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close this bookAction Against Child Labour (ILO; 2000; 356 pages)
View the documentPreface
Open this folder and view contents1. National policies and programmes
Open this folder and view contents2. Towards improved legislation
Open this folder and view contents3. Improving the knowledge base on child labour
close this folder4. Alternatives to child labour
View the documentINTRODUCTION
Open this folder and view contents4.1 STRATEGIES IN EDUCATION
Open this folder and view contents4.2 PREVENTION AND REHABILITATION PROGRAMMES FOR CHILDREN FROM ESPECIALLY VULNERABLE GROUPS
View the document4.3 EDUCATION PROGRAMMES AND INCOME OPPORTUNITIES FOR PARENTS
View the document4.4 WORKPLACE AND COMMUNITY MONITORING
Open this folder and view contents4.5 LESSONS FROM EXPERIENCE: PLANNING ACTION PROGRAMMES
View the documentChecklist 4.1 Identifying target groups and selecting children
View the documentChecklist 4.2 Planning vocational skills training programmes
View the documentChecklist 4.3 Measuring the impact of action programmes
Open this folder and view contents5. Strategies to address child slavery
Open this folder and view contents6. Strategies for employers and their organizations
Open this folder and view contents7. Trade unions against child labour
Open this folder and view contents8. Awareness-raising
Open this folder and view contents9. Action by community groups and NGOs
Open this folder and view contents10. Resources on child labour
View the documentOther ILO publications
View the documentBack Cover
 

Checklist 4.1 Identifying target groups and selecting children

Clearly identify target beneficiaries or programme participants.

Are they at greatest risk?

Are they accessible to those who will implement the programme?

What are their ages?

What kinds of programme components will respond to their specific needs given the:

• nature of their work;
• their ages (below 7; between 8 and 10; between 11 and 15); and
• their life conditions (e.g. living with or apart from families and original communities).

Identify the stakeholders and the possible support systems for the children who have been identified as target groups to help ensure programme success.

Will the "stakeholders" or those who benefit from the children's work (the children, their parents and siblings, employers) cooperate?

Are there local government authorities who can help with monitoring or providing additional social services?

Ensure that there will be no gender bias that will pre-empt the participation of girls or of boys who are involved in the same type of work.

Are there provisions for programme elements to ensure equal access by children of both sexes:

Is the centre or programme venue physically accessible?
If the venue is not accessible, will transportation be provided?
Are male and female programme staff and teachers to be recruited?

If there are cultural reasons for working exclusively with boys or with girls, what are the alternative provisions for the group of children who are not as accessible?

Can the programme work with existing schoolteachers, community and religious leaders who will be acceptable to the community?

Define whether the programme will require additional criteria for children's participation.

Are there certain age groups that the programme is more competent to work with?

Are there certain minimum levels of functional literacy skills that are required for the children's participation?

Will the degree of involvement and the nature of parents' cooperation be included as a precondition for participation?

Are parents to be required to contribute fees, materials or time for their children to be eligible for participation?

Can they afford these requirements?

Will those who are most vulnerable and at greatest risk of exploitation be considered as priority groups:

children who are separated from their families; and
children who are rescued from the worst forms of child labour?

Plan for a systematic and clear process for recruiting and selecting target children.

Who will be responsible for recruiting and selecting the children?

• Programme staff only?

• A screening committee to be organized - with teachers, community leaders and workers, representatives of programme staff ?

Will there be public announcements in the community? Beyond the community?

Will the children be interviewed in their homes or workplaces?

Will aptitude tests be administered to determine their current level of functioning in terms of language, cognitive and other skills?

Who will prepare the assessment instruments?

How can the results be used in a way that will not exclude children or be prejudicial to their participation?

Will the parents be required to bring their children to enrol in the programme?

Can children apply to participate on their own?

Are employers qualified to recommend children for participation?

How will the children be informed that they will participate?

What will be the policy if some children do not continue? Can they return?

What is the timetable for recruitment, selection and admission?

Will recruitment continue or be open to continue admitting children into the programme?

Will there be cycles within a 12-month period when new participants will be admitted into the programme ?

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