USAI 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 USING EDUCATION TO PREVENT CHILD LABOR, TRAFFICKING AND UNSAFE MIGRATION FOR CHILDREN AFFECTED BY CONFLICT BASAIN-SARAI, NEPAL 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 NEPAL PILOT SUMMARY: USING EDUCATION TO PREVENT CHILD LABOR, TRAFFICKING AND UNSAFE MIGRATION FOR CHILDREN AFFECTED BY CONFLICT CONTEXT The Basain Sarai pilot took place in Khanchanpur, Salyan, Dailekh, Surkhet and Rolpa, five roral districts severely affected by the Maoist conflict. In addition to pervasive poverty, Nepalese children and youth face a ravaged educational infrastructure and an economy that has all but collapsed due to the Maoist insurgency and the ensuing violence that began in 1996. Due to fear and economic desperation, many young Nepalis are migrating to urban areas or to India where they often find themselves highly vulnerable to abusive child labor and other risks to their health and wellbeing. Trafficking in girls and women has increased along the boarder of India. Children who have remained in rural districts (including large numbers of children who have lost one or both parents to the conflict) have seen their schools destroyed or abandoned. A significant number of youth have joined the insurgency (voluntarily or otherwise) as soldiers or porters. DESIGN AND IMPLEMENTATION: The Basain-Sarai pilot was designed to complement existing efforts to restore educational opportunities, combat abusive child labor and raise awareness around "safe migration." The main objectives were to (1) provide basic education support and non-formal education for displaced and conflict affected children, (2) offer vocational training to affected youth and link them with non-abusive employment opportunities, and (3) raise awareness on safe migration practices, abusive child labor/trafficking and HN/ AIDS. The pilot was implemented by World Education with two Nepali NGOs: Backwards Society Education (BASE) and Rural Reconstruction Nepal (RRN). World Education was selected on the basis ofits in-country presence and capacity to collaborate with field-based NGOs and District Education Offices (especially in difficult, conflict-affected areas), and its experience with formal and nonformal education interventions to combat abusive child labor in Nepal. RESULTS: ATTACK CHILD LABOR THROUGH NONFORMAL EDUCATION AND POVERTY REDUCTION Data collection: Data collection was a sensitive issue within the political context; anyone seen with pen and paper writing down information was suspiciously regarded. Trusted members of active NGO organizations identified program beneficiaries in community meetings within full view and participation of village leaders, parents, teachers, and children. Awareness Building: The pilot was designed and managed with complete involvement ofindigenous NGO organizations working closely with village committees to build strong community awareness. In addition, parents ofvulnerable children were trained in child rights and safe migration. Institutional Strengthening: Facilitators met regularly in the field and day-long quarterly management meetings were held with World Education, BASE and RRN staff to deal with various issues as they arose which developed team cooperation and cohesion. Education: A wide variety of options supporting nonformal education and vocational training were offered, with greatest emphasis on out-of-school programs provided in 24 NFE Centers and on vocational programs for youth. Support programs such as school scholarships (100); microcredit loans (200 youth), and family support (120), largely to households headed by widows, to develop their income generation capabilities. Innovative self reading materials such as comic books, a story game, and posters were developed on subjects Child Labor Pilot Project Assessment Report: Nepal such as safe migration to avoid risks of trafficking and other fonns of child labor. Basain-Sarai pilot went beyond the stated objectivesto include microcredit loans and family support for single female-headed households who are particularlyvulnerable to resorting to child labor. ii Child Labor Pilot Project Assessment Report: Nepal CONTENTS Nepal Pilot SUn1n1ary ••••.•••••.•••••.••••..••••..•••••.•.••..•••..•••••..•••••••.•••••••..•••••..•••••••....••••..••••...•••••••.•.••••..i Acronyn1S ix Section I: Introduction ............................................•.................................................................... I 1.1 Context I 1.2 Background Overview I 1.3 Evaluation Purpose and Methodology 2 1.4 Pilot Goal, Objectives, and Strategy 3 Section 2: Overview of Accomplishments...•••••••...••••..•••••••.•••••••...••••..••.••.•.•••••••.•.•••.•.•••••.•.•••.••• 5 2.1 Targets and Achievements of the Basain-Sarai Pilot 5 2.2 Implementation and Beneficiaries 5 Section 3: Findings by Objectives •••.••..••••••.•••••••.•••••••.••••••.••••••.•••••••••.•.••••..•••••.•••••.•••...•.•...•••.••..• 7 3.1 Objective I: Provide Basic Educational Support and Nonformal Education for Displaced and Conflict-affected Children 7 3.2 Objective 2: Offer Vocational Training to Affected Youth (14 18) and Link Them with Non-abusive Employment Opportunities 10 3.3 Objective 3: Raise Awareness on Safe Migration Practices, Abusive Child Labor, Trafficking, and HIV/AIDS 13 3.4 Systemic Support 15 Section 4: Conclusions and Recort'lmendations.•..•..•...•..•..••••.•..•.•......•.•....•.•..••..•...•.............•..• 19 4.1 Intervention Approaches 19 4.2 Crosscutting Themes 19 4.3 Effectiveness and Recommendations 21 4.4 Summary Conclusion 22 Child Labor Pilot Project Assessment Report Nepal iii ACKNOWLEDGMENTS This report presents the findings of the assessment of the Nepal ''Basain-Sarai'' pilot project. It is one of a series of five assessment reports on education to combat abusive child labor pilot projects, including Bulgaria, Ghana, Honduras, and Romania. A SL"'{th report synthesizes overall findings of the five pilot projects, emphasizing experiences and approaches useful for future child labor and education projects. The report is produced by GroundWork and is jointly authored by Tulasa Lata Amatya, GroundWork associate, and Hari Prasad Upadhyaya, World Education associate, both ofwhom gained first-hand experience in the challenges ofthe pilot as they conducted the assessment in critical areas of the insurgency. We are grateful for their efforts. The authors wish to thank various organizations, schools, principals, students, and individuals who generously provided materials, databases, and valuable inputs during the key￾informant interviews, focus-group discussions, and the workshop, and especially Mr. Amit Shrestha, CAC Nepal Program 0 fficer, for providing technical support. iv Child Labor Pilot Project Assessment Report Nepal ACRONYMS BASE BEPS CAC CW1N CBO DEO ECACL NFE NRPSS NRs OSP OVC RRN SAFE SMC VDC VEC WE Backward Society Education Basic Education and Policy Support Activity Community Action Centre Nepal Child Workers in Nepal Community-based Organization District Education Office/Officer Education to Combat Abusive Child Labor Non-Formal Education Nepal Rastriya Proposed Secondary School Nepal Rupees Out-of-School Program Other Vulnerable Children Giwan ra Jibika) Rural Reconstruction Nepal Social Awareness for Education School Management Committee Village Development Committee Village Education Committee World Education Child labor Pilot Project Assessment Report: Nepal ix SECTION I: INTRODUCTION This report presents the findings ofthe assessment ofthe pilot project "Basain-Sarai1 Project: Using Education to Prevent Child Labor, Trafficking and Unsafe 11igration for Children Affected by Conflict in NepaL" The pilot was designed to combat abusive child labor by providing humanitarian aid to children, youth, and their families in five western districts affected by the current Maoist insurgency in NepaL The insurgency has disrupted normal life, leaving many children and youth unable to attend school, find employment, and lead self-sufficient dignified lives. Improving the lives ofthese children and youth is expected to minimize the risk of their becoming actively involved in the conflict or migrating as child laborers. 1.1 CONTEXT In addition to pervasive poverty, Nepalese children and youth face a ravaged educational infrastructure and an economy that has all but collapsed under the weight of the Maoist insurgency and the ensuing violence that began in 1996. Due to fear and economic desperation, many young Nepalese are migrating to urban areas or to India. They often find themselves highly vulnerable to abusive child labor and other risks to their health and well-being. Children who have remained in rural districts (including large numbers of children who have lost one or both parents to the Maoist conflict) have seen their schools destroyed or abandoned. A significant number of youth have joined the insurgency (voluntarily or otherwise) as soldiers or porters. The ceaseftre declared in early 2003 offered opportunities to repair the damage done; however many families saw the ceasefire as a window of opportunity to get out, increasing the trend towards displacement and migration. Conflicts in Nepal have broader implications as well. With many men either killed in the conflict or joining the rebels, Nepal has experienced a surge in female-headed households. Girls and women displaced from conflict become vulnerable to forced prostitution and social isolation; risk of trafficking and HN/ AIDS is also high. 1.2 BACKGROUND OVERVIEW The Basain-Sarai pilot project, implemented between April is, 2003 and April 30, 2004, was supported by a sub-task order under USAID's Basic Education and Policy Support (BEPS) Activity, Education to Combat Abusive Child Labor (ECACL) task order. World Education (WE) was selected as the recipient of the sub￾task order because ofits in-country presence, its capacity to collaborate with field-based non-governmental organizations (NGOs) and District Education Offices (especially in difficult, conflict-affected areas), its experience with formal and non-formal education, and its existing capacity in using educational interventions to combat abusive child labor in NepaL The total budget for the pilot was $131,091. World Education (WE) worked with the two Nepali NGOs on this project, Backward Society Education (BASE) and Rural Reconstruction Nepal (RRN), and each was contracted with a budget of$40,7S0. Pilot project activities were implemented in five districts severely affected by the ~Iaoist conflict: Khanchanpur, Salyan, Dailekh, Surkhet, and Rolpa. The Basain-Surai pilot project was built on and complemented work that had been started in 2002 by WE, BASE, and RRN to address the needs of children affected by the conflict in NepaL These organizations had been supported by USAID under the Asahaya Bal-Balika-kolagiJiwan ra Jibika Initiative to meet the most immediate counseling and education needs ofthese children. I Basain-Sarai is a Nepali term that means "to migrate." Child Labor Pilot Projea Assessment Report Nepal The Jiwan ra Jibika Initiative was designed during the worst months of the conflict during the monsoon of 2002. At that time little information was available for planning, nd there was great uncertainty about what could actually be implemented. Subsequently, the information gathered on vulnerable children at the district level suggested that many more children had been affected than was originally thought. In addition, large numbers of young adults who had been directly engaged in the conflict, or displaced, had been returning to their homes. Many others took the ceasefire as an opportunity to migrate for their long-term safety. The Basain-Sarai initiative used education to ensure that these youths were not drawn back into the conflict or felt the need to migrate to India. In addition, the project worked to prevent other vulnerable youths from falling into the trap of abusive child labor. 1.3 EVALUATION PURPOSE AND METHODOLOGY The objectives of this evaluation study are to review the status of project implementation, highlight the achievements and effects of the project, and document lessons learned. The study aims to answer these questions: • What did the project intend to perform and achieve? • What types ofvocational training projects were implemented? What strategies were adopted to create jobs and connect the employers with the project participants? • What changes are evident in the lives of the participants? • Was the community supportive of the project? • How was the project managed? What was the monitoring mechanism? • What was the planning process? Was it been effective in conceptualizing and framing the project? • What components ofthe project were the most effective and the least effective? The answers to these questions are meant to help USAID in the design and implementation of future programming in education to combat abusive child labor. The evaluators used primary and secondary data to answer the evaluation questions. They began by reviewing documents and reports available from the three organizations responsible for implementation: World Education, RRN, and BASE. Because of the insurgency, the assessment was limited in scope and range ofinformation collection. It therefore departs from the original design, which included greater breadth of observation sites and interaction with stakeholder groups (parents, youth, and teachers) at the local level. Although the pilot was carried out in five districts, observations for this assessment were made in one district only. Reports from other districts were given in meetings with staff from other districts. The team collected data in the course of the following activities, conducted during the period from April 27 May 28, 2004: • Field visits in the district of Surkhet (May 23 25) to interview participants and observe project activities. Surkhet is one of the districts most affected by the insurgency. Geographically, the district is a mix of hills and plains and is the center for the adjoining far-western regions, making it easily accessible. • Interviews with staff members ofWE, RRN, BASE, and other selected stakeholders; • Group discussions with beneficiaries; 2 Child Labor Pilot Project Assessment Report Nepal • A half-day stakeholder workshop in Nepalgunj with the Project Coordinator and Program Officer from WE, the Field Coordinators ofBASE and RRN, Field Assistants, and other staff ofthe partner NGOs. Qualitative and quantitative methodologies were used in the evaluation, but the emphasis was on qualitative evaluation in which reflective techniques were used with youth, parents and guardians, teachers, and pilot project coordinators and managers. The stakeholder workshop practice was intended to be flexible, exploratory, and interactive to promote self examination of behavior and attitudes that promote effective education for prevention of child labor within the context of the pilot. The purpose of the assessment approach is to engage a representative sampling ofstakeholder groups 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 PILOT GOAL, OBJECTIVES, AND STRATEGY The goal of the project was to help children who are internally displaced or who are out ofschool as a result ofthe conflict to be less vulnerable to trafficking and other fOnTIS of abusive child labor. The project had the following main objectives: • Objective 1: To provide educational support or alternative educational opportunities to displaced and conflict-affected children; • Objective 2: To offer vocational training to conflict-affected adolescents (age 14 18) and link them with non-abusive employment opportunities; • Objective 3: To raise awareness on safe migration practices, abusive child labor, trafficking, and HIV/AIDS. The project sought to achieve its goals through three components: • Educational support: To help promote education, the project conducted alternative education, school support, and scholarship activities and encouraged parents to educate their children and understand their rights. • Vocational training and income generation.:To provide employment opportunities for youth, the project offered vocational skills training, micro-credit for self-employment, leadership training and micro￾enterprise support, and family support. • Materials development: To raise awareness among community members ofsafe migration, abusive child labor, HIV/ AIDS, the project developed creative materials. Child Labor Pilot Project Assessment Report: Nepal 3 SECTION 2: OVERVIEW OF ACCOMPLISHMENTS This section presents an overview of accomplishments according to the objectives and indicators outlined in the performance monitoring plan. 2.1 TARGETS AND ACHIEVEMENTS OF THE BASAIN-SARAI PILOT The project reached and, in some cases, exceeded the target numbers of beneficiaries as summarized below in Table 1. Activities Table I. Targets and Actual Achievement of Basain-Sarai Project Target Indicators Results Percent Achieved 12 schools 16 schools 133 Objective I: Provide basic educational support and nonformal education for displaced and conflict"':affected children I. Scholarship distribution 200 children 220 children I Ia 2. Provision of I\JFE (Out-of-School 500 children 567 children (143 enrolled 113 Program) in formal schools) • Provide NFE Classes 24 NFE Centers 24 Centers 100 3. School support: • Physical repairs and provision of materials 4. Train parents of vulnerable children 120 parents 120 100 Objective 2: Offer vocational training to affected youth (14-18) and link them with non-abusive employment opportunities I. Skill training 100 youths 100 youths 100 2. l'1icro-credit 200 youths 200 youths 100 3. Leadership training 50 youths 4. Family support 120 families 120 families 100 5. Training on child rights and safe migration 120 parents I 17 parents 98 Objective 3: Raise awareness on safe migration practices, abusive child labor, trafficking and HIV/AIDS 6. Creative materials development Developed, pre-tested, and distributed 9 types of posters, 3 types of self￾reading materials, story game by WE, hoarding boards and reading material by RRN, and self"':reading material by BASE. 2.2 IMPLEMENTATION AND BENEFICIARIES World Education's partner, BASE, conducted project activities in Kanchanpur and Salyan, while RRN conducted activities in Surkhet, Dailekh, and Rolpa. Insec, an NGO working for human rights, also supported the project operation by forming committees at the grassroots level that helped select the youth and other project participants. Ifsomeone needed support, Insec tried to connect him or her with RRN. AWA], an NGO working in Surkhet district, also supported the project. The District Education Office (DEO) was involved in selecting the Out-of-School Program (OSP) center and selecting the school and PREVIOUS PAGE BLANK Child Labor Pilot Project Assessment Report: Nepal 5 students who needed support. DEO staff also monitored project activities, especially the education-related ones, when they visited the field. Project beneficiaries included displaced children and youth, particularly orphans; former child soldiers and others who worked as porters or support staffin the conflict; and those at risk of being forced into the fighting or ofmigrating into an abusive form of child labor. Beneficiaries also included the families and guardians ofthese youth. Table 2, below, summarizes male and female beneficiaries of education and training components. The table indicates that, in total, more females (58%) benefited from training than males (420/0). The data are skewed by the large number ofwomen who benefited from family support (94%). Females also benefited by higher percentages in child-rights training (64%); public awareness (62%); and out-of-school (610/0). Males benefited by higher percentages in vocational training (69%); leadership training (660/0); micro-credit support (57%); and scholarships (530/0). Table 2. Numbers of Male and Female Beneficiaries Served by Project Components Male Female Total Components No. % No. % No. % Education support Scholarships 117 53 103 47 220 100 Child-rights training 42 36 75 64 117 100 Out-of-school (NFE) 217 39 346 61 563 100 Public awareness 230 38 376 62 606 100 Vocational training and income generation Vocational training 69 69 31 31 100 100 Micro-credit support 114 57 86 43 200 100 Leadership training 33 66 17 34 50 100 Family support 7 6 113 94 120 100 Total 829 42 1147 58 1706 100 (Note: Some might be counted twice, if they participated in more than one component) 6 Child Labor Pilot Project Assessment Report: Nepal SECTION 3: FINDINGS BY OBJECTIVES This section presents the evaluation team's findings for each objective as well as for systemic support, including pilot management and monitoring and evaluation. 3.1 OBJECTIVE I: PROVIDE BASIC EDUCATIONAL SUPPORT AND NONFORMAL EDUCATION FOR DISPLACED AND CONFLICT-AFFECTED CHILDREN The basic educational support objective, designed to serve children affected by the conflict, comprised five activities: • Providing scholarships for 220 children; • Awarding grants to 16 schools for repairs; • Running 24 asp centers to provide educational support to out-of-school children (aSP); • Training 120 families of vulnerable children in child rights; • Raising public awareness of the dangers of child labor, trafficking, HIV/ AIDS, and migration. By August 2003, a total of 1,238 children and youth-617 girls and 621 boys-were identified as beneficiaries ofthe Basain-Sarai project in five project districts. BASE identified 530 children and youth in Kanchanpur and Salyan (from among 23 Village Development Committees and one municipality). RRN identified 708 children and youth in Dailekh, Rolpa, and Surkhet (from among 68 village development committees [VDCs] and two municipalities). 3.1.1 SCHOLARSHIPS The scholarship program covered school expenses for most of the displaced and conflict-affected children, including orphans and former child soldiers. Scholarships were for a full academic year with the goal of improving the beneficiaries' attendance and performance. Every child received a scholarship of Nepal Rupees (NRs.) 2,700 ($27) to cover the costs of a uniform, school bag, and stationery. Nearly 70 percent of the 220 children who received scholarships were orphans, 20 percent were displaced children, and 10 percent were at￾risk children. Selection ofrecipients was based on the recommendations of concerned VDC, District Administration Office, District Police Office, District Child Welfare Committee, local NGOs, community-based organizations (CBOs), and schools. Priority was given to those children whose parents received funds from family support. The majority of children receiving scholarships out-performed their peers, and all students receiving scholarships did well enough on their fmal exam to be promoted to the next grade. Perceptions. Most ofthose interviewed thought that the scholarships had helped improve school attendance and performance. Though the project had assumed that the government would supply textbooks free of charge, this turned out to be false. Many children reported that the scholarship amount was not enough to cover all expenses for the entire academic year. Headmasters, School Management Committee (SMC) chairpersons, and teachers interviewed in two schools reported that attendance did increase, though the schools had no records of attendance, so dus general impression could not be verified. Children receiving Child Labor Pilot Project Assessment Report: Nepal 7 scholarships reported that they have contributed to the continuation oftheir studies and increased their school attendance. 3.1.2 SCHOOL SUPPORT The school support activity repaired damaged and neglected physical facilities. It provided 16 schools (SL--C in Salyan, four in Kanchanpur, and two each in the three RRN districts of Surkhet, Dailekh, and Rolpa) with funds to build more classrooms for an increasing number ofstudents and purchase furniture so students no longer had to sit on the floor. Recipient schools were selected in a district meeting of government and non￾government education organizations. Project NGO staff visited the schools, reviewed the conditions, and assessed the needs of the schools. Table 3 shows how schools used these funds. Area of Support Adding classroom space Furniture Repair and maintenance Construction and repairs Total Table 3. Use of School Support funds Number of Schools 5 8 I 2 16 Percent 3/ 50 6 /3 /00 The evaluation team visited two schools in the Surkhet district that had received support for furniture construction. NRPSS Gagretal had built 45 sets of desk and benches that served 225 students. NRPSS Kairekhola used the support for 25 sets of desk and benches and for building maintenance. Pen-eptions. Those interviewed at the schools and project officials observed that the results of this support went beyond the furniture itself. Headmasters, teachers, and SMC chairpersons said that the activity attracted other support from the community, such as from a community forestry group, which provided financial assistance. Parents also provided support and showed concern for the education of children. Their participation in school activities gradually increased, and PTAs were formed. There was also sentiment that the support amount was not sufficient, as it only supported a few schools. 3.1.3 OUT-Of-SCHOOL PROGRAM The project provided non-formal education through the OSP. Twenty-four OSP centers served a total of 566 displaced, orphaned, and conflict-affected children who participated in activities designed to encourage them to enroll in formal schools once they had completed the OSP program. Designed with participation of parents and concerned organizations, the OSP centers employed trained facilitators who used textbooks provided by the project. Partitipation. Fifty-sL--c percent of the children were served in BASE districts, while 44 percent were served in the RRN districts of Kanchanpur and Salyan than in other districts. Overall, the percentage of girls that participated was around 57 percent. Roughly 50 percent of the children were categorized as "at risk"; just under 20 percent were displaced children, and just under seven percent were orphans. Around 23 percent were Muslims who were included in the program at the request of the Department ofEducation. Design and management. Each OSP center was established with the consent ofthe parents and designed with the help ofthe DEO, parents, and CBOs. An OSP Center Management Committee that included parents, social workers, and local teachers selected the facilitator, and OSP participants ran the center. Facilitators selected by the OSP Center Management Committees received an initial training and refresher training from DEO trainers. Dropouts and t"ompieters. More than 87 percent ofthe participants completed the program; 71 children (about 13 percent) dropped out. The Salyan districts had the highest percentage of dropouts, even though overall it had the most program completers. There were no dropouts in the Dailekh and Rolpa districts. The main reason 8 Child Labor Pilot Project Assessment Report: Nepal for dropping out, as reported by the visiting officers ofWE, was that children had household chores, such as rearing siblings and cattle, that kept them from attending. Enrollment informal sthools. The team could not determine the exact number of children who moved from these schools into the formal school system as the admission period was still open when this review was conducted, but initial enrollment information seemed promising. At that time, 107 asp graduates from Kanchanpur, 25 from Rolpa, and 11 from Surkhet had been admitted in formal schools. Facilitators reportedly made an effort to motivate the asp graduates to enroll in formal schools. They also requested that schools admit asp graduates. Perceptions. Those interviewed believe that the asp program helped children who were not in school. In particular, the Field Coordinator mentioned that Muslim parents in Surkhet usually do not encourage their children, especially girls, to attend school, but asp participants encouraged their girl friends and motivated parents to send all of their children. The proximity to schools from children's homes saved them time, and the use oflocal facilitators had a positive impact. Factors that adversely affected the program included insufficient amounts of materials, irregular student attendance, lower-than-standard salaries for facilitators, and the program's short duration. Because of a shortage of facilitators, the DEa Office conducted activities in many asp centers. 3.1.4 CHILD RIGHTS TRAINING PROGRAM The training program on child rights was designed to teach families of displaced, orphaned, and at-risk children about the status of children in the community and the country and their rights to education, health, and nutrition; migration and abusive forms of child labor; responsible parenthood; girl trafficking and HN/ AIDS; and safe migration practices. The program attracted 117 participants, a number close to the initial goal of 120. More than 45 percent ofthe participants were members of displaced families, rougWy another 25 percent families with orphans, 25 percent with at-risk children, and 5 percent widows. Most lived in Kanchanpur district, and very few lived in Dailekh district; 64 percent were women and 36 percent were men. Pen-eptions..Field staff found that the program provided useful information to the parents and other relatives and that it motivated participants to be concerned about the development of their children. The themes covered in the training program were appropriate. Some observed participants practicing the behaviors they were taught. However, the program was only able to accommodate a limited number of participants and was too short. 3.1.5 PUBLIC AWARENESS PROGRAM The public awareness program informed about 500 people of child rights, child labor, trafficking, and HN/ AIDS. It used street drama shows, erected hoarding boards, and arranging poetry competitions. BASE organized three workshops in Salyan and implemented an awareness-raising campaign in Kanchanpur Districts. RRN performed street drama shows, erected hoarding boards, and arranged poem competitions. In Kanchanpur 501 people (202 males and 299 females) participated, as did 105 (28 males and 77 females) in Salyan district. . Pen·eptionJ. Workshop participants thought that the program was needed to convey important messages on the condition of children and their rights. They also indicated that it sensitized the public on the issues and, consequently, changed the attitudes of people in the community. Child Labor Pilot Project Assessment Report Nepal 9 3.2 OBJECTIVE 2: OFFER VOCATIONAL TRAINING TO AFFECTED YOUTH (14 18) AND LINK THEM WITH NON￾ABUSIVE EMPLOYMENT OPPORTUNITIES The vocational and income-generation program objective ofBasain-Sarai comprised four activities: • Vocational training for 100 youth; • Micro-credit support for 200 participants in vocational training programs; • Leadership training for 50 vocational program participants; and • Family support for 120 families. 3.2.1 VOCATIONAL TRAINING One of the most important interventions of the Basain-Sarai project was vocational training, intended to secure employment opportunities for youth. The nonformal education classes, offered in all five districts, were run as part of the Out-of-School Program, which is a government education package aimed at preparing children ages 8 to 14 for entry or reentry into the formal school system. Classes were provided to 563 participants, exceeding the initial target of 500. In addition to these classes, RRN also ran an adult literacy class for 19 young war widows, all of whom were roughly 14 to 15 years of age. All of the widowed girls successfully completed the class. All these participants had access to family support funding. The project trained youth in motorcycle repair, goat rearing, computers, tailoring, commercial art, and other skills. These skills were selected on the basis of the availability of trainers, the local market, and needs of employers. Since employment wasthis program's main goal, coordinators worked to find jobs for their trainees by networking with employers. They also encouraged students to form their own businesses by providing each one with NRs. 5,000 (US $50) in micro-credit and giving them leadership training. Partidpants. RRN and BASE districts were equally represented in the training. More than twice as many boys (69%) than girls (31 % ) benefited from the program. The highest percentage of participants was youth at risk of being forced into the conflict or migrating (48%); the percentage of orphans who benefited from the vocational skill training was 14 percent. Employment results. Coordinators ofBASE and RRN reported that all 200 trainees were employed. Most of them were self-employed. Out ofthe 100 trainees, 67 of them got jobs in areas in which they were trained, while the remainder found jobs outside of those areas. Those employed had received training in commercial art, carpentry, house wiring, radio repairing, bicycle and motorbike repalring, tailoring, woolen bag weaving, goat rearing, driving, masonry, and agro-vet. Trainees were able to earn at least NRs. 2,500 ($25) per month. Pen:eptions. Interviews with the trainers and trainees indicate that the skills training not only provided employment, but also satisfaction, confidence, and financial security. BASE and RNN staff and other project participants felt that the training contributed to the development of enterprising behavior among trainees, provided employment opportunities, and helped generate income for the displaced and youth at risk. Some trainees had remarkable success. One who learned skills of house-wiring reported that he spent his time in an electric shop and, if a customer came, he arranged a house-wiring contract with him. He was earning about NRs. 2,500 ($25) per month. He had received micro-credit support that he used to purchase tools and equipment, and he was seeking advanced training in the same trade. Another trainee, who received training in the radio repair trade, reported that the training helped him get a job. He currendy works in the same place where he got the training and earns about NRs. 50 ($0.50) per day. He anticipated advanced training for reinforcing his skill and then planned to open his own shop. Workshop participants pointed out some limitations of the program: It provided initial skills only, and trainees' desires were overlooked while selecting the skills. 10 Child Labor Pilot Project Assessment Report: Nepal 3.2.2 MICRO-CREDIT The 100 youth that participated in the Basain-Sarai vocational training program and 100 youth that received skills training from other programs received micro-credit support of NRs. 5,000 ($50) each to promote self￾employment. Table 4 shows the projects flllanced by micro-credit support. Area Goat raising Tailoring Pig raising Retail shop Agro-vet Carpentry Bicycle repairing Motorbike repairing Radionv repairing Wiring Woolen bag weaving Painting (commercial art) Watch shop Others Total Table 4. Uses of Micro-credit Support Recipients 40 35 15 12 II 9 9 7 7 6 6 5 4 34 200 Percent 20.00 17.50 7.50 6.00 5.50 4.50 4.50 3.50 3.50 3.00 3.00 2.50 2.00 17.00 100.00 Partidpants. Most participants were located in Kanchanpur district, followed by Salyan and Surkhet Districts. More males participated than females, and most of the youth who received support belonged to at-risk groups, followed by displaced youths. Pen·eptions. Field coordinators and others who participated in the workshop believe that the micro-credit support contributed to the self-employment of the trainees. For the displaced youth who had migrated from their villages and were vulnerable to joining the conflict, the livelihood support they received was helpful. Credit recipients who were interviewed said that they used the money to purchase tools and equipment for their jobs. For example, one ofthem purchased equipment required for house wiring while another two bought tools that are essential for radio repairing. One ofthe recipients, who runs an Agro-Vet Shop in . Ramghat, reported'that they have formed a community group. The group members collect money on a monthly basis to operate a revolving fund. Once every month, they gather at the RRN office and discuss their problems. They believed that vocational training and micro-credit assisted them in choosing their occupations and advancing within them. However, the support amount of only NRs. 5,000 per trainee was not seen as sufficient to buy all ofthe necessary items required for them to start a business. 3.2.3 LEADERSHIP TRAINING Fifty youth who participated in the vocational training also received leadership training, which was intended to motivate and help them start their own businesses. Partidpants. Among participants, the proportion of males was significantly higher than females. The number of at-risk youth was relatively high compared to other types. Few vocational skill trainees from the Dailekh and Rolpa districts took part in the leadership-training program, because RRN could not manage to arrange the program in these two districts. Child Labor Pilot Project Assessment Report Nepal 1I Pen:eptionJ". The workshop participants responded positivelyto the leadership-training program. They said that the training taught them to review and analyze the status of their businesses, maintain business accounts, analyze investments and profits, and develop an entrepreneurial spirit. Some reported that it provided knowledge and insights to seek markets and enter them; it helped them create jobs for themselves; and provided skills needed to secure customers and keep business records. Project staff members had differing perceptions. The Field Coordinator ofRRN believed that the program helped participants run their businesses in a more organized manner and motivated them to guide others in running businesses and exploring markets. In contrast, the Field Coordinator ofBASE thought that the training was limited because it was only offered to the skills training participants, and their access to the job market was limited. Workshop participants agreed that the duration of training was too short for the youth participants to become self-employed. 3.2.4 FAMILY SUPPORT The family support program w~s designed to provide alternative livelihood opportunities to families displaced by the conflict so that they could afford to send their children to school rather than allow them to work in abusive conditions. The target group was 120 displaced families that were identified through a baseline survey. NRs. 7,500 was provided to these families, most of them headed by widows of men who had died in the conflict. PartidpantJ". Twenty-five percent of families receiving support resided in Kanchanpur, and another 25 percent resided in Salyan District. The remaining 50 percent were living in Surkhet, Dailekh, and Rolpa Districts. More than 80 percent of the support recipients were widows. Most often they were young mothers with two or three children whose husbands were killed during the conflict. UJ"eJ" ofJ"upport. Families used the support for a range of activities. Participants living in Kanchanpur used the funds for pig rearing, goat rearing, vegetable farming, and running shops. Participants of Salyan district received support for raising pigs and goats and running shops. In Surkhet district, the participants received support for rearing buffaloes, cows, pigs, and goats and running tea and retail shops. Similarly, participants of Dailekh also received support for running retail and teashops, as well as small hotels, and for animal rearing and poultry. Table 5 shows the overall distribution of activities among families. Area Retail shop Goat raising Cow/buffalo raising Poultry Tea shop Hotel Fisheries Pig raising Textile TOTAL Table s. Uses of Family-Support Funds Recipient 20 46 9 6 2 2 I 33 I 120 Percent 16.67 38.33 7.50 5.00 1.67 1.67 0.83 27.50 0.83 100.00 Pen:eptionJ". Participants agreed that the program allowed single women and widows to make their own livelihoods. Several recipients testified to the value ofthe program. One of the displaced support recipients, who runs a small shop in Birendranagar municipality, reported that she used the support to run her shop. Her daily turnover ranged from NRs. 200 to NRs. 400. She became a member of the income group, saved some 12 Child Labor Pilot Project Assessment Report: Nepal each month, and was able to send her children to school. A recipient who lived in Jarbuta VDC used the support to raise goats. She also sent her children to school. One ofthe widows living in Latikoili VDC, whose husband was killed by the rebels, used the support to raise cows. She was able to earn NRs. 30 a day by selling milk, and she saved NRs. 40 a month in the income group. She also sent her children to school. BASE and RRN Coordinators observed that support recipients are generating income and were able to send their children to school as a result of assistance. However, participants felt the amount ofNRs. 7,500 was not sufficient and that the program's coverage was limited. The workshop members all agreed that support recipients must be trained before initiating their projects. 3.3 OBJECTIVE 3: RAISE AWARENESS ON SAFE MIGRATION PRACTICES, ABUSIVE CHILD LABOR, TRAFFICKING, AND HIV/AIDS A variety of materials were developed, tested, and distributed for use in raising awareness ofsafe migration, child rights, child labor, human trafficking, and HIV/ AIDS. The materials included eight color posters, a self￾reading storybook, a pocket book, a storybook on HIV/ AIDS, a story game, other self-reading material, a pictorial booklet, and hoarding boards. Materials were distributed in the districts and used in a series of one￾day workshops with a total of606 participants from the districts ofI