Education International Research
Teacher training and school improvement In Erussi, teachers in fifteen public schools were trained in strategies for identifying child labourers in the classroom and how to discuss child labour with students, parents and community members. They were also given training to enable them to make schools more conducive learning environments, ensuring safe school environments and using child-centred pedagogies in order to attract and retain children in school. These efforts were supplemented by equipping all schools with at least minimal sport and art equipment and establishing school clubs. Teacher training also focused on gender equality and the use of gender-sensitive pedagogies; according the project’s baseline study, dropout rates were highest among girls. Child Labour–Free Zones — Which SDG targets are addressed and how?
GRO.EI-IE 0302 NOITA CUDE
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SDG 8.7
Take immediate and effective measures to eradicate forced labour, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labour, including recruitment and use of child soldiers, and by 2025 end child labour in all its forms
In child labour–free zones, parents, teachers, community leaders, local governments, corporations and children all mobilise against child labour. Corporations take a zero-tolerance approach, and through community dialogue and home visits from “change agents”, parents are educated to help them see the value of sending their children to school.
SDG 4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
In child labour–free zones, no distinction is made between different forms of child labour, as every child has the right to education. All children are urged to return to school. The formation of extracurricular school clubs helps attract children back to school. Unions lobby at the national level to introduce school feeding programmes in child labour–free zones, helping to combat the impact of poverty on children’s learning.
SDG 4.5
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
Teachers are trained to use gendersensitive pedagogies, have equal expectations of boys and girls and provide boys and girls with equal opportunities for class participation. They are also trained to teach about and give guidance on issues related to puberty, menstruation and sexuality.
SDG4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
Teachers are trained to educate children about their rights and to encourage children to talk about rights in classroom discussions.