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Ten Years of New Labour: Workplace Learning, Social Partnership and Union Revitalization in Britain

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  • John McIlroy

Abstract

The establishment of a role in workplace learning has been perceived as one of the achievements of trade unions under New Labour. This article analyses the part the Trades Union Congress (TUC) has played in public policy since 1997. It examines its attempts to influence government and develop social partnership and statutory backing for vocational training. It assesses its degree of success and considers whether the TUC's role is best characterized in terms of social partnership or as a rediscovery of the unions' public administration function. It reviews the literature which suggests that involvement in learning stimulates union revitalization. The article concludes that the TUC has failed to attain significant influence over public policy. Rather it has delivered policy determined by government with priority accorded to employer predilections. A public administration role focused on the Union Learning Fund has provided the TUC with a new, secondary function, which provides some compensation for the failure of its primary agenda. Nonetheless, on the evidence, involvement in workplace learning appears an implausible path to union revitalization.

Suggested Citation

  • John McIlroy, 2008. "Ten Years of New Labour: Workplace Learning, Social Partnership and Union Revitalization in Britain," British Journal of Industrial Relations, London School of Economics, vol. 46(2), pages 283-313, June.
  • Handle: RePEc:bla:brjirl:v:46:y:2008:i:2:p:283-313
    DOI: 10.1111/j.1467-8543.2008.00678.x
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    Cited by:

    1. Askenazy, Philippe & Breda, Thomas, 2020. "Electoral Democracy at Work," IZA Discussion Papers 13226, Institute of Labor Economics (IZA).
    2. Miguel Martínez Lucio & Robert Perrett, 2009. "Meanings and dilemmas in community unionism," Work, Employment & Society, British Sociological Association, vol. 23(4), pages 693-710, December.
    3. Gregor Murray, 2017. "Union renewal: what can we learn from three decades of research?," Transfer: European Review of Labour and Research, , vol. 23(1), pages 9-29, February.
    4. Lee, Bill & Cassell, Catherine, 2017. "Facilitative reforms, democratic accountability, social accounting and learning representative initiatives," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 46(C), pages 24-37.
    5. Richard Saundry & Valerie Antcliff & Alison Hollinrake, 2017. "Union learning representatives in the UK: activity, impact and organization," Work, Employment & Society, British Sociological Association, vol. 31(2), pages 265-283, April.
    6. Bradon Ellem, 2013. "Peak Union Campaigning: Fighting for Rights at Work in Australia," British Journal of Industrial Relations, London School of Economics, vol. 51(2), pages 264-287, June.
    7. Piotr Zientara & Joanna Adamska‐Mieruszewska & Monika Bąk, 2021. "Hotel employees' views on fairness, well‐being and collective representation in times of the coronavirus crisis: Evidence from Poland," Industrial Relations Journal, Wiley Blackwell, vol. 52(5), pages 458-475, September.
    8. Catherine Cassell & Bill Lee, 2009. "Trade unions learning representatives: progressing partnership?," Work, Employment & Society, British Sociological Association, vol. 23(2), pages 213-230, June.
    9. Robert Perrett & Miguel Martínez Lucio & Jo McBride & Steve Craig, 2012. "Trade Union Learning Strategies and Migrant Workers," Urban Studies, Urban Studies Journal Limited, vol. 49(3), pages 649-667, February.
    10. Andy Hodder & Mark Williams & John Kelly & Nick McCarthy, 2017. "Does Strike Action Stimulate Trade Union Membership Growth?," British Journal of Industrial Relations, London School of Economics, vol. 55(1), pages 165-186, March.
    11. Nissim, Gadi & Simon, Tomer, 2021. "The future of labor unions in the age of automation and at the dawn of AI," Technology in Society, Elsevier, vol. 67(C).

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