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While the modern day educational system still has a long way to go, it is recognized that it has made significant improvements. And one important source in the shaping of public education unionization was represented by industrial unionism. This industrial unionism has its roots in the Industrial Revolution. When the factories opened and the people moved from the villages to the cities in search of better life, the bases of the labor force were set. But the initial labor force was exploited, not protected and underpaid.
Gradually, the people came to make demands of their rights to be protected and the unions took shape. They were initially met with resistance and even violent responses from factory owners, but they eventually received legal support and have come to better protect the rights of workers (Guasch, 1999). Today, the public education unions are still struggling, but they are on their difficult path to development.
The development of the industry was...
These reform contracts are different from the industry contracts from three specific angles. First of all, they strive to integrate the managers and the unions as parties focusing on the same goals, rather than separating them. Secondly, they use cooperation and mutual grounds in negotiation, which also brings the parties closer together. Finally, they are more complex in the meaning that they address more than the task at hand. Reform contracts, unlike industrial contracts, "expand the scope of negotiations to include issues of educational policy" (Koppich).
References:
Guasch, J.L., 1999, Labor market reform and job creation: the unfinished agenda in Latin American and Caribbean countries, World Bank Publications
Koppich, J.E., The as-yet-unfulfilled promise of reform bargaining
Pynes, J.E., Lafferty, J.M., Grievance arbitration
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