UNIT 3

LABOUR WELFARE
CONCEPT OF LABOUR WELFARE
Labour welfare is an important dimension of industrial relation; labour welfare includes
overall welfare facilities designed to take care of well-being of employee's and in order
to increase their living standard. It can also be provided by government, non-government
agencies and trade unions.
The concept of labour welfare is flexible and elastic and differs widely with time, region,
industry, social values and customs, degree of industrialization, the general socio –
economic development of the people and the political ideologies prevailing at a
particular time. It is also molded according to the age – group, gender, socio – cultural
background, marital and economic status and educational level of the workers in various
industries.

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.
LABOUR WELFARE- DEFINITION
According to the Committee on Labour Welfare, welfare services should mean: ―Such
services, facilities, and amenities as adequate canteens, rest and recreation facilities,
sanitary and medical facilities, arrangements for travel to and from place of work, and
for the accommodation of workers employed at a distance from their homes; and such
other services, amenities and facilities, including social security measures, as contribute
to the conditions under which workers are employed.‖
 The employers need welfare activities to discharge their social responsibility,
raise the employees morale use the work force more effectively and to reduce
function with workers and to avoid Welfare facilities besides removing
dissatisfaction help to develop loyalty in workers towards the organization.
 Welfare may help minimize social evils, such as alcoholism, gambling,
prostitution and drug addiction.
 To create harmonious industrial relationship.

HISTORY OF LABOUR WELFARE

 In India the labour welfare started sometime during the 1 st world war (1914-
1918). Till then wellbeing of workers in factories was hardly thought by
anybody.
 Industrial Labour Organization has played a very significant role for labour
welfare.
 Formed by Indian central government and state governments for welfare of
labour in Industries
 Government has laid down minimum standards for employment and working conditions
in organizations.
 Trade unions and various social organizations also function as agencies for
implementation of labour welfare measures.
OBJECTIVES OF LABOUR WELFARE:
 To increase the standard of living of the Working class The labourer is more
prone to exploitation from the capitalists if there is no standardized way of looking
after their welfare.
 To make the management feel the employees are satisfied about the work and
working conditions.
 To reduce the labour problems in the organisation: There are various problems
affecting the workers, problems like absenteeism, turnover ratio, indebtedness,
alcoholism, etc., which make the labourer further weak both physically and
psychologically. Labour Welfare looks forward to helping the labourer to overcome
these problems.
 To recognize human values every person has his own personality and needs to
be recognized and developed. It is in the hands of the management to shape them
and help them grow. The management employs various methods to recognize each
one's worth as an individual and as an asset to the organization.
 Labour Welfare helps to foster a sense of responsibility in the industry: A
person works both in a group and as an individual. If the person is given
responsibility he will act better or else he will be only a slave to the direction of the
superiors and will not show any initiative to prove his worth,
 Labour Welfare improves industrial relations and reduces industrial disputes:
Industrial dispute in any industry is a sign of unsatisfied employees. Labour
Welfare measures act as a preventive tool to most of these disputes.
 To retain the employees there should be fixed policies: This calls in to prepare
the policies, to conduct different training programmes, to have various motivational
schemes, to create interest in the job. The employees who feel secure in an
organisation, backed by fixed welfare policies have less chance of looking for a job
elsewhere.
 To show up their positive mind in the work: Positive mind refers to the
development of one's attitudes. This is to change the negative attitude into positive.

 To influence over other employees: This means Labour Welfare helps to change
one's personality - presentation skills, communication skills, inter-personal
 relationships, etc. This is best achieved when their morale is kept high by the
different welfare schemes.
 To increase the bargaining power of the employees: Bargaining means to
systematically extract something from the opponent. The better bargaining power,
the better influence on the opponent. Labour welfare measures like formation of
works committee, worker's participation, Trade Union, etc., will surely help them to
have better bargaining power.

SCOPE OF LABOR WELFARE:

Working Environment
Favourable working environment enhances efficiency of workers and includes proper
illumination, safety, temperature, ventilation, sanitation, cleanliness and canteen facilities.

Workplace sanitation and cleanliness is very important for making workplace favourable to
workers. Following points should be considered to make workplace favourable to workers.
 Proper ventilation, lighting, temperature, cleanliness, seating arrangements etc.
 Proper safety measures for workers should be there.
 Sufficient urinals, lavatories and bathing facilities should be provided and cleaned
regularly.
 Proper gardening and cleanliness of open spaces.
 Pure drinking water should be provided.
 Canteen services.
Health facilities
 Health center should be provided within factory.
 Ambulance service should be provided within factory in case of any emergency.
 Free medical checkup of workers and health and diet counselling of workers.
 Availability of Doctor inside the factory for emergency.
 Women and child welfare work.
 Recreation facilities inside the organization
 Education and library services
Nature of Welfare
 Schemes of labour welfare shall be updated time to time according to needs of
workers.
 Labour welfare provides facilities in addition to regular wages and other
economic benefits.
 Employers, government, NGOs etc. introduce labour welfare measures.
 Labour welfare provides facilities which improve workers work-life balance.

Need of Labour Welfare

 The employers need welfare activities to discharge their social responsibility, raise the
employees morale use the work force more effectively and to reduce function with
workers and to avoid
 Welfare facilities besides removing dissatisfaction help to develop loyalty in
workers towards the organization.
 Welfare may help minimize social evils, such as alcoholism, gambling,
prostitution and drug addiction.
 To create harmonious industrial relationship.

APPROACHES TO LABOUR WELFARE

 Approaches to labour welfare gives a clear idea about the attitudes, beliefs and
traditions applied by the labour welfare agencies.
 Many organizations are becoming aware of the welfare facilities being provided to its
employees.
 Employers are establishing welfare standards voluntarily, willingly an
enthusiastically.
 Welfare benefits not only extended to self but the society also.
 Many approaches have been designed in this perspective.

The Policing Theory

  This theory is basically meant for making the employees and the workers availed
with the basic facilities needed. E.g- latrines, drinking water, enough rest and
lunch intervals, etc.
 In this approach the government has introduced the practices to control the
exploitation of workers by their management/ employer. E.g- heavy work load
and less payments, very small time intervals, no freedom of speech, etc.
 In case of non-completion of the above, the management is liable to get a severe
punishment.
The religion Theory
This theory believes in two key approaches:-
 The Investment. & The Atonement ( punishment)
 The Investment theory explains the welfare benefits provided to the workers is
the current Investment made for future progress.
―Man is a religious animal‖
―Raw fruit today, flourish to tomorrow.‖
 The atonement approach says,
 If the employees/workers are not getting availed with the benefits, it is a part of
there sins in the past.. They need to be atone for that purpose.
Philantropic approach
 This is a benevolent approach which has a keen interest in ―giving strategy‖.
 Provisions for good conditions of work, day-care facilities for children, canteens,
washing facilities. (In regards to the employees)
 And rehabilitation of disabled people, working boys/girls hostel facilities,
donations to NGO‘s,
 Rewards to the educational institutions, etc.
 This theory is only encouraged for the well being of internal and external
environment.
Paternalistic Approach
 In this theory, the owner, occupier or the employer, holds the funds of the
Industry in a trust.
  These trusts consist of board or trust members, and any amount to be spent
infavor of the employees and the society is first being taken in discussion.
 It creates a good moral for the internal and external environment.
 Also known as the trusteeship theory of labour welfare.
The Placating theory
 This theory mainly responds to the peaceful measures applicable for the workers
and employees.
 Application of this theory is basically meant for the organized and committable/
enthusiastic.
 This theory enables the employees to be pleased and oblige with the provided
welfare benefits.
Public Relations Theory
 This theory basically focuses on the attraction or goodwill for the industry.
 In this theory the welfare benefits are directly related to the impression of the
Industry.
 Impression with the point of view of internal and external envoirnment.
 E.g- the In -house employees and the visitors too.

Functional Theory
 This theory believes the high productivity/ outcome of employees, by providing
them the welfare benefits.
 Approach expects the results in the employees/workers efficiency and
effectiveness on work.
 This concepts is commonly used in nature.
 Also known as the efficiency theory of labour welfare.
Social theory
 This theory believes in well being of the society with the employees.
 Various provisions related to the society are to be established with this theory.
 Therefore this theory results in enhancing the condition / state of the society .

NON-STATUTORY/ VOLUNTARY WELFARE SERVICES BY EMPLOYERS

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
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 5 th and
above in recognized 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
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.
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.
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).
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
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)
 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

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

Labour welfare funds are created as a measure of social security provided to the working
class. Social security is one of the working class. Social security is one of the three
categories of labour welfare activities classified by the study group appointed by the
Government of India to examine the labour welfare activities
The Government constitutes Labour Welfare Fund, as per section 3, to which the following
are credited to –
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.
 EDUCATION AND TRAINING PROGRAMME:
Employee’s Education:
In the word of William Flayed, ―Worker 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.‖
Features of employees’ 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.The workers‘ education is designed to create trade union consciousness among workers,
besides making them good citizens and training them to understand their status, rights and
responsibilities.
iii.In workers‘ education, 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.
The Director General of Employment and Training (DGET) has designed a number of
training procedures are
The Board has developed a need based, three tier training programme for education
officers, workers and teachers. In first state education officer are trained. The period or
training is four months. Then they give training for different regional centres.
Second stage is to get selected workers trained as worker teachers at the regional and sub
-regional centres by the educational officers. The duration of training programme is three
months.

WORKERS EDUCATION SCHEME:

Aims and Objectives
 It is important for Industrial peace and Harmony, healthy Management-labour
relations.
 Develop Effective trade unions through better trained officials and more
enlightened members
 Enhance the leadership skills which enables the worker in his development.
 Increase the total labour mass literacy.
 Better understanding of the problem, with effective solutions
 To fulfill the Organisations requirements through proper responsibility handling.
 The pre-condition of workers education literacy.

Important consideration at the present stage of developing country.

 To understand the workers privileges, rights and obligations.
 Time-to-time training programs to upgrade the workers knowledge.
 Minimize the Industrial Accidents and other mishaps on the shop floor.
 National Commission on Labour, has said that the labour‘s/ workers education
should have the following key areas to be studied:-
 This should employee independent, intelligent and innovative.
 He should be responsible, alert, and self-disciplined.
 Also Guided the National trade union centers to arrange for the quality programs
with the Collaboration with some of the universities and Institutions.

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.
(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.
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
1. Trade union development
2. Leadership development
3. Trade unionism and
Industrial relations
4. Industrial health, safety
and environment
5.Education for Rural and
unorganized sector workers
Regional level Unit level Specific categories
1.Worker- teacher 1. Unit level class 1. Functional adult literacy
training
2. Need based special 2.Education of
2.Refresher course for programmes unorganized workers
worker-teacher and
trainers 3.Joint education 3. Training of weaker
programmes sections
3.Leadership
development 4. Training of Rural
workers and rural
4.Joint educational educators
programmes

6.New Economic policy,
Total quality approach, ISO-
9000 and new trend in
productivity movement
7.Problem of women and
child labour
5.Personality development
5.Programmes for self
generation of funds 6.Seminars for women and
child workers
6.Need based seminar
7.Programme on quality of
life for workers and their
spouses

8.Education officers training 8.Seminars for SC/ST

course. 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 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
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 2,433 workers were participated.

WORKERS’ TRAINING
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

 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.
 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.