Implementing the Roadmap for Achieving the Elimination of the Worst Forms of Child Labour by 2016

A Facilitators Guide to the Training Course

International Programme on the Elimination of Child Labour (IPEC)

Copyright International Labour Organization 2013 First published 2013 Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition that the source is indicated. For rights of reproduction or translation, application should be made to ILO Publications (Rights and Permissions), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: pubdroit@ilo.org. The International Labour Office welcomes such applications. Libraries, institutions and other users registered with reproduction rights organizations may make copies in accordance with the licences issued to them for this purpose. Visit www.ifrro.org to find the reproduction rights organization in your country. IPEC Implementing the Roadmap for Achieving the Elimination of the Worst Forms of Child Labour by 2016 - A Facilitators Guide to the Training Course / International Labour Organization, International Programme on the Elimination of Child Labour (IPEC) Geneva: ILO, 2013. ISBN: 978-92-2-127126-0 (print); 978-92-2-127127-7 (Web PDF) International Labour Organization; ILO International Programme on the Elimination of Child Labour child labour / national planning / plan implementation / training programme / training course - 13.01.2 Also available in French: Mise en uvre de la Feuille de route en vue de llimination des pires formes de travail des enfants dici 2016 - Guide lusage des facilitateurs du Guide formation, ISBN 978-92-2-227126-9 (Print), 978-92-2-227127-6 (Web PDF), Geneva, 2013; and in Spanish: Aplicacin de la Hoja de ruta para lograr la eliminacin de las peores formas de trabajo infantil para 2016 - Gua de los facilitadores de la Gua de formacin, ISBN 978-92-2-327126-8 (Print), 978-92-2-327127-5 (Web PDF), Geneva, 2013. ILO Cataloguing in Publication Data ACKNOWLEDGEMENTS This training guide and the accompanying facilitators guide is the result of team work, and benefited from a wealth of contributions and inputs by a range of stakeholders and colleagues within and outside the ILO. The contributions by the following colleagues are gratefully acknowledged: Claude Akpokavie (ACTRAV), Raphael Crowe (GENDER), Guillermo Dema (ILO Lima) Noortje Denkers (ILO San Jose), Anne-Brit Nippierd (ACT/EMP), Yaw Ofosu (ILO Pretoria), Simrin Singh (ILO Bangkok), Sherin Khan (ILO New Delhi), along with a range of IPEC colleagues including Victoria Cruz, Susan Gunn, Lars Johansen, Sophie de Coninck, Ahmet Ozirmak, Bharati Pflug, Patrick Quinn, Wahidur Rahman, Gurchatan Sandhu, Chongcharoen Sornkaew, Simon Steyne and Peter Wichmand. A draft of this training guide was furthermore tested and validated in national level training workshops in Fiji, Mexico and Sierra Leone at the request of the respective authorities. The tremendous enthusiasm to work with the materials and develop drafts of national and, in case of Mexico, state level action plans has been instrumental in seeing this guide mature. The tireless work in the various workshops and detailed feedback on the guide by more than 100 workshop participants has been greatly appreciated. Special thanks are due to a team of experts at Verit (Philip Hunter, Lydia Long, Quinn Kepes and, for graphic design, Julie Sobkowicz Brown) for developing the training materials in close consultation with Hans van de Glind (IPEC), who coordinated and oversaw the project and authored parts of the text and exercises. Funding for this ILO publication was provided by the Government of the Netherlands (Project INT/10/07/NET). This publication does not necessarily reflect the views or policies of the Government of the Netherlands, nor does mention of trade names, commercial products, or organizations imply endorsement by the Government of the Netherlands. The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers. The responsibility for opinions expressed in signed articles, studies and other contributions rests solely with their authors, and publication does not constitute an endorsement by the International Labour Office of the opinions expressed in them. Reference to names of firms and commercial products and processes does not imply their endorsement by the International Labour Office, and any failure to mention a particular firm, commercial product or process is not a sign of disapproval. ILO publications and electronic products can be obtained through major booksellers or ILO local offices in many countries, or direct from ILO Publications, International Labour Office, CH-1211 Geneva 22, Switzerland. Catalogues or lists of new publications are available free of charge from the above address, or by email: pubvente@ilo.org or visit our website: www.ilo.org/publns. Visit our website: www.ilo.org/ipec Printed in Switzerland Photocomposed by Verit

uIntroduction
This document presents a guide to the IPECs training course Implementing the Roadmap for Achieving the Elimination of the Worst Forms of Child Labour by 2016 - A training Guide for Policy Makers. It provides practical guidance, support and materials to help facilitators successfully implement the course. The document covers course planning, implementation and follow-up, in each case providing helpful tips and advice. These are supported by a selection of training tools provided in the appendices, including sample course programmes, icebreakers, energizers, course follow-up exercises and evaluation forms. The document complements the resources provided in the Training Guide1 itself, and is based on feedback received from the participants of three pilot trainings held at national and sub-national levels in Fiji, Mexico and Sierre Leone.

vPreparing for the course

The course is designed to be a key step in the development of a national roadmap or action plan to eliminate the worst forms of child labour (WFCL). It will not result in the roadmap itself, but it will provide participants with the tools and guidance they need to take an important step in that direction and at least develop a draft or a blueprint of a roadmap. To this end, the course aims to enable governments, with the support and participation of key stakeholders, to develop and adopt new and effective policy measures and establish the foundation and momentum through dialogue, partnership building and increased understanding and capacity to sustain such measures.

Strategic planning: The course in broader perspective

Prior to implementing the course, there are a number of strategic and technical steps you may wish to undertake to ensure the success of the course (and the success of the roadmap you help to develop). These steps can include any or all of the following:

Research: In many cases, it will be necessary to conduct research (like a survey, rapid assessment or a desk review of existing literature) on the WFCL to better understand national circumstances and trends. Research can help you advocate for better, more effective policy development, assist in awareness-raising and advocacy efforts, and generate data to help measure changes, improvements and impacts in the future. Research can also support your efforts to better understand the legal, regulatory and policy environment and identify potential loopholes or weaknesses that may compromise public action against WFCL. Awareness-raising: You may wish to combine an awareness-raising element with the research you conduct. This will be essential in those cases where the WFCL and their detrimental impact on children are poorly understood or not acknowledged. Awareness-raising should be targeted and strategic, and support the aim of roadmap development. Give thought to specific stakeholder groups, subjects and means of awareness-raising as you consider such a campaign. Outreach and advocacy: Stakeholder outreach to support the development of a national roadmap is an essential step prior to the implementation of the course. For many groups, this outreach will be one part awareness-raising and another part advocacy to ensure their support and participation. A stakeholder mapping exercise can help you in this endeavour. It can support efforts to identify and prioritize stakeholders, and consider the most effective ways of engaging them. You will also need to consider outreach and advocacy strategies, including who is bestplaced to initiate and lead them, for example the Ministry of Labour, Ministry of Planning or Prime Ministers Office. A key outcome of this advocacy is greater understanding on the part of each stakeholder about why it is in their own interest to join the fight against the WFCL.

1 IPEC: Implementing the Roadmap for Achieving the Elimination of the Worst Forms of Child Labour by 2016 - A Training Guide for Policy Makers. Geneva, ILO, 2013. Available at: http://www.ilo.org/ipec/Informationresources/WCMS_202336.

Course considerations
Target participants
As noted above, part of preparing the groundwork for the course is identifying key actors and stakeholders that will be essential to the development and implementation of the national roadmap or action plan. The same holds true for course participants. The success of the workshop and, indeed, the longer-term aim of developing (and implementing) the roadmap is in part contingent on the individuals and groups you identify to participate in the course. Ideally, you will want not only a range of relevant stakeholders at the course, but key groups or agencies within each set. For example, among government stakeholders, representatives of the Ministry of Labour should attend the course as should those from the Ministries of Social Welfare, Education, Agriculture, Migration, Justice, Finance, Planning and Development, to name a few. Representatives of relevant employers and workers organizations, civil society groups and the country or project offices of international organizations dealing with childrens issues should also attend. Among these groups, you should identify key personnel with expertise on the subject matter, a mandate and responsibility to address it and the authority to take forward conclusions that result from the course. For its main, technical sessions, you will want knowledgeable individuals at a senior technical level who can influence policy makers; for introductory and closing sessions, high-level policy makers will be important in order to lay the foundation for future policy commitment and success. The guide recognizes that some countries are more advanced than others in that it offers additional questions and assignments for countries that already have national action plans or roadmaps against child labour and that may want to update or refine them in light of recent developments and/or persistent geographical pockets of the worst forms of child labour.

Course structure and content

The course is designed as a modular training programme. It is divided into four key sections, broadly following the logic and structure of the global roadmap itself. The four sections include: (1) Understanding the WFCL; (2) Strategies for eliminating the WFCL; (3) Taking action against the WFCL; and (4) Promoting action and monitoring progress. Each section includes a series of interactive and participatory exercises that form the basis of course activities. The exercises facilitated by the lead trainer are accompanied by introductory and expert presentations that can draw on material provided in the Training Guide. Course content relies on a combination of presentations, discussions and exercises implemented in plenary and small groups. It covers all aspects of the WFCL, but provides course planners with thematic flexibility. The key focus of the course is strategic engagement. Through this lens, it covers issues ranging from child trafficking and hazardous child labour through WFCL in the informal economy to child labour in global supply chains. Reviewing the training guide itself for more information on the topics addressed by the course is recommended.

Course duration and sample programme

As a modular training programme, the course can be easily modified to meet the needs of participants and the conditions of each implementing country. This means that it can be shortened or lengthened with relative ease, depending on the time available or other variables including financial considerations. Annex 1 provides two sample course programmes: one that implements the entire course in 3 days and another that outlines a 1 day shortened programme for high-level officials. These samples are designed as illustrations only; each new course will need to be tailored to fit the unique circumstances of its participants and realities of a specific country and location.

Choosing course presenters

The course is likely to be implemented by a lead facilitator with one or more co-facilitators acting in a supporting capacity. However, you may also wish to include other speakers during plenary sessions or for sessions designed to look at an issue or issues in greater depth. In this case, you will need to identify an appropriate expert or resource person in advance of the training and brief them on the course content and expectations. Such individuals can add significant value to the training programme; and their presentations can enable greater depth and nuance in understanding, facilitate stronger plenary and small-group discussion, and support better training outcomes and conclusions. It is recommended that an informed national presents on the child labour situation in a particular country, and shortcomings in current responses.

Using the Training Guide

The course itself is outlined in the training guide you have been provided. It includes the exercises, narrative text on the WFCL, guidance on GWENI2 and other practical information that can help you with course implementation. However, while comprehensive, the guide does not provide all the information you need to ensure a successful training event, for example national data and trends on WFCL need to be added, along with tailor-made MS PowerPoint presentations (though facilitators can draw from a series of PowerPoints developed by IPEC). It will be incumbent on the lead facilitator to review the guide, identify gaps and develop supplemental resources.

Governments, workers organizations, employers organizations, non-governmental organizations and international organizatons (GWENI).

wImplementing the course

Venue
While the course content and selection of participants is crucial, it is also important to choose the right venue. It is recommended to have a venue that is conducive to a participatory training format and thus big enough to spread tables around the room (i.e. no traditional classroom setting with lots of rows of tables) and allow people to move around, and it should include options for break-out sessions. To minimize the loss of time any lunch breaks should be offered in the vicinity of the workshop venue.

Icebreakers and energizers

Icebreakers and energizers are an important part of training. They provide participants with the opportunity to get to know each other better, give facilitators the chance to create a comfortable, less-formal learning environment, and add variety to the engagement methods used. Review the examples provided in Annex2. Once youve settled on a tentative programme for the course, give thought to where you would like to integrate these activities. Consider using one per day, but keep others at hand in case you want to use more. If you choose to implement the 3 day programme, consider using one or two energizers on Day 3, which has a full and demanding programme. Because these activities are relatively brief and easy to implement, they can be used at any time when you think course participants may need to be energized.

Course presentations and exercises

The course is designed to be highly interactive and participatory. To this end, it prioritizes a series of mostly small-group exercises to ensure that participants are active and involved throughout the entire course. The exercises themselves are an essential element of this. They facilitate learning and knowledge creation, but they also generate dialogue and understanding between course participants. Such participants may or may not know each other (and their respective mandates/areas of responsibility) before the training, but in any case they will arrive at the course with different perspectives, backgrounds and representing diverse stakeholders groupings. Encouraging these participants to work together is an important aspect of the training that will enhance cooperation and dialogue in follow-up to the course. Moreover, the exercises are designed such that participants create their own tools and solutions to the problems they identify. At the end of the course, they will have a blueprint of a national roadmap that they created themselves, with your support and guidance. The sense of ownership and responsibility as well as accountability that results from this methodology is one of the key goals of the course and an important part of successful follow-up. The course is also composed of presentation sessions that you can use to introduce subject material, specific themes, issues and the exercises. These can be led by the facilitator or by independent experts as discussed above.

Small group discussion

Many of the exercises used in the course rely on small group discussions followed by plenary presentations. The small number in each group is designed to give participants more opportunities to speak and be involved in an environment that is less intimidating than in plenary sessions. However, to ensure that participants do not work with the same group during each exercise, the facilitator should be mindful to vary the groups by expertise, interest, by table or by mixing participants up, numbering them 1 through 4 or more depending on the number of small groups needed for the exercise. Groups are advised to agree upfront on a note-taker and rapporteur.

Use of flipcharts
Flipcharts are used throughout the exercises to help participants brainstorm and organize their thoughts before they present back in plenary. However, using flipcharts can sometimes present challenges. Make sure to encourage participants to write in large, legible letters in black or blue marker (e.g. for visibility), and to use bullet points and key words not complete sentences. Where facilities allow one could of course use a series of laptops and an LCD projector to present group work results.

Detailed guidance on sessions and exercises

Day 1
Session 1: Welcome and introductions This session is designed to welcome and introduce course participants. An ice-breaker should be used to ensure that the training starts by encouraging a comfortable, open and respectful learning environment. See Annex 2 for sample ice-breakers and energizers that can be used throughout course proceedings. Session 2: Overview of the WFCL Session 2 is designed as an introduction to the WFCL. It takes the form of a comprehensive presentation that provides participants with the information and context they need to participate fully and effectively in the course. The presentation should draw on material provided in the Training Guide. When presenting, keep in mind that this is a participatory course. Provide ample opportunity for your participants to raise questions, concerns, observations and thoughts. Session 3: WFCL in your country This session builds on the previous session by inviting participants to reflect on conditions and trends relating to the WFCL in their own country. It begins with a short presentation. This should preferably be a national expert to allow for a truly local perspective; however, it should be brief. The main focus of the session is Exercise 1, which is the first opportunity for course participants to work together and get to know one another better. Exercise 1 should be conducted in small groups with results presented in plenary by each group. During the plenary presentation, the facilitator should encourage participants to listen attentively to their colleagues in other groups. This process is vital in creating a comprehensive understanding of national conditions and issues that each individual contributed to. This understanding will help the group develop integrated and multi-dimensional responses to the WFCL as the course goes on. Session 4: Risk and vulnerability to WFCL

Session 4 addresses the topic of risk and vulnerability to the WFCL in the country. It begins with a presentation but is focused largely on Exercise 2. This exercise asks participants to consider who are the countrys most vulnerable children at risk of the WFCL, where they are located and what the specific risk factors are in each case. The aim of the exercise is to get participants thinking in detail about the specific profiles of vulnerable children (e.g.orphans or migrant children) and the physical/geographic location of these children (e.g.in border or rural areas or cities, etc.). The exercise is again performed in small groups with report back in plenary. Session 4 concludes the first day of proceedings. At this time, it is imperative that the facilitator have a clear picture of the problems identified by participants. This will help in planning and facilitating Session 6 on brainstorming a national strategy, which takes place the morning of Day 2.

Day 2
Session 5: Introducing the Global Roadmap Day two of the 3 day course begins with an introduction to the Global Roadmap. This includes a key presentation by the facilitator, which should run through the main thematic contours of the Roadmap, its aim, purpose, implementation and follow-up mechanisms. Section 3 of the training guide provides material that can be used in the preparation of this presentation. However, as in Session 2 on the overview of the WFCL, you should provide participants with plenty of opportunity to raise questions and share observations. The Global Roadmap will be relatively new subject matter for many of them. Session 6: Brainstorm a national strategy Session 6 is comprised of Exercise 3, which requires participants to brainstorm a national strategy for the elimination of WFCL in their country. It builds directly on the previous session as well as the conclusions from discussions during Day 1. Exercise 3 asks participants to work in small groups and report back in plenary. The plenary discussion should determine the key policy areas to work on during the remainder of the course. Given the text of the Roadmap, these should include: (1) legislation and law enforcement; (2)education; (3) social protection; (4) labour market policies, including attention to the informal economy, youth employment, supply chains and corporate social responsibility; and (5) possibly other, cross-cutting policy areas. The facilitator can use the session summary to elicit suggestions from the group on other policy areas, in case these do not come up during presentations. These can include cross-cutting issues such as domestic work, human trafficking and migration, child labour in the informal economy, and a focus on specific industries or sectors like agriculture. You may also wish to take the opportunity to suggest another focus area for participants relating to research, knowledge management and advocacy. These possible additional policy areas feed into Session 10. Session 7: Law and policy Session 7 begins with a short presentation on national law, regulation and policies. It is intended to provide participants with background information on this key area of engagement. To develop the presentation, you can use the corresponding section in Chapter 4 of the Training Guide, but the presentation itself should focus on the national context and legal framework. For this, will need to draw on your own expertise or solicit input from a local expert. The focus of Session 7 is on the Exercises 4, 5 and 6. These should each be completed in turn in small groups and in the time allocated. You will need to monitor the time carefully because this is a lot of work to fit into a relatively short period. If you opt to implement the 3 day course, you may wish to skip Exercise 5 at this time to allow for more time spent on subsequent policy areas of education and social policy, which are addressed during Session 8. Session 8: Core policy areas Education and social protection Session 8 involves a short presentation and Exercises 7 and 8 on the core policy areas of education and social protection. It corresponds to the relevant sections of Chapter 4 in the Training Guide. For assignments completed during these exercises and the exercises on Day 3, participants should be encouraged to use flipcharts to identify core policy activities and outcomes for each policy area. This will greatly facilitate the identification of activities under a proposed National Action Plan (NAP) during the final days wrap-up. These flipcharts and any others created during the course can be posted on the wall of the training room and organized by theme or by key section of the NAP. For example, flipcharts created on Day 1 could be broadly grouped under the heading of problem identification or background, while those developed on Day 2 may be categorized under national strategy. Posting flipcharts in this way can also help you during presentations and act as a physical reminder that participants are there to develop a new national Roadmap or NAP.

Day 3
Session 9: Labour market issues Session 9 on labour market issues concludes the courses focus sessions on the four core policy areas identified in the Global Roadmap (e.g. law and policy, education, social protection and labour market policy). It is comprised of a longer presentation and Exercises 9, 10 and 11, which address the informal economy, global supply chains and youth employment, respectively.

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Session 10: Cross-cutting thematic areas Session 10 is likely to vary considerably from course-to-course. It draws on the discussion from Session 6 during which participants are asked to brainstorm their own national strategy to eliminate the WFCL. In this session, the facilitator should pay close attention to the plenary discussion and elicit observations from participants on possible cross-cutting themes related to the WFCL. These themes for example, the WFCL in sugar, child trafficking or child labour in the informal urban economy should be addressed in this session using the framework provided by Exercise 12. Session 11: Key considerations for a NAP The final session of Day 3 provides the facilitator with the opportunity to present on key considerations for a National Action Plan (NAP), and to have participants reflect on what they produced so far, before bringing it all together in an integrated framework in Session 12.

Day 4
Session 12: Bringing it all together Session 12 spans the full morning of Day 3: it brings the course, its exercises and their results together in plenary discussion using the flipcharts that were created during the preceding days. The wrap-up should consider each identified policy area and the core activities suggested by participants using the framework provided in Exercise13. The result is a model strategy (or a set of strategies) to eliminate the WFCL in the country. Session 12 can also be implemented in small groups and not in plenary. If you select this format, consider using the following approach: Round One: Identifying actions Divide participants into groups: one group for each policy or thematic area identified during the course.

Use one or more walls of the training room and place the flipcharts for each policy area into groups, one after the other; leave enough space between each group for participants to comfortably work beside each other. Consider this succession of policy areas as a train with multiple carriages. Assign each group of participants to one carriage and provide them with a stack of blank, coloured cards. Ask each group to review the actions listed on the flipcharts and add any further actions they think are missing, identifying one action per card and using only keywords. Post these cards on or below the flipchart. After 10 minutes, blow a whistle and ask each group to move on to the next carriage. Again, identify any missing actions, taking into consideration the flipchart and appended cards. Repeat until each group has considered each carriage of policy actions.

Round Two: Setting priorities Provide each group with a set of stickers in three different colours, for example blue, yellow and green, representing an order of priority. As before, ask them to review each carriage in ten minute intervals.

Have each group review the updated list of activities and place a coloured dot next to their chosen priority actions, identifying priorities 1, 2 and 3. Complete the exercise by identifying and reviewing the priorities selected by participants. Summarize as appropriate. Add a further dimension to this exercise by posting another flipchart (or carriage) with the statement: suggestions for additional policy areas to be addressed in the NAP. This will offer participants the opportunity to identify any final policy issues that did not arise during course proceedings. Finally, participants should be asked to spell out which organizations will take the lead on further elaborating the various policy areas after the workshop (and also lead the

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implementation of the various components) and who will take the lead in finalizing the NAP after the workshop, using the framework offered in Exercise 13. Also, agreement will need to be reached on what preconditions need to be fulfilled to implement the NAP, using the framework provided in Exercise 15. Participants could be asked to develop indicators per policy area using the framework offered in Exercise 14. Time permitting, you may also wish to ask participants to perform one final exercise about follow-up. This exercise is provided in Annex 3.

Course wrap-up and follow-up

The main aim of this document is to provide prospective facilitators with practical guidance to help them plan and implement the training course. While their role is important, the participants should have a feeling of ownership of the process and product they have produced by the end of the workshop. It is crucially important that at the end of the training workshop a national government officer (or group), possibly supported by ILO staff, takes responsibility for ensuring follow-up and taking the necessary steps to translate the hard work by all participants into a new national strategy or action plan. In addition, all participants should be encouraged to follow-up within their own capacities. For this purpose Annex 3 can be used. Course wrap-up should then be followed by an evaluation (see Annex 4 for a sample form), discussion of next steps, a congratulatory note to participants and closure of proceedings.

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Annex 1: Suggested course itinerary

Sample programme for 3 day course
DAY 1
08:30 10:00 10:00 10:30 Registration, official opening, review agenda, list expectations, introduction of participants Coffee/tea break

DAY 2
Presentation: Introduction to Global Roadmap and 2016 goal, multi-dimensional and multi-partner responses Coffee/tea break

DAY 3
Presentation: Labour market issues: Informal economy, youth employment and global supply chains Coffee/tea break

DAY 4
Plenary discussion: Bringing it all together; Review of flipcharts on each policy area and core activities Coffee/tea break Plenary discussion (contd:) Bringing it all together; Review the flipcharts on each policy area and core activities. Course evaluation Wrap-up and next steps

10:30 12:00

Presentation: Overview of WFCL

Exercise 3: Brainstorm a national strategy to eliminate the WFCL by 2016

Exercise 9: Informal economy Exercise 10: Global supply chains Exercise 11: Youth employment

12:00 13:30

Lunch break

Lunch break Presentation: Law and policy

Lunch break

Lunch break

13:30 15:00

Presentation: WFCL in country context Exercise 1: WFCL in your country

Exercise 4: Gap assessment: Whats missing? Exercise 5: Putting together a NAP Exercise 6: Determining the list of hazardous child labour Coffee/tea break Presentation: Core policy areas: education, social protection Exercise 7: Education Exercise 8: Social Protection

Exercise 12: Crosscutting policy and thematic areas

15:00 15:30

Coffee/tea break Presentation: Risk and vulnerability of WFCL Exercise 2: Mapping risk, vulnerability and vulnerable groups

Coffee/tea break

15:30 17:15

Presentation: Key considerations for a NAP

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Sample programme for 1 day course

DAY 1
08:30 10:00 Registration, official opening, review agenda, list expectations, introduction of participants

DAY 2
Presentation: Considerations for a NAP Exercise 3: Brainstorm a national strategy to eliminate the WFCL by 2016 Exercise 5: Putting together a NAP

10:00 10:30

Coffee/tea break Presentation: Overview of WFCL and WFCL in country context Exercise 1: WFCL in your country Lunch break Presentation: Introduction to Global Roadmap and 2016 goal, multi-dimensional and multipartner responses Coffee/tea break Presentation: Law and policy Exercise 4: Gap assessment: Whats missing?

Coffee/tea break Plenary discussion: Bringing it all together Review of proposed policy interventions and core activities Wrap-up and next steps Lunch break

10:30 12:00 12:00 13:30 13:30 15:00 15:00 15:30 15:30 17:15

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Annex 2: Icebreakers and energizers

Icebreakers and energizers can be used effectively to encourage a more comfortable and informal training environment and greater participation among course participants. A few examples are presented here for you to consider.

1. Things in common
This ice-breaker or energizer asks participants to identify the things they have in common. Divide the class into small groups of 2-4 persons each. Tell them that their task is to identify all the things they have in common in the five minutes provided. You can give them examples to get them started, for example: eye colour, a love of movies, common pets, etc. Have one person in each group take notes. When five minutes are up, ask the groups how many found five or more things in common, eight or more, ten or more, until youve identified the group with the largest number of things in common. Ask each group to share their findings. The complete exercise takes approximately 15 minutes.

2. The answer Yes

This is a simple energizer to encourage movement and physical activity. It can be conducted in 5 minutes or less. Course participants should be seated at their tables or desks. The facilitator asks the whole group a series of questions. Each time a participant can answer yes to the question asked they must stand up, then sit pack down again before the next question is asked. A variety of questions can be asked: some can be personal or family-related (keeping in mind any cultural sensitivities) while others may relate to work or other matters. Asking short questions quickly will have participants standing and sitting in quick succession. Adding appropriate humour to your questions will make the exercise more fun for participants. Some standard questions include: Do you have children? Siblings? Grandchildren? Do you have a garden? Do you own a car? Were you born in this city? Do you work for the government? Do you like football? Are you married? Do you like the colour yellow? If participants are arranged around a circular table, you can add a further dimension to this exercise by having people move around the table to their left every time they answer yes. When they reach their chair they can sit down.

3. Where are you from?

This energizer is somewhat more complex but can be completed in 10 minutes. To make it easier to implement, the training space should be clear of obstacles with chairs pushed in under tables or desks to enable participants to move around the room with relative ease. Participants are asked to visualize the training room as a map of their country. To help with this, the facilitator can use physical features of the room to identify key geographical locations, for example big cities, a coastline or specific states/provinces. Ask participants to use their imagination. Participants are then asked a series of questions that relate to locations on the map (for example, where were you born?), and requested to proceed to the part of the room signifying that location (or in relative proximity). With each successive question, participants will move around the room. Leave enough time between each question not only for participants to reach their destination but to briefly interact with others that are in the same location. Other questions you can ask include: Where did you grow up? Go to school? Go to university? Where do you work now? Where in the country do you like to go on holiday? You may need to designate a part of the classroom as abroad for those that may have been born, lived or studied in another part of the world at some time in their lives.

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Annex 3: Suggested follow-up exercise

This exercise can be used at the end of the training to encourage follow-up by course participants
To be discussed in small groups
a) Based on what you learned during the course, list 3-5 things you will do personally in your working life to address the worst forms of child labour(WFCL). (e.g. Brief colleagues about learning points from the training workshop.) 1. 2. 3. 4. 5. b) Based on what you learned during the training, list 3-5 new things that your office or department should consider or do to address WFCL. 1. 2. 3. 4. 5. c) Based on what you learned during the training, list 3-5 new things that your national government should consider or do to address WFCL. 1. 2. 3. 4. 5.

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Annex 4: Sample course evaluation form

Please complete the following chart in relation to the content of the workshop
KEEP IT What I liked

CHANGE IT Things I did not find useful

WHAT I WILL REMEMBER List key learning points

ADD IT Suggestions for improvement

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Rank and comment on the following

Ranking 1 (Poor) 5 (Excellent)
Length of sessions Presentations Exercises Training guide Training methodology Facilitation Overall ranking 1 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5

Comments

Questions to consider
Are the exercises clear and useful for developing a National Action Plan (NAP) or National Roadmap?

What other matters should be covered by the course?

Is the training guide clear, understandable and informative?

Do you have any comments on the case studies, in-focus issues and/or GWENI action points?

Do you have an final comments on the training material and course?

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International Programme on the Elimination of Child Labour (IPEC)

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