A Final Appraisal of ‘Bridlington’? An Evaluation of TUC Disputes Committee Decisions 1974–1991
: This paper reviews decisions of TUC Disputes Committees from 1974 to 1991. It considers whether the rather different conclusions of studies of earlier periods are still valid and assesses the effectiveness of ‘Bridlington’ in resolving disputes over new issues, in particular ‘single-union deals’. It concludes that there is still a role for a voluntary disputes resolution mechanism of this kind, although recent experience has shown that it has its [imitations. TUC-affiliated unions will therefore lose a useful mechanism for promoting the efficient use of their resources if the 1993 change in the law leads to Bridlington being abandoned.
Strike-free Deals and Pendulum Arbitration
This article analyses the legal and procedural aspects of strike-free deals, focusing in particular on their contractual status, the drafting of their no-strike clauses, and the ‘binding’ nature of their provisions on pendulum arbitration. Drawing on the author's experience as an arbitrator, it is argued that there is considerable diversity within the strike-free format but that in general the similarities between strike-free and conventional procedures are greater than their differences.
Educating the Educators: Rethinking Subject Matter and Methods
gate? In addition to general requirements in their professional education such as psychological and social foundations and student teaching, what specifically do social studies teachers need to know and be able to do? What, in particular, do they need to study in the subject matters of the social sciences (defined here, for purposes of brevity, to include history and geography), and what should they learn about its effective direction to desired results, that is, method? Usually answers to the first question require reference to the liberal arts component of teacher education and the second to methods in the professional education component. As we shall see, this separation of subject matter and method in the education of social studies teachers, although conventional, poses problems.