FROM
USA
THE AMERICAN PEOPLE
2005
This publication was produced for review by the United States Agency for International Development.
It was prepared by GroundWork, Inc.
CHILD LABOR PILOT
PROJECT ASSESSMENT
REPORT
REDUCING RISK OF PROSTITUTION OR TRAFFICKING
OF ECONOMICALLY DISADVANTAGED CHILDREN
IN TARGET AREAS IN RUSE, BULGARIA
by
GROUNOWORK__--
1825 Eye Street, N.W., Suite 400
Washington, D.C. 20006
for
Education to Combat Abusive Child Labor (ECACL)
Basic Education and Policy Support (BEPS) Activity
United States Agency for Intemational Development
Contract No. HNE 1-00-00-00038-00
DISCLAIMER
The author's views expressed in this publication do not necessarily reflect the views of the United States Agency for
International Development.
2005
BULGARIA PILOT SUMMARY:
REDUCING RISK OF PROSTITUTION OR TRAFFICKING
OF DISADVANTAGED CHILDREN
CONTEXT
In Bulgaria fourteen percent of children between the ages of 5.and 17 work. Roma children are particularly
susceptible to child labor (representing 85 percent of all street children). Children engage in paid work in the
trade and service sectors, transport and communications, construction, agriculture, and forestry. Children also
engage in unpaid work for family businesses or farms, and in their households. Prostitution often occurs
through organized crime rings. The police estimate that 10 percent of prostitutes are minors, many as young
as 14 years old. Trafficking in young girls is also a problem; girls as young as 14 years of age have been
kidnapped and smuggled out of the country to destinations across Europe.
Education is compulsory up to the age of 16 under the National Education Act of 1991; children typically
start school at the age of 6 or 7. In 1996, the gross primary enrollment rate was 98.9 percent, and the net
primary enrollment rate was 91.8 percent. Roma children have particularly low attendance and high dropout
rates.
DESIGN AND IMPLEMENTATION
The pilot was designed to address gaps identified in the system to prevent or combat child labor, including:
(1) lack of economic opportunity; (2) paucity of data; (3) low awareness; (4) estimated 36 percent school
dropout of Roma children aged eight to 17; (5) inadequate services for vulnerable children; and (6) the need
for greater NGO participation.
The pilot initiative was implemented in the city ofRuse by 5 Bulgarian NGOs, including The Women's
Alliance for Development (WAD), the Step by Step (SBS) Foundation, the Society for Neglected Children
(SNC), the Open Society Club (OSC) Ruse, and the United Nations Association (UNA). Of the five
organizations, one was located in Ruse, the rest were located in Sofia, and each was assigned to implement
one of five objectives carried out in Ruse.
RESULTS: EDUCATION INNOVATION AND IMPROVED
TEACHER-LEARNER DYNAMICS
Data Collection: Design and implementation of data collection was difficult to achieve due to lack of
cooperation among and between NGOs, municipal and national government.
Awareness Raising: More than 1,300 students, teachers, parents, and authorities participated in anti￾trafficking training through theater, music, and games that engaged participants in lively activity and
discussion.
Institutional Strengthening: A national roundtable provided a platform for intergovernmental agencies,
NGO, and inter-institutional collaboration; NGO capacity-building training workshops helped implementing
NGOs develop collaborative relationships; new partnerships were developed with the Local Commission for
Prevention ofJuvenile Delinquency, the Child Pedagogical Office.
Education: The pilot successfully introduced an innovative summer progr.am held in a public school for at￾risk youth that encouraged interactive learner-centered teaching techniques, student selection of class topics, .
peer educators trained to train students on dangers of child labor and trafficking, and parent participation.
Vocational training was also offered for youth ages 16 and 17, job counseling for out of school youth, and
pre-vocational training and academic strengthening for youth ages 11-15. These training and counseling
Child Labor Pilot Project Assessment Report Bulgaria iii
efforts were conducted in small groups with a high degree ofinteraction among learners and teacher￾facilitators. A total of 7 modules were drafted and tested for training at risk youth in child rights,
entrepreneurial skills, andjob clubs; and teacher training focused on child-centered classrooms, encouraging
family involvement and education without prejudice.
iv Child Labor Pilot Project Assessment Report Bulgaria
CONTENTS
Bulgaria Pilot Summary •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••iii
Acknowledgnlents•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••vi
Acronyms •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ix
Section I: Introduction •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••.•••••••••••••••••••••••••••••••••••••••••••••• I
1.1 Context Child Labor and Education I
1.2 Background Overview 2
1.3 Assessment Purpose, Aim, and Methodology 3
1.4 Assessment Activities and Schedule 4
Section 2: Findings by Monitoring and Evaluation Plan•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• S
2.1 Objective I: Increased Awareness of the Dangers of Child Labor, Prostitution,
Trafficking (SNC, UNA) 5
2.2 Objective 2: Improve School Retention of Economically Disadvantaged Youth, Particularly
Members of Ethnic Minorities, Through Teacher Training and Summer Programs (SBS, UNA) 6
2.3 Objective 3: Provide Vocational Training, Job Counseling, and Life Skills Classes
to At-Risk Youth (OSC) 8
2.4 Objective 4: Strengthen NGOs Working Against Child Prostitution and Trafficking;
Develop a Model for Collection of Data on Child Prostitution and Trafficking (WAD) 9
2.5 Summary of Beneficiary Groups I I
Section 3: Teaching-Learning Environment and Systemic Support 12
3.1 Teaching-Learning Environment 12
3.2 Systemic Support 18
Section 4: Summary of Lessons Learned by Objectives••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 23
4.1 Objective I: Increased Awareness of the Dangers of Child Labor, Prostitution,
Trafficking (SNC, UNA) 23
4.2 Objective 2: Improve School Retention of Economically Disadvantaged Youth, Particularly
Members of Ethnic Minorities, through Teacher Training and Summer Programs (SBS, UNA) 23
4.3 Objective 3: Provide Vocational Training, Job Counseling, and Life Skills Classes
to At-risk Youth (OSC) : 24
4.4 Objective 4: Strengthen NGOs Working Against Child Prostitution and Trafficking;
Develop a Model for Collection of Data on Child Prostitution and Trafficking (WAD) 24
Section S: Main Conclusions and Recommendations ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 2S
5.1 Interventions 25
5.2 Crosscutting Themes 25
5.3 Summary 26
Appendix I: WAD Work Plan ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 27
Appendix 2: Step by Step Work Program •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 3 I
Child Labor Pilot Project Assessment Report Bulgaria v
ACKNOWLEDGMENTS
This report presents the findings of the assessment of the pilot project, "Reducing Risk of Prostitution or
Trafficking of Economically Disadvantaged Children in Target Areas in Ruse, Bulgaria." It is one of a series
of five assessment reports on education to combat abusive child labor pilot projects also including, Ghana,
Honduras, Nepal, and Romania. A sixth report contains a summary of each pilot project and a synthesis of
overall findings of the pilot projects according to their objectives, emphasizing experiences and approaches
useful for designing future education projects to redress harmful forms of child labor.
The reports are produced by GroundWork, Inc., under the authorship of Christina Rawley. GroundWork
wishes to thank the staff members of the contracting and implementing partners who helped organize and
participated in the workshops and meetings. Special thanks go to the youths, parents, teachers, and school
principals who participated in the assessment.
vi Child Labor Pilot Project Assessment Report: Bulgaria
ACRONYMS
BEPS
CAlI
ECACL
ILO
IPEC
LCPJD
NCS
OSC
PCPO
PRA
SBS
UNA
USAID
WAD
Basic Education and Policy Support
Creative Associates International, Inc.
Education to Combat Abusive Child Labor
International Labor Organization
International Program on the Elimination ofChild Labor
Local Commission for Prevention ofJuvenile Delinquency
Neglected Children's Society
Open Society Club
Police Child Pedagogical Office
Participatory Reflective Assessment
Step by Step
United Nations Association
United States Agency for International Development
Women's Alliance for Development
Child Labor Pilot Project Assessment Report Bulgaria ix
SECTION I:
INTRODUCTION
TIlls report presents the findings of the assessment of the pilot project, "Reducing Risk of Prostitution or
Trafficking of Economically Disadvantaged Children in Target Areas in Ruse, Bulgaria." The pilot is
supported by the United States Agency for International Development (USAID) through the Basic Education
and Policy Support (BEPS)/Education to Combat Abusive Child Labor (ECACL) Activity. The pilot was
implemented by Creative Associates International, Inc., in collaboration with five Bulgarian non￾governmental organizations (NGOs).
Section 1 introduces the context of child labor and education in Bulgaria, presents a background overview of
the pilot, and discusses the purpose and methodology ofthe assessment. Section 2 presents the self-reported
quantitative findings for each of the pilot objectives according to the performance monitoring plan. Section 3
presents an analysis of the participatory reflective assessment (PRA)l using a teaching-learning framework to
look beyond the numbers to explore various aspects of the transformational education processes and
approaches reported by the representative groups of participants and observed during the assessment. Section
4 discusses lessons learned and, Section 5 presents main conclusions and recommendations.
1.1 CONTEXT: CHILD LABOR AND EDUCATION
The International Labor Organization-International Program on the Elimination ofChild Labor (ILO￾IPEC) sponsored a study of working children that identified begging, theft, prostitution, and trafficking as the
worst forms of child labor most common in Bulgaria. Although official figures do not exist, Animus, the
Bulgarian NGO that has done the greatest amount of research on trafficking and prostitution, estimates that
about 10,000 girls and women are trafficked abroad annually. An examination ofrecords of 50 trafficked
women who were served in the Animus counseling center showed that 7 percent were from Sofia, 55 percent
from other cities, and 38 percent from villages. Girls and women ranged in age from 15 to 40, of which 55
percent were between 15 and 21. More than 70 percent had only primary education.2
In November 2002, a three-person team3 assessed and planned a short-term pilot education intervention to
reduce the risk of prostitution or trafficking of economically disadvantaged children in target areas in
Bulgaria. Their assessment identified several gaps in the system to prevent or combat child labor: (1) the lack
of economic opportunity; (2) paucity of data; (3) low awareness; (4) estimated 36 percent school dropout of
Roma children aged eight to 17; (5) inadequate services for vulnerable children; and (6) the need for
additional NGO participation. Very few organizations work against trafficking. None are committed solely to
combating child labor or trafficking in the Roma community, and none have experience in introducing the
subject in the formal education system.
I Participatory Reflective Assessments (PRA) involve collective examination and assessment of an activrty or program by stakeholders and
beneficiaries. Participatory evaluation is people-centered whereby project stakeholders and beneficiaries are key actors of the evaluation process
rather than objects of the evaluation. Participatory evaluations are reflective and action-oriented, and seek to build capacity by: (I) providing
stakeholders and beneficiaries with the opportunrty to reflect on a project's progress and obstacles; (2) generating knowledge that informs
practice and can lead to corrective actions; and (3) providing beneficiaries and stakeholders with the tools to transform their environment
(UI\IDP 1997).
Case Studies on Trafficking in Women in Bulgaria by Maria Tchomarova as cited in Assessment and Design for a Child Labor Pilot Project in Bulgaria by
Archer Heinzen.
The assessment and design were conducted November 523, 2002, in Bulgaria by a three-person team: Archer Heinzen, team leader/education
and child labor specialist; Robert Murphy, democracy and govemance specialist; and Nadejda Angelska, human rights specialist
Child Labor Pilot Project Assessment Report Bulgaria
1.2 BACKGROUND OVERVIEW
Based on the gaps identified in the November 2002 assessment, the pilot project targeted economically
disadvantaged communities in Ruse that included Roma and other groups of vulnerable children. Located on
the Danube River near the Romanian border, Ruse is known to be an active entry point for international
trafficking. In addition,the Ruse region is the home of a larger percentage of minority groups (17%) than the
rest ofBulgaria (14%).
1.2.1 EDUCATION INTERVENTION APPROACHES AND OBJECTIVES
The education intervention approach was overall preventive in nature as it focused on at-risk youth rather
than specifically targeting working children. However, within the overall approach, developmental and
protective interventions typically used to target working children were also used, outlined by Myers (n.d.) as
follows: 4
• Preventive interventions: included formal and nonformal education activities designed to prevent at-risk
youth from entering abusive work situations by raising the level of accessibility and quality of education.
• Developmental interventions: provided safe work alternatives for children who need the income through
technical training programs.
• Protective interventions: taught at-risk youth, their parents, and community leaders about labor laws and
rules and how to make use of them and made them aware of and put them in contact with programs and
other resources to which they could tum for help.
The pilot was designed with five objectives in mind:
• Raise the awareness of youth, parents, teachers, and local authorities on the dangers of prostitution and
trafficking; .
• Improve school retention of economically disadvantaged youth, particularly members of ethnic minorities,
through teacher training and summer programs;
• Provide vocational training, job counseling, and life skills classes to at-risk youth;
• Develop a data collection model on child prostitution and trafficking;
• Strengthen NGOs working against child prostitution and trafficking.
1.2.2 LEVEL OF EFFORT, TIME PERIOD, PARTNER ORGANIZATIONS, LOCATION,
AND OBJECTIVES
The pilot began mid-January 2003. A two-day launch workshop was held in early February with
BEPS/ECACL and the partner organizations, which included The Women's Alliance for Development
(WAD), the Society for Neglected Children (SNC), the Open Society Club (OSC) Ruse, the United Nations
Association (UNA), and the Step by Step (SBS) Foundation. Objectives for each NGO were based on
perceived organizational strengths.
Originally scheduled to end in September, a no-cost extension was granted through December 31,2003.5
This was followed by a second phase/cost extension with three of the five original partners (OSC, SBS,
See Myers, William E. (no date). Education to Combat Abusive Child Labor. Washington, D.C.: Creative Associates Intemational, Inc., p.26, regarding
general points of substantial expert agreement regarding preventive. protective. and developmental education interventions.
5 Worle during the three-month extension period included: WAD stakeholder guide. report on grantee followon funding;,final activity report;
OSC-spend yet unused money to administer classes in computer literacy, small business start-up. job club and academic tutoring class. and the
writing up of tool kits; UNA-translation of child rights tool kit; SI\JC-final report oftrafficking and prostitution awareness study; SBS-time to
assemble lists of summer program participants including parents and teachers, list of summer program students who retumed to school in Fall
2003, and a final activity report
2 Child Labor Pilot Project Assessment Report Bulgaria
UNA) to do the following: continue classes in cooking, life skills, and tutoring and an academic support
center; provide training to peer volunteers on working with youth at risk and preventing child labor and
trafficking; establish a United Nations (UN) club in the three target schools and implement a media campaign
on child labor and trafficking.
Table 1, below, provides a summary of the partner organizations, the level of effort for each, location, and
objectives. With a total budget of $107,000, contracts with five organizations ranged in amounts from $5,000
to $40,000. About 80 percent of the total budget was allocated to Sofia-based organizations.
Table I: Summary of Partner Organizations, LOE, Location, and Objectives
Organization LOE Location Objectives
Women's Alliance for Development 0NAD) Sofia • Develop a model for collection of data
(Total Contract: $67,000 includes $21 ,000 for WAD, • Strengthen organizational capacities
plus $46,000 total sub-grants for OSC, SI\JC, UNA)
Open Society Club (OSC)
$21,000
Society for Neglected Children (SNC)
$20,000
United Nations Association (UNA)
$5,000
Step-by-Step (SBS)
(Contract: $40,000)
Ruse
Sofia
Sofia
Sofia
• Provide vocational training for vulnerable
children age 16 and 17; out-of-school youth
seek/find jobs
• Provide pre-vocational training and academic
strengthening program for vulnerable children
ages 11-15
• Provide job counseling
• Increase public awareness (students, parent,
teachers, and authorities) ofthe dangers of
child labor, child prostitution, and trafficking
• Train UNA youth as volunteers to educate
students in two schools
• Mentor summer school students
• Provide training for teachers and parents
• Conduct summer program for at-risk youth
1.3 ASSESSMENT PURPOSE, AIM, AND METHODOLOGY
This assessment has a dual purpose-first, to record what the project achieve~ and second, to identify the
lessons learned that offer effective tools, models, or approaches for combating abusive child labor through
education.
The evaluation included qualitative and quantitative methodologies, but it emphasized qualitative evaluation
in which PRA techniques are used with children, parents and guardians, teachers, and pilot project
coordinators and managers in stakeholder workshops. The workshop practice was intended to be flexible,
exploratory, and interactive. It used inventive learning activities with participants at all levels ~ocal and national)
to promote self-examination of behavior and attitudes that promote effective education for prevention of child
labor within the context ofthe pilot The purpose of this methodology is to engage a representative sampling
of all stakeholder groups in the assessment process in a way that helps all parties learn and generate
knowledge that will be useful to them and others in the design and management of future child labor projects.
Field data were collected and triangulated among three groups at the local and national levels: (1) classroom
teachers and learners; (2) NGO implementers in Ruse; and (3) NGO implementers in Sofia.
Child Labor Pilot Project Assessment Report: Bulgaria 3
1.4 ASSESSMENT ACTIVITIES AND SCHEDULE
The assessment began in January 2004 with discussions with ECACL team staff in Washington, D.C., and a
review of the Terms ofReference, data, and reports. Field work was conducted February 9 13,2004 in Sofia
and Ruse.
1.4.1 STAKEHOLDER SESSIONS
Participatory assessment workshop sessions were conducted in Sofia and Ruse. In Sofia the workshop session
included representatives of the Sofia-based organizations: WAD, UNC, SBS, and SNC. In Ruse, the
workshop session included the OSC, Local Commission for Prevention ofJuvenile Delinquency (LCPJD),
and 18 participants representing students, parents, contract coordinators, and managers.
1.4.2 SITE VISITS
Site visits were made to three representative schools and two classrooms, or meeting areas, in Ruse. In
addition to classroom observations, interviews were conducted with principals and teachers (trained and
untrained in Step by Step techniques).
1.4.3 LIMITATIONS OF THE ASSESSMENT
The methodology was intended to provide an opportunity for self-reflection and assessment among the direct
participants ofthe pilot initiative and, as such, relies on self-reported findings of the implementing
organizations and on primary data collected with beneficiaries and stakeholders during brief field visits held
during a five-day period in country. Thus, the level of participation was limited by time constraints.
4 Child Labor Pilot Project Assessment Report Bulgaria
SECTION 2:
FINDINGS BY MONITORING AND
EVALUATION PLAN
OBJECTIVES, INDICATORS, OUTCOMES
This section presents an overview of assessment findings in terms of the accomplishments of the pilot as
reported (1) according to the performance monitoring plan, which is followed by (2) commentary based on
the findings of PRA activities.
2.1 OBJECTIVE I: INCREASED AWARENESS OF THE DANGERS
OF CHILD LABOR, PROSTITUTION, TRAFFICKING
(SNC, UNA)
The purpose of this objective was to collect information on trafficking and to educate youths, teachers, and
school administrators in the dangers of trafficking.
2.1.1 OVERVIEW OF REPORTED RESULTS
• More than 1,300 students, teachers, parents, and authorities participated in anti-trafficking training using
video and interactive games.
• 252 students (grades 8 12), 50 teachers, 50 parents, and 20 school administrators in six target schools were
surveyed and educated on dangers of trafficking.
• 694 youth from six schools were educated on dangers of trafficking, prevention, and help aids.
• 200 youth attended "Say No!" anti-trafficking rally/performance held for school youth, parents, teachers,
and police task-force representatives.
• 38 UNA volunteer youth were trained as peer educators to train students on the dangers of child labor and
trafficking.
2.1.2 COMMENTARY
Raising public awareness of the most dangerous forms of child labor increased systemic support to the pilot
initiative as children, parents, teachers, police, media representatives, and other community members were
educated through a media campaign, seminars with experts, training using educational videos, newsletters,
and posters. The following results were self-reported during the stakeholder participatory assessment
workshop.
SURVEY
Three hundred and seventy-two students, teachers, and parents were surveyed pre- and post-training. A
comparative analysis ofstudents' opinion and attitudes showed improved knowledge and understanding of
the conditions that force youth into child labor, ways to avoid the conditions, ways to help protect and
prevent situations, as well as changes in students' opinions and attitudes. The survey showed that youth relied
heavily on media as a major source ofinformation.
Child Labor Pilot Project Assessment Report Bulgaria 5
Specifically, analysis of data showed that the risk groups of children who could become potential victims of
prostitution and trafficking account for about 10 to 15 percent of children living in Ruse. Especially
vulnerable are girls aged 13 to 15 years, left without constant parental care and supervision, and girls from
non-Bulgarian ethnic groups, who are often trafficked abroad for sexual exploitation (especially girls of Roma
origin). This target group requires specialized informational, educational, and preventive measures, not only
within the framework ofprojects and temporary campaigns, but also as part ofpermanent social and
educational policies inside and outside of schooL These efforts must also involve the families of at-risk
children.
The survey also noted the need for the school, as the main socio-pedagogical factor in the preventive system,
to be more effectively involved-not only as an institution, but also as a territory for mobilization of
professional resources. These resources include the school's commission for prevention ofjuvenile
delinquency, pedagogical councilors, and class managers in educating children about the problems of
prostitution and trafficking. The survey identified the need to implement a training~of-trainers program for
pedagogues, psychologists, and children in the schools.
The Child Protection Department at the municipality Social Support Directorate must assume its natural role
in the process ofreducing the risk of child prostitution and trafficking of children. Therefore, it is necessary
to establish permanent partnerships with the responsible institutions and especially with the Local
Commission for Prevention ofJuvenile Delinquency, the Police Child Pedagogical Office, and possible new
structures and institutions that will be established in Ruse as provided by the Combating Trafficking in
Human Beings Act.
MEDIA CAMPAIGN
The pilot created visually interesting information materials to popularize the message among target groups
and the media.
• Press conferences were held in Ruse at several stages of the project to provide the media with educational
materials to improve their understanding and reporting on trafficking issues.
• Seminars were useful in providing a good base for regional cooperation against child trafficking.
• National roundtable provided a platform for intergovernmental agency, NGO, and inter-institutional
collaboration.
In addition, there was newspaper, TV, and radio coverage ofNGO capacity-building training.
2.2 OBJECTIVE'2~ IMPROVE SCHOOL RETENTION OF
ECONOMICALLY DISADVANTAGED YOUTH,
PARTICULARLY MEMBERS OF ETHNIC MINORITIES,
THROUGH TEACHER TRAINING AND SUMMER PROGRAMS
(SBS, UNA)
2.2.1· OVERVIEW OF REPORTED RESULTS
• 50 teachers trained (four two-day weekend sessions);
• 50 parents trained; parents volunteer as teacher aids; high parent meeting-attendance rate;
• 20 UNA youth trained as peer volunteers became teacher aids in the summer program;
• Student attendance and achievement levels improved; and all but two students enrolled for the following
year.
6 . Child Labor Pilot Project Assessment Report: Bulgaria
School/Participants
2.2.2 COMMENTARY: THE SUMMER PROGRAM
This objective was carried out through the introduction of a summer program for at-risk youth that focused
on innovations in the teaching-Ieaming environment and community participation. Peer volunteers, parents,
and community leaders were trained, as were school directors, teachers, and learners, using models of the
Step by Step6 Foundation and UNA peer leaming.
Figure I: Whole-School Approach: Classroom and Community
The summer program was designed for 140 children at risk of dropping out. Table 2, below shows the
distribution of participants among the three targeted schools. Each school had children vote from a selection
of options on courses they wanted to learn during the summer. Courses selected included arts, computers,
sports, regional history, drama, and music. Each teacher had to submit course or lesson plans for each course
that demonstrated how they planned to teach it. Teachers were instructed not to follow the school year
curriculum guidelines but, rather, to be creative.
A unique feature of the program, initially suggested and encouraged by Creative Associates International, Inc.
and implemented by SBS, included the addition of free-choice sessions in which students identified and
selected their own leaming activities. This provided them with opportunities to learn more about their own
interests and abilities. Based on temperament theory-that individuals have highly formed and fundamentally
different predispositions at birth-pupils were able to discover interests or special talents in four areas set up
as leaming centers in a classroom. Learning centers were divided into: language and communication skills
(crossword puzzles, word games, books, paper and writing instruments, theatre exercises); strategic thinking
skills (math games; strategy games; chess; checkers; cards); manual skills (embroidery, erector/lego set, tinker
toys, carpentry); and organizational skills (monopoly; and other social games).
Table 2: Step by Step Summer Program Training in Three Schools
Parent Teacher Student Students at risk Total students
Participants Participants Participants of dropout of ethnic origin
Y.Levski 22 22 60 65 381
N.Obretenov 14 14 40 54 214
A.Konstantinov 14 14 40 62 245
Total 50 50 140 181 840
Source: Step by Step
TEACHER TRAINING
Fifty teachers were selected for training from the teaching staffin the target schools. These teachers, who
were well-qualified in traditional techniques, were introduced to SBS alternative methods in one- or two-day
training workshops. SBS also trained 50 parents, and UNA youth volunteers became peer educators in the
summer program.
Three modules were produced for the training to introduce teachers to methods for addressing curriculum
needs in working with the youth group selected for dle program. These included: (1) organization of the
Step by Step is an educational.reform program that has been established in more than 20 Eastem European countries. SBS introduces child￾centered teaching methods and supports community and family involvement with the aim of engendering democratic ideals and principles within
young children·and their families. Designed for preschools and early grades of primary schools. SBS methods encourage children to make choices.
take responsibility for their decisions, express their ideas with creativity. help each other, develop critical thinking skills. and practice independent
thinking.
Child Labor Pilot Project Assessment Report Bulgaria 7
classroom environment to introduce changes in the physical environment as well as teaching styles that
promote participatory methods; (2) anti-bias education to reach youth of different ethnic origins; and (3)
family involvement for including parents' and guardians' participation in school activities. These modules are
examined in the materials and methods section below.
An iterative monitoring and evaluation (M&E) process was carried out informally on a daily basis as well as
formally during first and last phases of the 20-day program with different stakeholder groups: students,
school staff, and families, as well as community representatives and local authorities.
The summer program, the ftrst ofits kind to be offered in Ruse, seems to have been very well received by the
youth, parents, teachers, school directors, community leaders, and government authorities who reported that
the summer program is a very successful way to engage the students' free time with useful activities, enriching
their knowledge and skills and keeping them from negative influences on the streets.
2.3 OBJECTIVE 3: PROVIDE VOCATIONAL TRAINING,JOB
COUNSELING, AND LIFE SKILLS CLASSES TO AT-RISK
YOUTH (OSC)
2.3.1 OVERVIEW OF REPORTED RESULTS .
• 61 children tutored after school; trained youth improved academic performance and reduced school
absenteeism;
• 120 youth, ages 16 to 18, take vocational counseling;
• Youth deviant behavior reduced or eliminated in school or in orphanage;
• 88 out of a total of 102 youths certified through vocational training classes;
• Two girls employed in dressmaking, six have summer jobs, and one girl entered university.
2.3.2 COMMENTARY
Vocational and pre-vocational programming carried out to achieve this objective represents 18 percent of all
youth participation in the pilot, with greater demand than the program could accommodate. Selection of
youth was time-consuming because of the numbers of applicants and the length oftime that is needed to
confer with school principals, parents, teachers, and the younger-age students, as well as the fact that the
older students needed to be carefully interviewed to identify their needs. Selection of teachers who used
methods and techniques to provide friendly and flexible learning environments was a challenge, and it
required the introduction of teacher training that was not included originally. Computer training was one of
the most popular courses offered; others included more traditional programs such as sewing and cooking,
which were not as popular, but included greater participation of female youth. Future programs might be
diversified to attract and prepare both males and females to meet demands of current and future workplace
requirements.
Parental and peer groups in association with vocational programs could also help parents understand their
youth and·strengthen family relationships.
8 Child Labor Pilot Project Assessment Report Bulgaria
2.4 OBJECTIVE 4: STRENGTHEN NGOS WORKING AGAINST
CHILD PROSTITUTION AND TRAFFICKING; DEVELOP A
MODEL FOR COLLECTION OF DATA ON CHILD
PROSTITUTION AND TRAFFICKING rNAD)
2.4.1 OVERVIEW OF REPORTED RESULTS
• 142 people were trained in workshops with media coverage of training;
• Two youth groups ofworkshop trainees apply for and receive grants related to stimulating student
participation in local elections;
• Three of four partners create new activities with each other to expand UNA activities to other schools;
• Contractor expands activities to include gender-equity training of youth;
• Five new projects were acquired; all subcontractors apply for several·new funding activities;
• Data-collection model was not prepared.
2.4.2 COMMENTARY
NGO CAPACITY BUILDING
One of the pilot's major objectives was to strengthen organisations and institutions working to combat
trafficking through the collection and provision of data and a stakeholder' guide (WAD). As reported above
in section 2.1, youth groups, strengthened through training workshops, applied for and received grants related
to stimulating student participation in local elections. Three of four NGO partners created new activities with
each other to expand UNA activities to other schools, and new projects were acquired. All subcontractors
applied for new funding activities.
However, these seemingly modest results in capacity building do not reflect some fundamental lessons
learned that emerged during the participatory assessment. They are reported here in two categories: capacity
building for pilot activities and capacity building internal to the participating organizations.
CAPACITY BUILDING FOR PILOT ACTIVITIES
The NGO partners identified several areas in the use of education to prevent child labor where their
capacities were most challenged. They included data collection, analysis, and reporting; high demand and the
selection of youths to participate in the pilot initiative; and provision ofsuitable education models.
The lack of data on the worst forms of child labor is a persistent weakness in the systems of most countries,
and Bulgaria is no exception. In the case of trafficking, not only do partner organizations lack the capacity to
address this issue fully; but, because of many reasons including deeply entrenched corruption, the entire state
system lacks the capacity to address the issue. Digging too deeply can prove to be very dangerous, so many
statistics are only rough estimates based on reported incidents.
Meeting high demand and selection of participants proved to be a challenge, as it was necessary to
confer with many stakeholders in the system-principal, parents, teachers, and students, and juvenile
authorities-a process both time-consuming and intense. Older students, especially, need to be int~rviewed to
find out their needs before planning a program.
Provision ofsuitable education models includes selection of teachers that are flexible and friendly and
who have knowledge and experience in group work.
NGO partners recommended strengthening the capacity for collaboration between organizations to provide
suitable models in all the above areas.
Child Labor Pilot Project Assessment Report Bulgaria 9
INTERNAL CAPACITY BUILDING
During the pilot, WAD conducted several workshops designed to address specific needs for internal capacity
building among the sub-grantees. These two- to three-day workshops began with a focus on technical issues
and shifted mid-way through to focus on process issues. The first workshops, conducted in the first two
months of the pilot initiative, focused on improving knowledge oftheory and skills for prevention programs
of trafficking in human beings and working with disadvantaged children. The second set ofworkshops, which
took place during months four, five, and seven of the workshop, focused on dealing with stress and bum-out
syndrome, project management, conflict resolution, and communication skills.
Reflecting on their own internal capacities during stakeholder sessions and interviews, both the contractor
and partner NGOs themselves identified the fact that the pilot initiative challenged the capacity of their
organizations in a number of ways.
In general, the organizations had not taken into full consideration, or were unrealistic about, their capacity to
manage and deliver the large numbers ofreports, studies, modules, and trainings requested. As it was, the
local organizations felt that too many courses and modules were required and that they could have done a
better job had they not been so pressed by time and budget constraints.
On the other hand, the contractor's capacity was limited by the fact that, without in-country presence, it was
necessary to manage remotely through e-mails and telephones.
Structure and rules ofthe organizations and institutions involved were not fully understood. Up-front time
was needed for the contractor to get to know the partner organizations and local institutions and for the
partner organizations to get to know each other.
The organizations stated that they found the contract agreements confusing, that there was a lack of
understanding ofthe tasks, reports, and deliverables, and that USAID roles and regulations were not fully
understood. Several issues were identified. There was a need for (1) briefing on terms of dle contract before
the signing took place; (2) details on deliverables, which should be stated in writing after fun discussion; and
(3) training in reporting requirements.
Another challenge concerns the large number of organizations and institutions involved in the pilot initiative,
all workin~ within the same districts and schools. The contractor encouraged the organizations to coordinate
activities. However, the partner organizations acknowledged that they did not have the requisite experience
or organizational skills to collaborate with other NGOs in dlls way. All stated a need and desire for skills
training in team development, facilitation, negotiation, and conflict resolution.
Finally, the capacity of the one organization based)n Ruse was further stretched because all the other
organizations based outside Sofia depended on them for their local knowledge, connections, and
coordination skills. The lesson learned is that it is more efficient to contract directly with local organizations
with the recommendation of "local action for local problems."
In summary, although capacity building was incorporated into the design of the project, the participating
organizations did not seem to have a realistic sense of how challenging the pilot activity would be until they
were deeply entrenched in the process. This case shows the need to conduct a study ofstrengths, weaknesses,
opportunities, and threats-"SWOT'---of organizations and to address organizational gaps with training as
part of an overall capacity building commitment.
In several instances, the contractor introduced areas where the partners could coordinate with each other or with other institutions. These
included the cases of SBS and UNA collaboration in summer program training and OSC collaboration with the Local Commission for selecting
and training juvenile offenders and other at-risk youth.
10 Child Labor Pilot Project Assessment Report Bulgaria
2.5 SUMMARY OF BENEFICIARY GROUPS
Figures 2 and 3, below, show beneficiary groups that participated in training or education programs. Figure 2
shows 78 percent of the beneficiaries were student youth, followed by administrators (9%); teachers and
parents (5% each); and peer educators (3%). Figure 3 shows most youth (73%) participated in various anti￾trafficking awareness-raising activities, while 27 percent participated in longer-term education programs-18
percent in vocational and pre-vocational programs and 9fercent in dle summer program. In all, more than
2,000 youth and adults were trained in programs offered. About 1,300 participated in various awareness￾training activities, while a litde more than 700 participated in other types of training and education, as shown
in Table 3.
Vocational and
Prevoc
18%
Anti Trafficking
Training &
Survey
16%
Prevention &
Help Aids
44%
Summer
Program
9%
Anti-Trafficking
Rally
13%
Figures 2 & 3: Beneficiary Groups Participating in Training and Education Programs
StudentIYouth Education and Training
Table 3: Summary of Number of Participants Trained in
Awareness-Raising and Education Activities
Students! Peer Teachers Parents Administrators Total
Youth Educators
Anti-trafficking training and survey 252 38 50 50 20 410
Prevention and help aids 694 694
Anti-tra.fficking rally 200 200
Sub total I, 146 38 50 50 20 1,304 ._---------------------------------------------~-_._-------------_._----_._._-------
Summer program 140 20 50 50 20 280
Vocational and pre-vocational 283 283
Institutional capacity building 142 142 -----_.__._--------------~---_._------_. __.- -.----------------_._----~-
Sub total 423 20 50 50 162 705
The results reported above through performance indicators indicate that the pilot was successful in producing
an array ofinterventions aimed at youth at risk. The indicators are useful in capturing total achievements in
quantitative terms, but they do not capture qualitative improvements and transformational behavior reported
and observed during the PRA assessment process. The following sections discuss these results.
These figures capture the numbers of people directly involved in training; they do not capture those affected by awareness-raising activities that
were aired by the media nor numbers ofteachers, parents. and students in the targeted schools who may have benefrt:ed in some way from a
"spillover effect" of peer learning among teachers and students.
Child Labor Pilot Project Assessment Report: Bulgaria I I
SECTION 3:
TEACHING-LEARNING
ENVIRONMENT AND
SYSTEMIC SUPPORT
TIus assessment section reviews the fmdings of the PRA process. Here, the study looks beyond the numbers
reported in dle monitoring and evaluation plan to explore various aspects of the transfonnational education
processes and approaches reported by the representative groups of participants and observed during the
assessment.
This section's results are clustered within two major areas of an assessment fran1ework, as illustrated in
Figure 4, below. First, regarding the teaching-learning environment fostered by the pilot to reach at-risk
youths, teachers, and parents, the section presents fmdings from four areas: the teachers, tutors, and peer
educators; the learners; the methods; and the materials used.·Second, system support for pilot implementation
presents findings on the public awareness campaign, NGO institutional capacity building, and the assessment
plan and implementation.
Figure 4: Assessment Framework
Facilitators
-Training
-Attitude & Behavior
-Competence
Methods
-Practice and Use of a -
Variety of Techniques
-Classroom Structure
Learners
-Interaction
-Order &discipline
-Engagement
Materials
Appropriate
Accessible
Effective use
Findings for each area are organized into two parts. The f1tst provides a narrative of the central themes
explored and points of successes and challenges that emerged in each sector. The second part presents a
summary oflessons and recommendations to consider when planning similar programs.
3.1 TEACHING-LEARNING ENVIRONMENT
TIle at-risk youdl-juvenile offenders, kids with emotional and behavioral difficulties, groups from children's
institutions, and young members of dysfunctional or impoverished families-targeted for dus pilot require
specific interventions that address their life-skill needs. Therefore, education interventions offered through
the pilot initiative are designed to (1) improve the quality and relevance of education to keep children in
school and away from abusive work; (2) enable children to protect themselves better by instructing them how
to recognize and avoid abusive child labor; and (3) offer children training for alternative employment.
Child Labor Pilot Project Assessment Report: Bulgaria 12
In assessing the learning environment for at-risk children, one of the most important characteristics to
observe is the relationship between teachers and learners. We looked for teachers who engage their students
in active, leamer-centered processes-teachers who use behaviour, techniques, and materials that encourage
learners to ask questions and who give supportive feedback and monitor progress during class by walking
among the desks and stopping to ask or respond to questions or make constructive comments.
3.1.1 TEACHERS, TUTORS, PEER EDUCATORS, AND LEARNERS
The pilot supported education for prevention and protection from child labor with several types of
educational interventions at formal and non-formalleaming sites. These include after-school tutoring,
summer academic strengthening program, and pre-vocational and vocational training and job clubs. In all
types, classroom planning and instructional practice are meant to foster participation, often with groups of
students working together on tasks and activities. Despite wide variation in the level of practice, this
assessment found solid evidence of efforts and success in integrating leamer-friendly participatory approaches
into the teaching-learning environment in all ofthe sites visited. Wide variation can be explained by the
differences in the types of classrooms and the short number of days of formal teacher training offered.
Based on interviews, focus groups, and observations conducted over five days after the pilot's close ofthis
phase of the activity, Table 4, below, presents a representative overview of the varied types of classrooms
supported by the pilot.9 All were visited during the assessment, with one exception.10 Each learning site had
been exposed to training specifically oriented toward understanding the circumstances and needs of at-risk
youth. The most engaging processes were observed at the sites where tutoring, vocationa~ or pre-vocational
programs were offered by local NGOs with strong experience in working with at-risk youth in Ruse.
Teacher, tutors, and peer educators were encouraged to use leamer-centered methods and practiced them
with various degrees of success. Vocational cooking classes and after-school tutoring were most successful,
whereas the teachers in the formal school classrooms were less adept. 1bis can be explained by the fact that,
on one hand, smaller informal classes allowed for greater group or one-on-one interface, while on the other,
teachers in the formal settings needed more practice training in the use of participatory methods with larger
numbers ofstudents in the classroom.
Learners showed engagement by expressing themselves within group teams or in larger discussions with
confidence, asked questions, and appeared relaxed. Again, the students in the less formal or nonformal
classrooms showed higher degrees of expression while those in the formal classrooms were more reserved,
did not ask questions freely and answered them cautiously, and were less relaxed.
,The classroom structure,instructional practice, and methods in the informal classroom settings moved
away from or eliminated frontal focus teaching, used flexible structure with movable desks and chairs, and
were highly interactive. Conversely, formal classrooms were primarily frontal focused, less flexible with
immovable desks and chairs, and had teacher-prompted discussions.
Note: Although St Cyril School is part of Phase II. it provides an example ofthe diversity of approaches developed as an extension of Phase I of
the pilot program assessed here.
10 The results ofthe summer program presented here are based on classroom observations ofteachers trained for the program and on results of
interviews and focus group discussions with youth. teachers. and parents.
Child Labor Pilot Project Assessment Report Bulgaria 13
Table 4: Comparison of Five Learning Environments
Vocational Academic Support Vasil Levski & Summer
Classrooml St Cyril School (40% Program
Dimension Roma) (OSC) Cooking Class Center (OSC with Nikola Obretenov Infonnal
(OSC) LCJD) Schools (SBS) (SBS, UNA)
Teacher, Tutor, Facilitator (college-age Teacher/Facilitator Highly Trained Highly Trained Highly trained
or Peer volunteer) Leamer-centered TutorllMentor Frontal method teachers and
Educator Leamer-centered Easily approachable Leamer-centered Teacher-centered volunteer peer
Easily approachable Praises learners Easy interaction Friendly, but
educators
Praises learners Gives positive distanced Parent
reinforcement participation as
teacher aids
Leamer-centered
Active, vigorous
Learners Relaxed, ask questions Relaxed, engaged. Relaxed. engaged Enjoy team activity Empowered to
Expressive disciplined, ask disciplined, ask Reserved make program
Easily walk up to questions, questions, Do not initiate decisions
teacher's desk demonstrative demonstrative questions Initiate questions
Boys more active than Boys more verbal All males Boys more active
girls and active than girls than girls
Classroom Frontal focus but Informal Informal lounge and Frontal focus Flexible structure
structure. teacher moves Leamer-centered meeting areas with Traditional. practice with movable
Instructional through the classroom; Highly group movable desk/chair Teacher prompted desks
Practice, and Highly interactive, oriented units group discussions Informal
l'1ethods creative Peer learning Informal Leamer-centered
Mentoring Leamer-centered Learn by doing
Interactive One-on-one and by playing
Learn by doing coaching and peer Interactive
Peer groups
learning Creative
Mentoring
Materials Minimal Full/equipped Youth bring Textbooks Modules for
Paper, coloring pens kitchen textbooks Wall posters teachers on
and crayons Computers Student work classroom
Books Wall posters on displayed management,
child labor how to work
with youth at risk
and how to
work with
parents
Materials11 used in informal classrooms were sometimes quite minimal compared with the numerous textbooks
and wall posters displayed in the formal classrooms. However, the materials available in the informal classrooms
used interactive processes that diversified and maximized the learning experience while the diverse materials seen
in formal classrooms seemed to be on display and not integrated into the learning experience ofthe students.
In general, the formal classrooms showed limited use ofmethods and materials e},.-pected to be most beneficial in a
dynamic teaching-learning environment Although the 50 teachers in these classrooms were trained in SBS
methods, the length oftraining time was limited to several weekends (as described in the following section). Out of
50 teachers trained, 38 teachers were selected to participate in the summer program. Summer program teachers
and other SBS-trained teachers differed in that the summer program teachers got supervised practice during the
program and interacted differently with youth through the free-choice activities. The most holistic and potentially
transformational training approach was conducted within the summer program described below.
11 Modules produced by the pilot are reviewed separately below.
14 Child Labor Pilot Project Assessment Report Bulgaria
3.1.3 TEACHERS AND LEARNERS: CLASSROOM PLANNING
AND INSTRUCTIONAL PRACTICE
Closing dle one-way communication gap that exists between teachers and learners in traditional frontal and
rote memorization models of education is an important aspect of all programs for at-risk youth. In contrast
to standard classrooms found in formal education throughout the country, the most important differences
observed in all types of classrooms in the pilot show improved relationships between teachers and learners,
adults, and youth. Again, although not a stated objective or criteria of the project, the summer program offers
an example of a qualitative difference that proved important in engaging at-risk youth.
TEACHERS
Most teachers monitor progress during class either by sitting with the small groups (as is the case with after￾school tutors) or walking around the classroom, stopping to observe, offering guidance, and asking or
answering questions (as is the case in both vocational and formal classroom settings). When students or
groups have completed the task at hand, they are asked to report on their results. Individuals from the teams
then present verbal responses, write answers on the blackboard, or bodl.
These dynamics were most commonly observed among the tutored, vocational, or pre-vocational classes
visited. By contrast, other classrooms observed in the targeted schools, where teachers were trained-but not
practiced-in summer program techniques and processes did not hold particularly lively discussions or
exhibit great team spirit. Rather, the task was often left to one person with minimal inputs from team
members. These cases illustrate the contrasting differences between looking like a team by sitting in group
formation and behaving as a team by participating in a dynamic group process.
More teacher training to improve facilitation techniques for effective group process needs to be supported in
these schools. SBS noted in their reports that this would be the case and can be explained by the short time
period allowed for the teacher training as budgeted in the pilot. Teachers also pointed to the need for greater
support for the use of alternative medlods within the school system itself.
Teachers, tutors, and peer educators in all sites (formal or nonformal) reported that planning active
classrooms based on group work, instead of dle traditional frontal approach where students sit in rows facing
the teacher, requires restructuring and discipline. \XThile particularly challenging, this has proven most
rewarding.
TIle classroom space has begun to reflect the learners' work and their achievements. Group work, displayed
in special areas ofthe classroom, demonstrates the outcomes of their exercises with wall posters, placards,
and models, along with use of natural materials that are easily accessible, affordable, and chosen by the
children. In these classrooms, the learners and teachers showed great pride in showing what had been
produced by the teams. Although wall charts and posters developed under the pilot are evident in most every
classroom, one senses thatthey are more for show than purposefully used within daily activities.
Teachers and learners interviewed at all sites perceive that the participatory activities and cooperative learning
groups are empowering and that the youth not only learn from teachers, but also from each other. Teachers
now look for ways to support positive learning outcomes for all youths, not just those considered smart or
successful learners-and not only boys, but also the girls, Romas, and other typically disenfranchised groups
in the project area ofRuse. Teachers also say that the participatory process has helped them understand that
the learners have their own body of knowledge and that teaches are learning from them as well as from other
teachers and volunteers.
3.1.4 WHAT DID TEACHERS AND LEARNERS SAY?
Teachers and learners have very positive responses to techniques used in the pilot activities.
TEACHERS
Though teachers in the summer program initially resisted the introduction ofleamer-centered practices, they
were finally convinced of dle benefits ofthe techniques. They said that, while participatory instructional
Child Labor Pilot Project Assessment Report: Bulgaria 15
approaches require more preparation time, the preparation eased their load during classes by reducing the
amount of time they are required to talk. As a result, they enjoyed their profession more and had new-found
respect for and from the students. Both teachers and learners were more active. The teachers felt
reinvigorated about their teaching careers and shared their new knowledge with other teachers as they
returned to the traditional school sessions.
The teachers found the participatory, interactive methods to be more creative and supportive, giving more
responsibilities for students to develop their talents but also giving the teachers possibility to show new skills,
knowledge, and techniques. They also pointed out that the school curriculum during the school year does not
allow opportunities such that they can learn from their students, understand them better, and find alternative
possibilities to support student learning.
Similarly, vocational and pre-vocational teachers and tutors with longer experience working with at-risk youth
echoed the necessity to respect the learners. They also stated that teaching needed to be interesting for both
teachers and students and that the efforts should be united in a holistic approach.
One of the most unique features reported by the student learners was the peer learning provided by UNA
youth volunteers, and students began modelling their behaviour after the young volunteers. Although the
teachers at first were prejudiced against the use of youth volunteers, in the end they confirmed that the young
volunteers were very successful and that they felt calmer and more secure when the volunteers were present.
Teachers from all types ofschools recommended that there should be greater diversity of choice in courses
offered and the teaching staff needed to be "optimized" with more professional training in alternative
participatory approaches.
LEARNERS
Some of the immediate responses by the learners include the following:
• The teachers were "reallY"willing to support them.
• They became tolerant, found new respect for each other, and had more positive attitudes toward schooling.
• They appreciated the introduction to new technologies, techniques, knowledge, and activities.
• Positive self-evaluation gave them opportunity to show their strong sides and talents.
• They learned to organize themselves and care for their materials and their own work.
• The program allowed freedom to choose and flexibility.
• Their parents and guardians were more interested in their work.
Results of education interventions as reported through testimonials from vocational and pre-vocational
students:
• Alexandra, a 17-year-old student from the cosmetic course, used to be a prostitute and had a very bad
relationship with her mother. A psychologist ofthe Local Commission has been working with both mother and
daughter for years. Alexandra was one ofthe hardest-working students in the cosmetic course. Now public
educators maintain that she is no longer a prostitute and the work with her and her mother is going easily.
• Dessislava, a student from the same course, has changed schools four times in three years and had
exhibited bad behavior with classmates and parents. Teachers say she now has become more balanced.
• Vihrena, studentfrom the cookery class, used to escape from the orphanage where he lives to roam the
country. He had committed six robberies. He has become so enthusiastic in cookery that he has improved
his behavior. The teacher says he is a talented cook.
16 Child Labor Pilot Project Assessment Report: Bulgaria
• Borislav, a student from the same group, also committed six robberies. He has found seasonal summer
,work as an assistant cook.
3.1.5 OVERVIEW OF MODULES DEVELOPED FOR USE IN THE PILOT
Seven modules developed for use in the pilot are reviewed here with comments on content and visual
presentation.
MODULES TO TRAIN AT-RISK YOUTH (OSC)
1. The Job Club tool kit (42 pp.) is a one-week motivational course that guides participants through a self￾analysis of personal skills, aptitude, and ambitions, with tips on how to conduct a job search,
communicate, and prepare action plans.
Comments. The tool kit presents a good balance oftheory with practice and is well-formatted, highly visual,
and easy to use. However, it is gender neutral, so it misses the opportunity to provide guidance in addressing
inherent male/female biases in analysis of personal skills, aptitude, and ambitions, communication, job search,
and action plans.
2. Nonformal Education in Outdoor Settings (19 pp) is a guide developed for a one-and-a-half-day field trip for
youth at risk based on principles of experience-based, child-led learning. The goal is to encourage the
process ofsocial integration of children from disadvantaged backgrounds by enabling them to discover
innate positive qualities and capabilities and acquire new competencies that boost self-esteem and
confidence. Methods and approaches combine various technical physical elements with specialized
interactive games, discussions, and group and individual reflection. It presents an excellent selection of
nearly 40 games to use for ice breakers, warm-up and wrap-up, team work, communication, self
expression, the development of conflict resolution skills, clarification of value systems, and group
consensus building.
Comments. TIle tool kit does not offer any general guidance for facilitators and is gender neutral, with no specific
attention to male-female differences. TIle tool kit, while well fonnatted, could be improved with illustrations.
3. How to Start Your Own SmallBusiness (69 pp.) is a primer for a 10.5-day training for vocational and pre￾vocational students that guides participants through stages ofbusiness development It teaches entrepreneurial
skills, sales and service, basic accounting and documentation; and business-plan development
Comments. The primer presents solid information for basic small-business start up, including management
theory and group behavior. It could be improved with guidance for facilitators, practice sessions and/or case
studies, and attention to gender differentiations.
PEER TUTOR TRAINING MODULE (UNA)
4. Child Rights and Child LAbor(23 pp.) provides information and activities to be used in UN school clubs to
develop young volunteer students' skills for working with peers and younger children at risk.
Comments. The table of contents lists eleven interactive games, one ofwhich targets trafficking of girls. The
guide contains no specific information on how to use the information or set up training and would be
improved with guidance for female and male volunteers on gender-differentiated perspectives that might
emerge in training male and female youth as well as with other disenfranchised groups, such as Roma.
TEACHER TRAINING MODULES (SBS)
5. Education without Prqudite (25 pp.) is a guide for a two-day workshop for teachers that contains theoretical
information and skills for anti-bias education in the classroom. Practice activities are included.
Comments. The guide is strong on theory and contains some information on sexism. However, the practice
sessions need further development, including practical information to address gender bias in teaching and
learning. The guide has a simple format, contains no visuals, and does not refer to supporting materials.
Child Labor Pilot Project Assessment Report: Bulgaria 17
6. FamilY Involvement (42 pp.) is a guide for a two-day training for teachers that contains procedures for
studying the family environment along with planning and cooperation to involve family participation in
school to prevent school drop out, abusive child labor, and prostitution.
Comments. This simply formatted guide contains no visuals; handouts are included. It is gender neutral and
should be improved with some attention to gender bias within the family that may affect teaching and/or
learning in the classroom.
7. Creating a Positive Classroom Environment (15 pp.) is a guide designed for a two-day teacher training to
introduce the organization ofstudent-centered classrooms and basic interactive methods and to
demonstrate the practice ofinteractive methods.
Comments. The guide is simply formatted and contains no visuals. It is strong on theory and needs further
development on practice sessions as well as attention to gender-based bias in teaching and learning.
In summary, although the quality of some ofthe materials is quite high, many ofthem share similar
weaknesses. These include:
• Lack of attention to gender issues inherent in the subject matter ofthe modules-most modules are
presented in a gender neutral style, and those that mention girls or women lack thorough attention. 12
• Emphasis on theory with less attention to guidance in practice and processes necessary for improving the
teaching-learning process;
• No guidance for briefing and debriefing students before and after participatory exercises to maximize
learning outcomes;
• Minimal to no use within the text of visuals, which have the potential to increase considerably the
usefulness ofinformation.
These materials, the first oftheir kind to be developed in the Bulgarian language by local field staff, are
already in demand and have been distributed inside and outside Ruse in other Bulgarian cities. Several
modules have already been made available to other NGOs in Ruse, including the YMCA, Save the Children,
and Youth House. The Open Society Club ofRuse has used the tool kit, Job Club, for another project that will
train unemployed youth. The Local Commission will use the tool kit, Nonformal Education, during ecological
marches in the spring. The tool kit, Nonformal Education in Outdoor Settings, was discussed and highly
recommended during the National Meeting ofLocal·Commissions in September 2003 in Plovdiv, Bulgaria.
Ten commissions were provided with the tool kit with reports of new requests arriving regularly.
3.2 SYSTEMIC SUPPORT
The success of any initiative depends on systemic support at many levels. In Section 2 above this study
assessed systemic support ofthe Bulgaria pilot initiative through (1) the public awareness campaign and (2)
capacity building oflocal NGOs implementing the project. This section reviews the structure and
management ofthe pilot initiative.
3.2.1 PILOT DESIGN
As described above in Section I, the pilot was designed and implemented as a short-term, low-budget
initiative and, in this context, provides us with notable findings in several areas.
Assessment and design of child labor prevention programs that target and measure impact are difficult
because of the nature ofthe issue. Too litde time was available for conducting a comprehensive assessment
that included an evaluation ofthe availability and quality of education for at-risk and working children; child
12 It should be noted that the contractor identified the need to address gender issues and expand activities ofWAD to include gender equity
training of youth; the issues could well be integrated within the modules as well.
18 Child Labor Pilot Project Assessment Report Bulgaria
and family perception and evaluation oflocally available education; and comparative economic benefits of
school, work, and work-study combinations of the precise problem groups and areas.
13 Nevertheless, the
assessment team, through consultation with leaders and organizations in the field with long-term experience
in Bulgaria, rapidly identified both the target population and local implementing NGOs. The NGOs were
selected for their compatibility in terms oftheir ability to offer technical expertise to address the needs of a
multi-faceted initiative, with each contributing essential parts to the whole. Some had proven strengths in
teaching methodology and practice, others in youth programs, communication, and coordination. None had
combined expertise in the untested area ofthe use of education to prevent child labor and could have
benefited from sharing their skills with each other, as stated earlier.
Monitoring indicators and work plans show an ambitious pilot initiative (see Appendices 2 and 3). M&E
plans were developed by the assessment team in discussions with various stakeholders but without full
participation ofthe NGO implementers themselves. As reported by local NGOs, this was at the source of
misunderstanding that caused some resentment among the local contractors.
3.2.2 MANAGEMENT & SUPERVISION
Management and supervision proved to be a challenge, largely as a result ofstructure and communication
difficulties. Figure 5, below, shows the location ofmain organizations active in the pilot.
Figure 5: Organizational Relationships by Location
Sofia
WAD
NCS
UNA
SSS
Five out ofthe six organizations were located outside the project area, with the contractor located outside the
country and the coordinating organization (WAD) in Sofia. As reported above, this placed a strain on all
organizations involved, especially the organizations at either end: the contracting organization in Washington
and, most especially, on the one organization located in Ruse. Both incurred expenses above and beyond the
contract budget in order to meet expectations.
A high level ofsuccess is signified by the fact that all but one ofthe work plan indicators was accomplished.
These achievements were only possible through the work of capable local NGOs with proven on-the-ground
experience. However, achievements came at extra cost to the NGOs. Their reports raised the following
challenges in meeting the results terms stipulated in the performance monitoring plan: (1) high number of
outputs required; (2) low salaries equivalent to $80 to $120 per month compared to Bulgarian standards of
$250 to $300 per month; and (3) the necessity ofreallocating funds from NGO overheads to support the
pilot. As mentioned above, these conditions served to stretch further the capacities ofthe NGOs.
These issues need to be weighed very carefully, especially in the context of the current aid environment where
the trend of the donor community is to cut back on expenses oflong-term consulting on the one hand and
the trend ofthe development community is toward delivery atthe local level.
13 Myers (200 I) has stated that, even in countries where ILO-IPEC has had child labor programs and there is a great deal of academic and NGO
analysis, three to six months may be needed to produce a credible situation analysis for new interventions.
Child Labor Pilot Project Assessment Report: Bulgaria 19
SECTION 4:
SUMMARY OF LESSONS LEARNED
BY OBJECTIVES
This section summarizes lessons learned according to the four pilot objectives.
4.1 OBJECTIVE I: INCREASED AWARENESS OF THE DANGERS
OF CHILD LABOR, PROSTITUTION, TRAFFICKING (SNC,
UNA)
Data collection, reporting and analysis-an urgent need exists for developing greater capacity to collect
and report data using international conventions.
Interactive methods, to include video training with games, are needed to educate youth.
Attitudes, particularly old moral ways of thinking and behaving about child prostitution and trafficking, need
to be changed.
4.2 OBJECTIVE 2: IMPROVE SCHOOL RETENTION OF
ECONOMICALLY DISADVANTAGED YOUTH,
PARTICULARLY MEMBERS OF ETHNIC MINORITIES,
THROUGH TEACHER TRAINING AND SUMMER PROGRAMS
(SBS, UNA)
Peer volunteers need to be involved in design and planning of programs for at-risk youth. At-risk youth
respond very well to older volunteer youths who can provide them with good role models and encourage
positive peer-learning opportunities.
Parental participation in the schools and classrooms provides positive reinforcement for youths. Parents
should also be involved in program design and preparation.
Research needs to be conducted with learners in advance of planning to determine which courses are of
interest and use to them.
Module development requires training, mentoring, and practice. The steps of the lessons need to build on
one another, incorporating specific directions for the facilitation process that include briefing and debriefing
of participatory activities to maximize the learning outcomes. Greater attention to differentiated needs of
female and male youth is needed.
Participatory leamer-centered methods engage and transform relationships among and between youth,
teachers, and parents.
Training is needed to provide more in-depth skills and experience in child-centred methods, group and team
formation and processes, curriculum interpretation, and lesson planning in order to incorporate most
effectively the empowering and transformational methods.
PREVIOUS PAGE BLANK Child Labor Pilot Project Assessment Report: Bulgaria 23
Teachers should be encouraged and guided to integrate new materials and methods on their own in their
formal education classrooms as well as to work together toprepare other packages using locally available
materials and engaging youth in the process.
4.3 OBJECTIVE 3: PROVIDE VOCATIONAL TRAINING,jOB
COUNSELING, AND LIFE SKILLS CLASSES TO AT-RISK
YOUTH (OSC)
Parental peer groups in association with vocational programs could help parents understand their youth and
strengthen family relationships;
Selection ofyouth is time-consuming and needs to be factored into the schedule and budget because of:
• High demand (numbers of applicants);
• Necessary to confer with principal, parents, teachers, younger-age students;
• Older students need interview questionnaires toidentify their needs.
Suitable education models need to include
• Group Work.
• Selection of teachers and learning environments that is flexible and friendly.
• Flexible, friendly models require new training for teachers in dynamic and interactive methods and
informal teaching-learning sites that "do not look like ordinary classrooms."
4.4 OBJECTIVE 4: STRENGTHEN NGOS WORKING AGAINST
CHILD PROSTITUTION AND TRAFFICKING; DEVELOP A
MODEL FOR COLLECTION OF DATA ON CHILD
PROSTITUTION AND TRAFFICKING (WAD)
• NGOs overestimated their own and other organizations' capacities regarding availability of data and
experience in gathering data.
• Information is guarded and not easily shared among organizations in a highly competitive environment.
• Lack of understanding of the need for an overall picture contributed to a lack of coordination and
cohesion among the NGOs in the pilot.
24 Child Labor Pilot Project Assessment Report Bulgaria
SECTION 5:
MAIN CONCLUSIONS AND
RECOMMENDATIONS
During its year-long period, the pilot was remarkably successful in introducing several innovative approaches
and demonstrating a variety ofways to prevent abusive child labor within formal and nonformal systems.
5.1 INTERVENTIONS
Preventive interventions, such as the summer program and academic support program, require teacher￾effectiveness training in interactive, child-centered methods to improve the quality ofthe teacher-learning
experience in addressing needs of at-risk youth.
Protective interventions-providing information in learning environments in formal or nonformal
education programs, educating youth on labor laws and how to use them, and where to tum for help￾require educating and involving family members and community leaders. Such interventions also require a
"whole school" or "whole system" approach that can prove challenging, especially within formal education,
and require long-term commitment
Developmental interventions, such as vocational and pre-vocational training, offer safe work alternatives
for youth who need the income. Interventions also need to include basic decision-making and negotiation
tools that can be fundamentally empowering and transformative.
Although no definitive answers emerged as to which intervention or group ofinterventions was most
effective in preventing abusive child labor, the pilot initiative heightened awareness and interest among the
general public, introduced new processes in formal and non-formal education, and helped organizations
identify strengths to build upon and weaknesses to address in future projects.
5.2 CROSSCUTTING THEMES
Over the course ofthe pilot year, coordination between the institutions and NGOs involved in the project improved.
Combined with activated and improved human resources and the trial use ofvarious activities and techniques, a
sound basis exists for continuing preventive activities thatincorporate the crosscutting themes listed below.
5.2.1 CONTEXT
Education systems of newly democratizing countries, such as Bulgaria, are challenged by an array ofsocial
changes. Donors need to create programs that keep in mind the fact that stakeholders at all levels of newly
democratizing societies are in the process oflearning different methods and behavior. 111e transition to
democratically based pedagogy can be especially demanding as the process requires not only an understanding
ofthe theory but, most importantly, experience in practices that are empowering and transformative. This is
especially true for at-risk youth who often reject authority and will respond better to egalitarian, informal or
nonformal, practically based education as opposed to the authoritarian, formal, and theoretically based
education traditions used in the Soviet Era.
5.2.2 GENDER
The pilotlacked a specific gender strategy in addressing prevention of prostitution and trafficking. Although
gender parity in education has long been met in Bulgaria, gender bias exists in the culture and is reflected in the
pilot program. While selection ofparticipants included even numbers offemale and male youdl, the activity did not
Child Labor Pilot Project Assessment Report Bulgaria 25
sufficiently address the gender context. Distinctions between female and male youth need to be assessed and
clearly articulated in all stages of the project cycle, from assessment and design to planning and implementation.
5.2.3 STRATEGY, ORGANIZATION, AND MANAGEMENT
The pilot strategy, organized with a wide scope of activities and implementers, posed distinct management
challenges. Another strategy would be to limit the scope of activities or the size of the target group. Narrower
targets and more limited objectives might allow resources to meet the needs ofintended beneficiaries more
fully and deeply.
Organization and management of the pilot may have been improved with a better understanding ofthe
culture and competencies of local NGOs, featuring:
• Management plans based on assessment of organizational capacities;
• The structure and rules oflocal institutions-as well as ofthe donor and coordinating institutions￾understood by all;
• The location of the coordinating organizations carefully considered and compensated for;
• Agreements on tasks, reports, and deliverables more fully understood by each implementer before and at
activity start up, with review and restructuring if necessary.
5.2.4 TIME AND BUDGET
From the beginning, expectations could have been more reasonably aligned with time and resource constraints.
Combined with the ambitious number of deliverables for the pilot, all ofthe management issues raised above
became intensified given the short time period and modest budget. Local contractors and sub-contractors were
hard pressed to meet all the research and training demands within the nine-month period initially planned for the
pilot. In addition, a change in the exchange rate reduced the BGL amount and shrunk the resources available to
local NGO implementers. A three-month no-cost extension gave needed time to finish deliverables. However,
implementing N GOs ended up paying eA-penses beyond the budget out oftheir own pockets.
5.2.5 MONITORING AND EVALUATION
M&E plans need to include indicators that capture quantitative and qualitative outcomes. The non-formal
programs and informal, friendly teaching-learning environments introduced in formal classrooms use child￾centered approaches to provide the learners with a nurturing environment that strongly supports transformative
processes. At-risk youth from disadvantaged backgrounds tend to be suspicious of authoritarian settings and
resistant to conventional educational approaches and, thus, do better in this type oflearning environment. First,
pilot interventions for these learners should foster flexible, exploratory, interactive, and inventive learning styles
and, second, should seek diversity by making sure that all students (for example, by sex and ethnicity) are actively
engaged in the learning process. Consequently, methods and tools should include basic techniques that are shaped
by a democratically based, participatory philosophy that encourages broad-based involvement. Although these
were not stated pilot objectives nor was the M&E planned to monitor according to these standards, the findings
show notable challenges and promising achievements in these areas. Qualitative indicators would be helpful in
monitoring the transformational effects of education interventions as well as aiding all stakeholders to achieve
expected outcomes and processes beyond simply counting numbers.
5.3 SUMMARY
The positive results and lessons learned from the pilot form a stable prerequisite for further development and
extension in Ruse and other regional centers with problems related to prevention of the worst forms of child
labor, including child prostitution and trafficking of children for sexual purposes.
26 Child Labor Pilot Project Assessment Report Bulgaria
APPENDIX I:WAD WORK PLAN
Activities Indicators Outcomes Re objective Responsibility Time
Working Planning Session of NGOs directly • agreement and clear working objectives, methods, ethics, 1-4 Project Manager
involved in the project implementation rules adjustment of schedules. roles of (PM) January 2003
WAD prepares and signs contracts with sub- • mid-term and final reporting partners. expectations, difficulties Project Week 2
grantees and provides guidelines for monitoring, nicely done etc. clarified Coordinator (PC)
narrative and financial reporting • sequence of activities (avoid => infrastructure set up Accountant (A)
duplication) - forms and written clear Technical
guidelines for financial and Assistant (TA)
narrative reporting Partners ----"-._..._---_._._._-------_.._-_.-----
WAD starting organizing meetings to provide • number of institutions and overview of the available 1-4 Project Manager Starting in the
and gather information from the outside! stakeholders involved - at least information put on one place (PM) second week of
institutions. publid professional NGOs and 15 ideas for further steps and national Project January 2003
summarize it to the partner organizations • at least 30 supporters of the campaign Coordinator (PC) (on-going
Meetings and contacts with the stakeholders: incl. project clear methodology of gathering Partners activity)
10M, State Agency for Child Protection, Press- • information collected and information center of the Ministry of Interior, ICMPD- analyzed established channel of regular International Center for Migration Policy
record of feed back exchange of information Development. National Service Border Police. •
NGOs: Center "Nadja", "Animus", Bulgarian
Gender Research Foundation, GPF- Gender
Project for Bulgaria Foundation, and organizations
from the WAD network and other NGOs and
working in different regions in Bulgaria
Study and Stakeholders Guide: • record of information pieces All available information gathered
4 PC January 2003
• Starting gathering materials regarding and systematized Partners Week 2-3
international human rights treaties in this field, TA
Bulgaria's obligations. national reports etc. and
identifying sources of information
WAD starts to prepare structured information • Record of information pieces At least 10 pages of WAD bulletin 1-4 PC and TA Permanent on￾about the project activities and distribute it • At least 100 organizations and produced going activity through the stakeholders and WAD network individuals monthly reached organizations
• record of feed back received
• - at least 1 page monthly of
WAD Bulletin
Child Labor Pilot Project Assessment Report: Bulgaria 27
Activities Indicators Outcomes Re objective Responsibility Time
Start ofWAD working visits to Russe • 10 records of monitoring and Overall monitoring and evaluation 1-4 PM and PC Start February
On-site consultations evaluation reports of the project External CAli 2003
Provide feedback and consultations to sub- evaluator on-going activity
grantees on project implementation, monitoring,
evaluation and reporting
WAD - SNC consultations concerning • SNC performance Well organized awareness PC andTA February 2003
Ruse local awareness raising campaign • quality of the campaign campaign - good information Week 2-3
(using the experience ofWAD campaigns) products materials prepared, clear plan of the activities coordinated with the
• media coverage partners and WAD network
Meeting! consultations with official stakeholders • Record of information gathered Identification of stakeholders, entry 4 PM and PC February 2003
reo the Plan/ Strategy combating child prostitution • List of contacts points for NGOs. short-comings external experts Week 2-3
and trafficking
• At least 20 stakeholders
and possible intervention and
involved support by NGOs
Study and Stakeholders Guide: • 4 external experts involved in Clear and accepted working 4 PM, PC and February 2003
Developing a methodology of gathering the study scheme external experts Week 2-3
information and conducting the study • record of the working meeting
Working meeting with the experts
Design of a questionnaire aiming at collecting! • Record of information User friendly forms of structuring 4 PC and TA February 2003
retrieving reliable information about: directories (topics) and information - questionnaires Week 2-3
stakeholder organizations (GO/NGO) number of information pieces Structured and user friendly data
available data included in each topic base
missing data • List of contacts and
stakeholders involved
Conduct a 2-day skills training workshop to sub- • 25 participants involved Capacity building - advancement of 1- 4 PC
+ WAD February 2003
grantees (OSC, SNC, UNA) TOT in prevention • Feed back from the evaluation skills and theoretical background of trainers Week 3-4
programs of trafficking in human beings forms of the participants the trainers/partners involved in Partners the project
Joint working meeting with the National Network • Number of organizations whit Presentation of the project 1,4 PC, WAD March 2003
for Equal Opportunities (NNEO) and concrete ideas and suggestions activities network
professional NGOs ofthe Anti-Violence network for support NNEO memorandum for support coordinator and
for advice, ideas for support and multiplication, TA
eventual public pressure in support ofthe project
Conduct a 2-day skills training workshop to sub- • 25 participants involved Advancement of skills and capacity 4 PC
+ WAD March 2003
grantees (OSC, UNA) TOT for trainers and • Feed back from the evaluation building of the trainers/volunteers trainers Week 1-2
volunteers how to work with disadvantaged forms ofthe participants involved in the project Partners children
28 Child Labor Pilot Project Assessment Report: Bulgaria
Activities Indicators Outcomes Re objective Responsibility Time
Study and Stakeholders Guide: • At least 80 questionnaires Core information gathered 4 TA March 2003
Dissemination ofthe stakeholder questionnaires disseminated Week I
Quarterly report • feed back from CAli Quarterly report prepared 4 PM. PC, March 2003
Accountant Week 4
Study and Stakeholders Guide: preparing a short • record of information pieces Summary for the guide edftion 4 PC April 2003
statement on the current situation: problems. prepared Week I
interventions. short-comings
Stakeholders Guide (map ofstakeholders.
legislation, intemational commitments. national
plan. problem statement)
Conduct a 2-day skills training workshop to SNC, • 25 participants involved Capacity building of partner's 4 PC and WAD May 2003
UNA- Bum out syndrome for the people • Feed back from the organizations trainers Week I involved in the project evaluation forms ofthe
participants
3-day working meeting +training: • Record of achievements Review and sequence of activities 4 PC and WAD May 2003
Mid-Term Review of project implementation and • Analyses ofthe difficulties met Capacity building of partner's trainers Week 3-4 results, exchanging experience+ 2-day team • Number of participants organizations building and media competency training (sub￾grantees
+ WAD team) • Feed back and evaluation
Meetings/ consultations with officials reo • Record of meetings Channel of regular exchange of 4 PC June 2003
systematic long term cooperation with NGOs • Record of commitments information established
Conduct a 3-day training workshop to sub- • 25 participants involved Capacity building of partner's 4 PC and WAD June 2003
grantees on project management (UNA • Feed back from the evaluation organizations trainers network) forms ofthe participants
Quarterly report • feed back from CAli Quarterly report prepared 4 PM, PC, June 2003
Accountant Week 4
Study and Stakeholder Guide: Analyses ofthe • feed back from experts Prepared materials for final editing 4 PM, PC and July-August
data gathered from different sources and • 4 editorial meetings ofthe study and stakeholder guide extemal experts 2003 institutions (presented from the extemal experts)
Preparation ofthe draft ofthe study
Editorial meetings
Conduct a 2-day skills training workshop to sub- • 25 participants involved Capacfty building - advancement of 4 PC
+ WAD July-August
grantees (OSC, SNC, UNA) in conflict resolution • Feed back from the evaluation skills of partners organizations trainers 2003 and communication skills forms ofthe participants Partners
Child Labor Pilot Project Assessment Report: Bulgaria 29
Activities
Test campaign materials of SNC and strategies in
another region (e.g. South-West Bulgaria!
Sandanski or South-East Bulgaria! Burgas)
Partner NGOs and WAD network NGOs
provide direct input (information, analyses) into
the statistics gathered
Discussion and consultations with organizations
from the WAD network - ideas for how to
design a national campaign and for the
elaboration of a strategic plan (Project proposal),
using the experience ofthe local campaign and
other relevant information
Publishing the Study and Stakeholders Guide
Model for data collection on trafficking of
children
Conduct a I-day wrap-up working meeting with
the project partners to:
present achievements and learning points
discuss possible follow-up
Organize round table to present the results to
the public, i.e. in a press conference
Indicators
• record offeed back
• record of contribution from
the network& partners
• record of meetings
• analyses ofthe ideas and future
proposals
• 450 copies distributed
• feed back from the
recipients/institutions
• at least 10 participants from
the partners organizations
involved in the discussions and
the planning
• media coverage
• record of feed back
• at least 20 stakeholders
involved
Outcomes
Analyses of reactions from the
region
Ideas for future activities and
cooperation
Plan for multiplication ofthe
results from the project
Study and Stakeholders Guide
published and distributed
Wrap-up final reports
Proposal for future activities and
sustainability ofthe
achievements=> multiplication of
good practices nationwide
Publicity and public awareness
raising about the problem
Re objective Responsibility
1,4 PC
WAD network
Partners
4 PC
WAD network
Partners
4 PC, TA
1-4 PM, PC
4 PC, TA
Time
July-August
2003
September
2003
September 2003
September 2003
Week 2-3
September 2003
Week 2-3
Finalize narrative and financial reports and
prepare overall WAD report • feed back from CAli
• feed back from stakeholders
Final report prepared 4 PM, PC,
Accountant
September 2003
Week 4
30 Child Labor Pilot Project Assessment Report: Bulgaria
APPENDIX 2: STEP BY STEPWORK PROGRAM
Activities
Combating Prostitution 'and Trafficking of Economically Disadvantaged Children in Target
Indicators Outcomes Responsibility Time
Identify target groups - teachers, parents, children Collaboration with the MOES, local
MOES, municipality and other
partners
50 teachers, 50 parents and 140
children selected
Step by Step February
Step by Step March
Step by Step April
Step by Step May
Step by Step September
Step by Step March, April, May,
September
Step by Step June
Develop the module for teacher training Anti-bias,
Creating a positive classroom environment. Parent
Involvement
Teacher training - Anti-bias
Teacher training - Creating a positive classroom
environment
Teacher training - Parent Involvement
Parent meetings
Arrange the summer program and initial activities to orient
the children - meeting the professionals and teacherswho
will be involved in the summer program
Provide summer program - drama, arts, sports, music,
dance, language, mathematics. Professionals will be
involved - actors, artists, sportsmen. and teachers from
the target schools.
Product consistent with the needs
Product consistent with the needs
Product consistent with the needs
Product consistent with the needs
Product consistent with the needs
Coordination ofthe summer
activities
Heightening children's interest
towards education
Module translated and adjusted to the
target groups
Module appropriately adjusted to the
target groups
Module appropriately adjusted to the
target groups
Module appropriately adjusted to the
target groups
50 parents
Common service plan
140 children involved
Each service will end with a product to
present to the other children, at school
and to the community. Parents will be
involved in the activities.
Step by Step July
Step by Step Ma"ch￾September
--------------_._._------------.---_.
__
.._---------------------
Step by Step September
Child-centered environment
Project evaluation Appropriate tools
Provide educational materials for the target schools Learning environment changed and
improved
-_._----_._---------._..-_._------_...-._._.._.-_..-_..
__
...._..-------_._.._--._--_._._._..- ...- .._.---_._--._-_...._-- -----
Analyzed results
Child Labor Pilot Project Assessment Report: Bulgaria 3I