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Migrant and Minority Learning Needs in the Communications Industry : Final report
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hardy, Jane Calveley, Moira Shelley, Steven |
| Copyright Year | 2009 |
| Abstract | This report has been prepared for the Communication Workers Union (CWU) in line with the Work Packages as set out in the original University of Hertfordshire (UH) proposal of March 2009, and in particular to meet the outcome for Work Package 6. The report draws upon data gained from interviews and case studies with CWU representatives holding various positions and at different levels across the country and with learners and non-learners in CWU workplaces. A key finding of the study is that migrant workers are not an easily identifiable group. They come from many countries, have different lengths of stay in the UK and when it comes to union learning within the CWU, are in practice, treated indistinguishably from second or third generation minority workers or indigenous workers. From discussions with learners and non-learners in CWU workplaces, it is apparent that there is a demand for skills development, however, these learning needs are generic to all workers and not specific to migrant or BME (Black Minority and Ethnic) workers. CWU Learning Centres taking part in this study are, on the whole, proactive in meeting the learning needs of all workers and generally promote a culture of equity and inclusiveness. This is in line with and reflects strongly embedded anti-racism practices promoted by the CWU. A second finding of the study is the desire by workers taking part in CWU learning activities for certification bearing courses such as in IT skills and numeracy and literacy. While non-skills based activities were frequently offered, it was those activities which lead to certificates of achievement that were most popular, with many learners identifying portable skills as an important factor in their choice of course. A secondary reason for choice of courses was a desire to help children and grandchildren with their schoolwork. Finally, it was apparent that the culture of union learning within CWU workplaces is extremely valuable for fostering social integration, of all workers in general and of migrant and minority ethnic workers more specifically. The main focus in the Learning Centres is on learning for learning's sake, the enhancement of transferable skills, and development of social and family links; with little evidence of conflict between learners. Defining migrant workers as a specific group is less important to ULRs (Union Learning Representatives) than including all workers in learning activities of some sort, regardless of ethnicity and origin. In this environment, meeting individuals' learning … |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://uhra.herts.ac.uk/bitstream/handle/2299/14965/S_Shelley_3.pdf?sequence=2 |
| Alternate Webpage(s) | https://uhra.herts.ac.uk/bitstream/handle/2299/14965/S_Shelley_3.pdf?isAllowed=y&sequence=2 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
