S.D.Chakrabarti & Pradeep Ramavath .J 3, Jul, 2012

1. Role of Karnataka state primary school teachers association in influencing polices of elementary education: a critical appraisal S.D.Chakrabarti & Pradeep Ramavath .J 3, Jul, 2012

2. “There are at least four centers of power that can significantly facilitate an educational decentralization programme if they collaborate within the context of a shared vision: political parties, national and regional government institutions, teachers unions and local citizens” Bjork, 2006

3. ........Beginning • Precursors for the study • Multilevel hierarchical governance system and implicit roles assigned to diverse stakeholders. • Complex cycle of policy implementation and hierarchy in formulation of educational polices (Govinda, 1997) . • Reproduction of culture of negativism • Curiosity on the long term impact of teacher association • Situating teachers in present context • Legacy of exclusion of teachers in policy making processes • Sundry works other than teaching, passive carriers of centralized decisions • Programming them to respond mechanically without owning their own function. • Frustration and lack of motivation (Kumar. K 2008).

4. Title of the paper Role of Karnataka state primary school teachers association in influencing polices of elementary education: a critical appraisal Duration of the study 3 months including conceptualization, review of literature , data collection and analysis Delimitation of the study Only one association confining to Karnataka state

5. Systemic view of Teacher unionization as a process • Outcome- Blame it on the teachers ( Kumar, 2009) • Education system - non-participatory hierarchal ‘closed’ system • ‘Welfare’ and ‘Wellbeing’ of teachers are at greater risk • Attribute quality outcomes with performance of teachers • Bureaucracy takes decisions related to teacher ‘welfare’ in accordance with larger political intentions • ‘Loose’ and probably ‘incoherent’ coalition of interest groups with some foretold adjustments - one of the reason for teacher unionization.

6. Trade unions V/s Teacher associations • George Strauss ‘ Occupational associations form a continuum, from the learned society at one extreme, to the economically oriented unions at the other’ • Trade unions are affiliated political force and are mostly aggressive in action for bargaining. Mutual interest plays a role through a neo-corporate model (Garrity and Picard 1991) • Teacher association, by virtue of the nature, in India are superficially apolitical and they do not have any affinity with any political parties publicly

7. History of teacher associations in India • Longer history than trade unions (Jayaram, 1990) • Women's teachers association in Madras 1890 • 1895 Madras teachers guild • 1909: South India Teachers association • Non- Gazetted Educational Officers association in 1920 • Uttarpradesh Adhyapak Mandal 1921 • D.P.Kattry & Prof. Sheshadri : All India Federation of Teachers Associations (1933) • AIFEA : 1966 Survey , 17 –National and 65 State.

8. Hierarchical associations • Naik, J.P (1975), was concerned about presence of multiple teachers associations in India. • University teachers’ - ‘Brahmins’ of the profession. • Rest college teachers unions • Teachers in government colleges • Secondary teachers • Head teachers of the secondary schools • and finally primary teachers. All have different class and hierarchical identities associated with them. J.P. Naik (1975) “Teachers of all categories unite!”.

9. Aurora (1970), highlights two important axes of internal divisions in teacher organizations Geographical and Professional. • U.S all teacher associations come under a single umbrella of National Education Association (NEA) • Representing public school teachers • Support personnel • Faculty and staffs at colleges • Universities • Retired teachers, • Pre-service college teachers.

10. Influence on policies and plans • In United Kingdom difficult to trace the influence of National Union of Teachers (NUT) on educational policy as there is strong presence of ‘educational sub-government’ • R.D Coates, (1972) influence of organized interest groups outside the education sector in England significantly impacting education policies of United Kingdom • Not possible through subjective evidences ( Lodge & Blackstone, 1985) • The National Policy on Education (NPE)-1986: professional integrity, enhancing the dignity of the teacher and in curbing professional misconduct • The National Commission on Teachers- II (1986) observes that, teachers Association in India must certainly strive to improve the material and other service conditions of teachers’ • Non involvement of teachers in planning process(Naik, 1975)

11. Krechner and Mitchell (1989 ) define three stages • Meet-and-confer generation • Good faith- bargaining generation • Negotiated policy generation Most of Teacher associations in India figure at stage 1, partly in stage 2 and rarely in stage 3 , The third level negotiation by them demands for maturity, mutual respect and understanding from both parties and recognizing the strengths of each other

12. Impact on outcomes • Learning outcomes and teacher participation in union activities are negatively correlated ( Kingdon & Muzammil, 2010) • Effect of teacher politics on education system is negative ( NCT, 1986) • Extra educational politics (Moe, 2006)- Determine the salary and other benefits.

13. Why KSPSTA was chosen ? • Karnataka State Secondary School Teachers Association (KSSSTA) for secondary school teachers • Karnataka State Primary School Teachers Association is formed by primary school teachers : strength of 1.85 lakh primary school teachers.

14. Methodology • Similar to methodology used by Usha Devi (1995), in the study of “Teacher’s Association in Higher Education- an Appraisal (1995)” • The documentary analysis of the bye laws, teacher association demands, news letter • Content analysis of constitution of Teacher union and Bye laws, demands by teacher union to government and education secretary, teacher union magazine , proceedings of the SSA executive committee meeting • Interviews - key office- bearers and cross section of members • Government functionaries such as DDPI welfare, DDPI planning, Director of elementary education, Director of Secondary education, DDPI, BEO ,educational researchers,

15. Organogram of KSPSTA President Vice President Chief Secretary Assistant Secretary Organizing Secretary Treasurer • KSPSTA -1972 - registered society, 3400 elected members(2011) State level President Vice President Chief Secretary Assistant Secretary Organizing Secretary Treasurer President Vice President Chief Secretary Assistant Secretary Organizing Secretary Treasurer District level Block level

16. Key Findings • Influence of KSPSTA on educational administration • Day to day interference of the union on administration - important element bringing inefficiency • Teacher absenteeism, request for extra work such as data collection are causes for conflict.

17. B. Demands and memorandum by KSPSTA Some negotiations done by KSPSTA • Time bound increment in pay scale. • Transfer, posting and promotion • Training • Issues of vacation

18. C. Influence on policy • Training programmes • English language issue D. Influence on curricular issues • Nali-Kali E. Extra educational politics • Incentives and disincentives • Nexus between Union members and educational functionaries

19. Discussion and conclusion • KSPSTA very rarely involve in policy planning processes. • Involvement is seen through representatives of association in some of the executive committees. • Policies are formulated and placed for acceptance • Both the parties i.e. government and KSPSTA wants to create win-win situation • ‘neo-corporate model’ of functioning

20. Discussion and conclusion • Strong difference of understanding between State Teachers Federation of India (STFI) • KSPSTA further wants to be part of the PPP model • Strongly believes in ‘Common education system’ and school zone mapping and have issues in present form of RTE • The association is organized through ‘interests’ and characterized by ‘singular, non competitive hierarchically ordered representatives’.

21. Implications for our work • They are the important opinion leaders at the district level • Need to involve them in the participatory framework • Enhance their capabilities as policy negotiators • Using their strengths in large scale mobilization • Innovating and experimenting few programmes involving the associations • Development of associations into professional learning institutions

22. A Dream of a Just, Equitable, Humane and Sustainable Society Thank You