Find your SSCFind the SSC for your industry with SSDA's online search tool: www.ssda.org.uk/ssda/default.aspx?page=579

Find your sector skills agreementThe search tool has a link to the SSC’s website, for access to all documentation in the SSA process.


6

How do SSCs fit into the wider picture?


Although SSCs are responsible for setting the standards of vocational training in the sector, they do not have money to fund that training. Sector skills councils work at both national and regional levels with the whole range of agencies involved in skills development, to ensure that their sector’s priorities are adequately catered for. Agreements reached at the sectoral level can be used by trade unions, especially union learning representatives, to encourage employers to provide better access to skills development at the workplace level.

Workers

Learning and skills

council

funding

learning needs

funding

Regional development authorities

Regional skills partnership

regional priorities

Sector skills council

content and standards

Learning providers

funding

Employers

Trade union

Case study Promoting learning in small companiesWhen the unions sat down with Lantra, the sector skills council for land-based industries, to discuss how they could help implement the sector skills agreement, they realised they shared one major problem.

Almost all of the workplaces covered by the SSC are micro-businesses, and very few have more than 50 employees. Employers such as these are the most likely to have genuine difficulties in both accessing and paying for learning, and in giving their staff time off. They are also the least likely of workplaces to have any sort of union organisation.

As part of the action plan between Lantra and the unions, Prospect has embarked on a pilot project to develop rural and roving ULRs. The intention is that these ULRs will be able to work across these small organisations, providing access to lifelong learning for a wide range of land-based workers in eastern England.


7

The main link between trade unions and the SSCs is the board member, however there are many other ways in which workplace trade union representatives can get involved in the work of their SSC.

ULRsUnion learning representatives have a great deal of information and expertise that is likely to be of value to SSCs, and they will also benefit from up-to-date knowledge of developments such as sector skills agreements, national occupational standards and national skills academies.

Some unions, for example Prospect and Amicus, have developed websites to help ULRs and SSC board members to exchange information:

www.unionskillsforum.org.ukMembers and representatives of unions in the Cogent, Semta, Government Skills, Creative and Cultural Skills, or Lantra sectors can read and comment on a ‘blog’ written by their union board member.

www.amicussectorskills.org.ukInitially just for Amicus ULRs in the print, finance, automotive and aerospace sectors, but eventually planned to roll out to all Amicus sectors. This website contains general information of value to ULRs plus a discussion forum for the SSC board members and ULRs in their sector.

Even without this resource, ULRs can use the normal democratic channels of their union for two important purposes:❙ to campaign for inclusion of useful elements of the sector skills agreement in a collective agreement with their employer❙ to inform those in their union with the opportunities to influence SSAs, about the actual training needs in their workplaces.

Shop stewards, workplace representatives, etcThe most effective way of ensuring employer engagement in the activities of the SSCs is for trade unions to seek to incorporate relevant elements into the collective bargaining agenda. In preparation for this you can:❙ raise the issues with union colleagues in your workplace, region and sector❙ ensure your ULRs are invited to branch meetings so that they can contribute to the debate❙ find out how your union is involved in the SSC at both national and regional levels, whether officially or through the unionlearn SSC network.

Regional forumsEach of the unionlearn regions has some form of forum for promoting work and dialogue with SSCs. To find out what happens in your region, and how you can get involved, contact the regional office (see further information at the back of this booklet).

Getting involved



unionlearn

Congress House

Great Russell Street

London WC1B 3LS


Unionlearn’s SSC information

pack is part of a community

programme called Equal, a

European Social Fund initiative

which tests and promotes new

means of combating all forms of

discrimination and inequality in

the labour market. The GB Equal

Support Unit is managed by

ECOTEC.

All TUC publications may be made

available for dyslexic or visually

impaired readers, on request, in an

agreed electronic format or in accessible

formats such as Braille, audiotape and

large print, at no extra cost.

Design: www.wildstrawberry.uk.comPrint: College Hill PressCover picture: John Harris/reportdigital.co.uk

Contact unionlearnFor general information about sector skills activities in your region, see the unionlearn website www.unionlearn.org.uk or contact the appropriate unionlearn office:

Northern region5th Floor, Commercial Union House39 Pilgrim StreetNewcastle upon Tyne NE1 6QETel: 0191 232 3175

North West regionSuite 506-510, The Cotton ExchangeOld Hall StreetLiverpool L3 9UDTel: 0151 236 5366

Midlands region24 Livery StreetBirmingham B3 2PATel: 0121 236 4454

Southern and Eastern regionCongress HouseGreat Russell StreetLondon WC1B 3LSTel: 020 7467 1251

South West regionGround Floor, Church HouseChurch RoadFiltonBristol BS34 7BDTel: 0117 947 0521

Yorkshire and the Humber regionFriends Provident House 13/14 South ParadeLeeds LS1 5QS Tel: 0113 245 4909

© 2007 unionlearn


Working with the sector skills councils

A guide for ULF and unionlearn project workers and union negotiators

working with SSCs.indd 1 4/6/07 12:39:53

�

3 Introduction

4 What are SSCs?

5 How are SSCs managed?

5 An example of the structure of an SSC

6 Where do SSCs fit in the wider picture?

7 What do SSCs do?

7 Sector skills agreements

8 The SSA process

9 The union role in developing SSAs

9 What should a trade union be looking for in a SSA?

10 Other SSC activities

10 The 14-19 curriculum

10 Apprenticeship frameworks

10 Credit and Qualification frameworks

11 Information Advice and Guidance

11 National occupational standards

1� National skills academies (NSAs)

1� Skills passports

13 Train to Gain brokerage

13 Women and Work sector pathways initiative

14 Getting involved

14 ULRs

14 Shop stewards, workplace representatives etc.

14 Union officials

15 Sectors not yet covered by SSCs

15 Contacts

15 Union SSC coordinators

15 Union learning contacts

Contents



3

Developments in the world of work combined with changes in the demography of the UK mean that there is a premium on skills, abilities and qualifications. The need for skilled workers is increasing continuously, while the pool of young people available to take on the new roles is decreasing.

As a result, the demands on workers of all ages to develop existing skills and acquire new ones are inescapable. These demands are expressed in two recent White papers: "21st Century Skills: Realising our Potential" (2003) and "Skills: Getting On in Business, Getting On at Work" (2005); collectively described as the government’s skills strategy.

The aim of the strategy is to achieve a “high-skill, high-productivity economy”, and one way of achieving this is through the sector skills councils (SSCs).

85 per cent of all workers in the UK are covered by one of the 25 sector skills councils. Although they are employer led bodies, each SSC has trade union representation at board level, and many have trade unionists involved at other levels as well. This booklet explains how the SSCs operate, and how trade unionists can use them to advance the learning agenda within their own workplaces.

For a more detailed description of individual SSCs, see the accompanying factsheets, or visit the website of the Sector Skills Development Agency (SSDA): www.ssda.org.uk

Introduction



4

❙ Sector skills councils (SSCs) are independent organisations, limited companies licensed by the Secretary of State for Education and Skills, in consultation with the relevant ministers in Scotland, Wales and Northern Ireland.

❙ Each of the 25 SSCs has been developed by a group of employers from one specific industrial sector

❙ 85 per cent of the UK workforce is covered by a sector skills council

❙ Each SSC has the same four key goals:– to reduce skills gaps and shortages– to improve productivity, business and public service performance– to increase opportunities to boost the skills and productivity of everyone in the sector’s

workforce– to improve learning supply including apprenticeships, higher education and National

Occupational Standards (NOS).

❙ To achieve these goals, SSCs have access to:– a substantial amount of public investment (£138m between 2003-06)– the opportunity for dialogue with government departments across the UK– the opportunity to influence policies affecting skills and productivity– increased influence with education and training providers.

❙ Collectively, the SSCs form the Skills for Business network

What are SSCs?



5

❙ The Skills for Business network is funded, supported and monitored by the Sector Skills Development Agency (SSDA), which is a non-departmental public body, whose chair and chief executive are appointed by the Secretary of State for Education and Skills. The SSDA is also responsible for those industries that are not covered by the SSCs.

❙ Each SSC has a board of management, including at least one member representing the unions that are active in the sector.

❙ Operational teams of staff are employed to deliver core functions, such as research, policy and services.

❙ Advisory panels and working groups will also be convened as appropriate for the particular

sector. These can include:– sub-sector groups, focusing on distinct sub-sectors that make up the ‘footprint’ of the SSC– ‘country’ groups – ie England, Scotland, Wales and Northern Ireland– regional groups– project, or task groups.

❙ Union representation below board level is discretionary, however trade union officers are increasingly involved in the work of sub-groups.

How are SSCs managed?


An example of the structure of an SSC

Adapted from the Go Skills Business Plan 2006/7 – other SSCs will have similar, but not identical structures

Stakeholder boardone from TGWU

National and regional groupseg Northern Ireland, NW England

Specific industry groupseg Scheduled Road

Whole sector groupseg training standards and

qualifications

Cross sector and cross industry ad hoc groupsConvened and attended according to need, eg National Skills Academy, or for an issue common

to adjacent nations/regions

Go Skills main board


6

Nationally❙ The Skills for Business network is part of the skills alliance, which brings together the four key

government departments with employer and union representatives and the key delivery agencies.

❙ Led by the LSC, the skills alliance meets regularly to agree priorities for action, stimulate wider engagement and focus on the effective implementation of the skills strategy.

Regionally❙ Regional groups of the SSCs are also members of the regional skills partnership, along with

the regional development agency, the regional LSC and Job Centre Plus.

❙ SSCs will also be responsible for setting up skills academies, which will (amongst other things) build networks with a range of other learning providers, so that new thinking, new methods and higher standards are not limited to single organisations, but work to the benefit of learners and employers across the training and skills sector.

At the workplaceSector skills councils are responsible for ensuring high quality training is available to meet the foreseeable needs of employers in the sector. They develop agreements at a sector level, which trade unions, especially union learning representatives, can encourage employers to implement at the workplace level.

Where do SSCs fit in the wider picture?


negotationcommitmentfundinginformation

£

£

skill

Employer

Union

skill

s ga

ps

Sector skills council


Learning and skills council

lifelong learning opportunities

lifelong learning needs

National o

ccupatio

nal standards

training needs

Links between the parties to learning through work


7

The full range of activities undertaken by each SSC will vary according to the needs of the sector and the availability of funding, however each SSC is charged with development of a range of specific resources:

❙ Sector skills agreementsSSAs analyse the sector’s skill needs and provision, and then create deals with the supply side (providers) to fill skills gaps and shortages.

❙ National occupational standardsNOS are statements that explain the competencies needed to carry out a job role effectively, and form the basis of NVQs in the sector.

❙ Apprenticeship frameworksSSCs are responsible for quality assurance of any apprenticeship schemes in their sector.

❙ The 14-19 curriculum and vocational diplomasVocational diplomas in 14 skills based ‘learning lines’ are being developed by the relevant SSCs to provide an alternative or supplementary educational route for 14-19 year olds in school.

❙ National skills academiesFunded jointly by employers and public money, these will “deliver training that fits with the wider sector priorities”.

❙ Sector qualification strategiesSSCs are responsible for finding ways to improve the match between skills needs and training provision, both currently and in the future.

❙ Credit and qqualification frameworks SSCs are also working to improve the flexibility of qualification frameworks so that, for example, learners can receive credits for short courses that only cover part of a qualification.

What do SSCs do?



8

A sector skills agreement (SSA) is the mechanism for bringing employers in a sector together to identify and address their priorities for action on training and skills.

Employers are at the centre of the SSA, however there is scope for employees, through their trade unions, to contribute to the process.

Once the sector’s requirements have been clearly set out, training providers can determine how to respond to them, rather than having to set the agenda according to their own perceptions of the priorities.

The first four SSAs were signed off during 2005, a further six in 2006 and the rest will be finalised by early 2008. The basic process involved in all of these has five stages:

1 A skills needs analysis – an assessment of short, medium and long term skills needs, including any factors that might influence change in the sector over the next 5-10 years

2 Assessment of current provision – to determine the range, nature and relevance of training currently available

3 Gap Analysis – identification of the main gaps and weaknesses in current provision in order to agree priorities

4 Employer collaboration – an assessment of what employers are likely to sign up to

5 Sector skills agreement – the final document shows how the SSC and employers will work with partners, including unions, to secure the necessary supply of training.



The SSA process


9

The sector skills agreement process provides an opportunity for unions to promote their learning and skills priorities. Elements that might be considered include:

❙ the promotion of the role of ULRs❙ a commitment to the ongoing collaboration between the unions, employers and the SSC❙ action to ensure that qualifications are relevant and of a high quality❙ the development of links between qualifications that will facilitate career progression routes❙ a focus on employability, including personal development❙ proposals for the development of collective agreements on training and skills❙ information, advice and guidance services that are specific, relevant and up to date❙ models of training delivery that support the inclusion of all workers❙ action to improve equality and diversity in the sector, in particular reference to how the

sector plans to address the findings of the Equal Opportunities Commission inquiry into occupational segregation.

One trade union representative on the board of an SSC is unlikely to be aware of the full range of learning and skills issues of all union members in the sector. Unionlearn convenes meetings of representatives of all trade unions involved in a sector, giving them the opportunity to contribute to the development and implementation of the agreement. The opportunities for union influence include:

❙ the contribution of data on skills needs– Some unions may have data from their own surveys that are relevant to the skills needs

analysis

❙ views on the current provision of training and development– ULRs and negotiators are more likely than employers to have feedback on the training

currently in use, especially if it is critical

❙ ensuring the inclusion of all employees in the sector

❙ commenting on the SSC’s analysis of priorities

❙ ideas for action to address the agreed priorities.

The union role in developing SSAs

What should a trade union be looking for in a SSA?



10

The 14-19 curriculumIn order to ensure that education provision for 14-19 year olds supports the needs of employers, SSCs are developing specialist diplomas to be used alongside GCSEs and A levels in English schools. To achieve a diploma, candidates will need to achieve appropriate standards in English and maths, specialised vocational subjects, relevant GCSE/A levels and work experience. By 2015 there will be diplomas in 14 ‘specialised learning lines’:

❙ health and social care❙ public services❙ land based and environmental❙ engineering❙ manufacturing❙ construction and the built environment❙ information and communication technology❙ retail❙ hospitality and catering❙ hair and beauty❙ sport and leisure❙ travel and tourism❙ creative and media❙ business administration and finance.

Apprenticeship frameworksApprenticeships provide a structured training programme for employees in a sector, combining the skills needed for work with general education. There is a new blueprint for apprenticeships in England and Wales, and SSCs are responsible for their quality assurance.

Trade unions have traditionally been closely involved in apprenticeship systems, and the TUC is actively involved in supporting SSCs and unions in their efforts to tackle gender segregation in apprenticeships.

Credit and Qualification frameworksThe SSCs are working with key partners in each of the four UK nations to influence the overall structure for learning and qualifications. There are already frameworks within which qualifications are developed. These are the national qualification framework (NQF) in England, Wales and Northern Ireland, the Scottish Credit and Qualifications framework and the framework of higher education qualifications (FHEQ).

To date these frameworks have tended not to have the flexibility to address the skills needs of employers or employees. For example, shorter courses covering partial elements of a qualification have not been accredited within the NQF and hence have not attracted public funding.

Other SSC activities



11

To address this problem, work is in progress to develop national credit systems that will recognise partial achievement. SSCs are working with partners to advise on the appropriate structure of the framework.

Information Advice and Guidance Skillset has the lead responsibility for Information, Advice and Guidance (IAG) across the Skills for Business network, which has signed a memorandum of understanding with unionlearn to promote collaborative working to progress the mutual skills agenda through the provision of IAG in the workplace.

Some sector skills councils have set up online IAG tools that can be used by current or potential workers in their industries, and their advisers, to map out career pathways in the sector. In addition, Construction Skills, Asset Skills and Summit Skills have developed a sustainability skills matrix for the built environment, which sets out the abilities required to achieve sustainability by social, environmental and economic means.

National occupational standardsNational occupational standards are statements that set out the competencies needed to carry out a job role effectively. They are developed in consultation with people working in those job roles, and then submitted to the Qualifications and Curriculum Authority (QCA) or Scottish Qualifications Authority for approval. Once approved they form a ready made, nationally agreed set of competencies, that can be used in the workplace to help develop:

❙ appraisal schemes❙ learning and development programmes❙ definitions of work standards❙ job descriptions and person specifications❙ organisational planning❙ objectives for training❙ specifications for what teams must achieve.

Unions may be involved in both the development and implementation stages of NOS:

❙ there will often be union membership on specific SSC working groups charged with this remit, as trade unionists can bring their knowledge of the ‘real’ job roles that union members do and the skills that are required in those roles

❙ ULRs in many workplaces are involved in the set up of NVQ programmes and in supporting NVQ learners by encouraging participation in workplace programmes. ULRs may also be involved in screening and support to address Skills for Life needs that might prevent a learner from completing their NVQ.



1�

National skills academies (NSAs)The government aims to develop employer led national skills academies for 12 major sectors of the economy that will deliver high quality training, be centres of innovation and creativity for skills training and build networks with a range of other learning providers.

Employers will have a key role as sponsors of national skills academies, and will be expected to contribute 50 per cent of the start-up capital costs.

The government has not been prescriptive about the form the academies will take, however they must be:

❙ proposed by employers with formal endorsement of their SSC❙ deliverers of learning and training that must be available to the full range of students and not be

restricted to particular employers❙ delivering training that fits with wider sector priorities backed by clear evidence of skills needs

within the sector, including SSC/SSA data where available❙ subject to the usual inspection, accountability and audit arrangements that apply to organisations

receiving public funds and be able to comply with legislative requirements (eg health and safety and child protection).

The construction, food and drink, financial services and manufacturing sectors were the first to have their skills academy plans approved in 2006. A further five proposals for the process, nuclear, creative and cultural, hospitality and active leisure industries, were being considered during the spring of 2007.

Although unions are not guaranteed direct involvement in NSAs, they have been involved in the development of several of the proposals, and in some cases there will be union representation on the governing bodies.

Sector qualification strategies (SQS)SQS outline current and future learning and qualification needs of employers in sectors. They are being developed as part of the SSA process, and will be used to influence provision by the qualifications awarding bodies.

Skills passportsSeveral SSCs have commissioned a ‘skills passport’ for their sector. A skills passport is an online verified record of an individual’s skills, qualifications and achievements, which automatically transfers on to their CV. They are said to have advantages over a CV including simplicity, security and versatility.



13

Train to Gain brokerageIn March 2006, 12 SSCs were planning to provide sector based Train to Gain brokerage, and by the spring of 2007 one (Go Skills) had trained a team of business advisers to the standard required for Train to Gain brokers.

Most of the other SSCs provide pages on their websites specifically designed to provide relevant information to Train to Gain brokers.

Women and Work sector pathways initiativeIn response to recommendations in the Women and Work Commission’s report ‘Shaping a fairer future’, the government provided up to £10m of funding, to be matched by employers, to pilot methods of increasing the participation of women in sectors where they are currently under-represented.

The specific aims of the project are to:❙ raise recruitment levels ❙ increase earning potential, and❙ aid career progression.

Nine SSCs were successful in bidding for this money, and the projects will run until March 2008. The TUC has been involved in the development of the project specifications, the assessment of the bids and the monitoring of the projects. There is trade union involvement at some level in each of the projects, such as membership of the steering committee, the active involvement of ULRs and, in one case, the secondment of a union representative to the project team.



14

The main link between trade unions and the SSCs is the board member, however there are many other ways in which trade unionists can get involved in the work of their SSC.

ULRsUnion learning representatives have a great deal of information and expertise that is likely to be of value to SSCs, and will also benefit from up-to-date knowledge of developments such as SSAs, NSAs and NOSs. Some unions, for example Prospect and Amicus, have developed websites to help ULRs and SSC board members to exchange information:

www.unionskillsforum.org.ukwww.amicussectorskills.org.uk

Even without this resource, ULRs should be able to make the necessary connection with the board member, through either their normal trade union channels, or their regional unionlearn office.

Shop stewards, workplace representatives, etcThe most effective way of ensuring employer engagement in the activities of the SSCs is for trade unions to seek to incorporate relevant elements into the collective bargaining agenda. In preparation for this you can:

❙ raise the issues with union colleagues in your workplace, region and sector❙ ensure your ULRs are invited to branch meetings so that they can contribute to the debate❙ find out how your union is involved in the SSC at both national and regional levels, whether

officially or through the unionlearn SSC network.

Union officialsIf you wish to engage in the sector skills agenda, you should first contact the official in your union at the national or regional level who has responsibility for this. You may have union board members on the relevant SSC and in that case you may want to contact this individual. If you have some degree of responsibility for sector skills in your union and you wish to get involved In a particular SSC, you should contact the union board members and ask what union networking arrangements are in place. Some multi-sector unions have an officer with specific responsibility for coordinating SSC activity, and this person will be able to advise you on how to proceed.

Unionlearn and the TUC coordinate networks at both regional and national levels aimed at all officials involved in the learning and skills arena. These include meetings of all unions involved in a particular sector, cross-sector meetings to address the whole skills policy agenda, and regional meetings on specific current issues, such as Train to Gain, migrant workers, etc.

Getting involved



15

These organisations and areas require tailored arrangements to relate them constructively to the skills for business network, and have developed memoranda of understanding to take that process forward.

Sectors not yet covered by SSCs


SectorEngineering construction industry training board

Local government

Voluntary sector

The training and development agency for schools

Link to memorandum of understandingwww.ssda.org.uk/ssda/pdf/ ECITB%20MOU%20with%20signatures.pdf

www.ssda.org.uk/ssda/pdf/ LG%20MOU%20with%20signs%20200605.pdf

www.ssda.org.uk/ssda/pdf/ 041213%20PM%20MOU%20Final%20Draft%20VS%20with%20sigs.pdf

www.ssda.org.uk/ssda pdf/ 051010%20D%20TDA%20MOU.pdf

Union learning contactsAmicus Tom Beattie [email protected]

ATL Mark Holding [email protected]

Connect Kirsi Kekki [email protected]

CWU Trish Lavelle [email protected]

FBU Trevor Shanahan [email protected]

NASUWT Jennifer Moses/

Stephen Smith [email protected]

NUT Andrew Parry

Williams [email protected]

PCS David McEvoy [email protected]

POA Andy Rowett [email protected]

Prospect Rachel Bennett [email protected]

RCN Andrew Barton [email protected]

T&G Jim Mowatt [email protected]

Rail Unions [email protected]

UCATT Jeff Hopewell [email protected]

UNISON Pam Johnson [email protected]

URTU Graham Cooper [email protected]

USDAW Ann Murphy [email protected]

Unite (Amicus section)David Tarren

National Training Officer

Amicus

0207 780 4134

[email protected]

Unite (TGWU section)Mary Sayer

National Union Learning Organiser

T&GWU

0161 814 2600

[email protected]

ProspectSue Ferns

Head of Research and Specialist

Services

Prospect

020 7902 6639

[email protected]


unionlearn

Congress House

Great Russell Street

London WC1B 3LS


Unionlearn’s SSC information pack is part

of a community programme called Equal, a

European Social Fund initiative which tests

and promotes new means of combating all

forms of discrimination and inequality in the

labour market. The GB Equal Support Unit is

managed by ECOTEC.

All TUC publications may be made available for

dyslexic or visually impaired readers, on request, in an

agreed electronic format or in accessible formats such

as Braille, audiotape and large print, at no extra cost.

Design: www.wildstrawberry.uk.comPrint: College Hill PressCover picture: John Harris/reportdigital.co.uk

© 2007 unionlearn


Sector skills agreementsModel trade union action plan

6ppModelAgreement:ModelAgreement6pp 4/6/07 10:23 Page 3

This model trade union action plan demonstrates theareas in which trade unions are attempting to make animpact on the sector skills agenda through the sectorskills agreements. It is a revision of a proposal drawnup by Mary Sayer (Unite, TGWU section) working incollaboration with representatives of GMB, Prospect,The Rail Unions, UNISON, Unite (Amicus section) andBaroness Wall working with DfES & SSDA to developthose action plans that are already in place.Final action plans will vary in content according to thecharacteristics and priorities of each sector.

Model trade union actionplan for sector skills agreements


2 Model trade union action plan

Issue Action1. Recognition of key trade union role insector skills councils

[The SSC] to actively promote the role of trade union(s) in terms of the skills agby way of:

� explicitly acknowledging the extent and value of trade union involvement in trelated publicity materials

� inviting trade union representation onto all national, regional, sub-sector andproject committees, working parties and steering groups

� encouraging employers to engage with trade union(s) on the sector skills age

2. Role of [the SSC] to work with tradeunion(s) in promoting the need foremployers to have a skilled andcompetent workforce

[The SSC] to encourage employers and relevant trade union(s) to develop a magreement to assist delivery of the SSA for the sector incorporating:

� key role of ULRs working with employer in identifying and encouraging membemployees

� relevant structures, facilities and resources to support the added value of trathe workplace

3. Role of trade union(s) in activelyinvolving themselves in delivery of thesector skills agreement

Trade union(s) will through their representative(s) on the board of [the SSC] and stheir officers and representatives in the sector, commit to be a partner in delivery

� unionlearn will establish a network of trade union officers involved in the sect

� trade union representatives on [the SSC] board and sub-groups will keep memtrade union network informed of all relevant developments

� the network will meet at [insert period] intervals with representatives from [theprogress and plan future activity

� the trade union(s) will publicise the benefits of the Sector Skills Agreement toworkplace representatives and union learning representatives in the sector

� trade union negotiators in the sector will encourage employers who are not alwith the sector skills agenda to ‘sign-up’ to the sector skills agreement

� trade unions will take forward the provisions of the SSA at workplaces by way– collective bargaining– learning agreements– workplace learning committees– union learning reps

4. Working in partnership to deliver theSSA at the workplace, the trade union(s)will ensure they have sufficient skilledrepresentatives to fulfil the trade unionrole at the workplace.

Trade union(s) will map the ULR coverage in the sector, and seek to recruit in twhere gaps are identified

Trade union(s) will work with employers, encouraged by [the SSC], TUC and unensure ULRs have the knowledge & skills to play a key role in supporting indivensuring they have the opportunity of gaining / updating their skills as identifi



Timescalegenda,

the SSA and

d special

enda

Short term

Short to medium term


odel learning

bers /

de union(s) in

Medium and longer term

Following SSA launch employers and tradeunion(s) at workplace level ensurepartnership working in rolling out SSA.Employers recognising the value of tradeunion(s) in achieving the commitments inthe SSA.

sub groups, andy of the SSA:

or

mbers of the

e SSC] to review

their officers,

lready engaged

of


Following launch of the SSA.

those areas

ionlearn toviduals inied in the SSA.

Short to medium termMedium and longer term

Trade union(s), the TUC and unionlearn willpublicise training and support available.

Employers will support relevant trainingworking with shop stewards/ relevantofficials to agree process to achieve this.

Issue5. Role of trade union and employers to agreedelivery of training needs analyses (TNA)

[The SSC]each indiof employdelivery o

6. Role of [the SSC], employers and trade union(s)addressing equality and diversity issues

[The SSC]to identify

Trade unitraining o

7. Apprenticeships The tradeinitiativeswith arearecruitme

8. Information Advice & Guidance (IAG) [The SSC]the SSA inand signpin necess

9. Embedding skills for life / basic skills acrosstraining provision

Trade uniof literacyworkforce

10. Assisting the integration of migrant workers [The SSC]the provisa particuland safetplay a key

11. Ensuring sustainability and environmentalconcerns are addressed within the content oftraining material

[The SSC]techniqueinto train

12. Providing an adequate framework for promotinga healthy and safe working environment

[The SSC]that workworking e



Action Timescalewill work with partners to encourage the principle thatvidual employed should have TNA. It is the responsibilityyers to work with their trade union(s) in order to effectof the SSA and to agree how best this can be achieved.


Workplace level agreement on relevant action to ensurethis takes place.

should actively encourage joint working with all partnersy and work to resolve issues in these important areas

ons and [the SSC] will establish initiatives for improvingopportunities for all disadvantaged groups of workers.

Short, medium and long termEvidence of equality and diversity issues should be sharedand a programme of work to address these agreed.

e unions and [the SSC] will work together to establishs for the expansion of apprenticeship programmes in lines identified in SSA, that include targets for theent of under-represented groups of workers.


to provide labour market information used in producingn a format that is accessible to ULRs providing a supportposting service to members in order to fill gaps identifiedsary skills in the SSA.

Short termTrade unions to clarify their requirements to [the SSC]

Medium term[The SSC] to provide regularly updated LMI in the requestedformat

on(s) to work with SSCs and employers to raise awarenessy, numeracy and language in the context of a skillede.

Short term[The SSC] and the trade union(s) will jointly encourageemployers to sign up to the employer skills pledge.

Short to medium and long termEmployers, [the SSC] and trade union(s) working to identifykey areas where ULRs can play key role in addressing theseissues.

to work with the union(s) and employers in the sector onsion of support and services for migrant workers. There islar issue on understanding their rights at work and healthty regulations to ensure they have a real opportunity toy role in the workforce.

Short termEmployers to enable access to ESOL training

Employers, [the SSC] and trade union(s) to lobby for state-funded ESOL training for migrant workers

and trade union(s) to work with employers to ensure thates for minimising environmental hazards are incorporateding materials.

Short termEnvironmental impact assessment to be conducted and aprogramme of work agreed

trade union(s) and employers to work together to ensurekers have the skills and training to operate safely in theirenvironment.

Short termEvidence of health and safety issues should be shared anda programme of work to address these agreed.


Design: www.wildstrawberry.uk.comPrint: College Hill PressCover picture: Janina/reportdigital.co.uk

unionlearnCongress HouseGreat Russell StreetLondon WC1B 3LS


Unionlearn’s trade union modelaction plan is part of a communityprogramme called Equal, aEuropean Social Fund initiativewhich tests and promotes newmeans of combating all forms ofdiscrimination and inequality inthe labour market. The GB EqualSupport Unit is managed byECOTEC.

All TUC publications may be madeavailable for dyslexic or visually impairedreaders, on request, in an agreedelectronic format or in accessibleformats such as Braille, audiotape andlarge print, at no extra cost.

2007 unionlearn


unionlearn Congress House, Great Russell StreetLondon WC1B 3LS. 020 7079 6920

Factsheet 1: www.assetskills.org/site01392 423399

Asset Skills the sector skills council for property services, housing, cleaning services

and facilities management

Footprint❙ property managers❙ residential estate agents❙ caretakers❙ facility management professionals❙ cleaners❙ town planners and❙ letting agents and housing managers.

Union board memberNominations being considered at time of going to press

Union members on other committeesLynn Ferguson – UNisoN – cleaning committee

Unions in sectorUNisoNAccord (Halifax estate agents)Unite (Amicus section)UCATTUnite (TGWU section)GMB

Sector skills agreement Completion September 2007 includes recommendations on skills for Life (cleaning industry), sustainability, terms and conditions and diversity (property industry)

The unions are collaborating to produce an action plan to implement the ssA.

Asset Skills

Special projects/resources

❙ Skills for LifeAsset skills has the lead responsibility across all of the ssCs for skills for Life and will be helping to organise a joint trade union/ssC event for the autumn of 2007.

❙ Women and Work sector pathways initiative successful bid to provide 1,000 opportunities for cleaners, initially in London

❙ Skills passportPathway card

❙ Sustainability Matrix for the Built EnvironmentA document that identifies the skills and competencies that are needed by those involved in every stage of designing, building, managing and maintaining the built environment, to make it more sustainable www.assetskills.org/site/tabid/513/default.aspxi


factsheet

Employees Skills shortages* 4,100

Total in UK 2006 667,686 Managers and senior officials 10%

Status Professional occupations 7%

Employed 79% Associate professional and technical occupations 10%Self employed 20%

Full time 67% Administrative and secretarial 8%Part time 33%

Permanent 76% Skilled trades 3%

Temporary 3% Personal service occupations 31%

GenderFemale 51% Sales and customer service 8%

Male 49% Process plant and machine operatives 2%

EthnicityWhite 92% Elementary occupations 23%

Asian 3% Skills gaps** 29,000

Black 3% Managers and senior officials 12%Mixed/other 2%

Professional occupations 2%

Employers

Total VAT registered businesseses in UK 96,385 Associate professional and technical occupations 6%

Total VAT registered businesses in England 2005 Administrative and secretarial 20%

Skilled trades 7%

Personal service occupations 18%

Size of firms1–10 employees 93% Sales and customer service 9%

11–49 employees 6% Process plant and machine operatives 1%50–199 employees 1%

200+ employees 0% Elementary occupations 25%

Distribution of jobs with sector by standard industrial classification

Real estate 439,993 employees

industrial cleaning 227,693 employees

Key statistics: Asset SkillsData is for 2005 unless otherwise stated

Source: SSDA sector skills matrix: www.ssdamatrix.org.uk/*Skills shortage = vacancies that cannot be filled because there are insufficient skilled people seeking employment**Skills gaps = existing employees do not have the skills needed


Footprint❙ new vehicle sales❙ used vehicle sales❙ routine maintenance and repair❙ MoT inspections❙ accident/body repair❙ restoration/rebuilding❙ fast fit (tyres, exhausts, batteries, etc)❙ post-factory fitting and adaption (electricals, motability, etc)❙ parts and accessories sales❙ roadside rescue/recovery❙ contract hire/operational leasing❙ ‘daily’ rental (self drive or with driver)❙ valeting/preparation

Union board memberJohn Rowse – Unite (TGWU section)

Unions in sectorUnite (Amicus section)Unite (TGWU section)GMB NACo

Sector skills agreement This includes recommendations for competitive wages for adult apprentices, skills for life provision and increasing the proportion of women employed in the businesses.

The trade unions have produced an action plan for implementing the ssA that covers all the elements of the model action plan.

Automotive Skills

Special projects/resources❙ Business and administrationAutomotive skills has the lead responsibility across all of the ssCs for business and administration and participates with the council for administration in the Business and Administration skills Alliance.

❙ Women and Work sector pathways initiative successful bid for funding to train 500 women to enter or progress in the industry

❙ Careers web portalA constantly updated resource that provides all the information needed about careers in the industry, and includes live course and job search functions: www.automotiveskills.org.uk/careers

Factsheet 2: www.automativeskills.org.uk0207 4366373

Automotive Skillsthe sector skills council for the retail motor industry


factsheet







Temporary % Personal service occupations 11%





Black Managers and senior officials 8%Mixed/other


Employers



Skilled trades 41%





Key statistics: Automotive SkillsData is for 2005 unless otherwise stated



Footprint❙ oil and gas extraction❙ nuclear and radiological technology❙ chemicals and pharmaceuticals manufacturing❙ downstream petroleum industry, (refining) ❙ polymers, (plastics, composites, rubber and

sign-making)

Union board memberLinda McCulloch – Unite (Amicus section)Phil McNulty – Unite (TGWU section)Dai Hudd – Prospect

Unions in sectorGMBProspectUnite (Amicus section)Unite (TGWU section)UsDAW (Chemical processing)

Sector skills agreement Completed January 2007Agreement with trade unions launched at a joint event on 23 January 2007

Cogent

Special projects/resources❙ Career pathwaysweb-based iAG centre: http://cognet-careers.com

❙ Cogent apprentices Programme led system with pathways to employer-led schemes

❙ UpskillA scheme that incorporates accreditation of prior learning, a technician programme and a modular route to a foundation degree

❙ Skills passportThe Cogent skills passport will be launched in 2007

❙ Skills academiesNational skills academy for the process industries (NsAPi), and National skills academy for nuclear, (NsAN), to be launched in 2007.

Factsheet 3: www.cogent-ssc.com01925 515200

Cogentthe sector skills council for chemicals and pharmaceuticals, nuclear,

oil and gas, petroleum and polymers


factsheet














Employers



Skilled trades 4%

Personal service occupations 0




Distribution of jobs with sector by standard industrial classification Gas, oil and petroleum extraction 64,538 employees

Manufacture of coke, petroleum products and nuclear fuel 50,502 employees

Manufacture of basic chemicals 42,644 employees

Manufacture of pharmaceuticals etc 122,560 employees

Manufacture of soap and detergents etc 38,449 employees

Manufacture of other chemicals 13,316 employees

Manufacture of other rubber products 24,327 employees

Manufacture of plastic products 160,819 employees

Key statistics: CogentData is for 2005 unless otherwise stated



Footprint ❙ public and private housing ❙ infrastructure (water, sewerage, electricity, gas,

communications, air transport, railways, harbours, roads)❙ public non-residential (schools and colleges, universities,

health, offices, entertainment, military, libraries and museums)❙ industrial (factories, warehouses, oil, steel, coal, gas)❙ commercial (offices, entertainment, leisure, shops,

garages, agriculture)❙ repair and maintenance (public housing, private

housing, infrastructure, other public non-housing, industrial, commercial)

Union board memberAlan Ritchie – UCATTBob Blackman – Unite (TGWU section)

Sector skills agreement Completed 2005 A bilateral agreement has been finalised with UCATT and another is in development with Unite. These bilateral agreements form part of the sector skills agreement for construction and focus on shared strategic goals, including health and safety, diversity and support for union learning reps.

Construction Skills

Special projects/resources❙ Migrant workersConstruction skills has recently published guidance for employers including guidance on ensuring migrant workers are qualified, competent and safe: www.constructionmigrantworkers.co.uk.

❙ Site safety plusConstruction skills’ site safety plus programme is a lifelong learning plan for health and safety in the sector: www.citb-constructionskills.co.uk/healthsafety/

❙ Access to learning on-site UCATT on-site learning centres at locations such as King’s Dock, Liverpool give workers increased access to training and development facilities where they need it most.

❙ Skills card Workers are increasingly expected to carry proof of their skills to get on site. This is usually in the form of a CsCs or affiliated card which demonstrates they have achieved an NVQ or sVQ qualification and passed the Construction skills health and safety test.

❙ National skills academy for constructionThe Academy is a project based approach to learning and will help construction projects become high performing workplaces, built to time, quality, budget and safety standards by a properly qualified and motivated workforce.

❙ Women and Work sector pathways initiative The Construction skills project assists women of all ages into sustainable construction roles. it is currently being rolled out in Merseyside, Manchester, Leeds and sheffield and is being extended into the five London olympic boroughs during 2007.

Factsheet 4: www.cskills.com01485 577577

Construction Skills CITB-Construction Skills, CIC and CITB (NI) working in partnership as the sector skills council


factsheet

Workforce Skills shortages* 11,900






Temporary 3% Personal service occupations 0







Employers


Total VAT registered businesses in England 2005 181,135 Administrative and secretarial 11%

Skilled trades 24%




200+ employees 0 Elementary occupations 11%


Construction 2,249,226 employees

Architectural and engineering activities and related technical consultants 330,430 employees

Key statistics: Construction SkillsData is for 2005 unless otherwise stated



Footprint❙ the arts – music, performing arts, visual arts and

literary arts❙ cultural heritage – museums, galleries and heritage

organisations❙ craft – including designer makers of contemporary

crafts, covering over 50 specialist trades and occupations

❙ design – specialist consultancies covering graphic, spatial and domestic products.

Union board memberChristine Payne – Equity

Union members on other committeesKenny Aitchison – Prospect – Cultural Heritage PanelChris Ryde, Equity – Wales Advisory Group

Unions in sectorBECTUEquityMusicians UnionProspectUnite (Amicus section)Writers Guild of Great Britain

Sector skills agreement Completion due November 2007 partner sign up December 2007.

Special projects/resources❙ Skills academy Creative and Cultural skills is preparing to launch its national skills academy, with a national centre planned for the Thames Gateway development area.

❙ Creative apprenticeshipstatistics suggest over 90 per cent of CC skills' workforce is white and middle class. The new apprenticeship framework, ready for september 2008, is designed to open doors to a more diverse workforce.

❙ Creative Knowledge Lab From 2008, Creative Knowledge Lab will provide an authoritative source of industry-approved careers information, advice and guidance for the creative industries and cultural sector, including student and employer ranking of training provision and a range of career management tools.

Factsheet 5: www.ccskills.org.uk0207 0151800

Creative and Cultural Skillsthe sector skills council for advertising, crafts, cultural heritage, design, the arts and music

Creative and Cultural


factsheet











Asian Skills gaps** 8,100

Black 3% Managers and senior officials 15%Mixed/other


Employers



Skilled trades 2%






Advertising 90,175 employees

Artistic and literary creation and interpretation 112,588 employees

operation of arts facilities 27,832 employees

other entertainment activities 42,743 employees

News agency activities 22,515 employees

Museum activities and preservation of historical sites and buildings 46,708 employees

Key statistics: Creative and Cultural SkillsData is for 2005 unless otherwise stated



Footprintelectricity, gas, waste management and water

Union board memberMike Jeram – UNisoN

Union members on other committeesDougie Rooney – Unite (Amicus section) – senior electrical forum

sue Ferns – Prospect – Electricity scenario planning

Unions in sectorGMB ProspectUnisonUnite (TGWU section) BACM

Sector skills agreement Completion due November 2007


❙ Skills academy Power academy established 2004

❙ Women and Work sector pathways initiativesuccessful bid, March 2007, to train 380 women for progression plus two trainers and 18 mentors. The unions are represented on the steering committee by a GMB shop steward working in the water industry

Factsheet 6: www.euskills.org.uk

0845 0779922

Energy & Utility Skillsthe sector skills council for the electricity, gas, waste management and water industries

Energy & Utility


factsheet

Employees Skills shortages* 700

Total in UK 2006 329,882 Managers and senior officials

Status Professional occupations

Employed 97% Associate professional and technical occupations

Self employed unavailable

Full time 92% Administrative and secretarial Part time 8%

Permanent 93% Skilled trades

Temporary 4% Personal service occupations

GenderFemale 22% Sales and customer service

Male 78% Process plant and machine operatives

EthnicityWhite 96% Elementary occupations




Employers



Skilled trades 12%






Production and distribution of electricity 84,509 employees

Manufacture of gas, distribution of gaseous fuels through mains 28,948 employees

Collection, distribution and purification of water 53,921 employees

Transport via pipelines 14,099 employees

sewage and refuse disposal, sanitation and similar activities 140,210 employees

Key statistics: Energy & Utility SkillsData is for 2005 unless otherwise stated


Dat

a in

sign

ifica

nt

Data not available


Footprint❙ the iT industry, including iT professionals working in all

industries❙ the telecommunications industry❙ contact centres dedicated to outsourced services

and contact centres operating within iT and telecoms industries.

Union board memberAdrian Askew – Connect

Union members on other committeesLeslie Mannaseh – Connect – iT curriculum group

Unions in sectorACCoRD (contact centres)ConnectCWU (telecommunications)PCs (private sector iT and other service companies)Unite (Amicus section)UsDAW (contact centres)

Sector skills agreement Completed 2005The role of trade unions in helping to implement the ssA is incorporated into an action plan covering all stakeholders. Union involvement is committed in four areas of the programme:❙ careers advice❙ business support – the business iT guide – professionalism in iT programme – e-skills passport/iTQ❙ recognising achievement (standards and qualifications

development)

Special projects/resources❙ Contact centrese-skills UK is the lead body across the skills for Business network for contact centres – overseeing the development and maintenance of national occupational standards and apprenticeship frameworks for the contact centre sector

❙ Skills passport e-skills UK has developed a skills passport for iT user skills (the e-skills passport)

❙ London CISCO academy for womene-skills UK is working with the charity UXL to improve access and learning and remove barriers to employment faced by women by delivering training in high technologies. This includes various level 4 qualifications such as for PC support technician and networking.

Factsheet 7: www.e-skills.org.uk0207 79638920

e-skills UKthe sector skills council for information technology, telecommunications and contact centres

e-skills UK


factsheet

Employees Skills shortages* (England) 6,600

Total in UK 2006 Managers and senior officials 4%

IT for telecoms industry employment 772,003








EthnicityWhite 94% Elementary occupations 0

Asian Skills gaps** (England) 1,089

Black 3% Managers and senior officials 22%Mixed/other


Employers



Skilled trades 2%





Distribution of jobs with sector by standard industrial classification (2006)

Telecommunications 261,597 employees

software consultancy and supply 348,523 employees

Data processing 11,405 employees

Maintenance and repair of office, accounting and computer machinery 24,951 employees

other computer related activities 105,970 employees

Key statistics: e-skills UKData is for 2005 unless otherwise stated



Footprint❙ banks, building societies and central banking❙ leasing❙ credit unions, factoring and other credit granting

organisations❙ investment, unit trusts and venture capital❙ life insurance, non-life insurance (general insurance)

and insurance brokers❙ administration of financial markets❙ pension funding❙ independent financial advisers and tied financial

advisors❙ unit trust and investment trust companies❙ fund managers, asset managers and pension

management and ❙ securities and derivatives traders.

Union board members John Earls – Unite (Amicus section)

Unions in sectorAccord ALGUsANGU BsUNGsU sKisAUBAC Unite (Amicus section)UsDAW YisA The Alliance for Finance

Sector skills agreementCompletion due September 2007Trade unions are working to develop a trade union action plan for helping to implement the ssA.


❙ Skills academy Launched 31/10/2006, the Financial services skills academy will initially be based in:❙ Tower Hamlets in London ❙ Manchester in the North West ❙ Leeds in Yorkshire and Humber ❙ Norwich in the East of England

Factsheet 8: www.fssc.org.uk0845 2573772

Financial Services Skills Councilthe sector skills council for the finance industry

Financial Services Skills


factsheet




Employed 88% Associate professional and technical occupations 35%

Self employed 12%





Male 76% Process plant and machine operatives 0

EthnicityWhite 89% Elementary occupations 0




Employers



Skilled trades 1%






Financial intermediation except insurance and pension funding 737,781 employees

insurance and pension funding, except compulsory social security 95,504 employees

Activities auxiliary to financial intermediation 402,750 employees

Key statistics: Financial Services Skills CouncilData is for 2005 unless otherwise stated



Footprint❙ aviation (airlines)❙ aviation (operations on the ground)❙ bus (scheduled and non-scheduled) coaches community bus services ❙ driver training ❙ private hire vehicles rail ❙ taxis❙ trams and light rail❙ trams and transport planners.

Union board membersGraham stevenson – Unite (TGWU section)

Union members on other committeesscarlett Harris – RMT – stakeholder groupAllan Black – GMB – stakeholder group

Unions in sectorAsLEF Association of Flight AttendantsBALPATssAUNisoN Unite (TGWU section)

Sector skills agreement Completed March 2007The unions are collaborating to produce an action plan to implement the ssA.


❙ LanguagesGo skills has lead responsibility across the skills for Business network for languages

❙ Skills passportGoskills Plus launched october 2006

❙ Train to Gain brokerageGo skills has trained a team of business advisers to the standard required for Train to Gain brokers

❙ The employer pledgeGo skills are marketing membership of its membership scheme Goskills Plus as a way of showing commitment to the skills agenda and avoiding the imposition of a training levy

Factsheet 9: www.goskills.org

0121 6355520

Go Skillsthe sector skills council for passenger transport

Go Skills

sreedhj

Stamp

sreedhj

Stamp

sreedhj

Stamp


factsheet



Status Professional occupations 0

Employed 73% Associate professional and technical occupations 3Self employed 27%









Professional occupations 0

Employers



Skilled trades 16%






Transport via railways 57,708 employees Non scheduled air transport 12,422 employees

other scheduled passenger land transport 171,395 employees other supporting land transport activities 49,920 employees

Taxi operation 178,420 employees other supporting water transport activities 25,893 employees

other passenger land transport 22,845 employees other supporting air transport activities 88,149 employees

sea and coastal water transport 29,395 employees Driving school activities 36,973 employeesscheduled air transport 38,177 employees

Key statistics: Go SkillsData is for 2005 unless otherwise stated



Factsheet 10:

FootprintCentral government (including government departments and their agencies, non-departmental public bodies and the armed forces)

Union board memberssue Ferns – ProspectHugh Lanning – PCs

Unions in sectorFDAPCsProspect

Sector skills agreement Completion due September 2007Unions have been involved in ‘scenario planning’ meetings towards establishing future skills needs and have been very supportive of the employee skills survey.

www.government-skills.gov.uk0207 2761611


❙ Skills for Life Government skills and PCs held a joint conference in February 07 on skills for Life attended by HR practitioners and ULRs. This called for:

– the skills for Life strategy to be embedded into every central government department– all departments to engage with their staff to ensure that, where needed, they have adequate access and

support for skills for Life training and development.

❙ The skills pledgeon 18 April 2007 leaders of 19 government departments covering 475,000 employees made a commitment that every eligible employee will be helped to gain basic skills and a full level two qualification or equivalent.

Government Skills

Government Skills


factsheet

Key statistics: Government Skills

Employees 2006

Cabinet Office inc agencies 2,440

Crown Prosecution service 9,660

Department for Communities and Local Government 5,520

Department for Constitutional Affairs 36,620

Department for Culture, Media and sport 630

Department for Education & skills (DfEs) 3,940

Department for Environment Food and Rural Affairs 11,570

Department for international Development 1,760

Department for Transport 18,770

Department for Work and Pensions 115,540

Department of Health excl agencies 5,870

Department of Trade and industry 10,110

Foreign and Commonwealth office 6,060

Government Communications Headquarters 4,960

HM Revenue and Customs 94,880

HM Treasury 1,120

Home office inc agencies 73,500

Ministry of Defence 84,670

National Assembly for Wales 6,680

Northern ireland Civil service 36,855

Northern ireland office 140

office for National statistics 3,720

office of Government Commerce 640

The scottish Executive inc agencies 15,810

Source: PES Quarter 4 2006

Government Skills had not published a skills needs analysis when this leaflet was in production, although it is currently carrying out an extensive skills survey of all employees in its footprint. Further information may be available on the SSDA sector skills matrix at www.ssdamatrix.org.uk/

The following is an indication of where the majority of employees in the sector are employed.


Factsheet 11:

Footprint❙ bakery❙ brewery❙ dairy❙ distillery❙ drinks manufacturing❙ food manufacturing and processing❙ fresh produce❙ meat and poultry❙ sea fish❙ confectionery.

Union board memberiain MacLean – Unite (Amicus section)

Unions in sectorBFAWU – Bakery, Food and Allied Workers UnionUnite (Amicus section)Unite (TGWU section)UsDAW – Union of shop, Distributive and Allied WorkersGMB

Sector skills agreement Completed March 2007

0113 241 1251/85

Special projects/resources❙ Women and Work sector pathways initiative successful bid will enable 500 women operatives to achieve an introductory certificate in management.

❙ Skills passportimprove’s Green Card was the first UK wide skills passport, launched on 1 July 2005

❙ National Skills Academy for Food and Drink ManufacturingThis academy launches on 28 June 2007, with an iT hub and seven academy centres.❙ Grimsby – fish processing❙ Grimsby – lean manufacturing ❙ Lincoln – chilled ready meals❙ Norfolk – meat and poultry❙ Nantwich – dairy❙ Northampton – food hygiene❙ Billingsgate, Fleetwood, North shields and Leeds – seafood

Improvethe sector skills council for food and drink manufacturing

Improve

www.improveltd.co.uk0845 6440448


factsheet














Employers



Skilled trades 6%






Processing and preserving of fish and fish products 15,087 employees

Processing and preserving of fruit and vegetables 19,986 employees

Manufacture of dairy products 27,162 employees

Manufacture of prepared animal feeds 15,403 employees

Manufacture of other food products 175,572 employees

Manufacture of beverages 53,688 employees

Key statistics: ImproveData is for 2005 unless otherwise stated



Factsheet 12:

Footprint❙ agricultural livestock and crops❙ animal care❙ animal technology❙ aquaculture❙ environmental conservation❙ equine❙ farriery❙ fencing❙ fisheries management❙ floristry❙ trees and timber❙ game conservation❙ land-based engineering❙ landscaping❙ productive horticulture❙ veterinary nursing.

Union board membersMiles Hubbard – Unite (TGWU section)

Union members on other committeesCouncil – Nigel Titchen – Prospect

Unions in sectorNFUProspectUnite (TGWU section)

Sector skills agreement Completed January 2007 Prospect and TGWU have each agreed a trade union action plan that is supplemental to the main ssA.

0113 241 1251/85

Special projects/resources❙ Women and Work sector pathways initiative successful bid to enable 600 women in micro businesses to progress into managerial and technical roles

❙ Prospect union learning fund projectProspect have secured funding from the union learning fund to pilot the use of mobile ULRs in land-based industries in the Eastern region

❙ www.afuturein.comA careers information service for adults looking to develop skills in practical, technical and specialised areas with opportunities for career progression and promotion in the land based industries. www.afuturein.com/

Lantrathe sector skills council for environmental and land based industries

Lantra

www.lantra.co.uk0845 707 8007


factsheet














Employers



Skilled trades 15%






Growing of crops, market gardening, horticulture 86,030 employees

Farming of animals 114,076 employees

Growing of crops combined with farming of animals 21,772 employees

Agricultural and animal husbandry activities, excluding veterinary activities 127,068 employees

Veterinary activities 39,852 employees

Botanical and zoological gardens and nature reserve activities 10,371 employees

Key statistics: LantraData is for 2005 unless otherwise stated



Factsheet 13:

FootprintCommunity learning and development, further education, higher education, libraries, archives and information services, work-based learning and development

Union board membersPaul Mackney – UCUChristina McAnea – UNisoN

Unions represented on other committeesUCUUNisoN – adult and community educationCYWU

Unions in sectorACMATLCYWUProspect UNisoNUnite (Amicus section)

Sector skills agreement Completion due October 2007

0113 241 1251/85

Special projects/resources❙ National reference point for Skills for Life professional developmentThe national reference point skills for Life professional development (NRP) offers specialist information and advice to those intending to join the profession, existing teachers and learning support staff, as well as those with an interest in their development. www.lifelonglearninguk.org/nrp/aboutus/aboutus_index.html

❙ Standards developmentLifelong Learning UK and ENTo have agreed a memorandum of understanding that establishes the respective roles of the two organisations in taking forward the standards development agenda for the lifelong learning workforce.

Lifelong Learning UK

Lifelong Learning UK

www.lifelonglearninguk.org0870 7577890


factsheet














Employers



Skilled trades 3%



11–49 employees 20% Process plant and machine operatives 050–199 employees 7%



Technical and vocational secondary education 103,456 employees

Higher education 515,600 employees

Adult and other education not elsewhere classified 156,655 employees

Library and archives activities 54,056 employees

Key statistics: Lifelong Learning UKData is for 2005 unless otherwise stated

Source: SSDA sector skills matrix: www.ssdamatrix.org.uk/ *Skills shortage = vacancies that cannot be filled because there are insufficient skilled people seeking employment**Skills gaps = existing employees do not have the skills needed


Factsheet 14:

Footprint❙ hotels❙ pubs, bars and nightclubs❙ membership clubs❙ gambling❙ tourist services❙ youth hostels❙ self-catering accommodation❙ restaurants❙ contract food service providers❙ events❙ travel services❙ visitor attractions❙ holiday parks❙ hospitality services.

Union board membersJude Brimble – GMB

Unions in sectorGMBTssAUnite (Amicus section)Unite (TGWU section)UNisoNUsDAW (catering and gambling)

Sector skills agreement Completion due April 2007

0113 241 1251/85

Special projects/resources❙ Skills academy A proposal for a 'federation model' skills academy will be submitted in June 2007

❙ Skills passportUK skills passport.

People 1stthe sector skills council for the hospitality, leisure, travel and tourism industries

People 1st

www.people1st.co.uk0870 0600550


factsheet


Total in UK 2006 1,385,685 Managers and senior officials 6%











Professional occupations 0

Employers

Total VAT registered businesseses in UK 134,455 Associate professional and technical occupations 0


Skilled trades 5%





Distribution of jobs with sector by standard industrial classification Hotels 229,254 employees

other provision of lodgings not elsewhere classified 41,268 employees

Restaurants 479,714 employees

Bars 255,915 employees

Canteens and catering 176,406 employees

Activities of travel agents and tour operators 114,881 employees

Fair and amusement park activities 10,767 employees

Gambling and betting activities 76,667 employees

Key statistics: People 1stData is for 2005 unless otherwise stated



Factsheet 15:

Footprint❙ coatings❙ extractives❙ glass❙ building products❙ printing.

Union board membersBernard Rutter – Unite (Amicus section)Vacancy for GMB officer

Union members on other committeesGlass – Alan Harvey – Unite (Amicus section)Print – David Tarren – Unite (Amicus section)

Unions in sectorGMBNUMNACoDsUnite (Amicus section)Unity

Sector skills agreement Completion July 2007

0113 241 1251/85


❙ Making skills work An online tool giving information about the industry sub-sectors, the types of jobs and the skills and qualifications needed. includes pay and conditions data: www.proskills.co.uk/proskills_careersv2.asp

❙ British Print Industry FederationBPiF and Proskills have signed a memorandum of understanding ensuring ssC support of the learning and skills clause in the national print agreement with Unite

❙ Armed forces resettlement programmeA programme to map the skills, knowledge and competencies of the armed forces to the skills needs of the extractives and mineral processing industry.

Proskillsthe sector skills council for processing and manufacturing in the building products,

coatings, glass, printing, extractive and mineral processing industries

Proskills

www.proskills.co.uk01235 833844


factsheet














Employers



Skilled trades 14%





Distribution of jobs with sector by standard industrial classification (number of employees)Mining of coal and lignite, extraction of peat 6,382 Manufacture of refractory ceramic products 3,457 Mining of metal ores 2,183 Manufacture of bricks, tiles and construction other mining and quarrying 34, 102 products in baked clay 9,393Manufacture of cement, lime and plaster 4,283 Printing and service activities related to printing 175,762 Manufacture of wallpaper 2,737 Cutting, shaping and finishing of ornamental and building stone 7,796Manufacture of paints, varnishes and similar coatings, printing ink and mastics 24,539 Manufacture of other non-metallic mineral products 9,865 Manufacture of glass and glass products 35,227

Key statistics: ProskillsData is for 2005 unless otherwise stated



Factsheet 16:

Footprint❙ aerospace❙ electrical engineering❙ electronics, including semi-conductors❙ mechanical engineering and metal trades❙ motor vehicles❙ shipbuilding, boat building and repair❙ biotechnology❙ nanotechnology❙ mathematics❙ forensic science.

Union board membersJohn Wall – CsEU

Union members on other committeesAutomotive – Tony Murphy – Unite (Amicus section)Mechanical – ian Tonks – Unite (Amicus section)Electronics – Peter skyte – Unite (Amicus section)Aerospace and marine – ian Waddell – Unite (Amicus section)Nations sub group – John Quigley – Unite (Amicus section)

Unions in sectorCommunity CsEUGMB Unite (Amicus section)Unite (TGWU section)Prospect

Sector skills agreementSSA complete except for biosciences, completion due June 2007Prospect is developing a trade union action plan for biosciences, including commitment to promoting the skills pledge.

0113 241 1251/85

Special projects/resources❙ National skills academy Manufacturing academy launched January 2007, will provide programmes which use a range of methods to transfer knowledge and teach skills, and provide portable qualifications.

❙ Women and Work sector pathways initiative Bid approved January 2007 to support the career development of 400 women technicians and managers.

SEMTA the sector skills council for science, engineering and manufacturing technologies

SEMTA

www.semta.co.uk01923 23441


factsheet














Employers



Skilled trades 22%


Size of firms1–10 employees Sales and customer service 3%

11–49 employees Process plant and machine operatives 36%50–199 employees

200+ employees Elementary occupations 11%


Manufacture of office machinery and computers 88,487 employees

Manufacture of electrical machinery and apparatus not elsewhere classified 170,436 employees

Manufacture of radio, television and communication equipment and apparatus 90,098 employees

Manufacture of medical and precision and optical equipment, watches and clocks 123,687 employees

Manufacture of motor vehicles, trailers and semi-trailers 253,909 employees

Manufacture of other transport equipment 209,624 employees

Key statistics: SEMTAData is for 2005 unless otherwise stated


Data not available


Factsheet 17:

Footprint❙ production of raw materials eg leather production❙ manufacture of apparel, footwear, textiles and fibres❙ servicing of apparel, footwear and textile products eg

dry cleaning and shoe repair❙ design activities related to apparel, footwear and

textiles and❙ trading in apparel, footwear and textile products.

Union board membersPeter Booth – Unite (TGWU section)Phil Davies – GMBPaul Gates – Community

Unions in sectorCommunityGMBUnite (TGWU section)

Sector skills agreement Completed August 2006The ssA includes a proposal to provide support for employability skills and financial assistance for employers to provide an appropriate induction and training infrastructure.

0113 241 1251/85

Special projects/resources❙ Women and Work sector pathways initiative successful bid to provide 300 operatives with new skills and support 40 fashion graduate entrants

❙ Just the jobAn on-line tool that describes the jobs available in the sector and the qualifications needed for them www.skillfast-uk.org/activity_details.cfm?AudienceActivityiD=11

Skillfast UKthe sector skills council for apparel, footwear, textiles and related businesses

Skillfast UK

www.skillfast-uk.org0113 2399600


factsheet














Employers



Skilled trades 9%






Manufacture of textiles 92,959 employees

Manufacture of wearing apparel and accessories 53,039 employees

Tanning and dressing of leather, manufacture of luggage, handbags, saddlery, harness and footwear 13,262 employees

Washing and dry cleaning of textile and fur products 44,358 employees

Key statistics: Skillfast UKData is for 2005 unless otherwise stated



Factsheet 18:

Footprint❙ children’s homes❙ care homes❙ domiciliary care and support agencies❙ day centres and services❙ social work❙ fostering agencies and services, and foster carers❙ nurse agencies and❙ adoption services.

Union board memberJon Richards – UNisoN )Brian strutton – GMB ) CWDC

Helga Pile – UNisoN – adult care

Unions in sectorGMBUNisoN

Sector skills agreement Completion due November 2007

www.skillsforcareanddevelopment.org.uk0113 241 1251/85

Special projects/resources❙ Skills passportCare skills passport – only in Berkshire LsC area at present

❙ Equality and diversity activityThe CWDC is currently developing a diversity project, which will concentrate on improving the representation of ethnic minorities, gender, age representation and disability within the children’s workforce.

Skills for Care and Developmentthe sector skills council for social care, children, early years and young people's

workforces in the UK, incorporating the Children's Workforce Development Council (CWDC) and adult care services

Care and Development

Skills for Care & Development


factsheet








GenderFemale 82% Sales and customer service 0






Employers



Skilled trades 1%






social work activities 1,429,731 employees

Key statistics: Skills for Care and DevelopmentData is for 2005 unless otherwise stated


Skills for Care & Development


Factsheet 19:

Union board membersBob Abberley – UNisoN

Unions in sectorBritish Dietetic Association British orthoptic society Chartered society of PhysiotherapistsGMB society of Chiropodists and Podiatristssociety of Radiographers Unite (Amicus section)Unite (TGWU section)UNisoN

skills for Health also work with non-affiliated professional trade unions/organisations such as the Royal College of Nursing (RCN) and Royal College of Midwives (RCM)

Sector skills agreement Completed England September 2006The TU action plan includes publication of a joint statement of intent re innovative education provision and learning design solutions, including skills for Life, equality of access and links with existing structures such as the knowledge and skills framework.

0113 241 1251/85


❙ Literacy, language and numeracysupporting the skills for Life agenda through the development and promotion of a ‘whole organisation approach’ to improving the language, literacy and numeracy skills of the workforce

❙ Career framework for healthA framework designed to increase flexibility in career development and workforce planning. The framework can be used as a ‘route map’ to facilitate horizontal, vertical and diagonal movement across health careers

Skills for Healththe sector skills council for the health sector across the UK

Skills for Health

www.skillsforhealth.org.uk0845 707 8007


factsheet

Employees Skills shortages* (England only) 6,600





Permanent 88% Skilled trades 0





Asian 5% Skills gaps** (England only) 70,300



Employers



Skilled trades 2%






Human health activities 2,055,950 employees

Key statistics: Skills for HealthData is for 2005 unless otherwise stated



Factsheet 20:

FootprintCustodial care, community justice, court services, prosecution services, customs, excise and police

Union board memberRosie Eagleson – PCs

Unions in sectorNAPoUNisoNUCUPCsProspect

Sector skills agreement Completion due August 2007

0113 241 1251/85


❙ Total equality scheme The skills for Justice total equality scheme sets out the values of equality to which the organisation adheres, and how it will meet the general duty to promote inclusion across all aspects of diversity.The ssC has also established a diversity working group, formed of representatives from across the Justice sector as well as outside experts on race and diversity. For more information on the diversity working group, please contact sue Hunter at [email protected]

Skills for Justice

Skills for Justice

www.skillsforjustice.com0114 2611499

POA


factsheet





Self employed



Temporary Personal service occupations




Asian Skills gaps** 173

Black Managers and senior officials Mixed/other

Professional occupations

Employers

Total VAT registered businesseses in UK 85 Associate professional and technical occupations

Total VAT registered businesses in England 2005 Administrative and secretarial

Skilled trades

Personal service occupations

Size of firms1–10 employees 52% Sales and customer service


200+ employees 9% Elementary occupations


Justice and judicial activities 128,597 employees

Public security, law and order activities 299,902 employees

Key statistics: Skills for JusticeData is for 2005 unless otherwise stated


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Factsheet 21:

Footprint❙ freight logistics industry❙ wholesale industry

Union board membersRon Webb – Unite (TGWU section)Robert Monks – URTU

Unions in sectorCWUUsDAWUnite (Amicus section)Unite (TGWU section)URTUNautilusRMT

Sector skills agreement Completion likely summer 2007Trade union action plan in development.

0113 241 1251/85

Special projects/resources❙ Women and Work sector pathways initiative skills for Logistics successfully bid for funding to recruit and train women to become LGV drivers and to enable progression to management roles for women warehouse operatives.

❙ Memorandum of understanding (MoU)skills for Logistics is working with unionlearn to develop a model MoU for ssCs and unionlearn working together in the regions. it will be rolled out initially in the Midlands regions.

Skills for Logisticsthe sector skills council for the freight logistics industry

Skills for Logistics

www.skillsforlogistics.org01908 313360


factsheet

Employees freight (wholesale 2006) Skills shortages* freight (wholesale 2006) 2,900 (4%)

Total in UK 2006 860,629 (667,654) Managers and senior officials 5%






GenderFemale 19% (33%) Sales and customer service 10%

Male 81% (67%) Process plant and machine operatives 60%

EthnicityWhite 92% (94.5%) Elementary occupations 5%

Asian 4% (5.5%) Skills gaps** freight (wholesale 2006) 27,000 (15%)



Employers

Total VAT registered businesseses in UK 64,805 (126,923) Associate professional and technical occupations 2%


Skilled trades 9%


Size of firms1–10 employees 83% (84%) Sales and customer service 12%

11–49 employees 11% (13%) Process plant and machine operatives 20%50–199 employees 4% (2%)

200+ employees 1% (1%) Elementary occupations 26%

Distribution of jobs with sector by standard industrial classification Freight transport by road 227,682 employees

Cargo handling and storage 176,639 employees

Activities of other transport activities 122,630 employees

Post and courier activities 333,678 employees

Wholesale on a fee or contract basis 66,352

Other wholesale 586,047

Key statistics: Skills for LogisticsData is for 2005 unless otherwise stated



Factsheet 22:

Union board memberKarl Mansell-Green – UNisoN

Unions in sectorUNisoNUnite (TGWU section)CYWUPFAGMBskills Active also has links with all of the professional associations in the sector.

Sector skills agreement Completed November 2006skills Active has a regional plan in each of the English regions.

0113 241 1251/85

Special projects/resources❙ Skills passportActive Passport launched 1 May 2007, skillsActive has offered to provide free passports for a three-month union-led pilot exercise in Yorkshire and Humberside

❙ Management and leadershipskills Active is the lead ssC for management and leadership across the skills for Business network ❙ Skills academyProposal resubmitted to the LsC March 2007. skills Active was shortlisted and expects to hear the result on 14 June 2007.

❙ Nancy Ovens bursary Funding available annually for coaches or leaders to enhance their skills and knowledge by taking part in work experience, studies or experience outside their community; see www.skillsactive.com/resources/news/last-chance-for-nancy-ovens-bursary-applications This project is in its second year; the panel which decides who will receive the bursary in 2007 meets on 5 June.

❙ Educational sports forumskills Active has made links and started to collaborate with the GFTU’s educational sports forum.

❙ Coaching bursaryA proposal for a coaching specific bursary is being developed in connection with Legacy 2020 (arm of the East London Business Alliance).

Skills Activethe sector skills council for sport and fitness, the outdoors, playwork and the caravan industry

Skills Active

www.skillsactive.com0207 6322000


factsheet

Employees Skills shortages (2005)* 1,600







Gender1

Female 60% Sales and customer service 3%


Ethnicity2

White 95% Elementary occupations 12%

Asian 1% Skills gaps (2005)** 16,000



Employers



Skilled trades 8%


Size of firms in 20053

1–10 employees 72% Sales and customer service 8%



Distribution of jobs within sector by sub-sector***

Sport and recreation 363,100 employees

Health and fitness 44,800 employees

The outdoors 25,000 employees

Caravan industry 31,900 employees

Playwork 132,700 employees

Key statistics: Skills ActiveData is for 2004 unless otherwise stated

*Skills shortage = vacancies that cannot be filled because there are insufficient skilled people seeking employment**Skills gaps = existing employees do not have the skills needed***Overlap of employment sub-sectors1 Experian 2005 (SkillsActive); 2 Labour Force Survey; 3 Annual Business Inquiry


Factsheet 23:

Union board membersMartin spence – BECTU (acting)Jeremy Dear – NUJChristine Payne – Equity

Unions in sector BECTUEquityNUJ

Sector skills agreementCompleted 2005The ssA includes trade union commitment to work with skillset on the development of apprenticeship programmes.

0113 241 1251/85


❙ Information Advice and Guidance (IAG)skillset is the lead ssC for iAG across the skills for Business network, and has entered into a memorandum of understanding with unionlearn to work together in a long term strategic relationship in the area of skills related information provision, advice and guidance.

❙ Funding 0pportunitiesskillset offers several funding opportunities, including:

❙ Skillset film skills fund for organisations to deliver, develop or facilitate film specific training programmes for existing film professionals

❙ Screen bursaries for individuals – supporting training and qualifications for practitioners in the film, TV, animation, computer games and interactive industries: www.skillset.org/film/funding/

Skillset the sector skills council for broadcast, film, video, interactive media and photo imaging

Skillset

www.skillset.org0207 6322000


factsheet





Self employed 31%



Temporary 8% Personal service occupations







Employers



Skilled trades 5%






Photographic activities 31,402 employees

Motion picture and video activities 43,849 employees

Radio and television activities 88,774 employees

Key statistics: SkillsetData is for 2005 unless otherwise stated


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Factsheet 24:

Footprint❙ supermarkets, department stores and corner shops❙ specialist food, drink and tobacco stores❙ specialist retailers of goods including textiles, clothing

footwear and leather, furniture, electrical, hardware, books and stationery, floor coverings and photographic equipment

❙ antique retailers and❙ markets and mail order

Union board memberJames Rees – UsDAW

Unions in sectorGMBNACo Unite (TGWU section)Unite (Amicus section)Usdaw

Sector skills agreement Completed April 2007

0113 241 1251/85

Special projects/resources❙ Retail apprentice of the year awardLaunched in 2007, applications need to be submitted by mid June.

❙ British Shops and Stores Association ‘Oxford Summer School’Each year skillsmart funds ten scholarships for a week long training programme for junior managers from small and independent retailers.

Skillsmart Retailthe sector skills council for retail

Skillsmart Retail

www.skillsmartretail.com0207 3993450


factsheet














Employers



Skilled trades 2%






Retail trade 2,965,176 employees

Key statistics: Skillsmart RetailData is for 2005 unless otherwise stated


Data not available


Factsheet 25:

Footprint❙ design, installation and maintenance of

electrotechnical heating, ventilation, air conditioning, refrigeration and plumbing

❙ oil and gas fitting design, installation and maintenance.

Union board memberTom Hardacre – Unite (Amicus section)

Unions in sectorUCATTUnite (Amicus section)

Sector skills agreement Completion due March 2008

0113 241 1251/85


❙ Careers map summit skills has produced a careers map for building services engineering. it summarises progression routes throughout the sector and demonstrates the many career options available, from apprenticeship level through to chartered engineer. The map tracks typical routes through a building services engineering career, from entry, through structured training and workplace experience, to professional qualifications and career functions. it also summarises core craft, technical and engineering job descriptions to provide a flavour of what the work would entail and assist learners to select the right path to reflect their individual interests.

❙ Equality and diversity activitysummit skills has established a careers and diversity interest group comprised of employers, employer representative groups, providers and careers/diversity agencies. The group has identified three key areas of focus: widening the recruitment pool; providing professional and career progression; improving the image of the sector.

❙ Training groupssummit skills has set up training groups which bring together all parts of the sector for discussion of training and skills issues.

Summit Skillsthe sector skills council for building services engineering

Summit Skills

www.summitskills.org.uk

01908 303960


factsheet

Key statistics: Summit SkillsData is for 2005 unless otherwise stated





Employed Associate professional and technical occupations 1%Self employed

Full time Administrative and secretarial 2%Part time

Permanent Skilled trades 78%

Temporary Personal service occupations 0

GenderFemale Sales and customer service 3%

Male Process plant and machine operatives 3%

EthnicityWhite Elementary occupations 4%




Employers



Skilled trades 60%





Distribution of jobs with sector by standard industrial classification – 2004

Manufacture of electric motors, generators and transporters 19,390 employees

Manufacture of other electrical equipment, not elsewhere classified 26,527 employees

Manufacture of industrial process control equipment 7,342 employees

installation of electrical wiring and fittings 149,555 employees

Plumbing 113,463 employees

Repair of electrical household goods 9,117 employees


Data not available

Data not available

What the guides cover

ICT learning centres – What is a workplace learning centre and what can they offer? What do you need to think about in order to set up an ICT centre?

Wireless networks – What is a wireless network and how can it help you set up a learning centre? How can you set up mobile access using broadband phone networks?

Mobile learning – How can you use new-generation mobile internet gadgets to

widen access to learning and support?

e-assessment – What opportunities are there for learners to gain qualifications using on-screen tests in ICT learning centres?

e-portfolios – What is an e-portfolio?

This series of guides has been produced by the ICT and workplace learning project team. Any views expressed are those of the project team.

The views expressed in these guides

Published byunionlearnTrades Union CongressCongress HouseGreat Russell StreetLondon WC1B 3LSt: 020 7079 6920 f: 020 7079 6921www.unionlearn.org.uk

cover photos: Janina Struk/reportdigital.co.uk; Jess Hurd/reportdigital.co.uk; John Birdsalldesign: www.wildstrawberry.uk.comprint: College Hill Press

Sector Skills Councils

unionlearn w

iththeTUC

By working together with Sector Skills Councils, the trade union movement can ensure that the focus of the Skills Agenda encompasses workers as well as employers, in employment led programmes. This pack gives trade unionists the information they need to make the most of the opportunities offered.”

Brendan Barber, TUC general secretary

Sector Skills CouncilsAn information pack for trade unionists

The pack includes the following materialsy SectorSkillsCouncils:Anoverviewfortradeunionistsy WorkingwithSectorSkillsCouncils:forULRs,workplacerepsandnegotiatorsy AmodeltradeunionactionplanforSectorSkillsAgreementsy 25factsheets–oneforeachoftheSectorSkillsAgreements


“

Unionlearn’s SSC information pack is part of a community programme called Equal – a European Social Fund initiative which tests and promotes new means of combating all forms of discrimination and inequality in the labour market. The GB Equal Support Unit is managed by ECOTEC.

folder sector skills.indd 1 23/5/07 12:43:48

sector skills councils: an information pack for trade unionists

Documents

sector skills agreements

folder sector skills

skills agenda

sector skills councilsa

problem sector skills

mobile learning

union learning representatives

workplace learning centre