ULF projects Round 17 – 2016/17

ULF projects Round 17 – 2016/17

Round 17 of the Union Learning Fund (ULF) runs in the financial year 2016-2017. It commenced on 1 April 2016 and will run until 31 March 2017.

28 projects have been approved, run by 22 unions (three unions have more than one project) and one trade union federation, the Federation of Entertainment Unions (FEU).

Regular case studies from unions running ULF projects will be published during Round 17 in Case Studies section.

Aegis are continuing with a project to introduce practical activity that enhances learning opportunities for finance sector workers, with a particular focus on female workers to improve their pay and benefits, working towards closing the gender pay gap.

They see the current ULF round as year two of a five-year strategy, in which they consolidate the project after it trebled in size following mergers with unions representing Skipton & Yorkshire Building societies. They intend to use the structures already established through the project.

The primary objective of the project will be continuing to engage, and work in partnership with, all our employers to enable Aegis the Union to place skills and learning at the heart of the workplace agenda.

The work will be achieved through their unique position within the workplace, using their union learning rep (ULR) network to give employees the learning opportunities they need to work in the modern world – they need to have the up-to-date qualifications to ensure they meet the needs of all employers.

Aegis believes that, by continuing the project in its current form, they will deliver sustainability by the end of year five when they envisage the employers taking responsibility for the project.

ASLEF aim to expand their learning provision in a range of ways, including recruiting and developing union learning reps (ULRs). They seek to promote and raise awareness of the traineeship and apprenticeship agenda within the rail employers they work with to set up such schemes.

They plan to tackle inequality through working with under-represented groups and disadvantaged learners though providing flexible, quality provision with clear progression pathways. They aim to engage learners in vocational qualifications and making higher education more accessible and support the local community into learning through their learning centres and projects and raise the English, maths and IT levels of learners supported by the project.

They want to address the stigma around mental health by raising members' awareness and embedding the role of the Mental Health First Aider within companies.

They aim to provide activity that aids in addressing skills shortages and improves productivity and business performance. They also want to work with their members that face dealing with rail fatalities as part of an occupational hazard to train them in supporting each other and providing information on coping strategies.

They plan to work with key players such as full time officers, lay activists, members, employers, sector bodies and providers to deliver a project that has high standard governance and represents value for money.

ATL's project is to support workforce development of further education (FE) college staff and strengthen workforce learning infrastructure of FE colleges to develop, understand, deliver and sustain high quality vocational learning routes. The project will consolidate previous work across four of ATL's six England regions and will extend this work into their two remaining regions (the South West and London/South East).

The project also aims to progress college-based vocational education (VE) tutors to level 2 Maths and English functional skills and disseminate information, guidance and expertise to school staff around apprenticeships/traineeships/functional skills/paths to progression.

Furthermore, the project will build on the above strands of work with a new strand of partnership working with the Education and Training Foundation (ETF), Association of Employment and Learning Providers (AELP) and higher education institution researchers to develop and establish a practitioners network and stronger sense of professionalism amongst vocational educators working in:

  • the 18 target colleges they have worked with during Rounds 15 and 16;
  • six new target colleges to be identified across our South West and London/SE regions;
  • independent training providers (ITPs) including SMEs and charities
  • college supply chains (i.e. sub-contracted providers).

Cross-cutting all these work strands will be a strong emphasis on equality and diversity and on securing collaborative outcomes that maximise sustainability and value for money.

Partners: GMB in one region, as well as the ETF and the AELP.

BECTU's project is to develop new ways to up-skill workers, including the large percentage of freelance workers, more than half their membership, in the creative sector covered by BECTU. They are maintaining the current Progress for Success project and aiming to build on the previous achievements of the project

The target workers include:

  • new entrants undertaking training, traineeships and apprenticeships in the creative sector
  • unskilled workers (theatre stage door keepers, chaperones)
  • technically skilled workers looking at a midlife career review and ways to continue to work in an industry that is constantly evolving and changing
  • highly qualified freelancers looking to gain new skills to become more employable.

BECTU will continue to work in partnership with colleges, employers, employers groups and training providers to develop and deliver recognised training and high quality information, advice and guidance, helping people into employment and keeping them in work.

BFAWU's aim is to work with employers improve the levels of literacy, numeracy and language skills to mitigate any effect that such low levels of skills and language issues could have on customers confidence, health & safety, whilst improving individual learners sense of well-being.

BFAWU will work with employers, providers and employees to improve basic English, Maths, languages and computer skills in order to bridge skills gaps via joint site steering groups.

The baking/food industry has moved on from the days when product was hand moulded and deposited to a computer controlled bulk ingredients system, with entire plants being computer controlled, however workforces were recruited before such changes came in to effect with substantial numbers not possessing the required skills needed.

BFAWU argues the work is imperative in order to meet customer demands on traceability of product, improve productivity, reduce waste, improve profitability and job security. A significant number of workers in the industry of non-white British origin have English language problems.

Given the seasonal nature of the industry, employees need to be flexible in their approach to work this means developing the skills that would make them more receptive to training to cover other roles, providing a greater degree of flexibility and job security.

BSU seeks to cohesively develop and support vibrant cultures of learning and progression through sustainable infrastructures with employers (The Co-operative Bank & Capita Asset Services) to engage and support those most disadvantaged or under-represented within the sector.

The project will create opportunities to engage 970 learners through a transformed union learning reps (ULR) network. The finance sector is relatively well qualified with 52% having qualifications at Level 4 or above. BSU's current learner footprint is significantly lower, with 20.5% having no qualifications and only 30% having qualifications at Level 4 or higher. This work is fundamental to driving down the skills deficit within the identified footprint to address the re-focused needs of employers, individuals and the sector.

Building on foundations laid by previous projects, BSU intends to further enhance current partnerships and create new partnerships and infrastructures. The union will roll out established and develop new BSU frameworks, methods, materials and practices through sharing and disseminating experience resulting in measurable benefits to individuals, employers, society, and the economy.

The steel industry within the UK is facing a difficult time and our project will support the main workplaces represented by Community Union within this sector. A key priority within the project will be supporting the workforce through all potential outcomes during an anticipated period of significant organisational change.

The project will build on previous workplace engagement, developing a number of unique engagements including Community's pre-employment programme, which will allow the project to work within the wider community supporting young people with employability skills and finding traineeship opportunities

Community will focus on promoting equality of access to employment for disabled people with targeted interventions, supporting growth sectors such as logistics by embedding functional skills and developing a strong union learning rep (ULR) base across all sections of the union.

The CWU's project aims to work with employers to create cultures of learning in the workplace where Communities of Practice and Personal Learning Networks can develop and thrive. Traditional learning opportunities such as courses will be made more accessible and less threatening as part of a broader learning culture.

CWU plan to offer a variety of routes into learning, including both formal and informal courses, learning and study clubs, competitions and awareness raising events, targeted learning campaigns such as National Numeracy, 6 Book Challenge and more. This work will enable workplace specific developments recognising the diversity of learning needs and responsive to both employers and employees.

CWU will develop their online e-learning platform to reach out to remote and shift workers who have difficulty accessing learning through traditional routes and will offer union learning rep (ULR) supported e-learning to open up opportunities for the digitally disadvantaged. The union will produce a number of continuous professional development (CPD) tools and work with employers to facilitate better skills recognition and clearer progression paths addressing the needs of both learners and employers.

The Equity/FEU project aims to enable creative freelances across the entertainment and media industries, from entry level through to retirement, to gain the key and transferable business skills essential to maximise performance, productivity and profitability in an increasingly competitive and quickly changing industry. The industry is worth nearly £72 billion per annum to the UK economy and depends on freelance workers for production and growth.

Continuing to build on its successful foundation, the project will provide the best value for money by maximising the joint resources and extensive reach and influence of the four partner unions, utilising in-depth experience and expertise to overcome freelance career development challenges.

As the only organisations that prioritise and support creative freelance skills development needs, a joint union approach will allow the project to further develop a unique and sustainable business skills learning programme supported by a robust, multimedia communications platform that, with combined membership reach, will engage the highest number of freelances in a peer group learning community that achieves the highest impact.

The project will also work with industry stakeholders to explore an industry-led approach that facilitates development and delivery of sustainable affordable, relevant and accessible learning opportunities that benefit individual freelances and the industry.

Partners: This will be a multi-union project in which Equity, the Musician's Union (MU), the National Union of Journalists (NUJ) and the Writers' Guild of Great Britain (WGGB) will work in partnership under the banner of the Federation of Entertainment Unions (FEU).

The FBU project is focused on delivering qualifications to Fire and Rescue Service (F&RS) employees and the wider Fire Service (FS) community, using and promoting innovative ways of learning and assessment though newly developed software, apps and digital technology.

This will include delivering IT qualifications to learners who need or require them for their roles in the F&RS. Support applicants and recruits and the wider F&RS community in Maths and English to improve their employability and sustain a career within the F&RS.

The FBU will provide impartial information, advice and guidance (IAG) to employees offering advanced and higher level apprenticeships and utilising our established networks and agreements to support participation to achieve those qualifications.

The union will also provide continuous professional development opportunities to F&RS staff through delivery of Vocationally Recognised Qualifications. Utilising their trained union learning reps and working through learning agreements with individual F&RSs, they will engage with the F&RS and disadvantaged learners to deliver the qualification.

The FBU will also promoting their learning centre and its Matrix accreditation to deliver impartial IAG and support for learners throughout their learning and qualification achievement. They will support F&RSs in the delivery of advance and higher level apprenticeships across the F&RS sector.


The GMB's five ULF projects are based within the relevant region for operational purposes, but comply with the GMB's national coordination strategy with the national project director.

The GMB's Reachout project has two main aims:

  1. to expand participation in apprenticeships and traineeships,
  2. to continue to support disadvantaged learners via an established network of workplace and community learning centres.

The project will focus on employers not yet engaged with apprenticeships and traineeships and on increasing take-up by disadvantaged groups. Traineeship numbers will be accelerated via new Pre-Employment Academies to prepare young people for work and the appointment of a specialist Project Worker to engage employers via the Academies. Reachout will also adopt a "Grow Your Own Workforce" model established by colleagues in the Midlands, which has proven successful in promoting the benefits of apprenticeships and traineeships to SMEs.

Reachout's support for disadvantaged learners will have a particular emphasis on acquiring English, maths and ICT qualifications as foundations for progressing to higher-level learning, partly facilitated by the expansion of distance learning opportunities. Capturing the added-value impact of such progression will involve further investment in and expansion of high-quality Management Information systems.

The GMB's project in the southern region will focus on improving access to English, maths and ESOL learning, as well as tackling digital exclusion.

This will be a continuation project and will tackle issues in growth sectors where skills are a challenge. The project aims to respond to learning need across the region's membership.

In particular, GMB will continue to develop the targeted work commenced over the past year in Health and Social Care and Hospitality. To this will be added an intervention into retail, a growing sector for the union and one which is a regional priority.

These sectors all have significant numbers of migrant workers with English as a second language.

GMB also aim to promote and develop traineeships and apprenticeships in these sectors to contribute towards robust and meaningful career pathways for young people.

GMB's Productive Learning Project will be the continuation and expansion of workplace learning not only to existing members, but also to those not yet engaged with the union learning agenda. Through negotiated learning agreements, the project will continue to build upon the strong links developed with employers over the previous 12 successful projects.

The Yorkshire and North Derbyshire region of the GMB has 64,000 members. By assisting members and potential members with their educational self-development, the work of the project will assist in addressing the current skills gap and skills shortages prevalent in the UK economy. It will aim to increase individual employability through tailored courses for those seeking employment and ensure quality education and training for those in work seeking progression.

In line with the apprenticeship levy, the project will continue to engage with, and promote, quality apprenticeship schemes with a particular focus on the expansion of the region's sports-related apprenticeship scheme. That scheme has achieved in excess of 500 learners undertaking apprenticeship programmes at level 1 or 2 in the last 3 years alone.

Utilising its 30 regional learning centres, the project will also target community learning initiatives to help remedy the areas of deprivation and neglect associated with the failure of traditional educational routes. Links with school and colleges will be further developed by such initiatives as the successful Fab Lab project, which is now gaining national recognition.

GMB's new project aims to consolidate and develop the long-standing work of Unity the Union in the ceramics industry and link this with the sectors organised by the GMB Birmingham and West Midlands Region.

The target areas will be:

  • Ceramics and other manufacturing
  • Social care
  • Retail
  • Logistics
  • Migrant workers.

The union will engage with employers and providers to support and expand apprenticeships, vocational qualifications, functional skills qualifications and ICT learners.

To consolidate the engagement with employers and build a solid learning infrastructure, the union aims to sign new learning agreements, new recognition agreements embedding learning and enhanced existing agreements.

GMB will be looking to mainstream the learning agenda to make it part of the work of all the region's workplace representatives and full time officers. This will involve:

  • 200 workplace representatives and officers receiving training on learning, skills and the union learning rep (ULR) role.
  • Training 12 new ULRs and providing follow on training for another 12.
  • Enhancing three learning centres.

The GMB project aims to establish links between learning and training, leading to sustainable employment for young people via key infrastructure projects across the region, particularly supporting disadvantaged people entering the world of work.

The union aims to develop strong links between employers and providers, ensuring employment, progression routes and opportunities to further internal/external training exist at apprenticeship programme end. GMB intends to negotiate learning agreements including quality provision, good rates of pay, health and safety and future employment opportunities.

The union will support structures leading to greater productivity and seizing opportunities that bring best value for money – particularly around the apprenticeship levy – by working with key employers, continuing to increase the number of preferred providers and developing provider agreements using model Memorandums of Understanding (MOUs).

GMB intends to highlight champion good working practice/models using existing case studies. With the introduction of the apprenticeship levy, the union will ensure that the necessity to include all groups is met – particularly from disadvantaged backgrounds – rather than a policy of exclusion.

The project aims to increase employer engagement around traineeships, ensuring they see traineeships as a part of their overall recruitment strategy and not just as a short term work experience programme.

Partners: There will be scope for collaborative working with sister unions where joint recognition agreements exist.

The NASS project will focus on promoting and delivering courses in digital inclusion, ICT skills, functional skills in English and maths, as well as their mentoring and leadership course.

NASS is currently expanding and improving its learning offer across racing centres in England. This project will build on the success of the previous projects and plans to continue further learning in centres in Newmarket, Lambourn, Epsom, the South West, Middleham and Malton.

The development of learning will enable better skills with sustainable support for all workers in the racing industry. Traditionally, the sector has no culture of workplace learning and NASS will continue to work hard to change this.

The PCS project will promote learning opportunities in functional, digital and life skills to people in low-skilled, low-paid jobs on temporary or fixed terms contract or at risk of further redundancies in the civil and public services. The union's existing union learning rep (ULR) network will continue to be rebuilt and better targeted to deliver the project's specific objectives.

This will be achieved using the ULR network and the union's Project Learning Organisers, who will extensively use pop-up learning centres to engage new, potential and existing learners.

PCS will encourage and support workers to take their 5-day development training entitlement and signpost to Civil Service Learning where relevant.

The project will support the development of a PCS Academy by integrating learning as part of a core function and support the mainstreaming of learning in the longer term.

This project aims to promote, facilitate and broker flexible learning opportunities for our members. The project will use the football brand to engage a diverse demographic of people from the local community, particularly hard to reach and disadvantaged groups.

The industry is insecure with an average professional career lasting eight years. Preparation for transition into secondary careers beyond football is vital. PFA will continue to develop programmes that include employability training, well-being support, careers advice and educational information, advice and guidance.

PFA use learner centres at football clubs that they have enhanced, established or refurbished. A cohort of members, trained as ULRs will assist the union and current members (footballers) will help to promote and publicise learning opportunities to all, regardless of age, race, ethnicity, disability or gender.

Nelson Mandela said: "sport has the power to inspire and unite people" – this project will encompass that ethos.

The POA project aims to support prison staff and workers in the National Offender Management Service (NOMS) Estate/secure hospitals to acquire skills, capabilities, qualifications and associated confidence to perform their job roles effectively. This work is identified as tremendously important in the current period of change and associated pressures in the prison service/NHS.

The project will support 45 employers to develop learning and skills strategies that address organisational and staff needs and to realise increased productivity achievable through their adoption.

The POA will work with 57 employers and other stakeholders (e.g. local authorities, Local Enterprise Partnerships, JobcentrePlus) through their community outreach-based centres to deliver learning and development solutions that address poverty and disadvantage, promoting employment and economic growth.

The project aims to make a difference to the lives of 14,305 learners through delivery of high quality Matrix accredited needs-led learning & information, advice and guidance (IAG) solutions. The work will focus on supporting job security/progression and building transferable skills and qualifications that support those in cases of redundancy to find new employment.

The POA intends to extend their well-established infrastructure of learning centres by working with employers and stakeholders, whilst extending the portfolio of learning and CPD opportunities for learners. They aim to negotiate with/introducing new quality assured providers and provide associated support, mentoring and IAG directly.

The project will build on POA's learning culture by embedding Learning & Skills training into the accredited POA Branch Official course to 60 branch officials in order for them to become Learning Points of Contact.

The RCM project aims to address issues for disadvantaged learner groups in the maternity workplace and enhance and develop the learning and development opportunities for Maternity Support Workers (MSWs).

The project will progress the RCM's work on MSW Apprenticeships in maternity services and work with employers and employees to deliver learning on impacts health and well-being have on productivity in the workplace.

RCM aims to deliver learning interventions to support older workers and employers to overcome issues age has in maternity and develop interventions to assist learners to respond to technological changes in the workplace.

The project aims to increase the number of midwives and MSWs completing continuous professional development (CPD) courses in the RCM e-learning suite.

RCM is in unique position to influence, support and develop learning in the maternity workplace as it is the only professional organisation and trade union dedicated to serving midwifery and the maternity profession, with an 84% membership density.

This project aims to build on outcomes achieved from the ULF round 16 project. RCM aims to work closely on national health sector issues using learning to address these in the workplace.

The RMT Learning project aims to align with the government's productivity plans by focusing on work-based diplomas and apprenticeships that have proven best value for money and impact on productivity. The RMT aims to increase output to input ratio by targeting activity to reach large numbers of employees.

The project will increase the embedding of work into the union by developing a Forward Plan.

The project will take forward the lessons of past projects to build on and extend a successful model of working that has emerged. This will result in strategic and targeted activity that will achieve the mutual goals of government, employers and the union.

By identifying the largest employers with RMT recognition and working with them and their supply chains, this project will increase union learning rep (ULR) supported workplace learning.

The continuation of success going forward is dependent on sustainability; each aspect of this project will be systematically analysed to identify where it can be embedded within the union.


UCATT has two projects – one national project covering the whole of England and one for the the workforce at Hinkley Point C nuclear power station.

This project aims to develop a UCATT Lifelong Learning strategy covering the whole of England to facilitate the delivery of a broad range of learning, skills and training opportunities to a wide range of disadvantaged/hard to reach learners in both the workplace and community.

Developing a strategic fit between the union, employers, the construction workforce, local authorities and the community, the project will endeavour to tackle the multiplicity of barriers to learning encountered by learners and ensure quality and equality underpin project activity.

A network of training providers will be cultivated to enable a broad spectrum of learning, skills and training interventions to be delivered. By adopting innovative strategies/delivery mechanisms to engage learners and employers, the project will address vocational training; poor levels of numeracy, literacy; the digital divide and aims to improve the employability and life chances of beneficiaries.

Utilising UCATT's network of union learning reps (ULRs) and workplace/community learning centres, activity will target low-skilled workers; focus on mentoring apprentices/trainees, involve older learners, members of BME groups, women and the unemployed.

Initiatives will focus on workforce development; improving performance and productivity through up-skilling; career progression; employer engagement and addressing the green skills agenda and the link between learning mental health and well-being.

For further information, please contact Project Manager Steve Craig

This project is a joint union bid to work with partners who will progress a learning skills and training strategy that will be delivered at both the workplace and community level. The project aims to address current and future skills gaps and ensure a learning legacy at Hinkley Point and across the SW Region.

This project is designed to build upon the foundations established in the previous project by preparing for 'on-boarding' and re-mobilisation of the workforce at Hinkley Point C (HPC) nuclear power station across the life time of the bid.

The embedding of a learning culture and the delivery of a broad range of learning, skills and training interventions will be progressed via a highly dynamic partnership network.

Project partners involved in facilitating the bid include the joint unions UCATT, Unite the union, GMB and Prospect; EDF and Major Contractor Group companies drawn from the supply-chain and community organisations.

The project will considerably extend the reach of original initiatives by rolling out learning beyond the HPC facility to the wider South West region.

This joint union project will develop and work with a partnership network involving the principal contractor EDF; client-side organisations; sub-contractors; local authorities; further education and higher education institutions; private training providers and community organisations to deliver learning and skills opportunities at both workplace and community level.

Partners: Joint unions: UCATT, UNITE, GMB and PROSPECT.

For further information, please contact Project Manager Steve Craig


UNISON has two projects – one national project and targeted at their Northern region.

This project aims to embed and extend engagement with learners in newer workplaces to upskill the workforce and develop employee confidence. The Inclusive Learning – Creating a confident workforce project will support 7,500-plus learners, train 85 UNISON learning reps (ULRs) and achieve over 22,000 learning outputs, all outcomes that will contribute to improving public service productivity.

UNISON is the biggest public service union with 1.3 million members and access to 29,903 employers, putting them in a strong position to help the Government achieve its skills priorities. The union is well-placed in the public and health sector to support the introduction of the Apprenticeship levy and continue to help increase the number of apprentices.

The project will promote skills development that will have a positive impact on productivity, service quality, motivation, progression and on individuals' well-being.

UNISON aim to embed the learning infrastructure through targeted recruitment of a diverse group of ULRs and brief all our reps to encourage employers to regard learning as integral to workforce development and productivity.

The UNISON Bridges to Learning project aims to build workforce development in the health and social care and education support sectors. The project is based in North East England.

UNISON is in partnership with the Open University and the Workers Educational Association (WEA). Together, they have the capacity to engage large numbers of employees to have the confidence and capability to consider progression and the resources to introduce higher education into workplaces.

With over 70,000 members and recognition in 3,000 employers, UNISON is in a strong position to ensure that both employers and the workforce are ready for new government skills developments such as devolved health budgets, integration of health and social care and the forthcoming apprenticeship levy.

The project aims to grow and build the network of experienced UNISON learning reps (ULRs), who will encourage, enthuse and facilitate learning in workplaces. UNISON will also run learning events and workshops on university premises to demystify higher education and contribute to raising productivity through up-skilling the workforce.

For further information, please contact Project Manager Anne Hansen

This project aims to progress learning and skills in partnership with major employers and SMEs in both the public and private sector culminating in 50 new learning agreements and 30,000 plus learners.

Unite aims to engage with 3,000 members from disadvantaged and under-represented groups across all sectors and communities about the advantages of learning relevant skills in both employment and pre-employment

Unite will further enhance the role of the union learning rep (ULR) in the workplace and extend the scope of community ULRs, which will increase the potential for disadvantaged groups to access employment opportunities.

Unite plans train another industrial officers/representatives of Unite in the value of learning and skills and to create more learning opportunities for 3,000 learners to gain level 2 qualifications, without which progression into high value employment is seriously curtailed and will undermine the key to prosperity, productivity and long term employment.

Unite's strategy of growing high quality apprenticeship with a meaningful outcome will culminate in another 2,500 apprentices being supported.

Partners: Unite will always work with other unions where appropriate.

For further information, please contact Data collection and reporting coordinator Brian Davis

This project aims to develop a skilled productive infrastructure to enable sustainable learner support and to support the development of progressive training and learning programmes for all employees in the UK who work in logistics.

The project will build on foundations of previous URTU projects.

2.3million people work in logistics and it is worth £93bn to the economy. Underperformance and low productivity linked to a lack of education and training is a concern, as access to and quality opportunities are critical to move up the value chain.

A particular focus of the project will be on the most disadvantaged and currently under-represented groups in the sector. Nearly 700,000 individuals in the sector do not yet have a Level 2 qualification, a much higher proportion than the all-sectors figure.

This project aims to have a positive impact on this number and increase their individual capability of remaining economically active. URTU members face multiple barriers to accessing courses: they work long shifts, unsociable hours and generally have a poor culture of workplace learning.

The sector has a 700,000 recruitment demand by 2017; URTU reps are best placed to mentor apprentices and monitoring the quality of the provision being delivered.

For further information, please contact Project Manager Jeff Latham

This project aims to further develop USDAW's long-term strategy of making learning and skills a core element of the union's mainstream offer, with a guarantee that every member has access to learning via the union.

The project aims to expand our learning partnerships with over 40 different private sector employers covering over to develop a robust workplace learning infrastructure' including union learning reps (ULRs); site level workplace learning centres; learning committees; learning agreements and joint learning funds, to ensure learning is embedded within the company and the union structures and is sustainable long term.

USDAW will aim to consolidate and extend their network of partner providers to ensure adult education provision meets the needs of their members, is flexible and innovative in its delivery and, above all, is accessible and affordable to all.

With a membership of 439,000 amongst the most disadvantaged in the UK in terms of skills, qualifications, pay and opportunity, the project will focus primarily on functional and digital skills, providing individuals with the fundamental skills needed to prosper and progress in the world of work, whilst offering an opportunity for them to fulfil their own potential.