Professional Documents
Culture Documents
Mainstreaming CL in Education PPT EN
Mainstreaming CL in Education PPT EN
Mainstreaming CL in Education PPT EN
International policy
frameworks on
child labour and education
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.
18 years
Hazardous work 18 years
(16 under certain
(16 under certain conditions)
conditions)
Services (25.6%)
Agriculture (60.0%)
Industry (7.0%)
The national
child labour context
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 and 141 043 18 851 13.4 14 125 10.0 9 436 6.7
the Caribbean
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
The national
education context
(TO
BE COMPLETED BY FACILITATOR
ACCORDING TO NATIONAL CONTEXT)
(TO
BE COMPLETED BY FACILITATOR
ACCORDING TO NATIONAL CONTEXT)
Exclusion:
Barriers facing
child labourers
Distance to school
Social/language barriers
Early marriage
Inflexible scheduling
Identify
the main barriers to education in our
country, and rank them in order of
importance (please be specific)
Relevant curricula
Books and teaching resources
Language of instruction
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)?
“Bridge schools”
Multiple providers
Review of
national experience:
Strengthening formal and
non-formal initiatives
The school-to-work
transition
Adolescence
Childhood and Youth
Education;
physical, mental and
emotional development
Human resource
development; transition
from school to work
Adulthood
VOCATIONAL/S
KILLS
TRAINING
POST - TRAINING TRAINING
SUPPORT ASSESSMENT /
CERTIFICATION
Core
work skills
Technical Occupational
Safety &
skills Health
Competency
Gender based
trainings Entrepreneurship
division of skills
labour/skills
Inclusive
Workers’
Training
rights
(disabilities)
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.?
The education
sector plan
and child labour
Working together
to strengthen education
and tackle child labour