Factors Contributing to Industrial Conflicts within Higher Education Institutions in Lesotho: A Case of the National University of Lesotho

Mamoeletsi Limakatso Mojalefa

doi:10.5296/ber.v11i2.18550

Abstract

Incidences of industrial actions, which have frequently paralyzed learning at most of the educational institutions, are frequent in Lesotho. Despite the safeguards for collective bargaining in Lesotho, the incidences of industrial actions at higher institutions of learning in Lesotho are still common. The study was conducted to investigate the factors which contribute to industrial conflict at the National University of Lesotho. In order to gain a deeper understanding of the participants’ unionism experiences, semi-structured interviews were used to collect data. This study reveals that lack of transparency, inconsistent application of policies, lack of communication, lack of motivation, poor salaries, bias as well as poor working conditions are some of the factors that cause strikes at the institutions of higher learning in Lesotho.

Highlights

And in particular in Lesotho, every year at least one or more sectors will embark on an industrial action
The findings of the study revealed the following eight factors which contribute to industrial conflict at the National University of Lesotho
The findings from the field survey show that the factors which contribute to conflict at NUL include: lack of transparency, inconsistent policies, bias, non-separation of Cadre, poor working conditions as well as lack of communication of policies, procedures and rules

Summary

Introduction

In particular in Lesotho, every year at least one or more sectors will embark on an industrial action. Education sector has been plagued by industrial action. In Lesotho, the recent, prolonged industrial action was embarked upon by primary and secondary schools teachers during 2019(Government of Lesotho official communication, 2019 Internet source; Lesotho Times, 2019 Internet Source). On the other hand employees will hold the employer hostage by not performing a strategically significant activity such as administering and processing examinations. Such negative spill overs affect quality of education negatively, and where possible should be avoided

Methods

Results

Conclusion