Mainstreaming_CL_in_Education_PPT_EN.ppt

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 5-14
 The international community has a target of
achieving basic education for all children by 2015. If
to be achieved, child labour must be addressed
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 work
18 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 and
the 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 cycle
 Transitions 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 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
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 school
 Too 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 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)
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 enrolment
 Addresses 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 out
 In some countries fees creeping back through
unofficial channels
 2005 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 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
School feeding programmes

 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
Quality of education

 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
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 monitoring
 Teachers can mobilize students against child labour
 IPEC 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 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
Quality employment;
equitable, adequate and
secure incomes;
balancing paid work,
unpaid work
and care work;
life-long learning
Childhood
Adolescence
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 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
VOCATIONAL/S
KILLS
TRAINING
LABOUR MARKET
ANALYSIS
COMPETENCY
BASED TRAINING
TRAINING
ASSESSMENT /
CERTIFICATION
POST - TRAINING
SUPPORT

Competency based trainings
(Knowledge – Skills – Attitudes)
Technical
skills
Gender
division of
labour/skills
Inclusive
Training
(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 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
 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 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?

Mainstreaming_CL_in_Education_PPT_EN.ppt

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