Description
The origins of unions' existence can be traced from the 18th century, where the rapid expansion of industrial society drew women, children, rural workers, and immigrants to the work force in numbers and in new roles.
Trade Union approaches to history in their education and training programmes
A report for the History & Policy Trade Union Forum by the Trade Union Research Unit, Ruskin College, Oxford
Executive Summary
The Trade Union Education Project sought to understand the extent to which trade unions make use of the history of their particular union, or trade union history more generally, in their education and training programmes. The research was conducted by the Trade Union Research Unit at Ruskin College, Oxford in association with the History & Policy Trade Union Forum and with the support of the King’s Business Futures Fund at King's College London. Researchers examined the approaches of 19 major trade unions, as well as the Trades Union Congress (TUC) and General Federation of Trade Unions (GFTU), to understand whether, how and why they use history – and how historians could facilitate the inclusion of more history in trade union education provision. In total 10 trade union officials concerned with education provision participated in the research through interviews and questionnaires.
Key Findings
1.1 Trade unions do provide a history of their own organisations and refer to broader trade union history but this is limited ? ? ? 14 out of 21 of the largest unions (in terms of membership) provide a brief history of their own organisation on their websites. Trade union history rarely features in education courses currently offered by unions. Where it does, it is usually in a brief overview. One reason for this lack of provision is the sometimes acrimonious process of merger, whereby smaller unions have merged to form larger unions. In some cases it is union policy to avoid discussions of these difficult and often divisive periods of their history. ? The inclusion of history in union education is to some extent determined by the aims of that education provision: the emphasis is on skills training, to enable union representatives to carry out
their roles, rather than 'chalk and talk' lectures – in which the inclusion of history could be perceived as challenging, irrelevant and a luxury the union could not afford. 1.2 There is scope for expanding the provision of history in union education and training ? Some respondents believe that with the increasing popularity of history in the media and in public life generally, trade union and labour history would be of interest, particularly to members under 30. This is evidenced by attendance at events such as the Durham Miners’ Gala and Tolpuddle Martyrs Festival and Rally. ? ? Examples exist of union history being included in skills training courses ? known as 'membership development' ? and there is scope for expansion. UNISON and the National Union of Rail, Maritime, and Transport Workers (RMT) offer examples of best practice in their provision of trade union history within education and membership development programmes. ? History & Policy could assist with the history component of union education by: o o o o o providing guest speakers providing an historical context to organising, campaigning and negotiating providing training in historical research methods creating a ‘virtual college’ of workshops and events attaching PhD students to unions who would become in?house historians in exchange for access to archives.
1.3 Historians partnering with unions would need to understand union needs ? ? ? Agreeing the outputs of research. For example, papers or reports to inform policy making, materials to aid teaching, articles and background materials that could be used in campaigning. Being willing to hold workshops and talks throughout the country and not only in metropolitan areas. Making joint efforts to raise funding for PhD studentships in unions.
doc_729477972.pdf
The origins of unions' existence can be traced from the 18th century, where the rapid expansion of industrial society drew women, children, rural workers, and immigrants to the work force in numbers and in new roles.
Trade Union approaches to history in their education and training programmes
A report for the History & Policy Trade Union Forum by the Trade Union Research Unit, Ruskin College, Oxford
Executive Summary
The Trade Union Education Project sought to understand the extent to which trade unions make use of the history of their particular union, or trade union history more generally, in their education and training programmes. The research was conducted by the Trade Union Research Unit at Ruskin College, Oxford in association with the History & Policy Trade Union Forum and with the support of the King’s Business Futures Fund at King's College London. Researchers examined the approaches of 19 major trade unions, as well as the Trades Union Congress (TUC) and General Federation of Trade Unions (GFTU), to understand whether, how and why they use history – and how historians could facilitate the inclusion of more history in trade union education provision. In total 10 trade union officials concerned with education provision participated in the research through interviews and questionnaires.
Key Findings
1.1 Trade unions do provide a history of their own organisations and refer to broader trade union history but this is limited ? ? ? 14 out of 21 of the largest unions (in terms of membership) provide a brief history of their own organisation on their websites. Trade union history rarely features in education courses currently offered by unions. Where it does, it is usually in a brief overview. One reason for this lack of provision is the sometimes acrimonious process of merger, whereby smaller unions have merged to form larger unions. In some cases it is union policy to avoid discussions of these difficult and often divisive periods of their history. ? The inclusion of history in union education is to some extent determined by the aims of that education provision: the emphasis is on skills training, to enable union representatives to carry out
their roles, rather than 'chalk and talk' lectures – in which the inclusion of history could be perceived as challenging, irrelevant and a luxury the union could not afford. 1.2 There is scope for expanding the provision of history in union education and training ? Some respondents believe that with the increasing popularity of history in the media and in public life generally, trade union and labour history would be of interest, particularly to members under 30. This is evidenced by attendance at events such as the Durham Miners’ Gala and Tolpuddle Martyrs Festival and Rally. ? ? Examples exist of union history being included in skills training courses ? known as 'membership development' ? and there is scope for expansion. UNISON and the National Union of Rail, Maritime, and Transport Workers (RMT) offer examples of best practice in their provision of trade union history within education and membership development programmes. ? History & Policy could assist with the history component of union education by: o o o o o providing guest speakers providing an historical context to organising, campaigning and negotiating providing training in historical research methods creating a ‘virtual college’ of workshops and events attaching PhD students to unions who would become in?house historians in exchange for access to archives.
1.3 Historians partnering with unions would need to understand union needs ? ? ? Agreeing the outputs of research. For example, papers or reports to inform policy making, materials to aid teaching, articles and background materials that could be used in campaigning. Being willing to hold workshops and talks throughout the country and not only in metropolitan areas. Making joint efforts to raise funding for PhD studentships in unions.
doc_729477972.pdf