us
FROM 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
EDUCATION TO COMBAT ABUSIVE CHILD LABOR'
DEPARTMENT OFVALLE, HONDURAS
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
HONDURAS PILOT SUMMARY:
EDUCATION TO COMBAT ABUSIVE CHILD LABOR
CONTEXT
The Education for Working Children (ENTRA) pilot is located in Valle, the second poorest department in
Honduras, with an active agricultural export sector. Children in Valle work in melon production, shrimp
processing, harvesting ofshellfish. Many are children ofmigrant workers. Major abuses of child laborers are
exposure to the weather and chemicals. Although the private sector is a willing beneficiary of child labor, the
chief proponents of child labor are parents who strongly embrace the concept of child labor and do not see
education as a viable alternative to work.
School access is limited, especially at middle and,·secondary levels; expenses include cost of uniforms, school
materials, and transportation as well as lost income to families; most parents from rural areas feel that
learning beyond reading and basic math is not relevant.
DESIGN AND IMPLEMENTATION
The ENTRApilot was designed to use social marketing, mobilization, and advocacy at the local level to
create public and private awareness ofimportant issues related to using education to combat abusive child
labor. The pilot was also aimed at formulating interventions that resulted in improved access of children and
youth to basic education. Interventions aimed to include implementation of distance education, provision of
pesticide and work-safety training, awareness raising, design ofwork-related basic education activity books,
and sustainability efforts.
The pilot was implemented in 13 communities by CARE with use of the EDUCATODOS model ofinformal
education in which trained volunteers facilitate groups oflearners in homes or other community shelters.
Each volunteer is provided a tape player, audiotape cassettes with lessons, accompanying workbooks for
learners and a teacher guide. ENTRA would provide supplemental materials on child labor.
RESULTS: PARTNERSHIPS FOR EDUCATION TO PREVENT CHILD LABOR
Data Collection: The initial needs assessment provided the information base for the ENTRA pilot. A larger
effort originally planned was determined redundant due to publication of a Ministry ofLabor study.
Awareness Building: Community members were mobilized through theatrical productions and traditional
games. Participants included local government representatives, community leaders, parents, child/youth
laborers, and the private sector. Two meetings were held in each community to engage stakeholders in
preparing action plans. An education committee was formed for eradicating child labor, and 11 action plans
were developed and carried out. 160 parents participated in child labor training sessions. In addition, private
sector training sessions were held for mid-level managers of melon-producing businesses. Five informational
meetings were held with the Sub Commission on Child Labor; four were held with Department Development
Commission, which is the highest department hierarchical intervention level.
Institutional Strengthening: The project has been integrated into the heart of the Department ofValle
Development Commission and, from this level, sustainability actions are expected to emerge. Efforts to
secure support from the various ministries ofthe Government of Honduras include an agreement that has
been signed with the EDUCATODOS program to continue implementation of the non-traditional model,
and an agreement with the Ministry of Education was developed and subsequently signed. In addition, CARE
has received new contracts to further extend the ENTRA model.
Education: ENTRA volunteer facilitators held an average of 5 learning sessions a week; trained extension
workers provided supplemental information on child labor. More than 211 enrolled (twice the target number
Child Labor Pilot Project Assessment Report: Honduras
of 90), including 72 migrant laborers; 200 passed to the next immediate level; 61 finished grade 6, including
36 migrant laborers. Pesticide training took place in the National Institute for Professional Training (INFOP)
and sessions were given for laborers on the premises of a melon producer.
ii Child Labor Pilot Project Assessment Report: Honduras
CONTENTS
Honduras Pilot Summary...••.•..•....•.......•........•..•...........•........•.•.......•..••....•....•..........•.•..........•....•..i
Acronyms.•.•.•....•..••.•..•...•.....•..•..•.•.•............•.•..........•.••••.••.•....•...•..•.•..•.••..•.•....•.•.•.•....•.•...•......•...• ix
Section I: Introduction .......•..•......•.•..•.....•.•.......•.•..•.•••..•...•..•.•..•.•.•..•..••.•..•....•.•.•.....•......•.•.•...•..•. I
1.1 Context I
1.2 Background Overview 2
1.3 Purpose, Aim, and Methodology 2
1.4 Schedule and Activities 3
Section 2: Overview of Accomplishments.....•.•.•....•...•...••....•..•.....••..•....•••.•.....................•.•.•.•..• S
2.1 Objective I: Design and Implement a Program of Educational Interventions
to Address the Worst Forms of Child Labor 5
2.2 Objective 2: Prevent Children from Entering the Worst Forms of Child Labor
by Means of Non-Traditional Educational Interventions 5
2.3 Objective 3: Remove Children from the Worst Forms of Child Labor 5
2.4 Objective 4: Create Awareness and, as a Result, a Reform by Using Social Marketing Techniques 6
2.5 Objective 5: Assure the Sustainability of the Activities of the Child Labor Pilot Project
after the Completion of the Project Life Span 6
2.6 Objective 6: Monitor Pilot Project Activities and Evaluate Its Effectiveness
in the Reduction of the Worst Forms of Child Labor in Valle 7
2.7 Summary 7
Section 3: Teaching-Learning Environment and Systemic Support 9
3.1 Teaching-Learning Environment 9
3.2 Systemic Support 14
Section 4: Summary of Lessons Learned by Objectives.•..•.•..•...•.•.•.••....•..••....•......•.•...•. ..•.•.•. I7
4.1 Objective I: ,Design and Implement a Program of Educational Interventions
to Address the Worst Forms of Child Labor 17
4.2 Objective 2: Prevent Children from Entering the Worst Forms of Child Labor
by Means of Non-traditional Educational Interventions 17
4.3 Objective 3: Remove Children from the Worst Forms of Child Labor 17
4.4 Objective 4: Create Awareness, and as a Result, a Reform by Using Social Marketing Techniques 18
4.5 Objective 5: Assure the Sustainability of the Activities of the Child Labor Pilot Project
after the Completion of the Project Life Span 18
4.6 Objective 6: Monitoring Pilot Project Activities and the Evaluation of its Effectiveness
in the Reduction of the Worst Forms of Child Labor in Valle, Honduras 18
Child Labor Pilot Project Assessment Report: Honduras iii
Section 5: Main Conclusions and Recommendations 19
5.1 Interventions 19
5.2 Crosscutting Themes 19
5.3 Summary 20
Appendix I: M&E Plan 21
iv Child Labor Pilot Project Assessment Report: Honduras
ACKNOWLEDGMENTS
This report presents the findings of the assessment of the pilot project, "Education to Combat Abusive Child
Labor in the Department ofValle, Honduras." It is one of a series of five assessment reports on education to
combat abusive child labor pilot projects also including Bulgaria, Ghana, Nepal, and Romania. A sixth report
contains a summary of each pilot project and a synthesis of overall findings ofthe pilot projects according to
their objectives, emphasizing experiences and approaches with utility for future child labor or education
projects.
The report is 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 Sienna Fleischer, who provided translation
and interpretation services, and to the youths, parents, facilitators, and organization representatives who
participated in the assessment.
Child Labor Pilot Project Assessment Report Honduras v
ACRONYMS
BEPS Basic Education and Policy Support
CAlI Creative Associates International, Inc.
ECACL Education to Combat Abusive Child Labor
EDUCATODOS Educate All, a Honduran nontraditional basic education project
ENTRA Educaci6n para Nmos Trabajadores (Education for Working Children)
ILO International Labor Organization
INFOP Instituto Nacional de Formacion Profesional (National Institute for Professional
Training)
MOE Ministry ofEducation
MOL Ministry ofLabor
PRA Participatory Reflection Assessment
USAID United States Agency for International Development
Child Labor Pilot Project Assessment Report Honduras ix
SECTION I:
INTRODUCTION
This report presents the findings ofthe assessment ofthe pilot project, "Combating Abusive Child Labor in
the Department of Education in Valle, Honduras." The pilot is supported by the United States Agency for
International Development (USAID) through the Basic Education and Policy Support (BEPS)
Activity/Education to Combat Abusive Child Labor (ECACL) task order. The pilot is implemented by
CARE.
The report's five sections begin with tIns introduction, which includes the context and background of tIle
pilot, followed by the purpose, aim, methodology, and schedule of the assessment. Section 2 presents an
overview of assessment findings as reported by the implementing organizations, according to the objectives
and quantitative indicators contained in the perfonnance monitoring plan. Section 3 presents findings based
on an aggregate review of results ofthe participatory reflective assessment process described below in this
section. Based on tIle fmdings, the fourth section summarizes lessons learned according to the strategic
objectives. The fiftIl section presents main conclusions and recommendations.
1.1 CONTEXT
Honduras, one of the poorest countries in the Western Hemisphere, has an annual per capita GDP of $870,
compared to the Latin American average of $6,728. Most of the population works in the infonnal sector and,
therefore, is undersalaried. On average, the level of education in Honduras is 5.3 years nationwide but only
3.3 years in the rural areas.'
About 16 percent of the children aged five to 13 work at least part-time. The reasons why children work in
Honduras can be categorized into three interrelated categories:
• Poverty: Poverty rates are high among most households in the country, with 66 percent below the poverty
line and 49 percent in extreme poverty, ofwhich the majority (61 percent) are located in rural areas.2
• Culture: Rural families strongly embrace the concept of child labor and do not see education as a viable
alternative to work.
• Education: School access is limited, especially at the middle and secondary levels. Expenses include cost of
unifonns, school materials, and transportation as well as lost income to families. Most parents from rural
areas feel that learning beyond reading and basic math is not relevant.
Notorious for its sex industry and exploitation ofstreet children, Honduras has not ratified Article 182 of the
ILO Convention, which aims at eliminating the worst fonns of child labor. Promised jobs and scholarships,
Honduran girls, some as young as 13, are routinely trafficked by crime syndicates and sold to brothels in
Guatemala, EI Salvador, and Mexico.3
However, an assessment conducted by ECACL4 in preparation for the child labor pilot project determined
that 70 percent of child work in Honduras is in the agriculture sector, and much of that work is in the
World Bank World Development Indicators. ( Washington, D.C.: World Bank. 200 I)
2 Government of Honduras. Poverty Reduction Strategy Paper, (200 I).
3 Gutman, W.E. "Child Prostitution: A Growing Scourge." Tegucigalpa: Honduras This Week, Vol 17. No. 12. (2004), www.hondurasthisweek.com.
4 Harwood, W .. J. Lansdale. and LD. Mull. Education to Combat Abusive Child Labor: Planning Educational Response Strategies for Working Children in
Honduras. (Washington. DC: BEPS/ECACL Creative Associates International, Inc., 2002).
Child Labor Pilot Project Assessment Report Honduras
southern region, around the towns ofCholuteca and Nacaome. The Department ofValle, where Nacaome is
located, is the second-poorest department in Honduras and has a very hot climate all year. Although work is
hard to find in Valle, numerous export industries in agriculture typically feature products such as melons,
chilies, sugar, okra, and shrimp.
The melon production and export industry hires the largest number of minors. IPEC estimates that 80
percent of melon workers are under age. Sugarcane production is the other industry often cited for child
labor abuses. The target population selected for this project includes children working in melon production
shrimp processing, and cum'les, or shellfish harvesting; and children of migrant workers. In these sectors,
exposure to chemicals and the weather are the major hazards for child laborers.
The assessment also revealed that, although the private sector is a willing beneficiary of child labor, the chief
proponents of child labor are parents. On the other hand, the Honduran government has shown concern for
child labor issues and has created a multisectoral commission to address child labor issues.
1.2 BACKGROUND OVERVIEW
The objective of this one-year pilot activity, which was conducted October 15,2002 October 30, 2003 and
later lengthened through a no-cost extension untilJuly 2004 was to increase the participation in basic
education of children and youth who are at risk of entering, or actually work in, abusive or "worst forms"s of
child labor situations in Valle, Honduras. On the ground, the pilot was called ENTRA, Educacion para Ninos
Trabajadores (Education for Working Children). Children and youth working on melon plantations, especially
the children of migrant workers, as well as children and youth working in shrimp processing and shell fishing
who are not pursuing their basic educations were the target population.
The ENTRA pilot activity was intended to educate child laborers better, reduce the number of children and
youth involved in abusive or worst forms of child labor, increase parental support for basic education for
their children, and generate participation by the private sector in providing education to working children.
CARE and CAlI conducted the pilot in partnership with the Ministries ofEducation (MOE) and Labor
(MOL), the private sector, and the United States (US) Embassy. The total budget for the pilot was .
US$139,521.
The ENTRA pilot intended to use social marketing, mobilization, and advocacy at the local level to create
public and private awareness ofimportant issues related to using education to combat abusive child labor.
The pilot was also aimed at formulating interventions that resulted in improved access of children and youth
to basic education. Interventions included implementation ofEDUCATODOS, a nontraditional distance
approach to basic education, extraction of children from abusive situations, provision of pesticide and work￾safety training, awareness raising, design ofwork-related basic education activity books, and sustainability
efforts. A plan for ongoing monitoring and evaluation (M&E) was also built into the design.
The main education effort of the ENTRA pilot was implemented through EDUCATODOS, one of four
models used by the MOE to out-source basic education to remote areas of the country. The approach
consists ofradio programs, tapes, texts, and volunteer facilitators. EDUCATODOS program credits are
accepted at all public and private schools in Honduras.
1.3 PURPOSE, AIM, AND METHODOLOGY
This assessment has a dual purpose: first, to record what the project achieved; and second, to identify the
lessons learned that offer effective tools, models, or approaches for combating abusive child labor through
education.
The most abusive forms of child labor include prostitution. child soldiering. illicit or illegal activities. and all forms of slavery. The term slavery may
include trafficking. forced labor, indentured servitude. and debt bondage.
2 Child Labor Pilot Project Assessment Report Honduras
Qualitative and quantitative methodologies were used in the evaluation, but the emphasis was on qualitative
evaluation in which participatory reflection and action (PRA) techniques were used with youth, parents and
guardians, teachers, and pilot project coordinators and managers in stakeholder workshops. The workshop
was intended to be flexible, exploratory, and interactive, with use ofinventive learning activities with participants
at all levels Qocal, district, 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 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.
1.4 SCHEDULE AND ACTIVITIES
The assessment began in January with discussions with ECACL team staffin Washington, D.C., and a review
of the TOR, data, and reports. Field work was conducted over a five-day period between March 21 27, 2004,
in Tegucigalpa and the Department of Valle. Fieldwork consisted of stakeholder workshops, site visits, and
interviews/focus group discussions.
1.4.1 STAKEHOLDER WORKSHOPS
Two full-day, participatory assessment workshops were conducted with stakeholders in the field-one in
N acaome and one in Quebrada Grande. A breakdown of participation by location, is provided below.
Categories Nacaome Quebrada Grande
Male Female Total Male Female Total
Facilitators I 8 9 2 I 3
Students 6 7 13 2 6 8
Parents 2 4 6 2 5 7
Organizational Representatives 3 7 10
Total Stakeholders 12 26 38 6 12 18
1.4.2 SITE VISITS
Site visits were conducted in San Jose (one at an ENTRA and one at an EDUCATODOS learning center), EI
Espino (three classes at EI Manuel school), and Playa del Rio Chilkal (riverbank dwellers). The assessment
also included a drive-by observation ofwork in the fields at a melon plantation.
1.4.3 INTERVIEWS AND FOCUS-GROUP DISCUSSIONS
Interviews and focus-group discussions were held with Ministry ofEducation officials, and facilitators and
ENTRA staff from EDUCATODOS and CARE.
1.4.4 LIMITATIONS OF THE ASSESSMENT
The methodology was intended to provide an opportunity for self-reflection and assessment among the direct
participants of the pilot initiative. As such, it relies on primary data collected from the pilot implementers and
participants during short field visits and on self-reported findings in a one-week period.
Child Labor Pilot Project Assessment Report Honduras 3
SECTION 2:
OVERVIEW OF
ACCOMPLISHMENTS
This section presents an overview of assessment fIDdings as reported by the implementing organizations
according to the objectives outlined in the performance monitoring plan.
2.1 OBJECTIVE I: DESIGN AND IMPLEMENT A PROGRAM OF
EDUCATIONAL INTERVENTIONS TO ADDRESS THE
WORST FORMS OF CHILD LABOR
Community members were mobilized and involved in stakeholder planning sessions. Participants included
local government representatives, community leaders, parents, child/youth laborers, and the private sector.
Two meetings per community were held, with a total of 26 meetings geared to integrating all parties in follow￾up project actions. An education committee was formed for eradicating child labor, and 11 action plans were
developed.
2.2 OBJECTIVE 2: PREVENT CHILDREN FROM ENTERING THE
WORST FORMS OF CHILD LABOR BY MEANS OF'NON￾TRADITIONAL EDUCATIONAL INTERVENTIONS
Efforts in this area generated substantial results, among them:
• Five training sessions were conducted for ENTRA volunteer facilitators using EDUCATODOS materials.
As a strategy ofinstitutional strengthening, the same numbers ofEDUCATODOS volunteers were also
trained, for a total of 14 volunteers. Each facilitator held an average of five meetings per week.
• Two hundred and eleven boys and girls enrolled in the EDUCATODOS instructional program (more than
two times as many as the target number of 90). Two hundred passed to the next immediate level. Sixty-one
finished sixth grade.
• Extentionists were trained on the subject of child labor and EDUCATODOS methodology.
• In August 2003, a technical proposal was prepared for development of material to complement the
EDUCATODOS curriculum, and a team of EDUCATODOS specialists was organized. As part of a first
phase, all field work has been completed; methodology has been changed, adjustments to content made,
and the number oftexts reduced to five. Materials were yet to be tested.
• Pesticide training took place in the National Institute for Professional Training (INFOP). Sessions took
place on the premises of a melon producer who also performed a demonstration on the topic.
2.3 OBJECTIVE 3: REMOVE CHILDREN FROM THE WORST
FORMS OF CHILD LABOR
Removing children from the worst forms of child labor can have serious negative consequences for all
involved. Therefore, this objective was revised to avoid possible danger to employees and activists in this
area.
PREVIOUS PAGE BLANK Child labor Pilot Project Assessment Report Honduras 5
Thus, CARE focused on developing the capacities of councils and sub-councils who, by legal mandate,
should assume these responsibilities. Meetings were held to influence the development of a Departmental
Technical Sub-Council for eradicating the worst forms of child labor, and discussion continues toward
resolutions. Two training sessions took place with the participation ofrepresentatives of various government
and private institutions. In addition, information and education for 200 parents of children identified in worst
forms of child labor were given in 26 sessions.
2.4 OBJECTIVE 4: CREATE AWARENESS AND, AS A RESULT, A
REFORM BY USING SOCIAL MARKETING TECHNIQUES
2.4.1 EDUCATION OF PRIVATE SECTOR
Two sessions were held with two employers to provide information and education to sensitize private sector
employers hiring children. These melon-producing businesses, which had the greatest number of child
workers, sent their mid-range personnel to participate in the training. Six people participated from
Montelibano and three participated from Suazo Agro-industrial.
Two meetings were held with representatives of private businesses where the topic of child labor was
addressed. The businesses have shown some support by providing fmancial aid for several activities that took
place with boys and girls. They also are allowing the pesticide safety practice sessions to take place within
their premises.
2.4.2 PROVIDE INFORMATION AND EDUCATION TO PARENTS OF CHILD
LABORERS
About 160 parents participated in parental training sessions to raise awareness about the importance of
education in reducing poverty and the risks associated with activities in the worst forms of child labor.
Moreover, all parents now have become aware ofthe risks of child labor through training sessions developed
by the project. In addition, 200 boys and girls have access to study opportunities provided by ENTRA.
2.4.3 EDUCATE THE CHILDREN AND YOUTH
Fourteen youth were trained as volunteers to conduct self-esteem-raising outreach to other children and
youth. Five participatory sessions were organized, including a theater piece organized by Save the Children.
Others using traditional games were held in four communities.
2.4.4 MOBILIZE MIGRANT AND OTHER COMMUNITIES
In a special outreach to migrant communities, 50 migrant families were contacted. Of 72 boys and girls who
.participated in the pilot,.36 graduated from sixth grade
2.4.5 ACTIVITIES AT THE SUB COMMISSION LEVEL
To help reduce or eliminate the numbers of child laborers in Valle, five meetings ofthe Sub Commission on
Child Labor were held. In addition, four meetings were held with the Department Development
Commission, which is the highest department hierarchical intervention level. The principal achievement to
date has been that the problem of child labor is finally clearly understood by local authorities who previously
had treated child labor as a normal part of the local culture.
2.5 OBJECTIVE 5: ASSURE THE SUSTAINABILITY OF THE
ACTIVITIES OF THE CHILD LABOR PILOT PROJECT AFTER
THE COMPLETION OF THE PROJECT LIFE SPAN
The project has been integrated into the heart of the Department ofValle Development Commission and,
from this level, the sustainability actions should emerge. Efforts to secure support from the various ministries
6 Child Labor Pilot Project Assessment Report Honduras
of the Government ofHonduras include an agreement that has been signed with the EDUCATODOS
program to continue this education aspect. An agreement with the Ministry of Education is being developed.
2.5.1 WORK WITH PRIVATE SECTOR TO GAIN FINANCIAL SUPPORT AND OTHER
TYPES OF ASSISTANCE FOR CHILD LABOR PREVENTION AND
ELIMINATION ACTIONS
To date, financial support by the private sector has been limited to small contributions used to cover costs of
meeting events.
2.6 OBJECTIVE 6: MONITOR PILOT PROJECT ACTIVITIES AND
EVALUATE ITS EFFECTIVENESS IN THE REDUCTION OF
THE WORST FORMS OF CHILD LABOR IN VALLE
In addition to quarterly, mid-term, and final evaluation reports, informal assessments were made during
weekly visits to field sites. A video production is being prepared to report on activities.
2.7 SUMMARY
The ENTRA pilot successfully met and/or exceeded most ofthe original objectives. Some objectives were
revised according to circumstances referred to above, which will be discussed further in the following section
of this report.
Child Labor Pilot Project Assessment Report: Honduras 7
SECTION 3:
TEACHING-LEARNING
ENVIRONMENT AND
SYSTEMIC SUPPORT
This part of the assessment reviews the fmdings ofthe PRA process. Here, the study looks beyond the
numbers reported in the M&E plan to explore various aspects of the transformational education processes
and approaches observed during the assessment.
In this section, results are discussed within the categories illustrated in Figure 1 below in which systemic
support and the teaching-learning environment are interconnected. The teaching-learning environment
fostered by the pilot includes at-risk youths, facilitators, and parents in programs that introduce methods and
materials to prevent child labor. Systemic support for pilot implementation includes programs to increase
public awareness and commitment, as well as the pilot design and implementation.
Figure I: Assessment Findings Framework Education to Combat Abusive Child Labor
in the Department of Valle, Honduras
Facilitators and Volunteers
-Training
-Attitude &Behavior
-Competence
Methods
-Practice and Use of a
Variety ofTechniques
-Classroom Structure
Leamers
-Interaction
-Order & discipline
-Spirit
Materials
Appropriate
Accessible
Effective use
3.1 TEACHING-LEARNING ENVIRONMENT
The child workers targeted for this pilot require specific interventions that address their life-skill needs.
Consequendy, the preventive and protective education interventions offered through the pilot initiative are
designed first to offer access to non-formal distance education. Second, they help enable children in better
protecting themselves by instructing them at the work sites and in the community.
Child workers and at-risk youth from disadvantaged backgrounds can tend to be resistant to conventional
educational approaches. The non-formal EDUCATODOS distance education and other workplace training
were intended to provide these children with a nurturing environment needed to support the transformative
processes. Pilot interventions for these learners were meant to offer flexible, exploratory, interactive, and
inventive learning styles.. Interventions also sought diversity by making sure that all children actively engage in
dle learning process.
PREVIOUS PAGE BLANK Child Labor Pilot Project Assessment Report Honduras 9
In assessing the learning environment for at-risk and working children, one of the most important
characteristics to observe is the relationship between facilitators and learners. We looked for teachers who
engage their students in active, learner-centered processes-facilitators who use behavior, techniques, and
materials that encourage learners to ask questions; who monitor progress ofstudents throughout the class
period; and who give supportive feedback.
3.1.1 DESCRIPTION OF LEARNING SITES
The ENTRA classroom environments take place in a variety of nonformal settings using distance learning
materials offered through tape recordings and workbooks purchased from EDUCATODOS. The basic
program consists of a series of four modules: technology, mathematics, social sciences, and communications.
Each module is divided into units that include two lessons each. Each lesson includes three "motivation
moments" for facilitated interaction of students on the subjects. The order ofintroduction of themes is:
presentation of concept, description of concept, application, and evaluation of concept.
Brief descriptions of observations of four classroom learning environments made in the communities of San
Jose (ENTRA and EDUCATODOS learning center), EI Espino (EI Manuel school house), and Playa del Rio
Chilkal migrant community present contrasting conditions for ENTRA participants.
SAN JOSE
We arrived in San Jose in the earlyafternoon to meet and interview students of an ENTRA class who work
on the fishing boats, shelling shrimp, in maquila, and as household workers. The class took place around a
long table located in the front room ofthe home of the facilitator, Mariana Isabel Rodriguez. She was
facilitating an EDUCATODOS lesson with eight youth, aged 12 to 18. In the morning she teaches a class of
six, for a total of 14 students per day.
The tape recorder, tapes, and other materials were organized in a niche at the side of the room near the door
entrance. A colorful DOL child labor information poster hung on the wall. During the class, the students
seemed to be following the lesson tapes with their books in front of them. They also seemed encouraged by
Ms. Rodriguez's soft, motherly manner of asking questions. The students seemed to answer on cue but, when
asked questions posed by the visitors, acted very shy and were unable to answer. They were neither
forthcoming in expression of comments, impressions about the classes, nor participating in a role play.
However, they did say that they enjoyed participating in their lessons and attending class.
The second center visited in San Jose, located a short distanceaway from the ENTRA center described
above, was owned by EDUCATODOS. Because of family instability and home ownership being in the hands
of the father-in-law of the female volunteer facilitator named Esperanza, ENTRA had provided the
construction of a roof so that the children could have a dryspace to meet There was an air of disorganization
as many children and adults (ages 10 to 35) were standing around the center; an older man sat in the comer.
Radio and tapes were not within immediate sight. One child was asked to read the definition of child labor
for us from the leaflet created by ENTRA.
EL ESPINO
We visited the mid-afternoon session at EI Manuel School. As we walked through the school grounds toward
the classroom building, we noticed banners and other evidence of decorations from a community celebration
that had taken place.
Three of five classrooms were occupied, but only one of three facilitators was able to teach that day.
Therefore, Saul Gallo was rotating from classroom to classroom to facilitate the seventh- and eighth-grade
student groups. Mr. Gallo said that he had talented students who could do more ifscholarships were available
or follow-on vocational training was·locally accessible.
We observed one class in which Mr. Gallo introduced four kinds of mathematical angles and how they related
to telling time by the hands of a clock. The typically teacher-centered classroom structure had desks facing
10 Child Labor Pilot Project Assessment Report Honduras
the blackboard where Mr. Gallo gave an animated lesson delivery. Though the students seemed to be
listening, they did not quickly respond or easily answer questions he posed.
We interviewed three melon workers-two young men, 18 and 17, and one young woman of 17 who work
to monitor infestation of plants and prevent diseases from affecting the crop. The young woman had worked
in the same plantation since she was 10, and her earlier work had consisted of placing a plate under each
melon to make sure they ripened evenly and did not get dirty from the soil below them.
Further evidence of community activity first seen in the decorated schoolyard was supported when we
learned that the seventh graders' parents had made them uniforms so they would feel respected in the
community even though they were not enrolled in the formal school system.
PLAYA DEL RIO CHILKAL
This community of between 600 and 800 members migrate from Quebrada Grande to live as squatters in
temporary grass huts on the riverbank for about five months each year to work in the melon fields. There are
no utilities available at the river's edge, but otherwise the migrant workers would not be able to save earnings
from melon production. They live in an enclosure of adjoining stick-frame-hut structures that are accessible
through a maze of pathways. We arrived at 5 p.m., and as we approached the community structures, we
noticed many children (primarily boys) playing tag and kickball games in the sand; some were walking in the
river. Girls and women carried water and twigs in preparation for evening meals.
The classroom hut was about 8 xlO feet in area contained within walls of grass and twigs interwoven among
lateral sticks and a floor ofsoft sand. The cassette player, tapes, and materials were organized on a table at the
front of the room. Simple wooden benches facing the front provided seating for students.
Eleven students were enrolled in night classes facilitated by Pedro Perez. He was not present when we arrived
in the late afternoon, but we talked with his wife who supports his teaching and fills in when he is gone. She
also demonstrated the use of materials. Four young women who worked in the melon fields noted they had
ftnished sixth grade and graduated already through EDUCATODOS.
SUMMARY
The EDUCATODOS methodology and practice provided a strong and well-tested base upon which to offer
education to marginalized groups of child workers. The implementation varied widely across distincdy
different conditions observed at the sites described above and discussed in the focus group interviews and
stakeholder meetings in N acome and Quebrada Grande.
3.1.2 FACILITATORS
Although EDUCATODOS materiakwere used, observations described above conftrm experiences
expressed by facilitators, volunteers, and students concerning differences between the EDUCATODOS and
EN1RA classrooms. Participants acknowledged and highly appreciated that ENTRA classrooms were visited
more frequendy by facilitators who made sure that materials were available and that schedules were being
kept. It should be noted that ENTRA extensionists receive payment of $220 a month and are expected to
cover five centers each week. EDUCATODOS extensionists are expected to cover an area with 30 centers
each week, on foot and without travel expenses being covered.
3.1.3 METHODS AND MATERIALS
EDUCATODOS methods and materials at the core of the education approach described above and offered
within EN1RA classrooms have been used in Honduras for many years and now have gained recognition
within the District of Valle for their ability to provide an alternative education to the marginalized
populations ofworking children. The EN1RA centers are, at the same time, improving the quality of
EDUCATODOS education through additive effects of more reliable attention from facilitators and the
addition of materials related to the conditions of child laborers.
Child Labor Pilot Project Assessment Report: Honduras II
EDUCATODOS methods and materials are now being supplemented by a three-part series entitled
''Defending Our Rights," which contains original art work of child workers. Their words, photos, and other
illustrations are highly engaging, and the substance is highly relevant to their conditions. The constructivist
methodology used in the development of the series included participation by working children, which
consumed a great deal of time throughout the project. The end result, however, is a work ofsubstance that is
highly relevant to the condition ofchild laborers.
Module titles include, "Knowing Our Rights," "My Health Is a Treasure," and "Child Labor in Dangerous
Occupations." Each module is divided into lessons that are titled, ''We share from our experience," ''We
broaden our understanding" (explore the theme), and "We apply what has been learned." Some lessons end
with a section entitled, "Don't forget."
The modules introduce holistic approaches to understanding rights for developing well-rounded people:
integrated health and types of disease transmission; types of addiction; use and types of pesticides; and
security norms at work. In addition, each module contains a glossary and complementary materials, such as a
summary ofthe Convention of the Rights ofthe Child.
In addition to the EDUCATODOS methods and materials, two other types of awareness training and
pesticide training were offered: Save the Children has organized five theatrical sessions promoting
understanding among children and youth (including the use of traditional games) as a method of providing
two-way learning experiences and solidarity. Training on pesticide use tookplace in the National Institute for
Professional Training (Instituto Nacional de Formacion Profesional [INFOP]). Subsequent sessions have
taken place for 90 youth on the premises of a melon producer, who also performed a demonstration on the
topic.
The short-term impacts of the methods and materials presented in this training are exemplified in the
following cases:
• Four teenagers working in melon harvesting requested their protection equipment against pesticides during
work hours. When they were refused the protection gear, they left the plantation.
• One parent removed his/her youth from melon harvesting after learning about the pesticide exposure that
was present.
Some attention has also been paid to the provision of vocational programs through INFOP.ENTRA decided
not to put forth a vocational questionnaire designed by INFOP because it limited the choices of profession
from which the children could choose. CARE insists that children should be allowed and motivated to think
on an even larger scale. However, INFOP works to provide vocational programs and training to Honduran
youth and has a reputation for being organized and logistically sound. In addition to providing the technical
assistance on educating youth about the chemical danger of pesticides and ways to protect oneself from
exposure, 20 youth (from the community of EI Espino) were referred to an INFOP course on maintenance
of agricultural machinery and graduated as Agricultural Machinery Technicians. Agricultural authorities have
expressed an interest in having maintenance for their machinery. CARE-ENTRA felt that this would be a
relevant and applicable skill to pass on to graduating seventh and eighth graders.
The project worked to identify vocational possibilities for graduating students and explored training to teach
the tailoring trade in Quebrada Grande. ENTRA has also met with the Italian Cooperative in Espino to
discuss the development of an epicentro (vocational on-site training) to teach industrial engineering. An NGO,
Junior Achievement, is looking into becoming a partner to support this effort. The objective would be to
encourage the development of microenterprise solutions to further their learning as well as develop a trade
tllat could potentially be a source ofincome.
12 Child Labor Pilot Project Assessment Report Honduras
3.1.4 STAKEHOLDER RESPONSES
WHAT DID FACILITATORS, LEARNERS, AND PARENTS SAY ABOUT THE RESULTS OF THE ENTRA
EDUCATION AND TRAINING PROGRAM?
Stakeholder meetings and interviews with facilitators, learners, parents, and local institutional representatives
revealed that they had learned a lot about the methodology and materials.6
FACILITATORS
Facilitators said they learned:
• The risks associated with child labor in the physical and emotional development of each one of us;
• To have solidarity with children and young people that have dropped out of the formal school system;
• To work together in groups with participants, parents, and institutions;
• How to treat children and young people with different problems and behaviors;
• That with dedication and good will we can help our own children and young people that work so that they
can keep studying.
The challenges remain to:
• Motivate children and young people to return to the classrooms;
• Integrate other institutions into the project development;
• Fight against exploitation in child labor;
• Raise the population's awareness to the project benefits;
• Achieve the participation of the businesses by having them take part in the ownership of providing
permission that children continue studying.
LEARNERS
Learners said they learned:
• Children's rights;
• To draw, to write, to read, to listen, and about chemical poison and respect;
• Mathematics, to read, to write, to play with my friends and to interact closely with my facilitator.
The challenges remain to:
• Motivate young people to be involved in their studies and not to pay attention to those who tell them that
the program was not legal;
• Continue studying and not get behind in my studies;
• Keep my peers motivated to study;
• Ask our parents to continue supporting us;
6 Note several references to parent-teacher relationships and coordination with local institutions will be discussed in the following section on
Systemic Support
Child Labor Pilot Project Assessment Report Honduras 13
• Motivate the facilitator to help me move ahead;
• Address women's safety issues in and on the way to and from the classroom and the workplace.
PARENTS
Parents learned:
• We have learned that by putting in effort with the organizational institutions, we parents, along with our
children and young people, can combat school absenteeism and the causes of child labor;
• As a mother to my daughter I have seen her start to learn;
• I have seen that the facilitators give them time to learn whereas since I am a mother, I cannot as easily give
more than Ihave time for.
Challenges remain to:
• Motivate young people to study for the good of the larger community;
• Challenges were impulses that we felt that our children should stuqy and that they were working long
hours and a very early age.
LOCAL ORGANIZATION REPRESENTA1-IVES
Local Organization Representatives learned:
• That programs need alliances that include various institutions to ensure that the goals are achieved;
• That we can take advantage of NGOs, institutions, and existing organizations in our communities and that
we can make. commitments to achieve challenges, which of course requires coordination;
• There.are many ways and forms to help others;
• To desire is to do, and to do is gain;
• That education is the fundamental base to be able to develop communities and it isthe biggest and most
important investment we can make; an educated town is a developed town.
The challenges remain for:
• Young people to attend and matriculate in classes;
• Their bosses to give them permission to study;
• Following and monitoring the communities;
• Integrate parents into the process;
• Various institutions to get involved to support the process;
• Positive acceptance in the communities.
3.2 SYSTEMIC SUPPORT
The success of any initiative depends on systemic support at many levels. This study assesses systemic
support of the Honduras pilot initiative through (1) heightened public and government awareness, and (2) the
ENTRA pilot design, management, and supervision.
14 Child Labor Pilot Project Assessment Report Honduras
3.2.1 PUBLIC AND GOVERNMENT AWARENESS AND SUPPORT
Government and public awareness was developed at locaL district, and national levels through training
sessions with parents, work with the district education office, and meetings at the national level.
At the local leveL public awareness has been generated through direct education and training of nearly 600
participants. More than 200 parents have attended four training sessions, and 26 meetings were extended at
dle community level with participation of parents of students involved in ENTRA. A radio forum was also
developed and aired, an informative mural was created, and 1,000 pamphlets were distributed as a strategy to
make information broadly available on child labor in the district.
Some private sector support was given to cover meeting expenses for raising general awareness and educating
stakeholders on the effects of education and child labor. However, a reduction in the number of businesses
active in Valle made it difficult to develop private sources ofsupport. For example, several melon growers
were bought out by one company when the melon prices went down which, in tum, furd1er reduced the
already small number of private fmns that could be tapped for support
The strategy at the national level has been to coordinate with the Ministry ofLabor to form a Departmental
Technical Sub-Council for eradicating the worst forms of child labor.
In summary, although direct private support has been minimal, the visibility of child labor as a problem in the
region has been heightened and child labor has been incorporated as a priority in the work plan of the
Department ofValle.
3.2.2 PILOT DESIGN, IMPLEMENTATION, CAPACITY AND MANAGEMENT
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 fmdings in several areas.
ASSESSMENT AND DESIGN
Assessment and design of child labor prevention programs that target and measure impact are difficult
because of the nature of the issue. To counter this, ECACL invested in a full, two-month assessment, which
was conducted during the period from April 3 to June 5,2002, to determine the particular area of Honduras
in which the pilot would take place. As a result, the strength of the pilot's design in terms ofinterventions
was that it carefully pinpointed a limited area, interventions, and reasonable targets for participation.
MANAGEMENT AND SUPERVISION
Management and supervision were largely overseen by CARE. Figure 3, below, shows the location of main
organizations active in the pilot and the lines of communication as originally planned. During the year, with a
change in CAII/ECACL management, communication opened up and all members were copied on e-mails.
Figure 3: Organizational Relationships by Location
STRENGTHS AND CHALLENGES IN ORGANIZATIONAL CAPACITY
CARE and EDUCATODOS was a mutually beneficial partnership that brought together the strengd1s oftwo
organizations: EDUCATODOS, which provided tried-and-tested materials and brought the capacity to
research and develop modules; and CARE, which brought in the training of facilitators, frequent visits to
Child Labor Pilot Project Assessment Report Honduras 15
support facilitators, workshops and meetings to educate and engage stakeholders at the national, district, and
local levels, and ongoing evaluation in the field.
These partners identified several areas in the use of education to prevent childlabor where their capacities
were most challenged. They included the change in leadership of each of the partner organizations, especially
at the beginning of the pilot, and the lack oftime to complete the task. Although limited resources were not
mentioned as a restrictive factor, it is almost certain to have been an issue.
During the first few months of the project, several changes in the leadership ofCARE and EDUCATODOS
caused a delay in start-up. It was not until the first ofJanuary, several months into the project, that the project
coordinator was hired by CARE. Later in the project, the BEPS/CARE advisor working from CAlI in
Washington relocated. Consequently, miscommunications occurred with EDUCATODOS, which was also
going through organizational changes. These complications caused delays in project start-up and
implementation.
Furthermore, the design of EDUCATODOS modules using participatory methods by and for child laborers
proved to be a greater challenge for the organization that expected. Although the results are proving
impressive, the methodology required a careful, thoughtfu~ and somewhat more complicated process, which
meant that modules were not completed by the end of the ftrst year. Originally budgeted for $5,000, module
development is certain to have cost the organization more.7
7 Actual budgeting information was not available to the assessment team.
f6 Child Labor Pilot Project Assessment Report Honduras
SECTION 4:
SUMMARY OF LESSONS LEARNED
BY OBJECTIVES
4.1 OBJECTIVE I: DESIGN AND IMPLEMENT A PROGRAM OF
EDUCATIONAL INTERVENTIONS TO ADDRESS THE
WORST FORMS OF CHILD LABOR
• Situation analysis (area mapping) ofValle, Honduras was helpful in determining placement ofsites.
• Flexibility and communication with agencies are important. Once it was determined that ILO had already
completed an analysis ofrisks at work, the study called for in the M&E plan was cancelled.
• Mobilizing community partners to attain participative planning is not a one-off exercise; it requires
continued attention after the planning to maintain buy-in and to ensure integration, action, and follow-up.
4.2 OBJECTIVE 2: PREVENT CHILDREN FROM ENTERING THE
WORST FORMS OF CHILD LABOR BY MEANS OF NON￾TRADITIONAL EDUCATIONAL INTERVENTIONS
• Non-traditional educational interventions for child laborers can be more effective when facilitators'
training emphasizes the use ofleamer-centered methods to transform behavior that empower learners to
ask questions and develop a stronger self-identity.
• To meet the requirements of a short-term pilot, realistic expectations must be understood by those
involved in planning and implementation. Production ofsupplementary materials using stakeholder￾participation methodology, while producing a product that reflects the needs, challenges, and solutions of
the local population, can require a solid amount of up-front research and development time that takes
many months. Consequently, the product will only be ready for wide distribution near the end of a year's
time.
• Institutional strengthening can be an outcome oftraining for other purposes, as in the case of conducting
ENTRA and EDUCATODOS volunteer training and INFOP pesticide training at the same time.
4.3 OBJECTIVE 3: REMOVE CHILDREN FROM THE WORST
FORMS OF CHILD LABOR
• Undertaking actions to remove children from worst forms of child labor may not be in the best interest of
a small pilot project. Because of the danger for employees, especially in the area of trafficking of children,
and because oftlle time needed for documenting cases, this activity was dropped in favor of developing
capacities ofinstitutions in the area through training sessions for those who, by legal mandate, should
assume responsibilities.
• Providing information to parents on the worst forms of child labor may be a more effective preventive
step, especially in a short-term pilot
Child Labor Pilot Project Assessment Report: Honduras 17
4.4 OBJECTIVE 4: CREATE AWARENESS, AND AS A RESULT, A
REFORM BY USING SOCIAL MARKETING TECHNIQUES·
• Social marketing techniques that involve and directly mobilize youth, parents, and migrant communities
can be highly effective when conducted using a combin~tion ofstrategies. Participatory tlleater, traditional
games, and media broadcasting, for example, encourage authorities to see child labor as a problem-not
solely an extension of the local culture-and take responsibility for addressing it.
• Sensitizing, training, and educating private sector employers who employ child laborers requires careful
planning in order to reach higher-level executives. In the training sessions, both melon-producing
businesses with greater numbers of children sent their middle-range personnel. While mid-range personnel
may be closer to the issues involved in the treatment of child laborers, they do not have the authority to
make change.
4.5 OBJECTIVE 5: ASSURE THE SUSTAINABILITY OF THE
ACTIVITIES OF THE CHILD LABOR PILOT PROJECT AFTER
THE COMPLETION OF THE PROJECT LIFE SPAN
• Pilot visibility has been an important part ofintegrating the issues into the heart of the Department
Development Commission.
• Private sector support may be difficult to ascertain, especially in an environment of economic decline.
However, small steps, such as the support of meeting costs, though minimal, may indicate an opening that
can lead to greater support later.
4.6 . OBJECTIVE 6: MONITORING PILOT PROJECT ACTIVITIES
AND THE EVALUATION OF ITS EFFECTIVENESS IN THE
REDUCTION OF THE WORST FORMS OF CHILD LABOR IN
VALLE, HONDURAS
• Monitoring pilot activities can and should more accurately reflect changes by using qualitative indicators.
18 Child Labor Pilot Project Assessment Report Honduras
SECTION 5:
MAIN CONCLUSIONS
AND RECOMMENDATIONS
The partnership of CARE and EDUCATODOS was mutually beneficial, bringing together the strengths of
two organizations. EDUCATODOS provided tried-and-tested materials and brought the capacity to research
and develop modules. CARE supplied the facilitators' training, made frequent visits to support facilitators,
undertook workshops and meetings to educate and engage stakeholders at the national, district, and local
levels; and carried out ongoing field evaluation.
5.1 INTERVENTIONS
Preventive interoentions, such as EDUCATODOS, require extra training in teacher-effectiveness to promote
interactive, child-centered methods to improve the quality of the teacher-learning experience in addressing
needs of child laborers and at-risk youth.
Protective interoentions, such as providing information on educating youth on rights, health care, trafficking, as
well as on educating and involving family members and community leaders, require a "whole school" or
"whole system" approach that can prove challenging, and requires long-term commitment.
Developmentalinteroentions, such as vocational and pre-vocational training offering safe work alternatives for
child laborers, need to include basic decision-making and negotiation tools that can be fundamentally
empowering and transformative.
Although no deftnitive answers emerged as to which intervention or group ofinterventions was most
effective, the pilot initiative heightened awareness and interest among the general public. It introduced new
materials, adding value to EDUCATODOS non-formal education, and helped the organizations identify
strengths to build upon and weaknesses to address in future projects.
5.2 CROSSCUTTING THEMES
Improved coordination between the institutions and NGOs involved in the project, the activated and
improved human resources, and the trial use of various activities and techniques ensured a base that is ready
for continuation of activities, especially with consideration for the crosscutting themes listed below.
5.2.1 CONTEXT
The wide variety of population, backgrounds, and learning environmentsreflected in the site descriptions
requires flexibility and diversity of approaches in educating child laborers.
RECOMMENDATION
• More training for facilitators and volunteers in child-centered learning practices is required to help them
take better advantage ofEDUCATODOS methods and materials.
5.2.2 GENDER
While selection of participants included equal numbers of female and male youth, the pilot lacked a specific
gender strategy in addressing differences in girls' and boys' particular vulnerabilities. Although gender parity
in education has long been met in Honduras, gender bias exists in the culture and is reflected in the pilot
program.
Child Labor Pilot Project Assessment Report: Honduras 19
RECOMMENDATIONS
• 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 implementation and M&E plans and indicators.
• Because the M&E plan did not require reporting of data by sex, an opportunity was missed to analyze the
differences in the pilot achievement. USAID's administrative directive system (ADS) requires
disaggregation, and implementing NGOs should also be given guidance on these issues as part of project
startup.
5.2.3 STRATEGY, ORGANIZATION, AND MANAGEMENT
Organization and management ofthe pilot may have been improved with a better understanding ofthe
culture and competencies oflocal NGOs, and greater support from CARE for improving their capacities.
RECOMMENDATIONS
• The capacityoflocal organizations should be carefully considered, especially, as in the case of
EDUCATODOS materials, when introducing requirements such as participatory design and development
ofinstructional materials with child laborers.
• Agreements on tasks, reports, and deliverables needed to be more fully understood by each implementer
before and at the start of activity, with review and restructuring as necessary at points along the way.
5.2.4 TIME AND BUDGET
From the beginning, expectations could have been more reasonably aligned with time and resource
constraints. Local contractors were hard pressed to meet all the research and training demands within the
brief period of the pilot.
RECOMMENDATION
Involve local contractors in pilot design and be ready to facilitate a realistic implementation plan with staff.
5.2.5 MONITORING AND EVALUATION
M&E plans need to include indicators that capture both quantitative and qualitative outcomes. The
nonformal programs introduced, with their friendly teaching-learning environments, should more clearly
support child-centered approaches to provide learners with a nurturing environment that strongly supports
transformative processes needed for child laborers and at-risk youth from marginalized backgrounds. Pilot
interventions for these learners need to (1) foster flexible, exploratory, interactive, and inventive learning
styles; and (2) seek diversity by making sure that all students (for example, by sex and ethnicity) actively
engage in the learning process. Consequently, methods and tools should include basic techniques that are
shaped by a participatory philosophy that encourages broad-based involvement. Although the M&E plan was
not designed to monitor according to these standards, the findings show promising achievements and
challenges 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.
RECOMMENDATION
Incorporate qualitative indicators in the M&E plan discussed, understood, and agreed to by implementers.
5.3 SUMMARY
The positive results and lessons learned from the pilot form a stable prerequisite for further development and
extension in Valle and other districts with problems related to prevention ofthe worst forms of child labor,
including child prostitution and trafficking of children for sexual purposes in Honduras.
20 Child Labor Pilot Project Assessment Report: Honduras
APPENDIX I:
M&E PLAN:
OBJECTIVES, MAJOR ACTIVITIES, INDICATORS,
AND REPORTED OUTCOMES
Activities
Targeted Population: Children and Youth in the Worst Forms
of Child Labor in Valle, Honduras
Indicators (Goal) Reported Outcomes
• This study was cancelled since the ILO
had already completed a similar study.
• (I)
• Increase in information
about risks to children in
job activities in targeted
sectors
Objective I: To Design and Implement a Program of Educational Interventions Addressing the Worst Forms of Child Labor
I. Recruit, hire, and train FT Coordinator in Valle • (I) • Project Coordinator started Jan 9, 2003
2. To conduct a situational analysis (area mapping) • Increase in documented • One Situational Analysis report that
within Valle, Honduras addressing the following: information about child includes identification oftargeted sites for
• child labor activity by gender labor in the department pilot project interventions.
• work locations ofValle, Honduras • Performed by a team of consultants
• harvest seasons • (I )
• activities by production phase
• proximity of children to work sites (areas of
housing)
• child migrant worker and other child laborer
locations
• education status of child laborers
• attitudes of children, parents, and businesses
about child labor
• NGO programs and activities in Valle
3. Conduct job risk analysis
• Work activities
• Health status of children
• Accidents and injuries
• Conditions ofwork
4. Mobilize community stakeholders for
participatory planning purposes with the
following stakeholder groups:
• 9, Community Leaders
• 3, Local govemment representatives
• 2. Parents
• 2, Child/youth laborers
• 2, Private sector
Develop 3 community child labor action plans in
targeted communities with child laborers
• Number of persons
participating in planning
process with diverse
stakeholder groups
• (18 meetings)
• Number of community
action plans developed
• (3 plans)
• Two meetings per community were held,
a total of 26 meetings geared to
integrating all parties in the follow-up of
project actions.
• In order to attain this integration, an
education committee was formed for
eradicating child labor, integrated with
community leaders and parents.
Nevertheless there is a need to direct a
greater effort in consolidating structures
• Eleven action plans have been developed
- one for each committee.
Objective 2: To Prevent Children from Entering the Worst Forms of Child Labor through the Provision of Non-Traditional
Educational Interventions
I. Acquire and review appropriate educational • (I report)
materials (e.g., Educatodos and Maestra en Casa)
for children and youth
• Review of EDUCATODOS materials
focused on observations on the content.
Observations were mainly favorable.
Child Labor Pilot Project Assessment Report: Honduras 21
Activities
2. Modify and produce supplemental work activity
books for reading, writing, and math in the
context ofthe targeted work activities in key
sectors
3. Identify facilitators, and plan and conduct training
offacilitators
4. Facilitators field test work activity books and
provide feedback for revisions
5. Develop and provide training on pesticide and
other worker safety issues
6. Provide educational opportunities for children
7. Provide educational opportunities for youth
8. Create and identify opportunities for altemative
safe work activities for children
Indicators (Goal)
• 9 Workbooks: 3 activity
workbooks each for 3
work areas
• Increase in number of
trained facilitators
• Increased number of
training opportunities for
children and youth
• (3 Extensionists; 9
Volunteers)
• Summary of
recommended changes
to work activity books
• (5)
• Increase knowledge
about pesticides and
other worker safety
approaches
• (90 children & youth
trained)
• Increase %access to
educational opportunities
• (4 meetings/week)
• Increase % satisfaction in
education provided and
relevancy
• (90 boys & girls)
• Increase % access to
educational opportunities
• Increase % satisfaction in
education provided and
relevancy
• Number of children and
youth moved from
hazardous to .safe work
activities
• Increase % satisfaction in
education provided and
relevancy
Reported Outcomes
• None available at the time ofthis
assessment In August 2003, a technical
proposal was prepared and a team of
EDUCATODOS specialists was
organized. As part of a first phase all field
work has been completed; methodology
has been changed. adjustment to content
made and number oftexts was reduced
to 5.
• Extentionists were trained on the subject
of child labor and the methodological
frame ofthe educational system.
• Five training events have taken place for
the volunteer facilitators. As a strategy of
institutional strengthening, the same
numbers of EDUCATODOS volunteers
were also trained, for a total of 14
volunteers.
• Schedule was revised - application of field
materials to begin in May.
• Pesticide training took place in the
National Institute for Professional Training
(INFOP). The practice ofthe sessions
took place on the premises of a melon
producer, who also performed a
demonstration on the topic.
• Each facilitator performed an average of 5
meetings per week in order to finish the
content program.
• 21 I boys and girls enrolled: 200 passed to
the next immediate level; 61 finished 6th
grade.
• Four meetings per week offacilitators and
volunteers offering education
• 40 youth participating in education
opportunities
• Cancelled due to danger ofthe activity.
22 Child Labor Pilot Project Assessment Report: Honduras
Activities Indicators (Goal) Reported Outcomes
• 200 Parents informed
• 26 Sessions
• Cancelled due to danger for employees in
this area CARE has focused on
developing the capacities ofthe
institutions in the area through training
sessions, for those who by legal mandate
should assume these responsibilities.
• Due to the above all activities geared
towards this aspect have taken place in
coordination with the Ministry of Labor,
seeking to form a Departmental Technical
Sub-Council for eradicating the worst
forms of child labor.
• Likewise two training sessions have
taeken place with the participation of
representatives of various govemment
and private institutions.
• Cancelled due to legal and context
implications.
• 80 Parents informed in
• 2 Sessions
• Increase number of self￾initiated actions by
stakeholders to remove
children from abusive
child labor situations
• (90 children or youth
identified; 30 removed
from worst forms of child
labor)
3. Organize and reinforce abilities of stakeholders
to develop and implement action plans
addressing worst forms of child labor
• In cases of prostitution and trafficking,
remove children from abusive situation and
retum them to their home or place them
into an altemative safe environment with
access to education
• Inform officials to take appropriate action to
remove children from extremely difficult and
hazardous situations, such as prostitution,
illegal drug activity, etc.
• Educate children about their rights
• Educate employers about the requirements
under national and intemational law related
to child labor
• Coordinate activities with the labor
inspectors
• Coordinate activities with the ILO-IPEC
2. Provide information and education for parents of
children identified in worst forms of child labor
Objective 3: To Remove Children from the Worst Forms of Child Labor
I. Take measures to remove children out ofthe • Reduction in number of
worst forms of child labor children in abusive labor
• Identify and contact children in the most situations
abusive situations
Objective 4: To Raise Awareness and Bring About Reform using Social Marketing Techniques
I. Provide information and education in orderto
sensitize private sector employers hiring children
• Introduce the project to the private sector
• Disseminate information about treaties,
agreements and intemational conventions
conceming the worst forms of child labor
• Develop and implement intervention
strategies related to monitoring the worst
forms of child labor (preferable targeting
parents, children, and youth in their places of
work in order to not affect their education)
• Train and educate employers about social
accountability practices in their production
practices
• Reduction of children
employed in jobs
considered as the worst
forms of child labor
• (# employers contacted;
# of sessions held for
creating awareness)
• Two employers and two sessions held.
• In the training sessions both melon
producing businesses with greater
number of children participated with their
middle range personnel. Montelibano
with 6 people and Suazo Agro industrial
sent 3.
• Two meetings with representatives of
private businesses where the topic of
child labor was addressed. The businesses
have shown some support providing
financial aid for several activities that took
place with boys and girls and allowing the
pesticide practice to take place within
their premises.
• Encouraging small change
Child Labor Pilot Project Assessment Report Honduras 23
Activities
2. Provide information and education to parents of
child laborers
• Raise awareness ofthe parents about the
. importance of education in reducing poverty
and the risks associated with activities in the
worst forms of child labor.
3. Educate the children and youth
• Introduce the project to the community
• Present altemative forms ofwork and study
• Develop activities that raise the self-esteem
of children and youth., including training
youth as facilitators to conduct outreach to
other children and youth
4. Mobilize migrant and other communities
• Introduce the project to the community
• Facilitate meetings and actions ofthe
Commission on Child Labor in the
department ofValle
• Conduct special outreach to migrant
communities
• Involve community leaders, local govemment
in the processes of prevention and addressing
the worst forms of child labor.
Indicators (Goal)
• Increase in % of children
participating in
educational opportunities
• Increase in % of children
in safe work
environments
• Increase parent's
understanding related to
gender issues in child
labor
• (80 parents contacted)
• Number of children and
youth referred to
participate in educational
interventions as a result
of youth facilitators
• Increase of migrant
children's participation in
education opportunities
• Increase in migrant and
other parents' referral of
their children in
education
• Number of meetings of
the Sub-Commission on
Child Labor in the
. department ofValle
• I\lumber of independent
interventions initiated by
the Commission in Valle
• Increase in participation
of migrant children in
education opportunities.
• Increase the referral of
children to education by
migrant and other
parents.
Reported Outcomes
• I60 parents participated in parental
training sessions
• 200 boys and girls accessing study
opportunities provided by EI\lTRA
• All parents know about the risks of child
labor through training sessions developed
by the project
• A greater scope has been tried to be
given to this result, and focus has been
given to promote education encounters
as a tool that would provide for two way
learning experiences and·solidarity.
• Five encounters have been organized.
Participation in a theater encounter
organized by Save the Children and
Department level and four encounters
have been held in the same amount of
communities.
• In these encounters, the rescuing of
traditional games has been·promoted.
• -14 youth trained as volunteers.
• 50 migrants contacted
• 72 boys and girls, 36 graduated from 6th
grade
• 5 meetings ofthe Sub Commission to
eliminatethe quantity of child labor in
Valle, Honduras.
• 4 meetings held with Department
Development Commission which is the
highest department hierarchical
intervention level. The principal
achievement to date has been that the
problem of child labor has been seen
clearly at the level of authorities. Before
this project arrived subject had been
treated as part ofthe local culture.
• 5 interventions created and executed by
the Sub Commission in the department
ofValle, Honduras.
24 Child Labor Pilot Project Assessment Report Honduras
Activities Indicators (Goal) Reported Outcomes
Objective 5: To ensure the Sustainability of the Child Labor Pilot Project Activities after the End of the Project Period
I. Develop marketing strategy and plan to
systematize and sell sustainability ofthe pilot
project activities
2. Gain and secure support from the various GOH
Ministries for the continuation ofthe activities
following the end ofthe project period
3. Work with private sector to gain financial
support and other types of assistance for child
labor prevention and elimination actions
• Developed plan
• Agreement with the
govemment
• Private sector financial
and other support
implemented for working
children at their worksites
• One plan
• Achieving this result has been a CARE
priority in this reporting period. The
visibility ofthe project work in the area
has ben achieved. The project has been
integrated into the Heart ofthe
Department Development Commission
and from this level the sustainability
actions are thought to be developed.
• One written agreement with the
govemment
• An agreement has been signed with
EDUCATODOS program in order to
continue this education aspect, none the
less an agreement with the Ministry of
Education is being worked on.
• Private sector financing activities that
benefit children and youth
• To date financial support by the private
sector has been limited to the
development of precise events.
Objective 6: To Monitor the Pilot Project Activities and Evaluate its Effectiveness in Reducing Children's Activities in the
Worst Forms of Child Labor in Valle, Honduras
I. Submit required reports of activities, • # of quarterly reports • Four reports
accomplishments, indicators, outcomes,
challenges, corrective actions, and financial
accounting of expenditures.
2. Monitor intemal activities to ensure meeting
objectives, indicators, outcomes, reporting, and
financial accounting of project activities
3. Monitor reports and activities of CARE
4. Provide technical assistance and support as • I visit/week per center
needed
5. Establish plan and mechanism for determining
effectiveness of varying educational intervention
approaches with reducing abusive child labor
6. Conduct mid-term and final evaluation
7. Publish final report on pilot project activity, • Video production to be finalized
including lessons leamed and video/graphic
accounting of project activities and outcomes
Child Labor Pilot Project Assessment Report: Honduras 25