Indigenous children at high risk of being in child labour

Children from Indigenous Communities at Risk of Child Labour and Education Exclusion, Says ILO Analysis

A new analysis conducted by the International Labour Organization (ILO) has revealed that children from indigenous communities are facing a significant risk of child labour and lack access to education. This analysis emphasizes the importance of addressing these issues in line with the Sustainable Development Goals (SDGs).

Educational Disadvantages and Vulnerability to Child Labour

The findings of the analysis indicate that indigenous children face educational disadvantages, which make them more vulnerable to child labour. In the countries studied, indigenous children have lower school attendance rates compared to others, particularly indigenous girls.

The “Issue paper on child labour and education exclusion among indigenous children” published by the ILO highlights that indigenous children are disproportionately represented in hazardous jobs. While most of them work in agriculture, they can also be found in construction, commerce, manufacturing, and domestic work.

Regional Differences in Child Labour

The analysis also reveals significant regional differences. In Peru, child labour among indigenous children is almost three times higher than the national average, while in Ecuador, indigenous children are approximately 11.6 times more likely to be involved in hazardous work compared to all children in the country.

Causes and Consequences of Child Labour

The issue paper states that child labour among indigenous children is a direct result of the social, economic, and cultural marginalization experienced by indigenous communities. These communities are three times more likely to live in extreme poverty and often face land dispossession, the impacts of climate change and conflict, limited access to essential services, and obstacles in maintaining their traditional ways of life.

As a result, indigenous children are forced to work in order to support their families and become essential for their survival. This situation can also lead to the exploitation of indigenous girls by traffickers who take advantage of the breakdown of family and community ties.

Addressing Child Labour and Education Exclusion

The analysis highlights that overcoming child labour and educational exclusion requires comprehensive responses that prioritize the rights of indigenous peoples. This includes promoting and protecting their rights through mechanisms for participation in decision-making, policy and program design and implementation, access to culturally appropriate quality education, access to social protection, and protection of their rights to land.

Research Methodology

The issue paper builds on previous ILO research and policy guidance. It was prepared with funding from the United States Department of Labour and analyzed data from reports worldwide. Additionally, focus group discussions were conducted with organizations of indigenous peoples in Cambodia, Kenya, the Russian Federation, Nepal, and Tanzania. National quantitative data from six Latin American countries (Bolivia, Brazil, Ecuador, Guatemala, Panama, and Peru) were also included in the analysis.

Launch Event

The paper was launched on 25 September at the ILO headquarters. The event was attended by the UN Special Rapporteur on the Rights of Indigenous Peoples, Francisco Cali Tzay, and the Executive Director of the International Indigenous Women’s Forum, Teresa Zapeta.

SDGs, Targets, and Indicators

1. SDGs Addressed or Connected to the Issues Highlighted in the Article

• SDG 1: No Poverty
• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities
• SDG 16: Peace, Justice, and Strong Institutions

2. Specific Targets Under Those SDGs Based on the Article’s Content

• SDG 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.
• 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.
• 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.
• SDG 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.
• SDG 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.
• SDG 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels.

3. Indicators Mentioned or Implied in the Article to Measure Progress towards the Identified Targets

• Proportion of indigenous children engaged in hazardous work compared to the national average for all children.
• School attendance rates of indigenous children compared to others, especially indigenous girls.
• Number of indigenous children involved in agriculture, construction, commerce, manufacturing, and domestic work.
• Regional differences in child labor among indigenous children.
• Proportion of indigenous communities living in extreme poverty.
• Access of indigenous peoples to culturally appropriate quality education and social protection.
• Participation of indigenous peoples in decision making, policy and program design and implementation.
• Protection of indigenous peoples’ rights to land.

Table: SDGs, Targets, and Indicators

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Source: ilo.org

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