Bibliographie sélective OHADA

This contribution considers the legislative regulation of the job security (which boils down to preservation of employment) of employees in case of financial distress of a company. It juxtaposes the legislative regulation of four interrelated processes a company may engage in where it finds itself in financial distress, namely a voluntary internal restructuring (especially retrenchment), the transfer of the business or part of the business, business rescue and winding up. The legislative endeavour to preserve the job security of employees in all these processes is described and analysed. The discussion shows that room exists for companies to circumvent this protection and, to the extent that the protection does apply, that it remains difficult for employees to ultimately challenge the substance of decisions negatively affecting their job security. The main protection for employees in all these processes is procedural in nature and to be found in their rights to be informed of and consulted prior to decisions negatively affecting them. In this regard, business rescue is the most employee-friendly process. Participation in this process by employees, however, requires a fine balance as it may be self-defeating and lead to winding up and the permanent loss of jobs.

The study was motivated by three factors. First, the critical importance of education for each individual and our society as a whole. Secondly, the poor state of basic education in South Africa. Thirdly, the central role educators play in the delivery of quality basic education. The process of education is a means of self-actualisation and provides individuals with the opportunity to experience their full intellectual and emotional potential as well as the means to participate in societal processes. It is also valuable to society as investment in education enriches the human capital of a country, is a source of responsible adults and a driver of economic growth. For the South African society, the most important contribution of education is that it is a vehicle for transformation and one of the only societal equalisers that exist. Unfortunately, despite the importance of quality education, all learners in South Africa do not have access to education of an equal standard. Qualified, competent, and professional educators are central to the delivery of quality basic education. This study identifies the educator as the most important role player in the delivery of quality basic education. The focus is on the employment of educators in public basic education which is defined to include school education in South Africa from grade 1 to grade 12. For purposes of the study, educator performance was defined to include the capacity and conduct of educators in delivering basic education. “Capacity” refers to the qualifications, competence, content knowledge and skills of educators whereas “conduct” refers to the professionalism and attitude of educators. One contributing factor to the poor state of basic education is the fragmented and otherwise inappropriate legislative regulation of educator performance in South Africa. For this reason, the experience with misconduct and incapacity of educators within the current legislative framework is investigated. The approach is descriptive and analytical - both quantitative and qualitative. It includes a description of existing research and views on the prevalence and impact of misconduct and incapacity of educators in and on basic education in South Africa. This is followed by a statistical overview of the extent of the application of discipline in the basic education sector based on information from the different Provincial Departments of Education and from arbitrations conducted by the Education Labour Relations Council. The qualitative analysis of these arbitration awards is particularly important since each matter provides insight into the application of legal principles and the exercise of discretion by the different role players responsible for addressing misconduct and incapacity in basic education. Based on these insights, deficiencies in the current system of regulation of educator performance are tabulated. This, together with comparative insights from the English experience, is used to make specific proposals for a range of legislative amendments.

This study investigates the impact and importance of the legal regulation of trade union recognition and associated challenges in South Africa. It evaluates the current regulation of trade union recognition, including legislation and judicial attitudes apparent from the interpretation, application, and enforcement of such legislation, to ascertain its continued appropriateness in the current South African industrial relations environment. The study considers the policy choices of both voluntarism and majoritarianism underlying the Labour Relations Act 66 of 1995 (“LRA”) and the “workplace” constituency to which it applies as factors that might be contributing to challenges experienced in the current regulation of collective bargaining in South Africa. It evaluates the current model of trade union recognition and representativeness as it applies to the acquisition by trade unions of organisational rights, collective bargaining rights and trade union recognition for purposes of retrenchment consultation. It recognises that the specific model chosen to regulate the representative status of trade unions has a significant effect on the ability of trade unions to organise and conclude collective agreements and, as such, on the distributive effects of such agreements in the labour market and broader society. The study commences with an historical overview of the regulation of trade union recognition under the 1956 LRA and thereafter considers the 1995 LRA as a product of criticism against the 1956 LRA. Specific issues considered, largely based on the analysis of the relevant decisions by the Constitutional Court, include the following: the impact of Constitutional Court jurisprudence relating to trade union recognition on the process of collective bargaining and on the legal regulation of the right to strike; the role of representativeness and its link with the workplace as the constituency for recognition and acquisition of organisational rights; the often winner-takes-all effect of the current model on collective bargaining as a major cause of labour unrest; the reactive role the legislature has played over the past, almost three decades to address challenges; the extent to which intervention should take place to safeguard the institution of collective bargaining from being undermined as well as the regulation of collective agreements as the product of collective bargaining and as the primary source of terms and conditions of employment. The comparative review of Canadian law focuses on a number of issues selected specifically for their potential to provide insights into how the weaknesses in South African regulation may be remedied. This includes insights into the accommodation of special or significant minority interests and how to address recognition in the context of multi-location employers. The thesis concludes with remarks on the insights gained from the Canadian model and the 1956 LRA. Where appropriate, suggestions are made on the way forward for South Africa as to the appropriate regulation of trade union recognition and representativeness.