mainstreaming cl in_education_ppt_en

Mainstreaming child labour concerns in education sector plans and programmes

International policy frameworks on

child labour and education

SESSION 1


Provide an overview of international frameworks on child labour and education

Provide a picture of the global extent of child labour

Session aims


Tackling child labour and the international effort to promote Education for All are closely related objectives

67 million primary aged children and 71 million lower secondary aged children are not in school

153 million child labourers aged 5-14The international community has a target

of achieving basic education for all children by 2015. If to be achieved, child labour must be addressed

Child labour and Education for All


Article 26 Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available.

UN Declaration on Human Rights, 1948


Article 28 recognizes the right of the child to education and requires: primary education compulsory and available free to all; development of different forms of secondary education, including general and vocational education, available and accessible to every child; measures to encourage regular attendance at schools and the reduction of dropout rates.

UN Convention on the Rights of the Child, 1989


Article 32 recognizes the right of the child to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child’s education, or to be harmful to the child's health or physical, mental, spiritual, moral or social development.

UN Convention on the Rights of the Child, 1989


ILO Minimum Age Convention, No. 138 (1973) “The Minimum Age…shall be not less than the age of completion of compulsory schooling ….”

ILO Conventions on child labour (1/2)


ILO Worst Forms of Child Labour Convention, No. 182 (1999): “Each Member shall, …ensure access to free basic education, and, wherever possible and appropriate, vocational training, for all children removed from the worst forms of child labour…”

ILO Conventions on child labour (2/2)


General For developing countries

General minimum age 15 years or more 14 years

Light work 13 years 12 years

Hazardous work18 years

(16 under certain conditions)

18 years(16 under certain

conditions)

Child labour: Minimum age criteria


MDG 2 aims to ensure all children complete primary education

MDG 3 aims for equality of education access between boys and girls

90 of the 152 developing countries are considered off track –will not reach the goal on current trends.

MDG progress report “High rates of poverty in rural areas limit educational opportunities because of demands for children’s labour….”

Millennium Development Goals (MDG) (2000-2015)


The World Education Forum in Dakar in 2000: international commitment to make basic education a high development priority

Set targets for achievement of basic education standards, including universal primary education (UPE), by 2015

The 2007 EFA Global Monitoring Report stated that EFA requires an inclusive approach and called for policies aimed at “reaching the unreached”, including policies to overcome the need for child labour

Education for All (EFA)


Primary school aged children not enrolled dropped from 105 million to 72 million between 1999 and 2007

Progress also on secondary education: enrolment up from 60% (1999) to 66% (2007)

Rapid progress in some countries shows impact of political will and donor support

A major challenge remains to enrol and retain all children, especially the poor and disadvantaged

EFA Global Monitoring Report (1/2)


Goal of gender parity in primary and secondary education by 2005 was missed. Only one third reached the target

Poor education quality is undermining achievement of EFA. Shortage of qualified teachers. 1.9 million additional primary teachers needed

Based on present trends it is likely that more than 100 countries will not achieve UPE by 2015: 56 million children will be out of school

EFA Global Monitoring Report (2/2)


Child Labour, by economic activity(5-17 age group)

Agriculture (60.0%)

Industry (7.0%)

Services (25.6%)

Not defined (7.5%)


poverty and the need for all family members to contribute economically

limited access to education institutions or programmes

direct or indirect costs of education poor quality of education discriminatory practices in society and in

education cultural and/or traditional practices in certain

geographical locations or among certain peoples, for example, migrant workers, indigenous populations and lower castes

Causes of child labour (1/2)


employment practices where small businesses may prefer to employ children because they can pay them less than adults

the death of parents or guardians from AIDS, creating a new generation of child-headed households

armed conflict and children being forced to take up arms or give support in other forms of labour

Causes of child labour (2/2)


An international partnership in support of Education for All, launched at the EFA High-Level meeting in Beijing in 2005

Members: ILO, UNESCO, UNICEF, UNDP, the World Bank, Education International (EI) and the Global March Against Child Labour. Governments of Brazil and Norway have also been actively involved

Objective is to mobilize political will and momentum to mainstream child labour in national and international policy frameworks contributing to EFA objectives, through:

• strengthening the knowledge base• advocacy• developing partnerships

Global Task Force on Child Labour and Education for All (GTF)


What are some of the benefits of eliminating child labour in your country...

... for children?... for society?... for the economy?

Question for group work


SESSION 2a

The national child labour context


To have a clear picture of the national child labour situation

Consider the role of the legislative framework

Session aims


Total children(‘000)

Children in employment

Child labourers

Children in hazardous work

(‘000) % (‘000) % (‘000) %

World 1 586 288 305 669 19.3 215 269 13.6 115 314 7.3

Asia and the Pacific

853 895 174 460 20.4 113 607 13.3 48 164 5.6

Latin America andthe Caribbean

141 043 18 851 13.4 14 125 10.0 9 436 6.7

Sub-Saharan Africa

257 108 84 229 32.8 65 064 25.3 38 736 15.1

Other regions 334 242 28 129 8.4 22 473 6.7 18 978 5.7

Estimates of child labour 5-17 (2008)


National Government have an obligation to facilitate the rights of children to education and freedom from child labour

Review and/or reform of national legislation may be required

Issues for consideration:• Legislation should be in accordance with

Conventions Nos. 138 and 182• Harmonization of legal ages for schooling and

employment• Expanding coverage of the law• Types of work that are likely to harm children

The legislative framework


Sound knowledge base of the extent and causes of child labour are required for putting child labour on the national policy agenda

Data necessary to support programming

Cost/benefit analyses can be useful, particularly for advocacy

Evidence of child labour


(Information can be added here on the national child labour context. For example if there has been a national child labour survey or rapid assessment, you may want to provide key facts)

National data on child labour (1/2)


(Information can be added here on the national child labour context. For example if there has been a national child labour survey or rapid assessment. If necessary add more slides)

National data on child labour (2/2)


1.What are the main sources of national information on child labour of which you are aware?

2.If recent child labour surveys have been conducted, have their conclusions been summarised?

Question for discussion (1/2)


3.Are there databases that already contain child labour data that have not yet been analysed and used to help build a picture of child labour?

4.Can the information on the geographical concentration of child labour, or occupational focus, be used to support education programming?

Question for Discussion


SESSION 2b

The national education context


Get a clear picture of the national education situation

Consider strengths and weaknesses within the education system, including disadvantaged geographical areas

Session aims


(TO BE COMPLETED BY FACILITATOR ACCORDING TO NATIONAL CONTEXT)

Minimum age for enrolment in primary education

Length of the mandatory school cycleTransitions from primary to lower

secondary to upper secondary education

Education legislation


National data on primary school enrolment and completion (1/2)



National data on lower school enrolment and completion (2/2)



SESSION 3

Exclusion: Barriers facing child labourers


Consider the groups of children that are prone to child labour and exclusion from education

Consider how child labour increases marginalization from education

Identify some of the challenges for education systems

Session aims


Children living in rural areas Children living in urban slums Minority populations Girls Children affected or infected by HIV and AIDS,

particularly AIDS orphans Children of migrant families Street children Children who are trafficked for purposes of labour,

or commercial sexual exploitation, and child domestic workers

Children affected by crisis or conflict

Children at risk of exclusion


Distance to schoolSocial/language barriersDiscrimination (gender, ethnicity, disability

etc.)Early marriageLack of birth registrationInflexible schedulingFear of violence at, or on the way to,

school

Barriers to education: Accessibility


Direct costs (e.g. school fees, other compulsory fees)

Indirect costs (e.g. uniforms, textbooks, transportation, meals)

Opportunity cost (i.e. income/wage lost to family from child leaving work to go to school)

Barriers to education: Affordability


Lack of infrastructure, facilities, materials and support systems for children

Inadequate conditions of work for teachers

Lack of adequate training, aids and materials for teachers

Barriers to education: Quality


Curriculum detached from local language, needs, values and aspirations of children at risk of dropping out

Curriculum inadequate to prepare older children for the world of work

Barriers to education: Relevance


Limited time available for schoolToo tired, hungry or sick to

concentrate > increased risk of dropping out

Discrimination and ridicule by peers and/or teachers

Specific barriers for child labourers


Majority of children not enrolled in school are girls (54%)

Distance to school may pose riskParticipation in education may depend on

separate facilities or female teachersEducating girls is one of the best

investments a country can make > economic development; high social returns (e.g. lower birth rates, health)

Girls’ work is often hidden (household chores, domestic servitude)

Girls’ education


In many countries, AIDS has added a new dimension to the problem of child labour

UNAIDS estimates 12 million children have lost one or both parents as a result of AIDS in Sub-Saharan Africa

Many drop out of school and look for work to survive

Children often have to provide care and assume other household responsibilities when a parent becomes ill or dies

HIV and AIDS


35% of out-of-school children estimated to live in conflict-affected states

Schools destroyed during armed conflict; children withdrawn due to insecurity

Conflict and crises may lead to an increase in some of the unconditional worst forms of child labour (e.g. children in armed conflict, sexual exploitation)

In rural areas, droughts or floods may disrupt livelihoods > children are withdrawn from school and sent to work

Conflict and crises


Identify the main barriers to education in our country, and rank them in order of importance (please be specific)

Task for group work


SESSION 4

Tackling the barriers:Formal education


To consider strategies for tackling exclusion from education:

Abolishing school fees Cash transfer programmes School feeding programmes Improving the quality of education Making use of the education system to

monitor child labour

Session aim


Leads to major increase in enrolmentAddresses needs of marginalised and

excluded children, including child labourers

Can promote focus on education quality

Why abolition of school fees?


Enrolments up from 5.9 million (2002) to 7.6 million (2005)

Primary completion rose from 63% to 76% (2002-04)

Decline in repetition and drop out rates

Case study: Kenya


If not planned and costed, quality will suffer, with larger class sizes, same facilities

Poor quality may lead to drop outIn some countries fees creeping back

through unofficial channels2005 survey: only 16 out of 93

countries charged no fees at all

Issues and concerns


Launched in 2005 by UNICEF and the World Bank

Aims to review, analyze and harness knowledge and experience on the impact of school fee abolition

Aims to use this knowledge and experience as the basis for providing guidance and countries as they embark on abolishing school fees

School Fee Abolition Initiative


Cash incentives to poorer families, which carry a condition of child’s enrolment and/or regular school attendance

Mainly used in middle income countries, with significant impact (e.g. Latin America)

Address major causes of child labour (chronic poverty, economic shocks)

Counter demand for child labour by raising its opportunity cost

Very positive impact on girls’ enrolment

Cash transfer programmes


Few address child labour explicitly Exceptions: Brazil’s PETI; Ghana’s LEAP

May not be effective against some forms of child labour (especially “unconditional” worst forms)

Test will be effectiveness in Africa and Asia (where child labour is high, but public services and resources are more limited)

Cash transfer programmes:Issues and concerns


WFP assisting 77 countries (2009)Helpful in attracting children and providing

nutrition and health supportIn poorest regions, may go as far as double

enrolmentImprove learning outcomes, and therefore

the perceived quality of educationIn-school feeding can be combined with

take-home meals > important for retaining vulnerable children

School feeding programmes


Relevant curriculaBooks and teaching resourcesEducation methods: need to shift to

learner-centered instructionInstructional time: sufficient but not

excessiveTeacher absenteeismLanguage of instruction

Quality of education


Lack of trained professional teachers in many countries, especially in rural areas

Pre-service and in-service trainingSpecial incentives may be needed for

deployment in rural areasHiring contract teachers should be an

exceptional measure

Teacher quality


Education Management Information Systems (EMIS) used at national and provincial levels > should be adjusted to collect information on children not in school

Teachers can help identify children at risk of dropping out

Peer-to-peer monitoringTeachers can mobilize students against child

labourIPEC resources: Child labour: An information

kit for teachers, SCREAM Education Pack

Education as a monitoring mechanism for child labour


1. What costs to the family are associated with schooling in our country (including unofficial fees)? Which could be eliminated?

2. Is there a programme of conditional cash transfers in our country? If yes, does it respond to the needs of working children? If not, could it be installed and how?

3. Is there any national experience with school feeding? If yes, what are the results? If not, could a school feeding programme be installed? With which partners, in which geographical locations?

4. What are the factors hampering education quality in our country (e.g. school infrastructure, supply of textbooks, teacher training, class size etc.)? How could the situation be improved?

5. How can the education system be used as monitoring mechanism for child labour (e.g. teachers or school counsellors as monitors, or EMIS)?

Question for group work


SESSION 5

Tackling the barriers: Non-formal

transitional education


Session aim

To consider ways in which non-formal education (NFE) can complement formal education in overcoming exclusion and reaching children and youth who are unreached by the formal system


Definition of Non-formal education (NFE)?

NFE is difficult to define“Learning activities organised outside

the formal education system”(UNESCO)Clear learning objectives Activities vary in target group,

certification, duration, and organisational structure

Should complement formal education (FE)


International context

1990 World Conference on Education, Jomtien: “everyone has a right to education”

2000 Dakar Framework of Action set seven goals including “ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes”


Dakar commentary

“..For those who drop out of school or complete school without acquiring the literacy, numeracy, and life skills they need, there must be a range of options for continuing their learning..”


So what is transitional NFE?

Equivalency or “second chance” programmes

Remedial education“Bridge schools”Multiple providers


Arguments for NFE

Helps to reach the unreached – children not being served by formal system

Can help children back into formal schoolCan be flexible (language, time & place,

content)May be more relevant to children’s needsEasier to involve parents, community and

civil societyInnovation can benefit the formal system


Case study: Mamidipudi Venkatarangaiya Foundation, India

MVF has mobilized communities to withdraw hundreds of thousands of children from work and place them in school

Phase 1: Literate youth carry out surveys to identify children at work and out of school and motivate parents to enrol children in non-formal activities

Phase 2: Three-months summer camps in school premises. Children start learning reading, writing and maths in a creative learning environment. Camp activities.

Phase 3: Transition from camp to hostel and full-time formal education. MVF teachers and volunteers are attached to hostels to guide the children in the transition.


Issues and concerns

Risks making a “second class” systemRisks pulling children out of formal systemCost efficiency, sustainabilityQuality standards lackingFew measures of outcomes, no inspectionResponsibility of the State to provide

quality education for all childrenCertification and accreditationEquivalency may restrict flexibility


Moving forward

Strengthening formal education for all children to the minimum age of employment

Non-formal initiatives that support formal system Expanding post-primary NFE Assisting return/entry for out of school children Transitional education for those unable to return

immediately Need to set quality standards More focus on teaching standards and curricula Need to monitor progression and achievement Looking into public/private partnerships and

incentives for NGOs to provide quality NFE


SCREAM (Supporting Children’s Rights Through Education, Arts and the Media)

Education and social mobilization initiative to help educators raise young people’s awareness of the causes and consequences of child labour (formal and non-formal education settings)

Emphasis on the use of the visual, literary and performing arts

Provides young people with tools of self-expression and intends to support their personal and social development

SCREAM education pack is available in 19 languages Activities have been carried out in over 65 countries


Questions for discussion

1. What is our country’s non-formal education strategy and experience?

2. What is the coverage (geographical and numbers of children reached)? Is the coverage sufficient?

3. How can we improve the quality of non-formal education and the linkage with formal education?


SESSION 6

Review of national experience:

Strengthening formal and non-formal initiatives


Questions for group work

1. How can the provision of (a) formal and (b) non-formal education be improved in order to respond to the needs of children engaged in or at risk of child labour? (Rank your recommendations in order of importance.)

2. Who could be the key actors involved?


SESSION 7

The school-to-work transition


Session aims

Understand the links between youth employment and child labour

Consider the role of pre-vocational and vocational training, and apprenticeship programmes in the response to child labour

Consider the role of the Youth Employment Network (YEN)


Decent work over the lifecycle

Quality employment; equitable, adequate and

secure incomes; balancing paid work,

unpaid work and care work;

life-long learning

ChildhoodAdolescence

and Youth

Adulthood

Old age

Education;physical, mental and emotional development

Human resource development; transition

from school to work

Productive and secure ageing; social protection


Youth employment trends

Youth are three times more likely to be unemployed than adults

Female youth unemployment rates are higher than male youth rates in many countries

Significant numbers of young workers are underemployed, unproductive, working poor or discouraged

Youth employment challenge is often linked to child labour prevalence, the spread of HIV/AIDs and internal/cross-border migration


Links between child labour and youth employment

Cruel irony in the co-existence of child labour and jobless youth

Overlap with the worst forms of child labour (15–17 year olds)

Child labour prevents children from acquiring the human capital necessary for gainful employment as young adults

Poor youth employment prospects may be a disincentive for parents to invest in schooling

Workers who are less educated are more likely to be in informal sector work and less likely to be in wage employment

Former child labourers are more likely to depend on their children's work > perpetuating the poverty-child labour cycle


Pre-vocational training

Arranged to acquaint children with materials and tools for various occupations that could help them choose a future career path (e.g. basic skills in woodwork, cooking etc.)

Increases the relevance and interest of the curriculum to older children, which in turn might reduce the risk of dropping out

Can be provided through non-formal education

Typically short, providing specific skillsMay include job and education counselling


Vocational education and skills training

Provides practical skills for older children, which are marketable skills for decent work

Important mechanism in overcoming exclusion faced by marginalized children and withdrawing children at or above minimum age of employment from hazardous labour

Access of girls may need special attentionLabour market analysis may be useful, to

ensure that training is linked to market needs In a context where self-employment is

prevalent: provide post-training support


Main considerations on vocational and skills trainings

VOCATIONAL/SKILLSTRAINING

LABOUR MARKET ANALYSIS

COMPETENCY BASED TRAINING

TRAINING ASSESSMENT / CERTIFICATIO

N

POST - TRAINING SUPPORT


Competency based trainings

(Knowledge – Skills – Attitudes)

Technicalskills

Gender division of

labour/skills

InclusiveTraining

(disabilities)

Workers’rights

Entrepreneurship skills

Occupational Safety &Health

Core work skills

Competency based

trainings


Apprenticeship programmes

Can help link up vocational training with the needs of local labour markets

Can be formal or non-formal Recruiting local small businesses as training

providers as an innovative way to link children up to the world of work

Learning takes place in a real commercial setting and includes a lot of skills practice for the children involved

Children can observe and learn other entrepreneurial skills, such as negotiating prices, meeting prospective clients, etc.


Apprenticeship programmes: Issues for consideration

Minimum age laws must be respected Apprenticeships should be based on a written

contract Avoid hazardous work > Regular monitoring

arrangements should be in place, involving local employers and workers organizations

Workshops should be carefully chosen and placement of a large number of trainees in one workshop should be avoided

There should be some simple training for the workshop owners in training skills, occupational safety and health, and terms of the contract


Youth Employment Network (YEN)

The UN Secretary-General established a Youth Employment Network (YEN) in 2002 with the United Nations, the ILO and the World Bank as core partners

One of the main objectives is to assist countries in developing national action plans on youth employment

The national action plans provide an opportunity for mainstreaming child labour concerns in a relevant policy framework that enjoys significant political support


Questions for discussion

1. What are the main issues and trends in our country concerning: youth unemployment youth underemployment youth working in poor working conditions

2. What is the linkage between child labour and the problems facing youth in our country (e.g. in a specific sector or geographic location)? How come child labour and youth unemployment co-exist in these settings?

3. What education and training policies could help to improve the situation; for example, skills training programmes for youth, promoting safe work for youth, etc.?

4. Do you have examples of good practices on skills training and efforts to promote youth employment?


SESSION 8

The education sector plan

and child labour


Session aim

To consider opportunities of mainstreaming child labour through Education Sector Plans


Sector programmes

A sector programme encompasses:an overall strategic framework for a sectora sectoral medium-term expenditure framework an annual budget

Sector programmes with action plans should link to the national poverty reduction strategy or the National Development Plan

Underlying causes and consequences of child labour must be included at the sector analysis stage


Education sector plan

A single, country-led education sector plan is regarded as the main delivery vehicle for the global compact on education

Should address key constraints to accelerating education in the areas of policy, data, capacity, and financing

Should align primary education priorities with those for pre-school, secondary, tertiary, and non-formal education

Prerequisite for accession to the Global Partnership for Education


Guidelines for educationsector plans (ESP)

The ESP should provide a costed strategy for accelerated progress towards education for all

… identify policy actions to improve education … provide a strategy for addressing HIV and AIDS,

gender equality and other key issues … identify capacity constraints and strategies to

address them … review the total domestic and external

resources available to implement the sector plan and estimate the additional resource requirements

… indicate how the country intends to carry out monitoring and evaluation and identify annual targets for measuring progress


Child labour in education sector plans

National authorities need to recognize that specific population groups face particular barriers in accessing education

Sector plans should identify steps to be taken to tackle barriers and to reach the excluded groups

In this way, efforts to provide education for all and to eliminate child labour can mutually reinforce each other


Equity and inclusion guidelines

Issues of gender, disability, and HIV/AIDS can be sources of exclusion, and often may be linked with the challenges facing child labourers > a coordinated response to exclusion is often valuable

Global Task Force on Child Labour and Education for All (GTF) proposed that agencies cooperate on the development of a common tool for tackling exclusion and promoting equity > Guidelines were developed through the network of the UN Girls Education Initiative (UN.GEI)


Poverty reduction strategies

Broad national development plans that propose how to reduce poverty nationwide

Results-oriented, containing targets and indicators

Usually set within a three- to five-year time frame

Focus on economic growth and employment as a requirement for poverty reduction

Leadership of national government, including national consultation and international support

Opportunity to align child labour elimination initiatives and allocate resources


Financing of education

Economic benefits of eliminating child labour are estimated to outweighs cost by 7 to 1

However: Substantial resources are required to eliminate all direct costs of education and reduce indirect costs > increase public sector resources

Other potential sources of financing: budgetary transfers, debt relief, development assistance


Tasks for group work

1. Analyse the national education sector plan: Is child labour properly mainstreamed?

2. Develop recommendations on how to improve child labour mainstreaming in the Plan


SESSION 9

Working together to strengthen education and tackle child labour


Session aim

To consider the importance of strengthening dialogue among stakeholders to eliminate child labour and strengthen education


The challenge of coordination

Multi-sectoral approach to child labour is necessary for a coherent response

Find ways to help various Government departments perceive and address the problem as part of their work

Important to share data and informationIncentives may be needed to improve the

coordination of different branches of Government


Strengthening dialogue between ministries

Ministries involved: Education, Labour, Finance, Health, Social Protection, Justice

National structure to bring together various Ministries concerned: National Steering Committee or National Action Committee

Review whether this structure is working effectively


Questions for group work (1/2)

1. Which line Ministries or Departments in your country deal with issues of child labour, education, exclusion or child protection? Are there mechanisms to exchange information? How could dialogue among Ministries be improved?

2. Which specific structures for dealing with child labour and education issues exist at national, district and local levels? How well are they functioning? What could be done to enhance their impact?


Questions for group work (2/2)

3. What other stakeholders should be involved, and how?

4. What other recommendations that may not yet have been captured during the workshop are there for moving forward in strengthening education and tackling child labour?

mainstreaming cl in_education_ppt_en

Education

education sector plans

secondary education

elementary education

childs education

childto education

freebasic education

tacklingchild labour

child labourers