Session 1: International Policy Frameworks On Child Labour and Education

SESSION 1
International policy
frameworks on
child labour and education
Mainstreaming child labour concerns in education sector plans and

Session aims
 Provide an overview of international

frameworks on child labour and
education
 Provide a picture of the global extent
of child labour

Child labour and Education for All
 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 5-14
 The international community has a target of
achieving basic education for all children by
2015. If to be achieved, child labour must be
addressed
UN Declaration on Human Rights,
1948
 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 Convention on the Rights of the
Child, 1989
 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.
ILO Conventions on child labour
(1/2)
 ILOMinimum 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
(2/2)
 ILOWorst 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…”

Child labour: Minimum age criteria
For developing
General
countries
General minimum 15 years or more 14 years

age
Light work 13 years 12 years
18 years 18 years
Hazardous work (16 under certain (16 under certain
conditions) conditions)

Millennium Development Goals
(MDG)
(2000-2015)
 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….”
Education for All (EFA)
 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

EFA Global Monitoring Report (1/2)
 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 (2/2)
 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
Child Labour, by economic activity
(5-17 age group)
Not defined (7.5%)
Services (25.6%)
Agriculture (60.0%)
Industry (7.0%)

Causes of child labour (1/2)
 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 (2/2)
 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

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

Question for group work
 What are some of the benefits of

eliminating child labour in your
country...
... for children?

... for society?
... for the economy?

SESSION 2a
The national
child labour context

Session aims
 Tohave a clear picture of the national

child labour situation
 Consider
the role of the legislative
framework

Estimates of child labour 5-17
(2008)
Total Children in Child Children in
children employment labourers hazardous work
(‘000)
(‘000) % (‘000) % (‘000) %
World 1 586 288 305 669 19.3 215 269 13.6 115 314 7.3
Asia and the 853 895 174 460 20.4 113 607 13.3 48 164 5.6
Pacific
Latin America and 141 043 18 851 13.4 14 125 10.0 9 436 6.7
the Caribbean
Sub-Saharan 257 108 84 229 32.8 65 064 25.3 38 736 15.1
Africa
Other regions 334 242 28 129 8.4 22 473 6.7 18 978 5.7

The legislative framework
 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

Evidence of child labour
 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

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, you may want to provide
key facts)

National data on child labour
(2/2)
 (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)

Question for discussion (1/2)
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
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?
SESSION 2b
The national
education context

Session aims
 Get a clear picture of the national

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

Education legislation
 (TO BE COMPLETED BY FACILITATOR

ACCORDING TO NATIONAL CONTEXT)
 Minimum age for enrolment in
primary education
 Length of the mandatory school cycle
 Transitions from primary to lower

secondary to upper secondary
education

National data on primary
school enrolment and
completion (1/2)
 (TO
BE COMPLETED BY FACILITATOR

National data on lower
school enrolment and
completion (2/2)
 (TO
BE COMPLETED BY FACILITATOR

SESSION 3
Exclusion:
Barriers facing
child labourers

Session aims
 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

Children at risk of exclusion
 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

Barriers to education:
Accessibility
 Distance to school
 Social/language barriers
 Discrimination (gender, ethnicity, disability

etc.)
 Early marriage
 Lack of birth registration
 Inflexible scheduling
 Fear of violence at, or on the way to, school

Affordability
 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: Quality
 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

Relevance
 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

Specific barriers for child
labourers
 Limited time available for school
 Too tired, hungry or sick to
concentrate > increased risk of
dropping out
 Discrimination and ridicule by peers
and/or teachers

Girls’ education
 Majority of children not enrolled in school are

girls (54%)
 Distance to school may pose risk
 Participation in education may depend on
separate facilities or female teachers
 Educating 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)

HIV and AIDS
 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

Conflict and crises
 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

Task for group work
Identify the main barriers to

education in our country, and rank
them in order of importance (please
be specific)

SESSION 4
Tackling the barriers:

Formal education

Session aim
 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

Why abolition of school fees?
 Leads to major increase in enrolment

 Addresses needs of marginalised and
excluded children, including child
labourers
 Can promote focus on education
quality

Case study: Kenya
 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

Issues and concerns
 Ifnot planned and costed, quality will

suffer, with larger class sizes, same
facilities
 Poor quality may lead to drop out
 In some countries fees creeping back

through unofficial channels
 2005 survey: only 16 out of 93
countries charged no fees at all

School Fee Abolition Initiative
 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

Cash transfer programmes
 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:
Issues and concerns
 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)
School feeding programmes
 WFP assisting 77 countries (2009)

 Helpful in attracting children and providing
nutrition and health support
 In poorest regions, may go as far as double
enrolment
 Improve learning outcomes, and therefore
the perceived quality of education
 In-school feeding can be combined with
take-home meals > important for retaining
vulnerable children

Quality of education
 Relevant curricula
 Books and teaching resources
 Education methods: need to shift to

learner-centered instruction
 Instructional time: sufficient but not
excessive
 Teacher absenteeism
 Language of instruction

Teacher quality
 Lack of trained professional teachers in

many countries, especially in rural areas
 Pre-service and in-service training
 Special incentives may be needed for

deployment in rural areas
 Hiring contract teachers should be an
exceptional measure

Education as a monitoring
mechanism for child labour
 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 monitoring
 Teachers can mobilize students against
child labour
 IPEC resources: Child labour: An information
kit for teachers, SCREAM Education Pack

Question for group work
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)?

SESSION 5
Tackling the barriers:

Non-formal
transitional education

Session aim
 Toconsider 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 school
 Can be flexible (language, time & place,

content)
 May be more relevant to children’s needs
 Easier to involve parents, community and

civil society
 Innovation 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” system

 Risks pulling children out of formal system
 Cost efficiency, sustainability
 Quality standards lacking
 Few measures of outcomes, no inspection
 Responsibility of the State to provide
quality education for all children
 Certification and accreditation
 Equivalency 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
Adolescence
Childhood and Youth
Education;
physical, mental and
emotional development
Human resource
development; transition
from school to work
Quality employment;
Old age equitable, adequate and
Productive and
secure ageing; secure incomes;
social protection balancing paid work,
unpaid work
and care work;
life-long learning
Adulthood

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 skills
 May 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 attention
 Labour 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
LABOUR MARKET COMPETENCY

ANALYSIS BASED TRAINING
VOCATIONAL
/SKILLS
TRAINING
POST - TRAINING
TRAINING ASSESSMENT /
SUPPORT CERTIFICATIO
N

Competency based trainings
(Knowledge – Skills –
Attitudes)
Core
work skills
Technical Occupational
Safety &
skills Health
Competency
Gender based
trainings Entrepreneurship
division of skills
labour/skills
Inclusive
Workers’
Training
rights
(disabilities)

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 sector
 a 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 education
sector 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
 Toconsider 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 information
 Incentives 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?

Session 1: International Policy Frameworks On Child Labour and Education

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SESSION 1

Mainstreaming child labour concerns in education sector plans and

 Provide an overview of international

Mainstreaming child labour concerns in education sector plans and

 Tackling child labour and the international

 Article 26 Everyone has the right to

Mainstreaming child labour concerns in education sector plans and

 Article 28 recognizes the right of the

Mainstreaming child labour concerns in education sector plans and

 Article 32 recognizes the right of the

 ILOMinimum Age Convention, No.

Mainstreaming child labour concerns in education sector plans and

 ILOWorst Forms of Child Labour

Mainstreaming child labour concerns in education sector plans and

General minimum 15 years or more 14 years

Light work 13 years 12 years

Mainstreaming child labour concerns in education sector plans and

 The World Education Forum in Dakar in

Mainstreaming child labour concerns in education sector plans and

 Primary school aged children not enrolled

Mainstreaming child labour concerns in education sector plans and

 Goal of gender parity in primary and

Not defined (7.5%)

Mainstreaming child labour concerns in education sector plans and

 poverty and the need for all family members to

Mainstreaming child labour concerns in education sector plans and

 employment practices where small businesses

Mainstreaming child labour concerns in education sector plans and

 An international partnership in support of

Mainstreaming child labour concerns in education sector plans and

 What are some of the benefits of

... for children?

Mainstreaming child labour concerns in education sector plans and

Mainstreaming child labour concerns in education sector plans and

 Tohave a clear picture of the national

Mainstreaming child labour concerns in education sector plans and

Mainstreaming child labour concerns in education sector plans and

 National Government have an obligation to

Mainstreaming child labour concerns in education sector plans and

 Sound knowledge base of the extent

Mainstreaming child labour concerns in education sector plans and

Mainstreaming child labour concerns in education sector plans and

Mainstreaming child labour concerns in education sector plans and

1.What are the main sources of national

2.If recent child labour surveys have been

Mainstreaming child labour concerns in education sector plans and

3.Are there databases that already contain

4.Can the information on the geographical

Mainstreaming child labour concerns in education sector plans and

 Get a clear picture of the national

Mainstreaming child labour concerns in education sector plans and

 (TO BE COMPLETED BY FACILITATOR

 Transitions from primary to lower

Mainstreaming child labour concerns in education sector plans and

Mainstreaming child labour concerns in education sector plans and

Mainstreaming child labour concerns in education sector plans and

Mainstreaming child labour concerns in education sector plans and

 Consider the groups of children that

Mainstreaming child labour concerns in education sector plans and

 Children living in rural areas

Mainstreaming child labour concerns in education sector plans and

 Discrimination (gender, ethnicity, disability