Child labour and education: progress, challenges and future directions

In this review, we first examine existing knowledge about the adverse effects of child labor on access and education access. It also takes into account the recent data and estimates of child labor and education that have developed and the nature of the remaining tasks. It provides a brief overview on ILO's work history with regard to child labor, in particular its standard setting role and long-standing concerns, ie preventing child labor from hindering access to children's education.

This review continues to explore new targets for sustainable development since 2015. This set new goals for eradication of child labor and education for all people. It is strategically important to include the goals of child labor for the first time in the world's development goals. The proposed goal requires the termination of child labor by 2025. The proposed educational goal sets the goal for 2030 and ensures that all girls and boys complete free, fair and quality primary and secondary education. As a result, there may be a continuous and accidental relationship between clear goals of child labor and the goals of global education and child labor - if you miss the goal of child labor, your goal of education It can not be achieved.

The final part of the review will address the need for ILO's strategic focus on the contribution of child labor and education in the world after 2015. The ILO is neither an educational institution nor a major educational institution, but its experience and mission provides a unique role to play in international efforts to tackle child labor. In this chapter we will explain the three key areas that we need to address, interrelated things, intellectual leadership based on research and knowledge, targeted support, and the role of social partners.

. . Child labor is a work (paid or unpaid) performed by children under the age of 18 and is harmful to mental, physical, social or moral progress of children and interferes with his / her education. Work that helps educate or nurture a child's future career and which is part of social and family functions is called child labor and does not constitute child labor or WFCL. Evaluate the meaning of "phenomena" in child labor cases. Likewise, there are no standards and standards necessary to determine the type of work required to educate or train a child 's future career. Therefore, this definition presupposes a common understanding of standards of child labor among readers who may not exist.

In this review, we first examine existing knowledge about the adverse effects of child labor on access and education access. It also takes into account the recent data and estimates of child labor and education that have developed and the nature of the remaining tasks. This provides a brief overview on ILO's work history with regard to child labor, in particular its standard setting role and long-standing concern, that is to prevent child labor from hindering access to children's education.

The international community's efforts to achieve Education for All (EFA) and gradual exclusion of child labor are closely related. On the one hand, education is an important element to prevent child labor. Children who do not receive high quality education have no choice but to enter the labor market and are forced to work under the conditions of danger and exploitation. On the other hand, full-time children can not go to school, so child labor is one of the big obstacles to education for all. In addition, the academic performance of children who combine work and school is often affected. These children drop out of school and the possibility of working full time is very high.