1. Designing a Child Labor Monitoring System

2. Topics to consider  Creating an enabling environment  Defining the purpose of CLM  Identifying monitors  Training  Operational monitoring components  Monitoring tools  Sustainability

3. Creating an enabling environment  Ensuring community support  Can use be made of existing structures?  What sources of funding are available? In money or in kind? In money or in kind? Community based, government or donor contributions Community based, government or donor contributions

4. Defining the Purpose of CLM  Who is to be monitored? Define beneficiaries Define beneficiaries Use ILO conventions to set criteria Use ILO conventions to set criteria  Who will do the monitoring? Parents, siblings, school inspectors, local government officials, employers, teachers, local police. Parents, siblings, school inspectors, local government officials, employers, teachers, local police.  What will be monitored? Behavior, performance, activities Behavior, performance, activities

5. Defining the Purpose of CLM - 2  Timing Determine upon consultation Determine upon consultation  Where will the monitoring take place?  What is the exact purpose of monitoring? To measure progress To measure progress To influence behavior To influence behavior To inform the project To inform the project To enhance ownership To enhance ownership

6. Identifying monitors  Factors to consider are: The social environment of the beneficiaries The social environment of the beneficiaries Gender Gender Age Age Motivation & commitment Motivation & commitment Required skills Required skills Availability Availability

7. Groups that qualify as monitors Parents and siblings Parents and siblings Social groups and peers Social groups and peers Community groups Community groups Teachers, educators, classroom assistants, and principals Teachers, educators, classroom assistants, and principals Peer educators Peer educators Parent-teacher or parents’ associations Parent-teacher or parents’ associations Children’s and youth clubs Sports and recreational clubs Employers Police Social services School inspectors Religious groups Shopkeepers

8. Training  Assessing existing capacities and knowledge gaps  Establishing the objectives of the training Improving skills Improving skills Provide information Provide information Raise awareness Raise awareness

9. Training - 2  Choosing form and style: Theoretical versus practical sessions Theoretical versus practical sessions Separate and joint workshops (depending on budget and purpose) Separate and joint workshops (depending on budget and purpose) Time frame Time frame Integrated professional training Integrated professional training  Researching existing programs

10. Training – 3  Content development Info on the hazards of child labor Info on the hazards of child labor Info on stakeholder involvement Info on stakeholder involvement Administrative and analytical skill training Administrative and analytical skill training Pedagogical and psychosocial skill training Pedagogical and psychosocial skill training Skills in identifying at-risk children Skills in identifying at-risk children Skills in monitoring and communicating with at-risk children Skills in monitoring and communicating with at-risk children Awareness raising and advocacy skills Awareness raising and advocacy skills

11. Training - 4 Good parenting skills Good parenting skills Training in legal issues and dealing with public services (police, court, etc.) Training in legal issues and dealing with public services (police, court, etc.)

12. CLM components  Monitoring as an activity in itself or through another activity  Monitoring methods: Interviews Interviews Home visits Home visits Observation Observation Monitoring school attendance and performance Monitoring school attendance and performance

13. CLM components - 2  Data confidentiality  Data collection  Meeting and reports  Referrals and remedial action  Indicators  CLM committees  Peer monitoring  Frequency and timing of monitoring

14. CLM components - 3  Monitoring locations  Monitoring the monitors Allows monitors to give feedback Allows monitors to give feedback Enables the NGO to check the quality of the data collected Enables the NGO to check the quality of the data collected

15. Monitoring tools  Tools: Child profile forms Child profile forms School records School records Medical records Medical records  Data must be meaningful  Collection and analysis should be feasible  Privacy of beneficiaries must be protected

16. Sustainability  Ways to achieve sustainability include: Ownership Ownership Acknowledgement Acknowledgement Income generation Income generation Involving youth Involving youth Professional skills development Professional skills development Reinforcing existing structures Reinforcing existing structures Involving qualified professionals Involving qualified professionals Attitudinal and behavioral change. Attitudinal and behavioral change.  Keep the cost low.