Transcript Current involvement

Innovative Apprenticeship:
Promoting School to work transition
17-18 September 2009
ETF, European Training Foundation, Turin,Italy
Transforming a Child Labour Scheme into a
Modern Apprenticeship one:
the Role of NGOs and Government"
The apprenticeship component of the CCL Project
Luca Azzoni
Senior Specialist on SKILLS and Employability, ILO Cairo
A human right
education is a human right and a key factor in reducing
poverty and child labour,
the right to free and compulsory education, at the primary or
basic level, is enshrined in international human rights law,
the world’s estimate is 218 million of working children,
72 million primary aged children, and a much larger number
of secondary aged children, are not in school,
the work the out-of-school children are engaged in acts as a
barrier to accessing education,
education keeps children out of the labour market.
The MDGs and the ILO response
Millennium Declaration, (2000), links child labour and poverty reduction
(MDG 1), education for all (MDG 2), gender equality in education
(MDG 3), and youth employment (MDG 8).
MDG 8 : links decent and productive work for youth to preventive and
rehabilitative measures in education and TVET systems to equip all
children for the world of work (employability).
ILO International Programme on the Elimination of Child Labour (IPEC)
The Minimum Age Convention, No.138 (1973)
The Worst Forms of Child Labour Convention, No. 182 (1999)
The ILO Convention on Indigenous and Tribal Peoples, No. 169 (1989)
The ILO Recommendation on Human Resources No 195 (2004)
Skills to tackle child labour
The provision of non-formal or transitional education proves
that former child labourers can catch up with their peers who
began formal schooling at an appropriate age.
vocational education and skills training coupled with basic
learning skills
improve access to and the quality of the formal education
system so that it attracts and retains children and ensures
they are integrated into schools.
Non-formal education is complementary not in competition
with formal school system, for marginalized children, underserved by the formal education system,
Skills to tackle child labour
non-formal or transitional education programmes, enable
former child labourers to catch up with their peers who
began at appropriate age, and prove a grade of learning
attainment equivalent to that of a formal school.
in cases of older children never at school, in areas with
no schools- non-formal education programmes can be
self-contained in combination with functional literacy,
vocational and skills training programmes for older
children (14-17 years) above the legal minimum age of
employment reduce social exclusion, withdraw older
children from hazardous labour, provide marketable skills
for decent work opportunities.
CL apprenticeship scheme: preconditions
Traditional and VTC-based apprenticeship schemes for
children at or above the minimum age of employment are
utilized by IPEC providing that:
minimum age law is respected,
apprenticeships is based on a written contract which provides
protection for the child and clarify obligations of the master crafts,
regular monitoring arrangements are in place to ensure that the
apprenticeship proceeds in a proper way.
workshops have safe work conditions and mentors and master
crafts are present,
workshop owners receive basic training on training skills,
occupational safety and health, and terms of the contract.
CL apprenticeship scheme: features
apprentices are placed in a local workshop or
business enterprise belonging to the business
owner
training is mainly provided by the business
owner or master craftsperson showing the
apprentices what to do and then allowing them
to replicate the action
the approach is focused on observation and
replication, starting with simple tasks, and
moving on to more complex tasks.
CL apprenticeship scheme: strong points
learning takes place in actual business settings and
skills being learned are relevant to local market needs,
children, with a learning capacity to be strengthened or
built, favour hands-on practice to theory,
children in addition to vocational skills, can observe
and learn entrepreneurial skills such as negotiating
prices and selling to prospective clients,
children learn about and begin to establish a business
network, including suppliers and clients,
children do not need to travel to town for the training for
most businesses are located near the community,
CL apprenticeship scheme: risks
the need to move from traditional to modern apprenticeship in child
labour exists to reduce the risk that:
the children are treated as cheap labour without really learning
any skills, or be poorly treated,
the children are put to work in a hazardous environments,
the predominant on-the-job component undermine formal
assessment of trainee progress and , therefore, prevent the
recognition of competences and acquired skills,
to ensure that off-the-job training is provided from other support
services to respond to learning needs the children have,
to manage the school-to-work transition as an important part of
the response to child labour.
"Combating Child Labour Through Education"
apprenticeship scheme
jointly implemented in Egypt by WFP/UNICEF/ILO,
in line with the ILO standard (R195, 2004, item IV, sub-item f
on promoting the expansion of workplace learning and
training),
enrolling 1000 children aged 14 to 17 engaged in
exploitative child labour in an apprenticeship scheme run in
safe and non-exploitative workplaces in accordance with the
labour law,
with the objective of upgrading traditional apprenticeship to
a modern apprenticeship programme by developing the offthe-job component and institutionalizing the on-the-job
component so as to track provided skills
"Combating Child Labour Through Education"
apprenticeship scheme
apprenticeship contracts, wages, trainees' logbook of skills, training of
mentors, theoretical technological teaching, general education and
compensatory training to ensure compatibility through literacy classes,
off-the-job training and instruction in training centres for a minimum of 24
hours a month in addition to the on-the-job training in a company,
vocational training programmes are run during working hours (9 months
over the two years), literacy courses on a part-time basis (evenings),
implementing partners receive financial support for education/training
expenses, training materials and tool kits for the children,
children get ‘food for education’ meals at training or literacy classes,
enterprises are selected on: availability of modern tools and equipments,
formal status, safe workplace, readiness by entrepreneurs to mentor,
training occupations were selected upon consultation of local employers,
skills needs of local labour market have been preliminarily assessed
through rapid informant surveys.
"Combating Child Labour Through Education"
apprenticeship scheme
Curricula are developped from curricula used by the Vocational Training
Centres (VTCs) of the Ministry of Manpower and Migration (MoMM),
400 teachers from MoMM VTCs, YCentres of the Ministry of Youth and
other institutions providing non-formal education services attend preservice and in-service training,
9 existing community schools are rehabilitated and equipped,
evaluation objective is to assess the benefits of the off the job training on
job opportunities and working conditions. Indicators of impact of the off
and on-the-job vocational training (the effective utilization of the acquired
skills in decent and safe working conditions) yet to be developed,
apprentices receive a diploma issued by the MoMM as foreseen by the
Law and equivalent to the technical secondary school one,
support to the transition to safe and non-exploitative workplaces is
foreseen,
Role of NGOs
identifying and selecting working children as apprentices,
monitoring quality of off and on the job training against
existing standard
monitoring capacity of institutions to attract and keep
children in training,
providing location and direct implementation of non-formal
education, literacy classes, core skills sessions and specific
vocational training courses,
training enterprise owners on training skills, occupational
safety and health, and terms of the contract,
raising public awareness and advocacy, disseminating good
practice, mobilizing additional resources,
monitoring and reporting on apprentices’ attendance in
enterprises, of-the-job literacy and vocational training (Child
Tracking System),
assisting apprenticeship on self-employment (BDS, microcredit , entrepreneurial skills programmes: SIYB and KAB)
supporting transition to safe, non-exploitative workplaces,
Role of government
Ensuring overall governance: a tripartite National Steering
Committee including MOMM, FEI and NGOs.
Leading Local Tripartite Steering Committees gathering
social partners, NGOs, Labour Directorates,
Involving relevant national institutions (NCCM and SFD),
Inspecting (labour inspection) enterprises staying formal,
meeting OSH standards and decent working conditions,
Checking apprenticeship contract is signed by the employer,
children’s parents or tutors and public authority,
Assuring technical-financial support to community schools
and VTCs,
Assessing the achievement of required minimum level of
educational attainment,
Monitoring training process, testing graduates jointly with
their employers, certifying level of acquired skills, issuing
apprenticeship diploma,
Mainstream CL remedial interventions into a national
apprenticeship scheme.
conclusions
an active partnership, on equal footing and strong
participation, of Government, national and local NGOs
including the social partners, in situations of absence of
national schemes that promotes participation of enterprises,
in enterprise- based training and apprenticeship.
In the businesses where children mostly work, the
boundaries between the status of employee and learner are
rather uncertain. Strengthening the role of governments and
NGOs in, respectively, adopting policy measures to improve
the training that takes place in informal businesses and
intermediating in order to ensure the achievement of decent
work outcomes, and increase the effectiveness of
apprenticeship schemes applied to child labour.
Skills, vocational training and the
informal economy
To target the special needs of these groups:
Tailor made, flexible, practical,
adapted to educational levels
CBT ( e.g. ILO TREE)
Linking to new skills and
advanced technology of formal
economy
Recognition of skills and
certification
Knowledge sharing with formal
sector (e.g. standards set in
subcontracting)
Links with formal training centre for
theoretical knowledge and new
technology
Link with informal craft association
Portability of skills
Upgrading informal apprenticeship
ILO programme
How to gain knowledge of the
institutional settings of informal
apprenticeship systems (Rules,
Mechanism, Practices) ?
Which activities to upgrade the
Informal Apprenticeship System?
Upgrading IA research: objectives
Strengthening incentives of master
crafts and apprentices to participate
to apprenticeship
Improving quality and relevance of
skills
Achieving decent work outcomes
ILO IA research focus
Policy measures to improve the training in
IA and link it to formal training systems
(e.g. complementary courses)
Assessment and certification of acquired
skills and recognition of formal labour
market
Building links and bridges with IA training
system and the formal training and formal
certification system
ILO IA research: criteria for the
selection of sectors
1) the sector provides an apprenticeship system (as defined
by ILO):
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The relationship between the young person and the entrepreneur
is based on a (formal or informal) training agreement/contract.
The young person has the status of a learner, and not of an
employee.
the purpose of this relationship is to provide the skills of an
occupation – a complex set of skills to achieve competence in an
occupation, craft or trade.
2) the sector has a good potential for growth and
development helping to increase motivation, supply and
demand for apprenticeship as well as returns to
apprenticeship training.
ILO IA research tools
The research tool to assess informal
apprenticeship includes a quantitative and a
qualitative methodology which are mutually
supportive.
The quantitative research covers master
craftspeople, skilled workers and apprentices
through a questionnaire based survey.
The qualitative research provides additional
information through interviews with selected
master craftspeople and key informants based on
an interview guideline.
ILO work programme on IA
workshop report on apprenticeship in the
informal economy in Africa
Empirical research on understanding
informal apprenticeship in Tanzania,
Malawi and Egypt (ongoing)
Introductory Guide on upgrading IA (under
preparation),
Pilot experience on upgrading IA in
Tanzania (ongoing).