mainstreaming cl in_education_ppt_en
TRANSCRIPT
Mainstreaming child labour concerns in education sector plans and programmes
International policy frameworks on
child labour and education
SESSION 1
Mainstreaming child labour concerns in education sector plans and programmes
Provide an overview of international frameworks on child labour and education
Provide a picture of the global extent of child labour
Session aims
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
Child Labour, by economic activity(5-17 age group)
Agriculture (60.0%)
Industry (7.0%)
Services (25.6%)
Not defined (7.5%)
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
What are some of the benefits of eliminating child labour in your country...
... for children?... for society?... for the economy?
Question for group work
Mainstreaming child labour concerns in education sector plans and programmes
SESSION 2a
The national child labour context
Mainstreaming child labour concerns in education sector plans and programmes
To have a clear picture of the national child labour situation
Consider the role of the legislative framework
Session aims
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
(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)
Mainstreaming child labour concerns in education sector plans and programmes
(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)
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
SESSION 2b
The national education context
Mainstreaming child labour concerns in education sector plans and programmes
Get a clear picture of the national education situation
Consider strengths and weaknesses within the education system, including disadvantaged geographical areas
Session aims
Mainstreaming child labour concerns in education sector plans and programmes
(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
Mainstreaming child labour concerns in education sector plans and programmes
National data on primary school enrolment and completion (1/2)
(TO BE COMPLETED BY FACILITATOR ACCORDING TO NATIONAL CONTEXT)
Mainstreaming child labour concerns in education sector plans and programmes
National data on lower school enrolment and completion (2/2)
(TO BE COMPLETED BY FACILITATOR ACCORDING TO NATIONAL CONTEXT)
Mainstreaming child labour concerns in education sector plans and programmes
SESSION 3
Exclusion: Barriers facing child labourers
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
Identify the main barriers to education in our country, and rank them in order of importance (please be specific)
Task for group work
Mainstreaming child labour concerns in education sector plans and programmes
SESSION 4
Tackling the barriers:Formal education
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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?
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and 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
Mainstreaming child labour concerns in education sector plans and 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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and 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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
SESSION 5
Tackling the barriers: Non-formal
transitional education
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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”
Mainstreaming child labour concerns in education sector plans and 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..”
Mainstreaming child labour concerns in education sector plans and programmes
So what is transitional NFE?
Equivalency or “second chance” programmes
Remedial education“Bridge schools”Multiple providers
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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.
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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?
Mainstreaming child labour concerns in education sector plans and programmes
SESSION 6
Review of national experience:
Strengthening formal and non-formal initiatives
Mainstreaming child labour concerns in education sector plans and programmes
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?
Mainstreaming child labour concerns in education sector plans and programmes
SESSION 7
The school-to-work transition
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
Main considerations on vocational and skills trainings
VOCATIONAL/SKILLSTRAINING
LABOUR MARKET ANALYSIS
COMPETENCY BASED TRAINING
TRAINING ASSESSMENT / CERTIFICATIO
N
POST - TRAINING SUPPORT
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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.
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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?
Mainstreaming child labour concerns in education sector plans and programmes
SESSION 8
The education sector plan
and child labour
Mainstreaming child labour concerns in education sector plans and programmes
Session aim
To consider opportunities of mainstreaming child labour through Education Sector Plans
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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)
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
SESSION 9
Working together to strengthen education and tackle child labour
Mainstreaming child labour concerns in education sector plans and programmes
Session aim
To consider the importance of strengthening dialogue among stakeholders to eliminate child labour and strengthen education
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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
Mainstreaming child labour concerns in education sector plans and programmes
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?
Mainstreaming child labour concerns in education sector plans and programmes
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?