Fight for rights still a core agenda

The First World War witnessed the rise of a mass labour movement and spread of trade unionism, majorly in the unorganised sector. Its initial militancy rocked the complacency of the old leadership. The most salient constraints facing the Industrial Relations in Asia shifted from maintaining labour peace and stability to increasing both numerical and functional flexibility during the 1980s and 1990s. The trend is evident in seven ‘representative’ Asian IR systems – Japan, South Korea, Singapore, Malaysia, the Philippines, India and China.

Main Influences on Asian IR Structure

The IR systems in Asian countries have emerged from circumstances similar to those that have influenced countries in other developing regions. Western models of IR do not adequately explain and help us understand the shape of Asian IR. The distinguishing features of a developing country’s IR systems have been explained as: “...a dualistic economic structure, where a pre-capitalist economic system mainly dominates the scene; a small industrial sector and the related small numerical size of the working class; a segmented labour market, where a sharp dualism both, between modern and traditional manufacturing sectors and between small and large firms exists; the dominance of the state in the industrial sector; weak trade unions, and, thus the absence of collective bargaining between employers and employees.”

On the whole, western industrialisation did not take place under State direction or patronage, but in a laissez-faire setting in which an entrepreneurial middle class moved the industrialisation process forward, which in turn created a distinctive working class. Due to its relative homogeneity, this working class found it possible to organise itself collectively into trade unions to protect and further its interests. Western governments did not ‘create’ unions. Click here to read more...

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An Interview with Prof. Pranabesh Ray (Dean, XLRI, Jamshedpur) suggests the management-union dialogue is the best way to deal with workplace issues

Q. In case of a labour union-management clash, what should be the best way for the management to respond?

A. If you look at our legal structure, we will see that our labour laws have evolved in a peculiar manner. Today, the government’s role is much more than what is required between the management and labour relationship. For example, our constitution gives us the fundamental right to form a union and association under Article 19 (1) C, but unfortunately in that legal structure there is no law for their compulsory recognition. Except for some small pockets in Mumbai, nowhere in the country the management requires to recognise any union.

Recognition allows communication with the management, which does not happen. So, even if I have the right to form a union, nobody will listen to me. Communication will happen only when they are forced through some industrial action, like strike. And, therefore, need for a third party or a tripartite mechanism has been emphasised. Labour and management should be allowed to sit and settle their matter amicably. They must understand they are vital for each other’s existence and thus need to listen to each other.

Q. With HR becoming proactive in organisations, where does that leave trade unions in today’s scenario?

A. HR is becoming proactive, but unfortunately its proactiveness is not percolating to the grass-roots level. The movements of HRD are still restricted to executive or officer level. If you look at people specialising in HR from various institutes, you will find they are actually not going through hardcore IR issues and are more into strategy, T&D and performance management.

Q. The 1980s saw a number of strikes and lockout, which declined with the turn of the decade (in the early ’90s). To what can we attribute this decline?

A. There could be various factors such as opening up of economy, better evolved employers who were sympathetic to employee needs, and better salary structures. When labour and management interact the outcome is often positive, but when the third party intervenes the real problem starts. Click here to read full interview...

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The curriculum of Higher education in India needs a major transformation so as to connect the teachings imparted in class with the lives of students and to prepare them for future

According to a case study of the Indian National Curriculum Framework (NCF) by Professor Rohit Dhankar of Azim Premji University, Bangalore, “It does not seem to be possible to challenge the entrenched rote-learning pedagogy in Indian classroom and constantly increasing curricular load without taking a more clear, robust and coherent epistemological position.” Sadly, the frameworks does not say that a better expressed and a more effectual epistemological standing can work out these problems, rather they argue that if we want success, repetitive memorisation becomes a crucial weapon in the arsenal of educational reforms. But in order to face the challenges thrown across by the changing dynamics of various industries, the focus should be on helping students develop skills such as critical thinking, collaboration in the team, contemplation from a historical perspective, interpersonal communication, innovative presentation and exhaustive research competence.

Though some initiatives are being prepared by some education bodies, critics have their doubts. Not very long ago the Central Board of Secondary Education (CBSE) announced that it will try out an international curriculum (CBSE-i) from the next academic year. It planned to introduce this curriculum in 100 schools across the country that aimed to promote community service by students from standard I in alliance with an NGO and to focus on research from standard IV.

The board believed that this curriculum would assist students in pursuing higher studies abroad and collaborate with global markets. But educationists are skeptical about this. Many of them believe that the board is not doing anything novel. It is trying to introduce something that is already present in the NCF. They also feel that developing a child’s social consciousness is as important as enhancing its knowledge. Click here to read more...

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Dr. Upinder Dhar (Vice Chancellor – JK Lakshmipat University) says the missing state support is imperative for the academia growth

Q. How far is the fee structure a determining factor while joining a private institute?

A. High fee structure is not a deterrent for quality institutions. Even IIM Ahmedabad charges INR 15.5 lakh. Students are sceptical of paying large amounts where credentials of an institution are not well-established.

Even in the case of IIMs, the fellowships during research programmes are nowhere near the salaries.

Q. Today when universities are mushrooming, attracting and retaining competent faculty members has become a major challenge. How do you deal with it?

A. We provide total academic and professional freedom. The faculty is free to undertake research and conduct training programmes.

The faculty is encouraged to network with peers nationally and internationally. The university has tie-ups with five leading institutes globally for joint research and academic collaboration. The faculty is also encouraged to attend conferences and is nominated to present papers in India and abroad.

Q. Many students are increasingly heading offshore for higher education. Does this reflect the poor state of our higher education system? What can be done to alter the scenario?

A. The need is to encourage and appreciate good institutions in the country. There needs to be a proper mechanism to support quality upcoming institutions. Another need is to encourage Indian institutions collaborate and to tie up with well-acclaimed foreign institutions.

Q. What are your thoughts on providing global exposure to students?

A. The interaction of students with global academia is already happening. India is fast emerging as a global player on the educational landscape, attracting the attention of best academia across the world. Global academia is visiting India and local students are able to interact with international faculty directly or through video conferencing now. Click here to read full interview...

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