Bring child labourers back to school

DHAKA – Child Labor in Hazardous Sectors: A Violation of Children’s Rights

March 21, 2024

Introduction

A recent survey titled the Establishment-based Sector-Wise Working Children Survey 2023, conducted by the Bangladesh Bureau of Statistics (BBS), reveals a concerning issue. The survey highlights that 38,006 children, aged between 5 and 17 years, are engaged in hazardous work across the country. Shockingly, 86.2 percent of these children are not involved in any academic activities. This not only violates their rights but also poses significant risks to their health and hinders their physical and mental growth. Furthermore, without access to education, these children will remain trapped in menial work without opportunities for skills development.

Child Labor as a Consequence of Poverty and Inadequate Social Safety Nets

Child labor is primarily a result of poverty, inadequate social safety nets, and the failure to enforce children’s and labor rights. The prevalence of child labor is closely linked to the lack of access to and interest in a results-driven education system. Many children are forced to work for more than 42 hours per week, making it nearly impossible for them to attend school. Additionally, the income generated from their labor is often necessary for their families’ basic survival. The absence of monitoring, fair wages, and formal employment contracts further contributes to the exploitation of child laborers. Employers find it more profitable to hire children due to their extreme vulnerability compared to adults.

The Gap in Quality Education and the Reluctance to Return to School

The reluctance of working children to return to school is justified by the quality of education provided. While Bangladesh has made significant progress in ensuring access to primary education in both rural and urban areas, there is a critical gap in the quality of education. Schools in rural and slum areas, where most child laborers are found, are generally substandard compared to their urban and affluent counterparts. These educational institutions fail to meet the specific needs of working children, and the overall education system lacks practical skill development.

A Holistic Approach to Addressing Child Labor

To solve this problem, policymakers need to adopt a holistic approach. It is essential to implement education and social safety net policies that target marginalized groups, providing monetary incentives to encourage school attendance and incorporating relevant skill development into the curriculum. Simultaneously, the government must actively monitor and regulate labor rights, especially for children, and ensure safe work opportunities for those in need.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 1: No Poverty

The issue of child labor is closely connected to poverty, as mentioned in the article. Child labor is often a consequence of poverty and inadequate social safety nets.

SDG 4: Quality Education

The article highlights the lack of access to education for working children. It emphasizes the need for a results-driven education system and mentions the substandard quality of schools in rural and slum areas where child laborers are found.

SDG 8: Decent Work and Economic Growth

The article discusses the exploitation of child laborers due to the absence of monitoring, fair wages, and prevalence of informal jobs without written contracts. It calls for active monitoring and regulation of labor rights for children.

SDG 10: Reduced Inequalities

The article mentions that child labor is a consequence of the failure to enforce children’s and labor rights, indicating a connection to the goal of reducing inequalities.

2. What specific targets under those SDGs can be identified based on the article’s content?

Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.

The issue of child labor is closely linked to poverty. Achieving this target would help address the root causes of child labor.

Target 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.

The article emphasizes the need for access to quality education for working children. Achieving this target would ensure that working children have the opportunity to receive an education.

Target 8.7: Take immediate and effective measures to eradicate forced labor, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labor, including recruitment and use of child soldiers, and by 2025 end child labor in all its forms.

The article highlights the exploitation of child laborers and calls for active monitoring and regulation of labor rights for children. Achieving this target would help protect children from exploitative labor practices.

Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

The article mentions the failure to enforce children’s and labor rights, indicating a need for promoting social and economic inclusion for all. Achieving this target would contribute to reducing inequalities and protecting the rights of children.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article does not explicitly mention specific indicators. However, based on the content, the following indicators can be used to measure progress towards the identified targets:

Indicator 1.2.2: Proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.

This indicator would measure the proportion of children engaged in hazardous work who are living in poverty.

Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.

This indicator would measure the educational outcomes of working children, specifically their proficiency in reading and mathematics.

Indicator 8.7.1: Proportion and number of children aged 5-17 years engaged in child labor, by sex and age group.

This indicator would measure the prevalence of child labor and track progress towards its elimination.

Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.

This indicator would measure the extent of poverty and inequality, particularly among children engaged in hazardous work.

4. SDGs, Targets, and Indicators