IRLW: Unit-3 :: Labour Welfare

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Unit: 3 – Labour Welfare

Meaning of Labour Welfare

“Anything done for the intellectual, physical, moral and economic betterment of the
workers, whether by employers, by government or by other agencies, over and above what is laid
down by law or what is normally expected of the contractual benefits for which workers may have
bargained”

“The voluntary efforts of the employers to establish within the existing industrial system,
working and sometimes living and cultural conditions of the employees beyond that which is
required by law, the custom of the industry and the conditions of the market”.

Labour welfare implies providing better work conditions, such as proper lighting, heat
control, cleanliness, low noise level, toilet and drinking-water facilities, canteen and rest rooms,
health and safety measures reasonable hours of work and holidays, and welfare services, such as
housing, education, recreation, transportation, and counseling.

Intra-mural Welfare/ Welfare amenities within the precincts (area) of the establishment
1) Toilets 2) Washing & Bathing Facilities 3) Crèches
4) Rest Shelters 5) Canteens 6) Drinking Water
7) Health services 8) Uniform & Protective cloths 9) Shift allowances
10) Arrangements for prevention of fatigue

Extra-mural Welfare/ Welfare amenities outside the precincts of the establishment

1) Maternity Benefit 2) Social Insurance 3) Medical Facilities
4) Educational Facilities 5) Housing Facilities 6) Recreation Facilities
7) Workers Cooperatives stores 8) Transportation
9) Vocational Training for dependents of workers

Objectives of labour welfare

 It is partly humanistic – for it enables workers to enjoy a fuller and richer life
 It is partly economic – because it improves the efficiency of the workers
 It is Civic - it develops a sense of responsibility and dignity and thus make them
worthy citizens of the nation
 To fulfill the future needs and aspirations of labour
The Scope of Labour welfare works. (Need for Labour welfare)
a. Conditions of work environment
b. Workers’ health services
c. Labour welfare programme
d. Labour’s Economic welfare programme
e. General welfare work
P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
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Non-statutory/ Voluntary welfare services by employers
1. Assistance for Medical facilities – variety of medical facilities are provided to mine
workers under various welfare funds.
 Mica mines labour welfare fund, Iron ore mines, Manganese ore mines & Chrome
ore mines labour welfare fund, Beedi workers’ welfare fund, Limestone & Dolomite
mines labour welfare fund.
 Medical assistance to Ophthalmic (Eye) problems, Tuberculosis, Heart disorder,
Cancer, Mental disorder, Leprosy, Maternity, Group insurance, etc.

 Common medical amenities for the employees:

- Suitably equipped first-aid centers, ambulance rooms
- Regular hospitals either in the factory premises or inside the township
- General medical treatment and health care
- Separate arrangements for specialist treatment for diseases like TB, cancer, etc.
- Hospitals and dispensary facilities for the treatments of workers and their families

2. Assistance for Educational facilities

 Arranging education and training facilities by management
 Need for effective educational programme for general category of workers, women
employees and particularly for SC/ST workers
 Type of educational facilities available to workers under education fund schemes
 Scholarships for Children of mines, Beedi and cine workers studying in class
5th and above in recognised institution.
- School uniforms, Slates, Note books, Text books to the wards of the mica mine
and Beedi workers studying upto Class IV.
- Assistance for purchase of school buses to the mine management
- Grant to mine management for maintenance of Library
- Scheme for establishment of library –cum- reading room
- Mid-day meals schemes

3. Recreational facilities – To fulfill the recreational requirement of workers, the labour

welfare organisation provides following recreational facilities. Recreation in the form of
music, dance, drama, games and sports, painting, carvings, etc are usually offered to the
employees .
 Sports and games for adult and children
 Motivation of workers
 Grants in aid for excursion cum study tours
 Audio visual sets and mobile cinema units
 Recreation Clubs, etc.

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
 IRLW: Unit-3 :: Labour Welfare

4. Transport facilities – Providing free transport facilities to the workers and Children of
workers.
 Both Private and Public sector undertakings make available transport facilities from
their own sources or pay conveyance allowance in lieu thereof to their workers.
 To encourage the employees to have their own conveyance, the employers providing
loan for purchasing vehicles.
 The committee on labour welfare recommended the provision of adequate transport
facilities to workers to enable them to reach their workplace without loss of much time
and without fatigue.

5. Housing facilities – Top priority is given for housing facilities. It shall be the duty and
responsibility of every employer to provide and maintain necessary housing
accommodation for every worker (including his family).

6. Consumer co-operative societies: A Consumer co-operative is a voluntary organisation

of consumers, organized to obtain their requirements of consumer goods and services.
This type of co-operative undertakes retailing, wholesale trading and sometimes
the production and processing of consumer goods. The following are the main objectives
of a consumer store:
 To serve its members and customers with goods required by them for household
consumption.
 To provide goods at a reasonable price and to protect the interest of the members
 To stabilize the price line and check the exploitation of the consumers by the private
businessmen.

Statutory/ compulsory welfare services

1. Factories Act, 1948
a. Washing facilities
Royal commission on Labour recommended that for the workers engaged in dirty
processes, suitable washing place and water should be compulsorily made available.
The Mines Rules, 1955, provides for the following:
- Where a piped water supply is available, a sufficient number of water taps,
conveniently accessible, shall be provided in or near latrines.
- If piped water supply is not available, a sufficient quantity of water shall be
kept in store at suitable receptacles (Vassal) near latrines.
The Factories Act – Sec.42, provides
- Adequate and suitable facilities for washing shall be provided
- Separate and adequate screened facilities shall be provided for the use of male
and female workers, and
- Such facilities shall be conveniently accessible and kept clean
P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
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b. Facilities for storing and drying clothes
The Factories act incorporated this provision. Under section 43 of this act, A
suitable places for keeping clothing not worn during working hours and for the drying of
wet cloths.
There should be a provision of separate rooms, pegs (hanger), lockers or other
arrangements to the Factories, Engineering workshops, iron and steel works, oil mills,
chemical factories, motor garages, tanneries, etc.

c. Facilities for sitting

Sec.42 of the factories act provides the following:
 In every factory, suitable arrangement for sitting shall be provided and maintained
for all workers obliged to work in a standing position.
 If the workers in any factory engaged in a particular manufacturing process or
working in a particular room are able to do their work efficiently in a sitting position,
the Chief Inspector may require the occupier of the factory to provide such
arrangements.

d. First-aid appliances - Sec.45 of the factories act provides the following:

 At least one first-aid box with prescribed contents for every 150 workers.
 First-aid box to have prescribed contents only
 First-aid box to be in the charge of responsible person (must be a Govt. certified
person)
 Ambulance room in a factory employing more than 500 workers – during working
hours.

e. Canteen - Sec.46 of the factories act provides the following:

 Canteen in factory employing more than 250 workers
 The State Govt. has specified the rules regarding the canteen have been given below:
- The date by which canteen shall be provided
- The standards in respect of construction, accommodation, furniture and other
equipment of the canteen.
- Workers representation on management of the canteen must exist
- Charges of food items must be nominal and cheap

f. Shelters, rest rooms and lunch rooms (U/S 47 of Factories Act,1948)

 Provision for shelters, rest rooms, lunch rooms in factories employing more than 150
workers – where lunch room exists, no worker shall eat any food in the work room.
 Shelters, etc. to be sufficiently lighted, ventilated and cooled.

g. Crèche facilities (U/S.48)

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
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 The provision of Crèches in factories employing more than 30 women workers –
Suitable rooms for use of children under the age of 6 years shall be provided.
 Crèches to be adequately lighted and ventilated and to be under the charge of trained
women
 It shall be maintained in clean and sanitary condition
 Other suitable provision – prescribed by the Govt., such as
- Washing and changing clothing of women
- Of free milk or refreshment or both for the children
- Necessary intervals to be given to the mothers of children for feeding

h. Welfare Officer (U/S.49)

 Employment of welfare officers in factories employing 500 or more workers
 Duties, qualifications and conditions of service to be prescribed by the State
Government.
2. Plantations Act, 1951
 Canteen – More than 150 workers
 Creche – More than 50 women workers
 Recreational facilities for workers and their children
 Educational arrangements in estate itself if more than 25 worker’s children between 6 to
12
 Housing facilities
 Medical aid
 Umbrellas, blankets, raincoats or other amenities for their protection against rain or cold
 Welfare officer more than 300 workers

3. Mines Act, 1951

 Shelters for taking food and rest if more than 50 workers
 First aid boxes and rooms – More than 150 workers
 Canteen – More than 250 workers
 Crèche – More than 50 workers
 Pit head paths equipped with showers and sanitary latrines
 Welfare officer – More than 500 workers

4. Motor Transport Workers Act, 1961

 First aid box on every vehicle
 Medical facilities at the operating and halting centers
 Canteen – More than 100 workers
 Clean, Ventilated, Comfortable rest rooms at every place of halt
 Uniforms, raincoats to drivers, conductors and line checking staff
 Working allowances

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
 IRLW: Unit-3 :: Labour Welfare

5. Merchant Shipping Act, 1958

 Crew accommodation
 Supply of hygienic drinking water
 Supply of necessary items like bedding, towel etc.,
 First aid facilities, doctors, provisions of medical stores
 Regular medical check-up and medical assistance
 Seamen’s welfare officer
 Provision of hotels, clubs, canteen, library, educational facilities

6. Dock Workers, 1961

 Toilets
 Rest rooms
 Washing and bathing facilities
 Drinking water and Canteen facilities
 First aid facilities
 Educational facilities
 Sports and Recreation
 Medical Facilities
 Fair price shops and cooperative societies

7. Contract Labour (Regulation & Abolition) Act, 1970

 Canteen – More than 100 workers
 Rest rooms
 Washing facilities
 First Aid box

8. Inter-state migrant workmen Act, 1979

 Suitable conditions of work
 Suitable residential accommodations
 Medical facilities at free of charge
 Protective clothing

Labour Welfare Funds

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
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In order to provide social security to workers in the unorganized sector and improve
their working conditions/standard of living, government has introduced the Labour welfare fund.

The purpose of these welfare funds is to make available housing, medical care, educational
and recreational facilities to workers employed in Beedi industry and Non-coal mines and Cine
workers.

Sources of Labour welfare funds

The welfare funds are raised by Government by imposing cess on manufactured Beedis,
feature films, exports of mica, consumption of limestone and dolomite and consumption and export
of iron ore, manganese ore and chrome ore. The cess levied under different legislations is given
below:

1. Beedi workers welfare Cess Act, 1976 – Levy of cess by way of excise duty on manufactured
Beedis as Rs.2 per 1000 Beedis.
2. The Cine workers welfare Cess Act, 1981 – This duty levied in the way of Rs.20000 per feature
film of Hindi and English and Rs.10,000 for a regional films submitted to the Chairman,
Central Board of Film Certification.
3. The Iron ore, Manganese Ore & Chrome Ore Mines Labour Welfare Cess Act, 1976 – Levy
and Collection of cess on iron ore, manganese ore and chrome ore between Re.0.50 -Re.1, Re.1
- Rs.6 and Rs.3 - Rs.6, respectively.
4. The Limestone and Mines Labour welfare fund act, 1972 – Cess on limestone and dolomite is
Re.1 per metric tonne.
5. Mica mines labour welfare fund act, 1946- Cess on all mica exported as duty of customs not
exceeding 6.25%.

Assistance provided under Labour welfare fund schemes

1. Public health and sanitation
2. Housing
3. Recreation (Including standard of living)
4. Social security
5. Educational facilities
6. Water supply
7. Transportation
8. Medical facilities (Prevention of diseases)
9. Social security (Group insurance, etc.)
10. Family welfare.

WORKER’S EDUCATION AND TRAINING SCHEMES

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
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Worker’s Education: Concept
It is a special kind of adult education designed to give workers a better understanding of
their status problems, rights and responsibilities as workers, as union members, as consumers and
as citizens.
“workers’ education” is an attempt on the part of organized labour to educate its own
members under an educational system in which the workers prescribe the courses of instructions,
select the teachers and in a considerable measure, furnish the finance.” - William Flayed.

Features of Worker’s Education

i. The scope of workers’ education is much wider than that of trade union education but is
narrower than that of adult education.

ii. It is making them good citizens and training them to understand their status, rights and
responsibilities.

iii. The workers themselves prescribe the curriculum and select the teachers who have full
sympathy with the working class.

iv. The institutions providing workers’ education are owned, financed and managed by the
workers.

v. It is aimed at increasing the bargaining power of trade unions and making the working
class more sensible and cooperative.

vi. It differs from vocational and professional education, for its main aim is to train a
worker for his group advancement and increasing individual creativity, whereas
vocational and professional education aims at individual development.

vii. The approach in workers’ education is psychological and philosophical.

viii. It includes general education, vocational education, technical education, social education
and training in trade unionism.

Objective of Workers’ Education

The basic objective of workers’ education is to make the worker an efficient individual,
disciplined trade union member and an intelligent corporate citizen, objectives like:

(i) To foster workers’ loyalty towards the union and imparting the necessary training to them for
intelligent and efficient participation in union activities. Besides, teaching them trade union
dynamics, history etc., which they need to know as trade union members.

(ii) To develop the worker for good and respectable civic life.

(iii) To promote among workers a greater understanding of the problem of the country’s economic
environment and their privileges, rights and obligations as union members and citizens.

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
 IRLW: Unit-3 :: Labour Welfare

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(iv) To develop trade union leadership from among the rank and file thereby keeping the union
away from the clutches of politicians, leading to democratization of trade union administration.

(v) To familiarize the workers with the capitalist culture and philosophy this is the soul of modern
industrial system.

(vi) To inculcate among workers a better understanding of their duties responsibilities and details
of work.

(vii) To enable the worker to realize the purpose of human life and raise him to the height of
achievement.

(viii) To equip organized labour to take its place in a democratic society so that it plays a dominant
role in the process of economic development and fulfils effectively its social and economic
functions and responsibilities.

In the view of National Commission on Labour, workers’ education should make a worker.
(a) A responsibly committed and disciplined operative;

(b) To understand the basic economic and technical aspects of the industry and the plant where he
is employed so that he can take an intelligent interest in its affairs;

(c) Aware of his rights and obligations;

(d) To understand the organization and functioning of the union as well as develop qualities of
leadership, loyalty and devotion to trade unionism, so that he may intelligently participate in the
affairs of his union;

(e) To lead a clean and healthy life based on a firm ethical foundation; and

(f) To make the worker responsible and alert citizen.

Techniques of Workers Education

The workers’ education programmes may be organized in the industry premises itself. The
workers may also be given practical training in the field. The extension work too, may form a part
of the programme of workers’ education.

The techniques employed in imparting workers’ education are:

(i) General lectures, delivered in simple, direct and unambiguous language;
(ii) Discussions on the topics/issues involved;
(iii) Organization of study groups; and
(iv) Correspondence course.
Besides, these modern teaching methods are also deployed and for this purpose,
A number of educational aids - can be used-video tapes, films, film strips, recordings, pictorial
charts, flash cards, posters, graphs, maps and diagrams, wall newspapers, etc.

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
 IRLW: Unit-3 :: Labour Welfare

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The demonstrations, talks, tests, seminars, debates, role-playing, symposia, case studies
and two-way communication methods are also encouraged.

The educational visits and study tours of the trainees to union offices, factories and
multipurpose projects are important aspects of workers’ education.

Three Levels of Workers’ Education - The workers’ education programme operates at three
level:
1. The National Level: It is the top most level of workers’ education. At this level, Education
Officers are trained. The participants for the programme are selected by C.B.W.E. and are trained
at a central place by the Board officials.

2. The Regional Level: The regional level programmes are aimed at imparting necessary training
to selected workers. The workers so educated are known as workers’ teacher.

3. The Unit/Village Level: This is the final stage of the programme. The workers’ teachers on
completion of their training return to their work place and conducts programme for rank and file
of workers at their respective units.

(1) The National Level

It is the most important level of the workers’ education programme, as it aims at the
education of members of central trade union organizations and federations, pre-employment
training of educational officers (also known as teacher administrators) and refresher courses for
board officials.
The prospective educational officers are directly selected from the open market. Generally,
persons with the masters’ degree in economics, commerce or education with three years of work
experience in the field of human resources management, are chosen for the task.
They are given six months’ intensive training before being placed on the job in different
regional centres. The training staff includes union leaders, employers’ representatives,
educationists, administrators and the like. These officials in turn after the successful completion
of their training courses are posted at regional centres on the basis of their regional linguistic
proficiency.
With each batch of education officers, to be trained, generally its board’s practice to include
a fair number of trade union workers from central organizations, so that the trainers may be
acquainted with trade union problems. The union problems. The union nominees also get the
facilities to widen their interests and add theoretical knowledge to their practical background.

The Courses organized under workers’ education programmes

National level Regional level Unit level Specific categories
1. Trade union development 1.Worker- teacher 1. Unit level class 1. Functional adult
training literacy
2. Leadership development

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
 IRLW: Unit-3 :: Labour Welfare

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2.Refresher course for 2. Need based special 2.Education of
3. Trade unionism and worker-teacher and programmes unorganized workers
Industrial relations trainers
3.Joint education 3. Training of weaker
4. Industrial health, safety 3.Leadership programmes sections
and environment development
4. Training of Rural
5.Education for Rural and 4.Joint educational workers and rural
unorganized sector workers programmes educators

6.New Economic policy, 5.Programmes for self 5.Personality

Total quality approach, ISO-
9000 and new trend in
productivity movement
7.Problem of women and
child labour
8.Education officers training
course.
generation of funds development
6.Need based seminar 6.Seminars for women
and child workers
7.Programme on quality
of life for workers and
their spouses
8.Seminars for SC/ST
workers

9.Seminars for Parents of

child labour

10.Rural awareness class

(2) The Regional Level

The board through a network of 48 regional centres and 14 sub-regional centres conducts
this programme. At the regional level worker teachers are trained, who in turn educate the rank
and file worker at the unit/village level. The regional level activities are monitored by the four
zonal offices located at Delhi, Calcutta, Madras, and Bombay. For each regional centre, there is
an advisory committee which reviews its progress of the scheme and recommends measures for
its effective working. The worker-teachers form a very strong link between the education officers
and workers at the unit level. The education officers, on completion of their training, are posted to
different centres and are entrusted with the training of prospective teachers from among the
workers in a full-time training course of three months’ duration in batches of about 25-30 persons.
These selected workers are known as “worker-teachers”. they are selected by the local committee
and by the director of regional centres from various industrial units and workshops in the region
and are sponsored by their respective employers or trade unions. These selected workers deputed
for training by the employers are considered to be on duty and are paid their usual wages and
allowance.

(3) The Unit Level

The third level in the programme of the workers’ education scheme relates to the training
of rank-and-file workers by the specially trained worker-teachers at the unit level. The workers so
trained at the regional level revert to their places of employment and conduct programmes at the
unit level, largely after working hours. The regional centres closely supervise the work at different
units and assist and guide worker teachers in conducting their classes efficiently and smoothly.
Since no hard and fast rules have been framed for the selection of workers for classes at the unit

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
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level, worker-teachers have to exercise their discretion while selecting the workers. As most of the
workers are illiterate, there is no hard and fast rule for their selection for the course. Generally,
preference is given to workers having some educational background. Further, workers in the age
group of 24-45 years of age are given priority. The selection of the workers for the course is
exclusively prerogative of worker-teachers as they have close association with the units of
workers. The worker-teachers conduct three months part-time course for workers at the unit level,
besides three weeks’ full-time course in those units which deputes workers for the course. The
syllabus for the course is trade union-oriented and covers subjects; workers and trade unions,
workers and industry, worker, his family and his country etc. The honorarium for the worker-
teachers are decided and revised by the board. At the unit level, the management usually provides
facilities of accommodations, furniture, etc. Some of the organizations also give 45 minutes time-
off to workers to enable them to attend classes. Every trainee at the unit level who puts in more
than 90 per cent attendance and takes keen interest in training is awarded a certificate by the
regional centre after the successful completion of training.

4. Special Category Programmes

Besides the aforesaid three levels of workers’ education, a host of special educational
programmes are also organized for the benefit of workers. Against of such programmes is
discussed here in some detail:

a. Programme for Women Workers

With the Government’s increased emphasis on the betterment of women workers, the board
has started a separate programme for them. During 1986-1987, “62 women worker-teachers, 448
women workers at the unit level, 29 women worker teachers in refresher courses, 24,616 in rural
programmes, 4, 350 in the unorganized sector and 156 stone quarry workers have been trained. A
special cell, for the training of women workers was set up at the Indian Institute of Workers’
Education (Bombay) in November 1991. For the training of women workers, a modular syllabus
for advanced training and special training material has been prepared. During 1993-94, under the
programme, 70, 004 women workers have been trained.

b. Programme for Unorganized Workers

For the education of unorganized workers, a programme was started way back on October
1, 1979. This programme is basically meant for the workers of handlooms, power looms, khadi
and village industries, industrial estates, SSI, sericulture, coir and Beedi industries. The
programme is generally of five days’ duration and is conducted at the regional/sub-regional or
semi-urban areas. During the period between January and December, 1994, the board conducted
244 five-day programmes in which 9,675 women workers participated.

c. Programme for Rural Workers

In 1977-78, the board launched a pilot project for the education of rural workers. It intends
to create awareness among rural workers about their Socio-economic environment the need for
developing their organization and the benefit available under the various credit schemes. The
C.B.W.E has developed this programme keeping in view the needs of workers, especially in the
field of industrial health, safety and environment. These programmes cover landless labour,
agricultural workers, rural artisans, forest workers and unemployed workers in rural areas. As a

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
 IRLW: Unit-3 :: Labour Welfare

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part of nation’s effort to increase the literacy of workers, especially among women and persons
belonging to ST/SC and other educationally backward classes. The programme includes.

(1) One month’s training course for rural educators.

(2) Five-day training programme for rural volunteers.
(3) Two-day non-residential awareness camps at the village level.

In the programme, selected workers are trained at the regional and sub-regional centres by
worker-teachers in full-time continuous training courses of three months’ duration. These worker-
teachers conduct classes for the workers at the unit level. During the period between January and
December 1994, the board trained 241 rural educators in 12 courses, 8,322 rural volunteers in 248
camps and 1, 00, 999 workers in 2,579 awareness camps.

d. Functional Adult Literacy Programme

The C.B.W.E. also conducts special programmes of functional literacy for workers
engaged in plantation and mines, where the level of literacy level is exceptionally low, During
January, December 1994 in 385 sessions, 9,098 workers were trained.

e. Training for Workers of Weaker Sections

This programme is aimed at the training workers of weaker sections. For the purpose, the
board organizes five-day tailor-made programme for the functional and educational needs of
special categories of workers such as women workers, handicapped workers, young workers,
rickshaw drivers, hand/load drivers, construction and civil and sanitation workers. Between
January/December 1994 in 62 five/day camps, 2,433 workers were trained.

f. Leadership Development Courses

The board also organizes leadership development courses to equip the trade union activities
with the necessary knowledge, understanding and skills of leadership to enable them to function
effectively and also to participate in different programmes at community and enterprise levels.
This scheme was started during Sixth Plan between January /October 1993, in 112 programmes
organized in which were 2,433 workers participated.

WORKERS’ TRAINING

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
 IRLW: Unit-3 :: Labour Welfare

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The training leads to efficiency and increased productivity, less waste, reduced supervision,
higher employee earnings, reduced accidents, increased organizational stability and flexibility,
heightened moral and vertical job mobility.

Training Schemes of DGET

To build up the career of young persons and to supply a constant stream of trained
personnel to industries, the Director-General of Employment and Training (DGET) has designed
a number of training programmes.
A few important programmes are:
(1) Craftsmen’s Training Programme.
(2) Craft Instructor’s Training.
(3) Advanced Vocational Training.
(4) Foreman’s Training.
(5) Apprenticeship Training Scheme.
(6) Part-Time Training for Industrial Workers, and
(7) Vocational Training Programme for Women.

1. Craftsmen’s Training
 The DGET has set up industrial Training Institutes and Centres (ITI’s/ITC’s) to provide
training to those young men and women who are in the age group of 14 to 25 years.
 By Oct, 1993 there were 2,651 such institutes with an intake capacity of 3.98 lakh workers
which are permanently or provisionally affiliated to the National Council for Vocational
Training (NCVT) that impart training in 41 engineering and 22 non-engineering trades.
 The modular ITI’s (MITI’s) at Haldwani (U.P.), Calicut (Kerala), Jodhpur (Rajasthan) and
Choudwar (Orissa) have been setup by the Government to organize craftsmen training on
a modular basis. They also advise Government on the standards and norms of training,
prescribe curriculum, trade testing and certification.
 The period of training varies from one to two years.
 The entry qualifications vary from VIII standard pass to XII standard depending on trade.
 The training is provided either free or on a nominal tuition fee. Every trainee is provided a
stipend of Rs. 40 per month besides free workshop clothing’s, hostel accommodation and
medical facilities.

2. Craft Instructor’s Training

 Six training institutes, located at Bombay, Calcutta, Hyderabad, Kanpur, Ludhiana and
Central Training Institute at Madras train craft instructors.
 In 1982 these were upgraded to Advanced Training Institute (ATI), which impart one-year
comprehensive training both in skill development and principles of training.
 The trades in which training is imparted is like this, for printing trades ATI, Kanpur. Farm
mechanics at ATI, Ludhiana, millwright trade at ATI, Kanpur, Howrah and Ludhiana and
at ATI, Bombay, chemicals and weaving.

3. Advanced Vocational Training

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
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 This scheme was started in October 1977 to provide training to highly-skilled workers and
technicians in a variety of advanced and sophisticated skills not available under the
vocational training programme.
 The advanced skill training courses are offered at 6 ATIs located at Bombay, Kanpur,
Calcutta, Hyderabad, Ludhiana and Madras and at 16 selected it is located at Ambattar,
Bangalore, Vadodara, Dhanbad, Durgapur, Faridabad, Gauhati, Jabalpur, Jammu, Jodhpur,
Kalamassery, Meerut, Patiala, Pune, Rai Bareilly and Vishakhapatnam under 15 State
Governments.
 These institutes were modernized to conduct various advanced courses under the scheme.
About 10,000 workers are trained every year.
 In order to meet the requirements of technical workers in hitech areas, a NC/CNC training
centre was established at ATI, Madras.

4. Supervisors/Foremen’s Training
 The supervisors/foremen are the frontline managers, hence, they are importance due to
their unique position in the organizational hierarchy.
 In India, for the training of foremen, two institutes are functioning, one at Bangalore (1971)
and another at Jamshedpur (1986).
 Here training is provided to existing and potential foremen in technical and managerial
skills, besides routine matters pertaining to manpower management.
 Generally, industries sponsor their candidates for the long courses on the modular pattern.
 The short-term courses are of one to twelve weeks’ duration, whereas long-term courses
are of two years duration, which are of three types:
(i) Diploma in foremanship for NAC/NTC candidates.
(ii) Post-Diploma in foremanship for fresh diploma-holders and
(iii) Post diploma in foremanship (maintenance, engineering) for fresh diploma holders.

5. Apprenticeship Training Scheme

 Under the apprentices Act, 1961, it is obligatory on the part of the employer to engage
apprentices in certain trades.
 The apprentice training consists of basic training in the specific filed, followed by shop-
floor training.
 The training of graduates and diploma holders in engineering/technology as graduate
technical apprentices was brought under the purview of the amended Apprenticeship Act
of 1973. T
 This scheme is implemented by D.G.E.T. with the assistance of six regional directorates of
apprenticeship training (RDAT’s) located at Calcutta, Bombay, Madras, Kanpur,
Hyderabad and Faridabad.
 The State Governments and UT administrators are responsible for implementing the
scheme in the respective departments, P.S.Us and private undertakings.
 The duration of training for trade apprentices varies from six months to four years,
depending on the requirements of trade.
 The educational qualifications for apprentices vary from 8th pass or equivalent to higher
secondary, P.U.C. or equivalent.

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.
 IRLW: Unit-3 :: Labour Welfare

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 The syllabi for training under the Apprenticeship Act, 1961 are periodically reviewed by
the trade committees keeping in view the technological requirement of industry.
 The apprentices receive a stipend varying between Rs. 460 and Rs. 1,120/- per month,
depending on their skill and programme undertaken.

6. Part-Time Training for Industrial Workers

 The scheme for imparting part-time training was introduced in 1958 with a view to improve
knowledge and skill of workers who did not have the benefit of systematic training in
institutes.
 Under the scheme, the workers, irrespective of their age but with two years of work
experience, are sponsored by their employers for the course.
 The duration of training is of two years and it is organized during evening hours.
 The training programme is conducted at the Central Training Institute of Madras, 5 ATIs
and various ITIs.

7. Vocational Training Programme for Women

 A special project for the development of women workers was undertaken by the
Government in 1977 with the assistance the Swedish International Development Authority
(SIDA) and Implemented through the ILO.
 The basic objectives of this project is to assess the training needs of women workers, both
in urban and rural areas and to upgrade the Central Training Institute for Women
Instructors, New Delhi into the National Vocational Training Institute (NVTI) for women.

Evaluation of the training schemes

The study group of the National Commission on Labour has made many observations on
the working of the various training schemes for workers. Some of the important ones are:

(a) Substantial training capacities have remained unutilized.

(b) No new trades have been added.
(c) The training programmes do not take into account local and regional needs.
(d) Three has not been adequate expansion in some trades in which there has been a
persistent shortage.
(e) The selection of trainees is made by inexperienced and non-technical persons and
considerations other than the suitability of the candidates become important.
(f) Many instructors do not have any experience of working conditions and production
techniques in industry.
(g) The quality of training is poor, which may be due to lack of counseling arrangements.
(h) The training provided does not conform to the needs of industries and the rapid
expansion of the training programme.

P.MOHANRAJ, Associate Professor, Dept. of MBA, Chettinad College of Engineering & Technology, Karur, Tamilnadu.