Failing to use the union as a forum to achieve this aim is in fact depriving the labor class of the diverse set of skills which it requires in order to remain irreplaceable.
To the point, the article by Stroud & Fairbrother indicates that at present, unions will tend to fall well short of their stated ambitions as a result of this critical oversight. Unions are not seizing on the captive opportunities availed to them through worker organization in order to promote labor education goals. To Stroud & Fairbrother, “the outcome is that trade union involvement in skill formation and workplace learning is marginal, and contributes to the perpetuation of traditional sector practices and regressive learning provisions.” (Stroud & Fairbrother, 6)
Under such a circumstance, management and ownership are left to determine the course of employment education. In this determination, such parties predictably emphasize only those educational goals which are essential to the furthering of organizational values, interests and priorities.
These will not empower the laborer in such as way as to extend his value to other organizations and it will not provide the laborer with the knowledge necessary to defend himself from labor abuses when these should arise. Ultimately, we find that employment education is frequently overshadowed amongst union priorities by the pressing political and philosophical realities of the ongoing conflict between labor and management. However, we also find that an improvement in employee learning strategies will promote an improvement in meeting the political and philosophical goals of labor organization.
. (?). Unions and Workplace Learning. .
Cassell, C. & Lee, B. (2009). Trade Unions Learning Representatives: Progressing Partnership? Work, Employment & Society, 23(2), 213-230.
Stroud, D. & Fairbrother, P..