Child Labour through the Eyes of International Development: The Program Children Lead the Way

Child labor is an important issue within Peru. There are currently between 1.6 million-3.5 million children working, from which 37% are between the ages of 5-13 (UNICEF, 2011; Rodriguez et al., 2014). Children in Peru work within different areas depending on their needs and environment. Many end up working within dangerous or unhealthy conditions. In many cases, working children are a result of poverty, a lack of financial stability from their parents, a system lacking in opportunities of employment or survival through other mediums, and a system lacking labor protection laws, but most importantly enforcement of the laws. It’s a cycle that repeats itself, because a child that works, in most cases does not finish its education, therefore has a bigger challenge in getting out of the poverty cycle. School ends up competing with working hours, especially if they and their parents do not see schooling as important and a priority (Rodriguez et al., 2014). In addition, children that work are at a higher risk for labor exploitation, health risks related to poor environments, and a decrease in their possibilities for an education and achieving their full potential (UNICEF 2011; Rodriguez et al., 2014).

The Program Children Lead the Way has made partnerships and worked with the different stakeholders, to develop projects that help support many children and youth that are in situations of need. The program has reached over 3,200 working boys and girls in Ica, Cusco and Ayacucho by securing their access to quality education, developing and implementing productive education training and life skills programs, and promoting gender equality, child rights, and participation.

My experience within the Children Lead the Way program has opened my eyes to a different reality, a reality lived and told by the children themselves. From my experience, working as a program support officer intern, I have been able to participate in the final evaluation process, in which I have had the opportunity of interviewing and getting to know the different participants within the different regions. Each project has been adapted to each region’s culture, which is a key factor for the success and impact of the program. In addition, it has also taken into account the situation of the children by creating projects and activities that are accessible, can facilitate them to participate, to continue studying, and develop at a personal level. Many of the areas in which the projects have been developed are areas that have low economical resources, areas of poverty, low consideration or participation from children and youth, and within different family situations, where the needs of the children and youth go beyond just a program that teaches them new skills, but a program that provides them with mental health support and counselling when needed despite of their circumstances, a program that answers to their needs and wants.

The children from different schools, communities, and areas, have had the chance to participate within different productive education activities according to their region and community, from raising Guinea Pigs, to cooking, baking, knitting, jewelry making, leather handcraft and entrepreneurship. In addition, these activities have been incorporated in many schools and resource centers, where they are also provided with tutoring sessions, which helps working children keep on top of their studies, or reintegrate to the school setting. Children have also had trainings or workshops on subjects such as gender equality, child rights, confidence and self-esteem, leadership, participation, and communication such as film, radio, and journalism. In addition, many form part of an organized movement of working boys, girls, and adolescents, where they do advocacy campaigns, have meetings with authorities to discuss current issues, and create public awareness on child rights and child labor.

The most rewarding part of my job was interviewing the children, and listening in their own words, not just what they have learnt and accomplished, but what changes they have noticed within themselves. In most of those interviews I was told “before I was very timid, I would hide, or not participate, now I express myself better, I am not as shy anymore, I am more confident and I participate”. The children that have participated within the program not only have gained self-confidence but are utilizing their knowledge gained from the productive education training to create the products learned, with the purpose of selling them and gaining an extra source of income to help at home, buy school supplies, or satisfy their needs of clothing and recreation. These type of activities also help decrease their risk of exploitation by other employers, allowing them to continue with their education, and aspire to a better life.

Now the program has reached its end of funding, as a next step to achieve sustainability it is necessary more funding and knowledge transfer. It is also necessary to have more commitment from governments to tackle the issue of poverty, enforce current laws, revise current curricula, and labour market initiatives, to monitor fair pay for fair work. It requires an increase in public awareness, and a change in culture, which requires a change from adult centered societies to a culture in which children are taken into account, and their skills and opinions are not underestimated or undervalued.