Roadmap Facilitator's Guide en 20130823

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ImplementIng the Roadmap foR

achIevIng the elImInatIon of the

WoRst foRms of chIld labouR by 2016

Internaonal Programme on the Eliminaon of Child Labour (IPEC)

A Facilitators Guide to the Training Course


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Copyright Internaonal Labour Organizaon 2013

First published 2013

Publicaons of the Internaonal Labour Oce enjoy copyright under Protocol 2 of the Universal Copyright Convenon.

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For rights of reproducon or translaon, applicaon should be made to ILO Publicaons (Rights and Permissions), Internaonal

Labour Oce, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The Internaonal Labour Oce welcomes such

applicaons.

Libraries, instuons and other users registered with reproducon rights organizaons may make copies in accordance with

the licences issued to them for this purpose. Visit www.ifrro.org to nd the reproducon rights organizaon in your country.

Ipec

Implemenng the Roadmap for Achieving the Eliminaon of the Worst Forms of Child Labour by 2016 - A Facilitators Guide to

the Training Course / Internaonal Labour Organizaon, Internaonal Programme on the Eliminaon of Child Labour (IPEC) -

Geneva: ILO, 2013.

ISBN: 978-92-2-127126-0 (print); 978-92-2-127127-7 (Web PDF)

Internaonal Labour Organizaon; ILO Internaonal Programme on the Eliminaon of Child Labour

child labour / naonal planning / plan implementaon / training programme / training course - 13.01.2

Also available in French: Mise en uvre de la Feuille de route en vue de lliminaon des pires formes de travail des enfants dici

2016 - Guide lusage des facilitateurs du Guide formaon, ISBN 978-92-2-227126-9 (Print), 978-92-2-227127-6 (Web PDF),Geneva, 2013; and in Spanish:Aplicacin de la Hoja de ruta para lograr la eliminacin de las peores formas de trabajo infanl

para 2016 - Gua de los facilitadores de la Gua de formacin, ISBN 978-92-2-327126-8 (Print), 978-92-2-327127-5 (Web PDF),

Geneva, 2013.

ILO Cataloguing in Publicaon Data

acKnoWledgements

This training guide and the accompanying facilitators guide is the result of team work, and beneted from a wealth of

contribuons and inputs by a range of stakeholders and colleagues within and outside the ILO.

The contribuons by the following colleagues are gratefully acknowledged: Claude Akpokavie (ACTRAV), Raphael Crowe

(GENDER), Guillermo Dema (ILO Lima) Noortje Denkers (ILO San Jose), Anne-Brit Nippierd (ACT/EMP), Yaw Ofosu (ILO Pretoria),

Simrin Singh (ILO Bangkok), Sherin Khan (ILO New Delhi), along with a range of IPEC colleagues including Victoria Cruz, Susan

Gunn, Lars Johansen, Sophie de Coninck, Ahmet Ozirmak, Bhara Pug, Patrick Quinn, Wahidur Rahman, Gurchatan Sandhu,Chongcharoen Sornkaew, Simon Steyne and Peter Wichmand.

A dra of this training guide was furthermore tested and validated in naonal level training workshops in Fiji, Mexico and Sierra

Leone at the request of the respecve authories. The tremendous enthusiasm to work with the materials and develop dras

of naonal and, in case of Mexico, state level acon plans has been instrumental in seeing this guide mature. The reless

work in the various workshops and detailed feedback on the guide by more than 100 workshop parcipants has been greatly

appreciated.

Special thanks are due to a team of experts at Verit (Philip Hunter, Lydia Long, Quinn Kepes and, for graphic design, Julie

Sobkowicz Brown) for developing the training materials in close consultaon with Hans van de Glind (IPEC), who coordinated

and oversaw the project and authored parts of the text and exercises.

Funding for this ILO publicaon was provided by the Government of the Netherlands (Project INT/10/07/NET). This publicaon

does not necessarily reect the views or policies of the Government of the Netherlands, nor does menon of trade names,

commercial products, or organizaons imply endorsement by the Government of the Netherlands.

The designaons employed in ILO publicaons, which are in conformity with United Naons pracce, and the presentaon

of material therein do not imply the expression of any opinion whatsoever on the part of the Internaonal Labour Oce

concerning the legal status of any country, area or territory or of its authories, or concerning the delimitaon of its froners.

The responsibility for opinions expressed in signed arcles, studies and other contribuons rests solely with their authors,

and publicaon does not constute an endorsement by the Internaonal Labour Oce of the opinions expressed in them.

Reference to names of rms and commercial products and processes does not imply their endorsement by the Internaonal

Labour Oce, and any failure to menon a parcular rm, commercial product or process is not a sign of disapproval. ILO

publicaons and electronic products can be obtained through major booksellers or ILO local oces in many countries, or direct

from ILO Publicaons, Internaonal Labour Oce, CH-1211 Geneva 22, Switzerland. Catalogues or lists of new publicaons are

available free of charge from the above address, or by email: [email protected] or visit our website: www.ilo.org/publns.

Visit our website: www.ilo.org/ipec

Printed in Switzerland

Photocomposed by Verit


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v

uIntroduconThis document presents a guide to the IPECs training course Implemenng the Roadmap for Achieving the

Eliminaon of the Worst Forms of Child Labour by 2016 - A training Guide for Policy Makers. It provides

praccal guidance, support and materials to help facilitators successfully implement the course. The

document covers course planning, implementaon and follow-up, in each case providing helpful ps

and advice. These are supported by a selecon of training tools provided in the appendices, including

sample course programmes, icebreakers, energizers, course follow-up exercises and evaluaon forms. The

document complements the resources provided in the Training Guide1 itself, and is based on feedback

received from the parcipants of three pilot trainings held at naonal and sub-naonal levels in Fiji, Mexico

and Sierre Leone.

Preparing for the course

The course is designed to be a key step in the development of a naonal roadmap or acon plan to

eliminate the worst forms of child labour (WFCL). It will not result in the roadmap itself, but it will provide

parcipants with the tools and guidance they need to take an important step in that direcon and at least

develop a dra or a blueprint of a roadmap. To this end, the course aims to enable governments, with the

support and parcipaon of key stakeholders, to develop and adopt new and eecve policy measures

and establish the foundaon and momentum through dialogue, partnership building and increased

understanding and capacity to sustain such measures.

Strategic planning: The course in broader perspecve

Prior to implemenng the course, there are a number of strategic and technical steps you may wish toundertake to ensure the success of the course (and the success of the roadmap you help to develop). These

steps can include any or all of the following:

Research: In many cases, it will be necessary to conduct research (like a survey, rapidassessment or a desk review of exisng literature) on the WFCL to beer understand naonal

circumstances and trends. Research can help you advocate for beer, more eecve policy

development, assist in awareness-raising and advocacy eorts, and generate data to help

measure changes, improvements and impacts in the future. Research can also support

your eorts to beer understand the legal, regulatory and policy environment and idenfy

potenal loopholes or weaknesses that may compromise public acon against WFCL.

Awareness-raising: You may wish to combine an awareness-raising element with the researchyou conduct. This will be essenal in those cases where the WFCL and their detrimental

impact on children are poorly understood or not acknowledged. Awareness-raising should be

targeted and strategic, and support the aim of roadmap development. Give thought to specic

stakeholder groups, subjects and means of awareness-raising as you consider such a campaign.

Outreach and advocacy: Stakeholder outreach to support the development of a naonalroadmap is an essenal step prior to the implementaon of the course. For many groups, this

outreach will be one part awareness-raising and another part advocacy to ensure their support

and parcipaon. A stakeholder mapping exercise can help you in this endeavour. It can support

eorts to idenfy and priorize stakeholders, and consider the most eecve ways of engaging

them. You will also need to consider outreach and advocacy strategies, including who is best-

placed to iniate and lead them, for example the Ministry of Labour, Ministry of Planning or

Prime Ministers Oce. A key outcome of this advocacy is greater understanding on the part of

each stakeholder about why it is in their own interest to join the ght against the WFCL.

1 IPEC: Implemenng the Roadmap for Achieving the Eliminaon of the Worst Forms of Child Labour by 2016 - A Training Guide

for Policy Makers. Geneva, ILO, 2013. Available at: hp://www.ilo.org/ipec/Informaonresources/WCMS_202336.


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Course consideraons

Target parcipantsAs noted above, part of preparing the groundwork for the course is idenfying key actors and stakeholders

that will be essenal to the development and implementaon of the naonal roadmap or acon plan.

The same holds true for course parcipants. The success of the workshop and, indeed, the longer-termaim of developing (and implemenng) the roadmap is in part conngent on the individuals and groups

you idenfy to parcipate in the course. Ideally, you will want not only a range of relevant stakeholders

at the course, but key groups or agencies within each set. For example, among government stakeholders,

representaves of the Ministry of Labour should aend the course as should those from the Ministries of

Social Welfare, Educaon, Agriculture, Migraon, Jusce, Finance, Planning and Development, to name

a few. Representaves of relevant employers and workers organizaons, civil society groups and the

country or project oces of internaonal organizaons dealing with childrens issues should also aend.

Among these groups, you should idenfy key personnel with experse on the subject maer, a mandate

and responsibility to address it and the authority to take forward conclusions that result from the course.

For its main, technical sessions, you will want knowledgeable individuals at a senior technical level who can

inuence policy makers; for introductory and closing sessions, high-level policy makers will be important in

order to lay the foundaon for future policy commitment and success.

The guide recognizes that some countries are more advanced than others in that it oers addional

quesons and assignments for countries that already have naonal acon plans or roadmaps against child

labour and that may want to update or rene them in light of recent developments and/or persistent

geographical pockets of the worst forms of child labour.

Course structure and contentThe course is designed as a modular training programme. It is divided into four key secons, broadly

following the logic and structure of the global roadmap itself. The four secons include: (1) Understanding

the WFCL; (2) Strategies for eliminang the WFCL; (3) Taking acon against the WFCL; and (4) Promong

acon and monitoring progress. Each secon includes a series of interacve and parcipatory exercises

that form the basis of course acvies. The exercises facilitated by the lead trainer are accompanied byintroductory and expert presentaons that can draw on material provided in the Training Guide.

Course content relies on a combinaon of presentaons, discussions and exercises implemented in plenary

and small groups. It covers all aspects of the WFCL, but provides course planners with themac exibility.

The key focus of the course is strategic engagement. Through this lens, it covers issues ranging from child

tracking and hazardous child labour through WFCL in the informal economy to child labour in global

supply chains. Reviewing the training guide itself for more informaon on the topics addressed by the

course is recommended.

Course duraon and sample programme

As a modular training programme, the course can be easily modied to meet the needs of parcipantsand the condions of each implemenng country. This means that it can be shortened or lengthened with

relave ease, depending on the me available or other variables including nancial consideraons.

Annex 1 provides two sample course programmes: one that implements the enre course in 3 days and

another that outlines a 1 day shortened programme for high-level ocials. These samples are designed as

illustraons only; each new course will need to be tailored to t the unique circumstances of its parcipants

and realies of a specic country and locaon.


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Choosing course presentersThe course is likely to be implemented by a lead facilitator with one or more co-facilitators acng in a

supporng capacity. However, you may also wish to include other speakers during plenary sessions or for

sessions designed to look at an issue or issues in greater depth. In this case, you will need to idenfy an

appropriate expert or resource person in advance of the training and brief them on the course content and

expectaons. Such individuals can add signicant value to the training programme; and their presentaons

can enable greater depth and nuance in understanding, facilitate stronger plenary and small-group

discussion, and support beer training outcomes and conclusions. It is recommended that an informed

naonal presents on the child labour situaon in a parcular country, and shortcomings in current

responses.

Using the Training GuideThe course itself is outlined in the training guide you have been provided. It includes the exercises, narrave

text on the WFCL, guidance on GWENI2 and other praccal informaon that can help you with course

implementaon. However, while comprehensive, the guide does not provide all the informaon you need to

ensure a successful training event, for example naonal data and trends on WFCL need to be added, along

with tailor-made MS PowerPoint presentaons (though facilitators can draw from a series of PowerPoints

developed by IPEC). It will be incumbent on the lead facilitator to review the guide, idenfy gaps anddevelop supplemental resources.

2 Governments, workers organizaons, employers organizaons, non-governmental organizaons and internaonal

organizatons (GWENI).


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Implemenng the course

VenueWhile the course content and selecon of parcipants is crucial, it is also important to choose the right

venue. It is recommended to have a venue that is conducive to a parcipatory training format and thus big

enough to spread tables around the room (i.e. no tradional classroom seng with lots of rows of tables)

and allow people to move around, and it should include opons for break-out sessions. To minimize the loss

of me any lunch breaks should be oered in the vicinity of the workshop venue.

Icebreakers and energizersIcebreakers and energizers are an important part of training. They provide parcipants with the opportunity

to get to know each other beer, give facilitators the chance to create a comfortable, less-formal learning

environment, and add variety to the engagement methods used. Review the examples provided in Annex 2.Once youve seled on a tentave programme for the course, give thought to where you would like to

integrate these acvies. Consider using one per day, but keep others at hand in case you want to use

more. If you choose to implement the 3 day programme, consider using one or two energizers on Day

3, which has a full and demanding programme. Because these acvies are relavely brief and easy to

implement, they can be used at any me when you think course parcipants may need to be energized.

Course presentaons and exercisesThe course is designed to be highly interacve and parcipatory. To this end, it priorizes a series of mostly

small-group exercises to ensure that parcipants are acve and involved throughout the enre course.

The exercises themselves are an essenal element of this. They facilitate learning and knowledge creaon,

but they also generate dialogue and understanding between course parcipants. Such parcipants may or

may not know each other (and their respecve mandates/areas of responsibility) before the training, but

in any case they will arrive at the course with dierent perspecves, backgrounds and represenng diverse

stakeholders groupings. Encouraging these parcipants to work together is an important aspect of the

training that will enhance cooperaon and dialogue in follow-up to the course. Moreover, the exercises are

designed such that parcipants create their own tools and soluons to the problems they idenfy. At the

end of the course, they will have a blueprint of a naonal roadmap that they created themselves, with your

support and guidance. The sense of ownership and responsibility as well as accountability that results from

this methodology is one of the key goals of the course and an important part of successful follow-up.

The course is also composed of presentaon sessions that you can use to introduce subject material, specic

themes, issues and the exercises. These can be led by the facilitator or by independent experts as discussedabove.

Small group discussionMany of the exercises used in the course rely on small group discussions followed by plenary presentaons.

The small number in each group is designed to give parcipants more opportunies to speak and be

involved in an environment that is less inmidang than in plenary sessions. However, to ensure that

parcipants do not work with the same group during each exercise, the facilitator should be mindful to

vary the groups by experse, interest, by table or by mixing parcipants up, numbering them 1 through 4

or more depending on the number of small groups needed for the exercise. Groups are advised to agree

upfront on a note-taker and rapporteur.

w


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Use of ipchartsFlipcharts are used throughout the exercises to help parcipants brainstorm and organize their thoughts

before they present back in plenary. However, using ipcharts can somemes present challenges. Make sure

to encourage parcipants to write in large, legible leers in black or blue marker (e.g. for visibility), and to

use bullet points and key words not complete sentences. Where facilies allow one could of course use a

series of laptops and an LCD projector to present group work results.

Detailed guidance on sessions and exercises

Day 1

Session 1: Welcome and introducons

This session is designed to welcome and introduce course parcipants. An ice-breaker should be used to

ensure that the training starts by encouraging a comfortable, open and respecul learning environment. See

Annex 2 for sample ice-breakers and energizers that can be used throughout course proceedings.

Session 2: Overview of the WFCL

Session 2 is designed as an introducon to the WFCL. It takes the form of a comprehensive presentaon that

provides parcipants with the informaon and context they need to parcipate fully and eecvely in the

course. The presentaon should draw on material provided in the Training Guide. When presenng, keep in

mind that this is a parcipatory course. Provide ample opportunity for your parcipants to raise quesons,

concerns, observaons and thoughts.

Session 3: WFCL in your country

This session builds on the previous session by inving parcipants to reect on condions and trends

relang to the WFCL in their own country. It begins with a short presentaon. This should preferably be

a naonal expert to allow for a truly local perspecve; however, it should be brief. The main focus of

the session is Exercise 1, which is the rst opportunity for course parcipants to work together and getto know one another beer. Exercise 1 should be conducted in small groups with results presented in

plenary by each group. During the plenary presentaon, the facilitator should encourage parcipants

to listen aenvely to their colleagues in other groups. This process is vital in creang a comprehensive

understanding of naonal condions and issues that each individual contributed to. This understanding will

help the group develop integrated and mul-dimensional responses to the WFCL as the course goes on.

Session 4: Risk and vulnerability to WFCL

Session 4 addresses the topic of risk and vulnerability to the WFCL in the country. It beginswith a presentaon but is focused largely on Exercise 2. This exercise asks parcipants to

consider who are the countrys most vulnerable children at risk of the WFCL, where they

are located and what the specic risk factors are in each case. The aim of the exercise is

to get parcipants thinking in detail about the specic proles of vulnerable children

(e.g. orphans or migrant children) and the physical/geographic locaon of these children

(e.g. in border or rural areas or cies, etc.). The exercise is again performed in small groups

with report back in plenary.

Session 4 concludes the rst day of proceedings. At this me, it is imperave that thefacilitator have a clear picture of the problems idened by parcipants. This will help in

planning and facilitang Session 6 on brainstorming a naonal strategy, which takes place the

morning ofDay 2.


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Day 2

Session 5: Introducing the Global Roadmap

Day two of the 3 day course begins with an introducon to the Global Roadmap. This includes a key

presentaon by the facilitator, which should run through the main themac contours of the Roadmap, its

aim, purpose, implementaon and follow-up mechanisms. Secon 3 of the training guide provides material

that can be used in the preparaon of this presentaon. However, as in Session 2 on the overview of the

WFCL, you should provide parcipants with plenty of opportunity to raise quesons and share observaons.

The Global Roadmap will be relavely new subject maer for many of them.

Session 6: Brainstorm a naonal strategy

Session 6 is comprised ofExercise 3, which requires parcipants to brainstorm a naonal strategy for the

eliminaon of WFCL in their country. It builds directly on the previous session as well as the conclusions

from discussions during Day 1. Exercise 3 asks parcipants to work in small groups and report back in

plenary. The plenary discussion should determine the key policy areas to work on during the remainder

of the course. Given the text of the Roadmap, these should include: (1) legislaon and law enforcement;

(2) educaon; (3) social protecon; (4) labour market policies, including aenon to the informal economy,

youth employment, supply chains and corporate social responsibility; and (5) possibly other, cross-cung

policy areas. The facilitator can use the session summary to elicit suggesons from the group on otherpolicy areas, in case these do not come up during presentaons. These can include cross-cung issues such

as domesc work, human tracking and migraon, child labour in the informal economy, and a focus on

specic industries or sectors like agriculture. You may also wish to take the opportunity to suggest another

focus area for parcipants relang to research, knowledge management and advocacy. These possible

addional policy areas feed into Session 10.

Session 7: Law and policy

Session 7 begins with a short presentaon on naonal law, regulaon and policies. It is intended to provide

parcipants with background informaon on this key area of engagement. To develop the presentaon,

you can use the corresponding secon in Chapter 4 of the Training Guide, but the presentaon itself should

focus on the naonal context and legal framework. For this, will need to draw on your own experse or

solicit input from a local expert. The focus of Session 7 is on the Exercises 4, 5and6. These should eachbe completed in turn in small groups and in the me allocated. You will need to monitor the me carefully

because this is a lot of work to t into a relavely short period. If you opt to implement the 3 day course,

you may wish to skip Exercise 5 at this me to allow for more me spent on subsequent policy areas of

educaon and social policy, which are addressed during Session 8.

Session 8: Core policy areas Educaon and social protecon

Session 8 involves a short presentaon and Exercises 7and8 on the core policy areas of educaon and

social protecon. It corresponds to the relevant secons ofChapter 4 in the Training Guide.

For assignments completed during these exercises and the exercises on Day 3, parcipants should be

encouraged to use ipcharts to idenfy core policy acvies and outcomes for each policy area. This will

greatly facilitate the idencaon of acvies under a proposed Naonal Acon Plan (NAP) during the nal

days wrap-up.

These ipcharts and any others created during the course can be posted on the wall of the training room

and organized by theme or by key secon of the NAP. For example, ipcharts created on Day 1 could be broadly

grouped under the heading of problem idencaon or background, while those developed on Day 2 may

be categorized under naonal strategy. Posng ipcharts in this way can also help you during presentaons

and act as a physical reminder that parcipants are there to develop a new naonal Roadmap or NAP.

Day 3

Session 9: Labour market issues

Session 9 on labour market issues concludes the courses focus sessions on the four core policy areas

idened in the Global Roadmap (e.g. law and policy, educaon, social protecon and labour market policy).It is comprised of a longer presentaon and Exercises 9, 10 and 11, which address the informal economy,

global supply chains and youth employment, respecvely.


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Session 10: Cross-cung themac areas

Session 10 is likely to vary considerably from course-to-course. It draws on the discussion from Session 6

during which parcipants are asked to brainstorm their own naonal strategy to eliminate the WFCL. In

this session, the facilitator should pay close aenon to the plenary discussion and elicit observaons from

parcipants on possible cross-cung themes related to the WFCL. These themes for example, the WFCL in

sugar, child tracking or child labour in the informal urban economy should be addressed in this sessionusing the framework provided by Exercise 12.

Session 11: Key consideraons for a NAP

The nal session of Day 3 provides the facilitator with the opportunity to present on key consideraons for a

Naonal Acon Plan (NAP), and to have parcipants reect on what they produced so far, before bringing it

all together in an integrated framework in Session 12.

Day 4

Session 12: Bringing it all together

Session 12 spans the full morning of Day 3: it brings the course, its exercises and their results together in plenary

discussion using the ipcharts that were created during the preceding days. The wrap-up should consider

each idened policy area and the core acvies suggested by parcipants using the framework provided in

Exercise 13. The result is a model strategy (or a set of strategies) to eliminate the WFCL in the country.

Session 12 can also be implemented in small groups and not in plenary. If you select this format, consider

using the following approach:

Round One: Idenfying acons

Divide parcipants into groups: one group for each policy or themac area idened duringthe course.

Use one or more walls of the training room and place the ipcharts for each policy area intogroups, one aer the other; leave enough space between each group for parcipants to

comfortably work beside each other.

Consider this succession of policy areas as a train with mulple carriages. Assign each groupof parcipants to one carriage and provide them with a stack of blank, coloured cards.

Ask each group to review the acons listed on the ipcharts and add any further acons theythink are missing, idenfying one acon per card and using only keywords. Post these cards

on or below the ipchart.

Aer 10 minutes, blow a whistle and ask each group to move on to the next carriage. Again,idenfy any missing acons, taking into consideraon the ipchart and appended cards.

Repeat unl each group has considered each carriage of policy acons.

Round Two: Seng priories

Provide each group with a set of sckers in three dierent colours, for example blue, yellowand green, represenng an order of priority. As before, ask them to review each carriage in

ten minute intervals.

Have each group review the updated list of acvies and place a coloured dot next to theirchosen priority acons, idenfying priories 1, 2 and 3.

Complete the exercise by idenfying and reviewing the priories selected by parcipants.Summarize as appropriate.

Add a further dimension to this exercise by posng another ipchart (or carriage) with thestatement: suggesons for addional policy areas to be addressed in the NAP. This will

oer parcipants the opportunity to idenfy any nal policy issues that did not arise during

course proceedings.

Finally, parcipants should be asked to spell out which organizaons will take the leadon further elaborang the various policy areas aer the workshop (and also lead the


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implementaon of the various components) and who will take the lead in nalizing the NAP

aer the workshop, using the framework oered in Exercise 13. Also, agreement will need

to be reached on what precondions need to be fullled to implement the NAP, using the

framework provided in Exercise 15. Parcipants could be asked to develop indicators per

policy area using the framework oered in Exercise 14.

Time perming, you may also wish to ask parcipants to perform one nal exercise aboutfollow-up. This exercise is provided in Annex 3.

Course wrap-up and follow-up

The main aim of this document is to provide prospecve facilitators with praccal guidance to help them

plan and implement the training course. While their role is important, the parcipants should have a feeling

of ownership of the process and product they have produced by the end of the workshop. It is cruciallyimportant that at the end of the training workshop a naonal government ocer (or group), possibly

supported by ILO sta, takes responsibility for ensuring follow-up and taking the necessary steps to translate

the hard work by all parcipants into a new naonal strategy or acon plan. In addion, all parcipants

should be encouraged to follow-up within their own capacies. For this purpose Annex 3 can be used.

Course wrap-up should then be followed by an evaluaon (see Annex 4 for a sample form), discussion of

next steps, a congratulatory note to parcipants and closure of proceedings.

x


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Annex 1: Suggested course inerary

Sample programme for 3 day course

DAY 1 DAY 2 DAY 3 DAY 4

08:30

10:00

Registration, ofcial

opening, review agenda,

list expectations,

introduction of

participants

Presentation:

Introduction to Global

Roadmap and 2016

goal, multi-dimensional

and multi-partner

responses

Presentation: Labour

market issues: Informal

economy, youth

employment and global

supply chains

Plenary discussion:

Bringing it all together;

Review of ipcharts on

each policy area and

core activities

10:00

10:30Coffee/tea break Coffee/tea break Coffee/tea break Coffee/tea break

10:30

12:00

Presentation: Overview

of WFCL

Exercise 3: Brainstorm

a national strategy to

eliminate the WFCL by

2016

Exercise 9: Informal

economy

Exercise 10: Global

supply chains

Exercise 11: Youth

employment

Plenary discussion

(contd:)Bringing it all together;

Review the ipcharts on

each policy area and

core activities.

Course evaluation

Wrap-up and next steps

12:00

13:30Lunch break Lunch break Lunch break Lunch break

13:30

15:00

Presentation: WFCL in

country context

Exercise 1: WFCL in

your country

Presentation: Law andpolicy

Exercise 4: Gap

assessment: Whats

missing?

Exercise 5: Putting

together a NAP

Exercise 6: Determining

the list of hazardous

child labour

Exercise 12: Cross-

cutting policy and

thematic areas

15:00

15:30

Coffee/tea break Coffee/tea break Coffee/tea break

15:30

17:15

Presentation: Risk and

vulnerability of WFCL

Exercise 2: Mapping

risk, vulnerability and

vulnerable groups

Presentation: Core

policy areas: education,

social protection Presentation: Key

considerations for a

NAPExercise 7: Education

Exercise 8: Social

Protection


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Sample programme for 1 day course

DAY 1 DAY 2

08:30

10:00

Registration, ofcial opening, review agenda, list

expectations, introduction of participants

Presentation: Considerations for a NAP

Exercise 3: Brainstorm a national strategy to eliminate

the WFCL by 2016

Exercise 5: Putting together a NAP

10:00

10:30Coffee/tea break Coffee/tea break

10:30

12:00

Presentation: Overview of WFCL and WFCL in

country context

Exercise 1: WFCL in your country

Plenary discussion: Bringing it all together

Review of proposed policy interventions and core

activities

Wrap-up and next steps

12:00

13:30Lunch break Lunch break

13:30

15:00

Presentation: Introduction to Global Roadmap

and 2016 goal, multi-dimensional and multi-

partner responses

15:00

15:30Coffee/tea break

15:30

17:15

Presentation: Law and policy

Exercise 4: Gap assessment: Whats missing?


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Annex 2: Icebreakers and energizers

Icebreakers and energizers can be used eecvely to encourage a more comfortable and informal training

environment and greater parcipaon among course parcipants. A few examples are presented here for

you to consider.

1. Things in commonThis ice-breaker or energizer asks parcipants to idenfy the things they have in common. Divide the class

into small groups of 2-4 persons each. Tell them that their task is to idenfy all the things they have in

common in the ve minutes provided. You can give them examples to get them started, for example: eye

colour, a love of movies, common pets, etc. Have one person in each group take notes. When ve minutes

are up, ask the groups how many found ve or more things in common, eight or more, ten or more, unl

youve idened the group with the largest number of things in common. Ask each group to share their

ndings. The complete exercise takes approximately 15 minutes.

2. The answer YesThis is a simple energizer to encourage movement and physical acvity. It can be conducted in 5 minutes

or less. Course parcipants should be seated at their tables or desks. The facilitator asks the whole group

a series of quesons. Each me a parcipant can answer yes to the queson asked they must stand up,

then sit pack down again before the next queson is asked. A variety of quesons can be asked: some can

be personal or family-related (keeping in mind any cultural sensivies) while others may relate to work or

other maers. Asking short quesons quickly will have parcipants standing and sing in quick succession.

Adding appropriate humour to your quesons will make the exercise more fun for parcipants. Some

standard quesons include: Do you have children? Siblings? Grandchildren? Do you have a garden? Do

you own a car? Were you born in this city? Do you work for the government? Do you like football? Are you

married? Do you like the colour yellow? If parcipants are arranged around a circular table, you can add

a further dimension to this exercise by having people move around the table to their le every me they

answer yes. When they reach their chair they can sit down.

3. Where are you from?This energizer is somewhat more complex but can be completed in 10 minutes. To make it easier to

implement, the training space should be clear of obstacles with chairs pushed in under tables or desks to

enable parcipants to move around the room with relave ease. Parcipants are asked to visualize the

training room as a map of their country. To help with this, the facilitator can use physical features of the

room to idenfy key geographical locaons, for example big cies, a coastline or specic states/provinces.

Ask parcipants to use their imaginaon. Parcipants are then asked a series of quesons that relate to

locaons on the map (for example, where were you born?), and requested to proceed to the part of the

room signifying that locaon (or in relave proximity). With each successive queson, parcipants will

move around the room. Leave enough me between each queson not only for parcipants to reach their

desnaon but to briey interact with others that are in the same locaon. Other quesons you can ask

include: Where did you grow up? Go to school? Go to university? Where do you work now? Where in the

country do you like to go on holiday? You may need to designate a part of the classroom as abroad for

those that may have been born, lived or studied in another part of the world at some me in their lives.


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Annex 3: Suggested follow-up exercise

This exercise can be used at the end of the training to

encourage follow-up by course parcipants

To be discussed in small groups

a) Based on what you learned during the course, list 3-5 things you will do personally in your working

life to address the worst forms of child labour(WFCL). (e.g. Brief colleagues about learning points

from the training workshop.)

1.

2.

3.

4.

5.

b) Based on what you learned during the training, list 3-5 new things that your oce or department

should consider or do to address WFCL.

1.

2.

3.

4.

5.

c) Based on what you learned during the training, list 3-5 new things that your naonal government

should consider or do to address WFCL.

1.

2.

3.

4.

5.


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Annex 4: Sample course evaluaon form

Please complete the following chart in relaon to the

content of the workshop

Keep It

What I liked

change It

Things I did not nd useful

What I WIll RemembeR

List key learning points

add It

Suggesons for improvement


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Rank and comment on the following

Ranking

1 (Poor) 5 (Excellent)Comments

Length of sessions 1 2 3 4 5

Presentaons 1 2 3 4 5

Exercises 1 2 3 4 5

Training guide 1 2 3 4 5

Training methodology 1 2 3 4 5

Facilitaon 1 2 3 4 5

Overall ranking 1 2 3 4 5

Quesons to considerAre the exercises clear and useful for developing a Naonal Acon Plan (NAP) or Naonal

Roadmap?

What other maers should be covered by the course?

Is the training guide clear, understandable and informave?

Do you have any comments on the case studies, in-focus issues and/or GWENI acon points?

Do you have an nal comments on the training material and course?


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Internaonal Programme on the

Eliminaon of Child Labour (IPEC)

Internaonal Labour Organizaon (ILO)

4, route des Morillons

CH-1211 Geneva 22

Switzerland

+41 22 799 8181 (telephone)

+41 22 799 8771 (fax)

www.ilo.org/ipec

[email protected]

Roadmap Facilitator's Guide en 20130823

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