Department of Social Welfare and Development

Pantawid Pamilyang Pilipino Program

Family Development Session

Module on Child Labor

Family Development Session

Module on Child Labour

Copyright © International Labour Organization and Department ofSocial Welfare and Development 2019

First published 2019

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ISBN 978-92-2-133096-7 (print)

ISBN 978-92-2-133097-4 (web pdf)
Also available in Filipino: Gabay sa Pagpapaunlad ng Pamilyang Pilipino: Modyul ukol sa Child Labour (ISBN 978-92-2-133109-4),
Philippines, (2019)

The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation ofmaterial
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Printed in the Philippines

Funding for this material is provided by the United States Department ofLabor (USDOL) under cooperative agreement number IL-
24943-13-75-K ofthe Project “Country Level Engagement and Assistance to Reduce Child Labour (CLEAR)” (GLO/13/22/USA).

This module does not necessarily reflect the views or policies ofthe United States Department ofLabor, nor does mention oftrade names,
commercial products, or organizations imply endorsement by the United States Government. 100 per cent ofthe total costs ofthe Project
GLO/13/22/USA is financed with federal funds, for a total ofUSD 7,950,000.

Author: Carla Cuntapay-Magalona

Artworks: Ayesha H. Sayseng
Layout: Elvie Jo C. Robis and Ayesha H. Sayseng
 M e s s ag e f ro m
th e S e c re tar y
”In every action concerning children, their best interest is of
paramount consideration. Every effort exerted thereby
should be to promote the welfare of children and enhance
their opportunities for a useful and happy life”. – Republic
Act 9231
The Philippines has long been a staunch advocate on
the elimination of child labour – starting off from
regulating the employable age of children, prescribing
appropriate sanctions for violation of its legal
provisions, and particularly providing children with
special protection from all forms of conditions which
are harmful and prej udicial to their health and normal
development. Since 1952, with the enactment into law of Republic Act (RA) 679 or what is
commonly known as the Women and Child Labour Law, the country has endeavoured to
provide stronger protection and deterrence measures against various forms of child abuses,
discrimination and exploitation consistent with other subsequently legislated related laws
(i.e. Presidential Decree (PD) 148 and PD 603 of 1972, RA 7610 of 1992, and RA 9231 of
2003), and the Philippine’s adoption of the United Nations Convention on the Rights of
the Child (UNCRC) in 1989.
Truly, child labour is illegal. It is work that deprives children of their childhood, their
potential and their dignity, and that is harmful to their physical and mental development
(ILO, On Child Labour in the Philippines). In the Philippines, child labour and its worst
forms do refer, among others, to all forms of slavery and similar practices, including work
which, by its nature or the circumstances in which it is carried out, is hazardous or likely
to be harmful to the health, safety or morals of children.
What we need beyond mutual support and cooperation to fight against this issue is a more
deepened understanding of child labour that will proactively trigger families and
communities to develop more creative and constructive ways to prevent or eliminate it.
The Department of Social Welfare and Development (DSWD) through its Pantawid
Pamilyang Pilipino Program, has been persistent in its campaign against child labour. This
initiative is well strengthened through the programme's Family Development Sessions
(FDS) as one of the conditionalities for receiving the beneficiary cash grants.

iii
We are delighted that through the programme’s Family Development Sessions (FDS), this
Module on Child Labour will be able to reach out to more and more parents and instill in
them a better understanding of the root causes of child labour, its effects on their children
and their families that will ultimately assist them to arrive at more informed plans and
resolutions on how to effectively prevent or eliminate child labour in their own homes and
communities.

ROLANDO JOSELITO D. BAUTISTA

Secretary
Department of Social Welfare and Development

iv
 M e s s ag e f ro m
the ILO Director
The International Labour Organization (ILO) stands for a
world without child labour. Children should not work in
fields, in mines, on the streets, and in areas, which put their
health or lives at risk.
The Philippines has scaled up its fight against child labour.
Despite progress, challenges remain given the complexity of
child labour, which is deeply rooted in poverty. The ILO
works with the government, employers, workers,
communities, international and non-government
organizations, and partners in the country to combat child
labour. We believe that a convergence approach is crucial to
help children achieve their dreams and to end child labour.
This Child Labour Module developed by the Department ofSocial Welfare and Development (DSWD)
is part ofthe convergence approach. This module will be included in the Family Development Sessions
(FDS) with beneficiaries and communities under the Pantawid Pamilyang Pilipino Program (4Ps). This
module has been developed and enhanced through extensive consultations the National Child Labor
Committee (NCLC) chaired by the Department ofLabor and Employment (DOLE).
We hope that those who will use this module, including the municipal and city links involved in the
4Ps implementation and monitoring will take action against child labour. This is a tool that will help
them identify, protect, rescue and assist children in child labour, mostly in the informal sector and in
vulnerable communities. It will help them recognize and assess whether the community environment is
protective for children, and how it can be strengthened, while involving their family and community.
We are deeply grateful to the United States Department of Labor for supporting and funding this
effort through the Country Level Engagement and Assistance to Reduce Child Labor (CLEAR) Project.
It is only by working together that we can help children reach their dreams and ensure a bright future
ahead – a future without child labour.

KHALID HASSAN
Director
International Labour Organization (ILO)
Country Office for the Philippines

v
 Foreword

T he Pantawid Pamilyang Pilipino Program aims to

keep the Pantawid Pamiya children healthy and in-
school, fulfilling its human capital investment thrust.
One of the programme components is the Family
Development Session (FDS) which is a monthly session for
parents/partner beneficiaries that aim to enhance their
parenting capabilities and encourage them to be more active
citizens of the society.
The FDS Module on Child Labour has been crafted to
support the sessions on child protection of the FDS Manual.
Through this module and the FDS, the programme envisions
the realization of child-labour-free Pantawid Pamilya communities. This shall support the
continuous improvement on the partner beneficiaries behavioral and attitudinal change for
the better to ensure the value for education and holistic development of their children.
The child labour module shall be a tool for the partner beneficiaries to acquire appropriate
knowledge, skills and attitudes in addressing the issue on child labour. Specifically, the
participants shall be able to (1) demonstrate an understanding of the issue on child labour,
and its effects on children, families and communities; (2) recognize their vital role in
providing for the basic rights of their children, i.e. education, play and development;
(3) define ways to prevent their children from being involved in child labour; (4) discuss
existing programmes and services against child labour; and (5) plan initiatives and actions
on combatting child labour.
To achieve the goals of the module, it shall deliver messages on the definition of child
labour; its difference from child work; and the effects of child labour and its impact on
children, families, communities and the country. With these, the module shall also
encourage the partner beneficiaries to plan initiatives and actions as individuals, families
and parent groups to combat child labour.
This module is intended to guide the City/Municipal Links and other FDS implementers on
the conduct of the sessions on child labour. This module may also be shared with other
partners who are advocating for the same message on fighting and eliminating child labour.

UNDERSECRETARY CAMILO G. GUDMALIN

Deputy National Program Director for Operations
Pantawid Pamilyang Pilipino Program
vi
 Table
o f c o n te n ts

Message from the Secretary iii

Message from the ILO Director v
Table of contents vii
List of tables and images ix
Guide for facilitators and resource persons 1
Curriculum 3
Session 1: Understanding child labour 6
Lesson 1: Every parent's dream for a child 9
Lesson 2: Challenges and hindrances in achieving the dream for children 11
Lesson 3: Child labour and child work 14
Session 2: Effects and impacts of child labour 23
Lesson 1: Causes of child labour 24
Lesson 2: Effects of child labour on children themselves, families,
communities and the country 26
Session 3: Responding to child labour 31
Lesson 1: My response as a parent 32
Lesson 2: Initiatives and actions against child labour 34
Bibliography 38
List of reference materials 30
Flowchart on the management of cases of child abuse, neglect and exploitation 40
List of suggested videos on child labour 41

vii
 Li s t
o f ac ro n y m s

DOLE Department of Labor and Employment

DSWD Department of Social Welfare and Development
FDS Family Development Session
ILO International Labour Organization
PSA Philippine Statistics Authority
RA 9231 Republic Act 9231 or an Act Providing for the Elimination of the Worst
Forms of Child Labor and Affording Stronger Protection for the Working
Child
RA 10364 Republic Act 10364 o an Expanded Anti-Trafficking in Persons Act of 2012
SBM Sagip Batang Manggagawa
WIIFM What’s in it for me?

viii
 Li s t o f t a b l e s

Table 1: Difference between child work and child labour 16

Images of child labour in the Philippines 18
Table 2: Common beliefs on child labour 21
Table 3: Effects of child labour on children 27
Table 4: Programmes against child labour 35

ix
 G u id e f o r f ac ilit at o rs
an d re s o u rc e p e rs o n s
Preparation is crucial in ensuring that the obj ectives of a learning session will be achieved
in a manner that is productive and enj oyable for both the facilitator and participant. Here
are some pointers for facilitators in preparing to deliver this module:
1. Get to know your participants and ask their “WIIFM.” Be familiar with the
background of your participants – their age, number of children, source of income,
family situation and the situation of their children (whether they are working or are
not in school), the community where they are in among others– so that it would be
easier to contextualize the lessons on child labour. Know the participants’ possible
responses to WIIFM, or “what’s in it for me,” as this would provide information on
their motivation in attending the session, and will help you make the FDS more
meaningful and beneficial for them.
2. Be familiar with the structure of the module. The module has three sessions with
the following parts:
a. TITLE – shows the name and topic of the lesson
b. SESSION OBJECTIVES – includes the learning goals of the participants for
the session
c. LESSON OBJECTIVES – includes the goals and expected outputs per lesson
d. DURATION – indicates the length of time necessary to conduct the activity
in order to achieve the obj ectives
e. MATERIALS – lists down the items needed to conduct the activities
f. METHODOLOGY – states the types of activities that will be employed in the
session
g. PROCEDURE – shows the step-by-step guide in conducting the activities and
facilitating the session
h . ALTERNATIVE ACTIVITY – provides another option in conducting the
activity in case time or materials are not available for the earlier process
suggested
i. PROCESSING – guide questions that shall help the participants reflect on
their experience/s in the activity/ies done and relate those experiences to the
main topic of the session
j. LECTURE AND DISCUSSION – provides the meat of the session proper
including the core messages and the key learning points
k . DEEPENING – activity or guide questions that shall ensure the participants’
grasp on the key learning points of the session. This challenges the
participants to address conflicts and contradictions, on one hand, or the views
1
 of the resource person or other participants, on the other hand
l. SUMMARY/SYNTHESIS – indicates pointers that will capture the lessons
learned from the session
m. NOTE TO THE FACILITATOR – provides additional guidance and crucial
reminders for the effective facilitation/conduct of the
activities/lessons/sessions.
3. Study the module. Focus on the obj ective of the session and study the guide for the
lecture and discussion towards the achievement of the learning goals and
obj ectives. The methodologies are suggested processes that can be modified based
on the needs of participants and availability of materials. It is not imperative to
follow the module word-for-word; the more important task is to achieve the
learning obj ective.
4. Contextualize the lessons based on the participant’s realities. It is important to
contextualize the sessions to the realities of your participants to capture the real
situations and concerns of child labourers in their families and communities. The
lessons to be learned from this module would greatly benefit the participants if they
can apply it to their everyday lives.
5. Include the resource speakers and even the parent leaders in preparing the
sessions. The whole FDS module on child labour would be more productive and
beneficial for participants if the resource speaker will also be part of getting to
know the community so he/she can be more effective in delivering the assigned
portion for discussion. Parent leaders may also help in providing information
regarding the community where the FDS will be conducted.
6. Get feedback from participants after the FDS. Asking for reactions from the
participants after the session, regarding how the sessions went, is advantageous
both for the participants and the facilitator. Their feedback would contribute to
improving the module on child labour and the actual conduct of FDS. Feedback will
also help in processing the learning and insights of participants regarding child
labour. Some confusions about the topic may also be clarified through feedback.

2
 C u rric u lu m
Lesson title Lesson Content Methodology Materials
objectives
Session 1: Understanding child labour
Duration: 2 hours and 30 minutes
Session objectives:
1. Identify their dreams and aspirations for their children;
2. Determine the hindrances to achieving their dreams;
3. Define child labour; and
4. Differentiate child labour from child work.
Lesson 1: Every Illustrate a visual The dreams of Drawing Pieces ofpaper,
parent’s dream for image oftheir dreams parents for their Discussion drawing materials,
a child for their children as a children that inspire Listing manila paper,
reminder ofwhy they, them to work hard masking tape
as parents, would
work hard and do
everything in their
power to build a
better life for them.

Lesson 2: 1. Enumerate Challenges and Interactive

Challenges and situations that they hindering factors in discussion
hindrances in consider as achieving these
achieving the hindrances to dreams which could
dream for children achieving their lead children into
dreams for their child labour
children
2. Discuss the
significant
relationship of
those challenges
that cause child
labour

Lesson 3: Child 1. Define child labour Definition and Game, Pieces ofpaper
labour and child 2. Differentiate child difference between Analysis, indicating different
work labour and child child work and child Lecture types ofwork of
work labour; Demystifying children, masking
beliefs on child tape, list ofbeliefs on
labour child labour

3
 Lesson title Lesson Content Methodology Materials
objectives
Session 2: Effects and impacts ofchild labour
Duration: 1 hour and 45 minutes
Session objectives:
1. Discuss deeper understanding on the causes ofchild labour;
2. Identify the effects ofchild labour and their impact to children, families, communities and the country, as a
whole; and
3. Understand that child labour must be stopped to realize the rights ofthe child.
Lesson 1: Causes of Deepen their Causes ofchild labour Charades or List ofcauses ofchild
child labour understanding on the Pinoy Henyo labour at the
causes ofchild labour community level;

Lesson 2: Effects of 1. Enumerate the The effects ofchild Drawing Paper with an
child labour on effects ofchild labour and their Analysis illustration ofa
children, families, labour on the impact on children, human form, writing
communities and different aspects of families, communities materials, masking
the country a child’s life, such as and the country as a tape, manila paper
their education, whole with an illustration of
health, social a tree
development, etc.
2. Identify the effects
ofchild labour on
families,
communities and
the country as a
whole;
3. Conclude that child
labour violates the
Rights ofthe child
and should be
ended.

4
 Lesson title Lesson Content Methodology Materials
objectives
Session 3: Responding to child labour
Duration: 2 hours and 5 minutes
Session objectives:
1. Identify the programmes and services against child labour that are present in their community;
2. Enumerate actions that they can do as parents and as members oftheir community to stop and
prevent child labour; and
3. Formulate and commit to an initial plan on how to work together against child labour.
Lesson 1: My 1. Understand their Initial plans of World Café Manila paper, meta
response as a parent important roles as parents to stop child Discussion cards, writing
parents in keeping labour in their Individual action materials, artworks
their children safe, families and planning produced during
healthy and in- communities Session 1 Lesson 1
school
2. Enumerate possible
individual actions
and activities that
they can do as
parents to keep and
prevent their child
from being involved
in child labour

Lesson 2: 1. Discuss programmes Discussion on the Listing, Pieces ofpaper

Initiatives and and services against different programmes Discussion, Writing materials
actions against child labour that and projects ofthe Community group Masking tape
child labour are present in their government and planning List ofprogrammes
community. other organizations to against child labour
2. Understand the address the issue of
benefits ofthese child labour and how
programmes to these can benefit
their families and families and
communities; communities
3. Formulate and
commit to an initial
plan on how to
work together
against child labour.

5
Session 1:

Foundational learning
on child labour
This session shall introduce the concept ofchild labour to the
participants and how it differs from child work. Along with the
Philippine situation on child labour, this session also includes the
worst forms ofchild labour, and the law on child labour and its
sanctions to employers and parents.
Lesson 1: Every parent's dream for a child
Lesson 2: Challenges and hindrances in
achieving the dream for children
Lesson 3: Child labour and child work
Session objectives:
At the end ofthe session, the participants shall be able to:
1. Identify their dreams and aspirations for their children;
2. Determine the hindrances to achieving their dreams;
3. Define child labour; and
4. Differentiate child labour and child work.
Energizer: Let’s be children again

1. Group the participants into four (4).

2. Show the pictures in Flip chart #1 and assign one (1) picture per group.
3. Let the groups play the game in the picture assigned to them. Allocate 15 minutes
for this energizer.
4. After the games, ask the participants what memories they recalled and how they
were playing the games.

Note to facilitator
The obj ective of the
illustrations on Flip chart #1
is to help the participants
reminisce the games they
played as children. The
following are the games the
participants can identify
from the flip chart:
• Patintero or Mataya-taya
• Bato, bato, pick or Jack en
Poy
• Tumbang preso
• Piko
Explain to the participants
that playing is one of the
many rights that gets
sacrificed when children are
into child labour. Deepen the
discussion by introducing
the session.

7 E n e rg i ze r s
Alernative energizer: The story of a child named “Baste”

1. Arrange the chairs in a circle. The number

of chairs should be equal to the total
number of the participants minus one. So,
if there are 30 participants in a group, there Note to the facilitator
should be 29 chairs arranged in a circle. • You may inj ect
different dynamics in
2. Ask the participants to gather around the reading like soft
chairs and tell them that you will read them voice/low pitch in
a story about a child named Baste. reading the word
3. Instruct the participants to move around “bata” in the story to
the chairs while you are reading the story. make the game more
Every time they hear the word “bata,” they exciting. You may also
should sit on one of the chairs (like the old emphasize the syllable
game “Trip to Jerusalem”). “ba” even if the word is
4. The person who will be left standing will be not “bata” to add more
out of the game. Remove one chair every thrill.
after round (one “bata” word is one round). • The words in bold
5. The persons left seated will be the winners letters are the words
of the game. with “bata” which shall
signal the participants
6. All the persons who were out of the game to get their seats.
will be given consequences/challenges that • The underlined words,
will be agreed upon by the winners, e.g. on the other hand, are
group dance/performance. the words that may be
7. Connect the story of Baste to the topic at used to confuse the
hand. participants to make
the game more
exciting.

Ang kwento ng batang si "Baste"

(The story of a child named "Baste")
Si Baste ay isang bata ng sampung taong gulang. Nag-aaral siya sa Mababang Paaralan ng
Batang sa Batangas. Maliit pa lamang si Baste ay pangarap na niyang makapagtapos ng
pag-aaral, maghanap ng magandang trabaho sa bayan at mapaaral ang iba pa niyang
kapatid na mas bata sa kanya. Sa probinsya ng Batangas lumaki si Baste ngunit iniisip
niya at ng kanyang mga kaba bata na lumikas sa Maynila dahil doon daw matutupad ang
kanilang pangarap. Anim na taon pa lang ay isa nang bata ng manggagawa si Baste.
Nagtatrabaho siya sa isang maliit na lupain kung saan siya nagtatabas ng mga bata na
damo sa plantasyon ng mais. Sa kanyang bata ng edad, nakaranas na siya ng matinding
pagbabanat ng buto. Batak na batak ang kanyang munting katawan. Madalas ay hindi na
siya nakakapasok sa eskwela dahil sa pagod. Maabot pa kaya ng bata ng ito ang kanyang
pangarap na maging pinaka bata ng Bae sa Eat Bulaga?
(Baste is a 10-year old child studying in Batang Elementary School in the province of
E n e rg i ze r s 8
 Batangas. He dreams of finishing his studies to find a decent j ob so he can support his
other younger siblings. Baste grew up in the province of Batangas but he and his
friends are thinking of moving to Manila because they believe their dreams will be
fulfilled there. Baste is already working at his young age. He cuts grass in a small corn
plantation. He already experienced hardship at this time in his life. He would miss out
on his classes most of the time because he is too tired to attend classes. Will Baste ever
achieve his dream of becoming the youngest “Bae” in Eat Bulaga?)

Lesson 1: Every parent's dream for a child

Lesson objective
After the activity, the participants should be
able to illustrate a visual image of their dreams
for their children as a reminder of why they, as
parents, would work hard and do everything in Note to the facilitator
their power to build a better life for them. • It may help to create a
calm and welcoming
Duration atmosphere if you can
play some light
30 minutes background music and
Materials give some examples of
• Pieces of paper dreams for children to
encourage the thinking
• Writing and coloring materials and visioning process,
• Manila paper example: acquiring a
college degree, owning
• Masking tape a business, securing a
Methodology well-paying j ob,
• Drawing traveling around the
world for leisure,
• Discussion on hindering factors to achieving among others.
dreams in life
• Keep the artworks
• Listing produced from this
Procedure session as this will be
1. Group the participants into five to eight used in Session 3.
(5 to 8) members each.
2. Ask the participants to share with their
group how they live as a family like how
their day-to-day life is in the family, the
roles of the members in the family, their
relationship in the family, their beliefs and
practices as a family, their children’s dreams for themselves,
among others. This shall be the first sharing session.
9 S e s s i o n 1 : Fo u n d a t i o n a l l e a r n i n g o n c h i l d l a b o u r
 3. After the first sharing, give each participant some pieces of paper and let them
draw images or write words representing their dreams for their children. They may
also draw symbols (example: diplomas for
graduating from school, or money as a
representation of a good paying j ob).
4. After the allotted time for the activity,
allow each participant to share their
artwork to their group (second sharing).
Ask the group to assign a representative
in the plenary session.
5. Let each group representative share the
summary of their small group discussion
including the first and second sharing to
the plenary. The representative shall share
the common dreams they have for their
children and those that are unique in the
group.
6. Post the artworks on the board/wall and
arrange them thematically, example:
dreams for education, for employment,
personality, among others.
7. Show/post the flip chart number 3
(Challenges in the realization of dreams). Note to the facilitator
Explain that the road in the picture is the Ensure to emphasize that
path of their family, especially their child, it is significant that they
towards achieving those dreams; and the know what their
rocks are the hindrances or obstacles that children’s dreams for
they need to surpass to achieve the themselves are. It is
dreams. critical to always
Processing prioritize the best
interest of the child;
1. What are the common and unique dreams thus, the parents should
of every parent for a child? always guide their
2. Why is this your dream for your children? children towards
3. What are your ultimate goals for your achieving their own
children? dreams for themselves.

L e s s o n 1 : C h a l l e n g e s i n t h e re a l i z a t i o n o f d re a m s 10
Lesson 2: Challenges and hindrances in achieving the
dream for children
Lesson objectives
After the activity, the participants should be
able to:
Note to the facilitator
1. Enumerate situations that they consider as
hindrances to achieving their dreams for • Relate those hindrances to
their children; and being the causes ofchild
2. Discuss the significant relationship of labour.
those challenges that causes child • Dig deeper from the
labour. discussion ofthe
participants. Try to surface
the root causes ofchild
Duration labour in the families and
15 minutes communities.
Materials
• Ask additional questions as
necessary.
• Flip chart
• Pieces of paper
• Writing and coloring materials
• Manila paper
• Masking tape
Methodology
• Drawing
• Interactive Discussion
Procedure
1. Ask the participants about situations
which they think may hinder them or their
children from achieving these dreams.
2. Instruct them to draw or write those hindrances
or challenges in a piece of paper and post them on the wall opposite those dreams
they have drawn in Lesson 1.
3. Ask the particpants to share their ideas to the group. Open the floor for an
interactive discussion on the hindrances/challenges they have posted.
4. The guide questions below can help in facilitating the interactive discussion.

11 S e s s i o n 1 : Fo u n d a t i o n a l l e a r n i n g o n c h i l d l a b o u r
Processing
1. Why do you consider them as Note to facilitator
challenges or hindering factors to
achieving your dreams for your As applicable, bank on the previous
child? FDS topic on “Protecting the Rights of
2. How do you expect your child to the Child”. Explain that child labour is
contribute to addressing these a violation ofthe Rights ofthe child as
challenges? it poses issues concerning their
protection and development.
3. What are the possible relationship of
these challenges or hindrances to For further information, below are the
having children work for economic four (4) categories ofthe rights ofthe
gains? Can these challenges be the child:
causes of child labour in the family
and community? Four (4) categories ofthe rights of
Guide for the lecture and the child
discussion
It is in the nature of parents to dream 1. Survival rights - the right to life
and basic needs (example: adequate
for their children and these dreams standard ofliving, shelter, nutrition,
become one of their inspirations in medical treatment)
working hard and pursuing a better life 2. Development rights - the rights that
for their families. However, it is also a enable children to reach their fullest
reality that there are a number of potential (example: education, play
situations in daily life and and leisure, cultural activities, access
circumstances that hinder the to information and freedom of
realization of these dreams. Some of thought, conscience and religion)
these hindrances are as follows: 3. Participation rights - rights that
• Individual (parents as head of the allow children and adolescents to
family) – Beliefs, practices and take an active role in their
values which are limiting the communities (example: the freedom
achievement of potentials of to express opinions; to have a say in
children matters affecting their own lives; to
• Family problems join associations)
4. Protection rights - rights that are
o Sickness of parents or other essential for safeguarding children
members of the family who and adolescents from all forms of
can still work abuse, neglect and exploitation
o Problematic relationship (example: special care for refugee
within the family children; protection against
o Lack of support and involvement in armed conflict, child
encouragement from family labour, sexual exploitation, torture,
members and drug abuse)
o Violence inside the home

L e s s o n 2 : C h a l l e n g e s a n d h i n d r a n c e s i n a c h i ev i n g d re a m s f o r c h i l d re n 12
 • Poverty
o Lack of j obs, unemployment or
insufficient salaries Note to facilitator
o Lack of a permanent or regular Ten rights ofthe child
source of income
o Lack of assets and properties, such 1. Be born, have a name and
as land, animals that may be a nationality
source of income during emergency 2. Have a home and family
situations 3. Live in a peaceful community
• Community or social problems 4. Have adequate food and a
o Lack or insufficient social services healthy and active body
such as hospitals and schools 5. Sufficient education
o Violence and other conflicts in the 6. Have the opportunity for play
community and recreation
o Influence of vices in the community 7. Protection against abuse,
(smoking, drugs, gambling) exploitation and violence
8. Be defended and assisted by
o Lack of social protection (protection the government
from shocks through health 9. Express opinions
insurance, social security etc.) 10. Access to information
Parents should be reminded of their role as the Also, to deepen the points in the
primary duty bearer of their child’s rights. It is lesson, provide real stories or
hoped that parents do not forget their dreams faces ofthe challenges or
for their children as these inspire them to work hindrances as stated in the guide
harder for their future. More importantly, for lecture and discussion.
parents should also know and appreciate the
dreams and aspirations of their children
especially that those are for their own
development. However, some of these dreams
are impeded by the hindrances and challenges
faced in daily life. Still, some would think that one solution to overcome these
problems is to put their children to paid work – this is called child labour. But what is
child labour and why is it wrong for children? This will be discussed in the next lesson.

13 S e s s i o n 1 : Fo u n d a t i o n a l l e a r n i n g o n c h i l d l a b o u r
Lesson 3: Child labour and child work

Lesson objectives
After the activity, the participants should be
able to: Note to facilitator
1. Define child labour; and
• Read on the key
2. Differentiate child labour from child provisions ofRA 9231
work. or the law on child
labour to be prepared
Activity 1: Child labour vs. child work for questions that may
arise during the
discussion. It would
Duration also help to invite a
45 minutes resource speaker who
is knowledgeable on
Materials the law.
• Two sets of strips of paper containing • Also see the List of
different types of work of children References at the end
• Masking tape ofthis module for
other materials that
• List of beliefs on child labour can be studied
Methodology regarding child labour
and the worst forms of
• Game child labour.
• Analysis of the difference between child
labour and child work
• Lecture
Procedure
1. Group the participants into two (2).
2. Provide each each group with a set of strips of paper that contain words pertaining to
different types of work of children. Examples are cleaning the house, cooking rice,
working in pyrotechnic factories, taking care of animals, taking care of babies,
carrying sacks of rice in the market place, among others.
3. Ask the groups to classify the types of work in the papers as “Child Work” or “Child
Labour.” Give the groups five (5) minutes for this.
4. After the allotted time, ask each group to present their output.
Processing
1. What was your basis in differentiating between child work and child labour?
2. Do you know other types of work that may be included under the two (2) categories?

Lesson 3: Child labour and child work 14

Guide for the lecture and discussion
Definition of a child
A child refers to a person below 18 years of age or those over but are unable to fully take
care of themselves or protect themselves from abuse, neglect, cruelty, exploitation or
discrimination because of a physical or mental disability or condition (definition
acquired from RA 7610).
Definition of child labour
• According to Republic Act 9231 (An Act Providing for the Elimination of the Worst
Forms of Child Labour and Affording Stronger Protection for the Working Child,
Amending for this purpose RA 7610, as Amended, Otherwise Known as the “Special
Protection of Children Against Child Abuse, Exploitation and Discrimination Act),
child labour is any work or economic activity of children that exposes them to
different forms of exploitation or danger that affects their health, safety and their
physical, mental and psychological development.
• Child labour for children below 18 years old is prohibited in the Philippines.
Children who are 15 years old and above are allowed to work but only in non-
hazardous work.

Child labour vs. child work

15 S e s s i o n 1 : Fo u n d a t i o n a l l e a r n i n g o n c h i l d l a b o u r
Child labour is very different from child work, please see Table 1.
Table 1: Difference between child work and child labour
Child Work Child Labour
Work that is age-appropriate Work that is too heavy for the child
considering the age and is mentally, physically,
socially or morally dangerous and harmful.
Work assigned to be done in only a few Work that is done for hours that prevents the
hours per day and will not affect the child’s child to have the time or even an opportunity
time for study, play and rest. to study, play or rest. Work such as this include
working in plantations from sunrise until
sunset.
Work that will enhance a child’s physical, Work that causes exhaustion to children and is
mental and emotional development. abusive to their body, mind and emotions such
as working in factories producing pyrotechnics
or chemicals. This may also interfere with their
schooling, attempt them to combine school
attendance with excessively long and heavy
work, deprive them the opportunity to attend
school or even oblige them to leave school
prematurely.
(Compiled from different ILO Publications, found in [Link]

To differentiate between child labour and child work,

the acrostic A-BA-KA-DA-E may provide some guide:

Ayon sa (According to)...

B – bigat (difficulty and demand of the work assigned
to the child)
K – karapatan (rights of children that may be
impeded by the work)
D – dalas (length of time allotted for the work)
E – edad (appropriateness of the work to the child’s
age)
Worst forms of child labour
The International Labour Convention No. 182 or the Prohibition and Immediate Action
for the Elimination of the Worst Forms of Child Labour identified further the worst
forms of child labour. These were categorized as worst forms because among the
different forms of child labour, these exposes children to the most dangerous and
hazardous situations that may take their childhood, even their lives, away from them.
Following are the worst forms of child labour:
• Slavery – where a child labourer is considered as property and can be made to do
whatever kinds of work against the child’s will
Lesson 3: Child labour and child work 16
 • Forced labour – where a child is forced to work against his/her will; the
involvement of children in armed groups is considered forced labour
• Commercial sexual exploitation – abuse and exploitation of children to gain a
profit from getting them involved in prostitution and sexual exploitation,
including pornography
• Child trafficking – the illegal transfer of children for purposes of forced labour or
exploitation
• Illicit activities – forcing children to work in illegal activities such as selling of
illegal drugs, robbery, begging in streets, being forced to fight in gang wars
• Hazardous child labour – work that exposes children to dangerous situations such
as working in mines, pyrotechnic factories and working as child domestic workers
The law recognizes the importance of training children in preparation for their future
by allowing them to experience some form of work inside the household; however, this
should not be a hindrance to the enj oyment of their rights. The law allows children
below 15 years of age to work in public entertainment or information or in family
enterprises, however the work should not exceed four (4) hours in a day and should not
violate any of their rights.
The issue of child labour is an issue of children’s rights. In the Philippines, children
have the right to have a nationality, to be loved and cared for, to be educated, to play, to
be healthy and to develop their skills. Achievement of these rights may be compromised
if children are in child labour.
Guide to disussing Flip chart #6 :
• Hazardous child labour. The child is exposed to
hazardous chemicals in the farm as shown by the
illustration. Hazardous works likely j eopardize or harm
the child’s health, safety, or morals.
• Illicit activities. The use of children in illicit activities is
explicitly defined as a worst form of child labour under
Convention No. 182. As shown in the illustration, the
child is pickpocketing. The use of children in illicit
activities is not only an issue for criminal or j uvenile
j ustice; it must also be tackled using holistic approaches
which reach the root causes of the problem.
• Slavery. Child slavery is the enforced exploitation of a
child for their labour for someone else’s gain. As shown in
the illustration, children are forced into a vehicle against
their will.
• Commercial sexual exploitation. Commercial sexual
exploitation of children is a commercial transaction that
involves the sexual exploitation of a child. As shown in the
illustration, a child is exploited by nakedly posing in front of
a camera for a fee.

17 S e s s i o n 1 : Fo u n d a t i o n a l l e a r n i n g o n c h i l d l a b o u r
 Images ofchild labour in the Philippines
Guide to disussing Flip chart #7 :
Mining – Children are exposed to
dangerous conditions such as working in
a mercury- laden water to search for gold.

Fishing – Children are engaged as

swimmers and divers in muroami
fishing (a type of net fishing). Child
labourers are reportedly at risk of ear
damage, inj uries from falls, shark
attacks, snake bites and drowning. 1

Scavenging – Scavenging or waste

picking is the manual sorting and
picking of recyclable/reusable
materials from mixed wastes at legal
and illegal landfills, dumpsites, street
bins and piles, transfer points, as well
as waste collection trucks. 2
Scavenging exposes the children to
several risks such as inhaling methane
in high concentrations and
other fumes emanating from garbage.

Farming –Farming activities include

clearing of land, plowing, harrowing,
irrigating, constructing paddy dikes, and
other tending work such as weeding of
soil. These farming activities may expose
children to harmful fertilizers and
pesticides as well as carrying of heavy
loads which are hazardous.

1 Addressing the Exploitation of Children in Scavenging (Waste Picking): a Thematic Evaluation of Action on Child Labour [Link] Ocotber 2004, p. 3
2 UNFAO and ILO, Guidance on addressing child labour in fisheries and aquaculture, [Link]

Lesson 3: Child labour and child work 18

 Child Labour Situation in the Philippines
Based on the 2011 Survey on Children by the Philippine Statistics Authority on children
5-7 years old in the country, the following are some numbers on the results:

Republic Act 9231

Some of the punishment for violating the provisions of RA 9231 are as follows:
• For employers violating Sections 12, 12-A and 14 – Imprisonment of six (6) months
and one (1) day to six (6) years or a fine not less than Php 50,000.00 but not more
than Php 300,000.00, or both, at the discretion of the court.
• For employers of children in the worst forms of child labour (including child
trafficking) – Imprisonment of 12 years and one (1) day to life imprisonment, or a
fine of Php 100,000.00 to Php 5,000,000.00, or both, at the discretion of the court.
• For parents and legal guardians – A fine of not less than Php 10,000 but not more
than Php 100,000, or be required to render community service for not less than
thirty (30) days but not more than one (1) year, or both. Provided, That the
maximum length of community service shall be imposed on parents or legal
guardians who have violated the provisions of this Act three (3) times; Provided,
further, That in addition to the community service, the penalty of imprisonment of
thirty (30) days but not more than one (1) year or both at the discretion of the
court, shall be imposed on the parents or legal guardians who have violated the
provisions of this Act more than three (3) times.

19 S e s s i o n 1 : Fo u n d a t i o n a l l e a r n i n g o n c h i l d l a b o u r
Activity 2: Beliefs on child labour

Duration
30 minutes

Materials
List of beliefs regarding child labour

Methodology
Discussion on common beliefs about child labour

Procedure
1. Show the participants the list of common beliefs on child labour as what is stated
below in the Guide for Lecture and Discussion. You may also use Flip chart #10.
2. Prepare the participants for an open plenary discussion emphasizing that everyone
is invited to share their opinions, no one will be j udged, you should agree to
disagree, and respect should be observed above all.
3. Read the beliefs on child labour one by one. Let the participants discuss about their
personal opinions and insights per belief statement in the plenary. Be sensitive to
the opinions and reasoning of participants so as to understand the deeper meaning
of their stance on the issue of child labour.
4. Do not affirm nor negate their opinion on the beliefs. The important thing in this
activity is to gather their opinions and understand their rationale behind those
opinions/views. Thus, your listening, questioning and integrating skills are crucial
in this part.
5. Providing or sharing the alternative information (based on Table 2) shall be
done during the input/lecture and discussion portion.

Alternative activity
1. Put in a j ar pieces of paper containing the different beliefs on child labour (based
on the table in the “Guide for lecture and discussion”).
2. Ask some participants to draw out a paper, read what is written on it and share
his/her agreement or disagreement with the particular belief.
3. Ask other participants to also share their views on these.
4. Validation of their views and opinions will be done during the input/lecture and
discussion portion.

Lesson 3: Child labour and child work 20

Guide for the lecture and discussion
In the Table 2, some of the long-held beliefs of parents on child labour are enumerated.
It would be helpful for parents to be presented with alternative views that may
encourage them to think differently and may hopefully persuade them to stand against
child labour.

Table 2: Common beliefs on child labour

The family is extremely poor and if the A child’s salary is much smaller than the salary of a
child will not work, the family will not working adult. A person with low educational attainment
be able to eat will have cheaper salary than those with diplomas.
A working child is being trained for the There are other ways to develop a child’s skills in
future world of work order to prepare them for the world of work. Putting
them in child labour should not be an option.
Child labour is part of the culture Parents must weigh if their cultural traditions
promote or hinder the development of their children
to become productive members of their community.
It is easier for children to find work Employers hire children to work for them because the
compared to adults pay is very little, they don’t know their rights and
they can work longer hours because they are not
prone to sickness. If no child will engage in child
labour, employers will not have a choice but to hire
adults.
It is expensive to put children in school and Education is free in public elementary and secondary
we have no money for it schools There are also other programmes offered by
the government and other institutions which can be
explored to support the education of children.
The child prefers to work rather than to Children do not have much experience in life that
study. I cannot do anything about it. would be their basis for making informed and wise
decisions. It is the parents’ responsibility to guide
their children in making decisions that will affect
their lives. Parents should encourage their children to
study because it is a right that they should enj oy and
that getting good education would better prepare
them for the world of work in the future.
It may also be helpful for parents to talk with their
children’s teacher to discuss any problems that their
children may be facing in school.
When a child works, our family’s future Children are not skilled enough to work. Child
is secured labourers are given work that are unskilled with low
pay and no prospects of going up the ladder, so to
speak. Even if the child has been working for the past
five (5) years, his/her skills is still not comparable to
adults. An unskilled worker will not be able to help
support the family with meager income. The cycle of
poverty will j ust continue.

21 S e s s i o n 1 : Fo u n d a t i o n a l l e a r n i n g o n c h i l d l a b o u r
Table 2: Common beliefs on child labour (continued...)
My child enjoys working, why should I stop In child labour, children are not given time and space to
him/her? play, rest and study. Child labour robs them oftheir
childhood. The work may ruin their health and their life.
Parents should not allow their children to miss out on their
childhood and ruin their future for some meager income.
My child is safe at work because I work along It is crucial for parents to decide ifit is in the best interest
him/her ofthe child to put them in child labour. Working with them
also does not guarantee safety at work because child labour
does not only affect the physical safety ofchildren, but also
their emotional and psychological well-being.

Processing
1. Recall the beliefs and views of the participants regarding common beliefs on child
labour. State those beliefs once again and ask them if they are already giving those
beliefs second thoughts.
2. This part shall now challenge their beliefs and correct them as applicable and
necessary.
3. Accommodate further questions and/or clarifications from the participants should
they have any.
Synthesis
Emphasize the following points to summarize the learning from the session:
• Having hopes and dreams for your children is helpful and important as this serves
as an inspiration and encouragement to pursue more in life. Let us continue to work
hard to achieve these dreams.
• Child work is legal while child labour is not.
• Remember the A-BA-KA-DA-E of child labour. Analyze if the work is allowed by
law, does not violate a child’s right, does not consume too much of their time and is
appropriate for the child’s age.
• Training children to develop skills that may be helpful for them for future work is
important, but should not hinder them from enj oying their childhood and their
rights.
• Let us rethink our beliefs on child labour. Remember that these beliefs and
perspectives affect our children’s future.
Assignment
Ask the participants to make a list of possible effects of child labour on their children,
family, community and the country as a whole.

Lesson 3: Child labour and child work 22

 Session 2:
The negative effects of
child labour
This session illustrates the effects ofchild labour on children and how
it impacts the families, communities and the country. It shows that
child labour is really disadvantageous for children as it tramples their
rights to survival, development, protection and participation.
Lesson 1: Causes ofchild labour
Lesson 2: Effects ofchild labour to children, families,
communities, and the country
Session objectives:
At the end ofthe session, the participants should be able to:
1. Enumerate the negative effects ofchild labour on the child
2. Identify the effects ofchild labour to families, communities and
the country as a whole; and
3. Conclude that child labour violates the Rights ofthe child and
should be ended.

23 Session 3: Actions against child labour

Lesson 1: Causes of child labour

Lesson objectives
After the lesson, the participants should be able to deepen their understanding of the
causes of child labour.

Duration
30 minutes
Materials Note to facilitator
• Charade papers or pieces of paper with written • For the ideas/concepts
phrases on them to be used during the
• Timer charade, the
facilitator can refer to
• Container for each team where they will put in the aswers of the
their cards participants from the
• Pen and paper to score previous session, the
lesson on challenges
Methodology and hindrances.
Charades
• Elicit from the
Procedure participants that the
1. Introduce the Charade game – a game in which hindrances/challenges
some of the players try to guess a word or can be causes of child
phrase from the actions of another player who labour.
may not speak.
2. Prepare at least two (2) words or phrases per
group for them to guess. The words or
phrases that will be provided are the
challenges/hindrances that are causes of child
labour from the previous session.
3. Group the participants into four (4) groups
(with equal players or participants each group,
as much as possible).
4. Ask for one actor per group per round. No actor may act more than once.
5. Provide each group with three (3) minutes per round. One correct answer shall gain
the group with a point. Failure of the group to guess the word/phrase within the
time limit shall garner the group with no score. The teams can steal the chance to
provide the correct answer which can gain them a point.

Lesson1: Causes of child labour 24

Processing
1. How did you feel after the charade activity?
2. Can the words/phrases in the charade paper cause child labour?
3. Do they reflect realities within the family or in the community?
4. Aside from those concepts/ideas (as to the causes of child labour) that have been
discussed, what can be the other causes of child labour?
Guide for the lecture and discussion
Child labour can be caused by a lot of factors that
can be attributed (but not limited) to the following:
• Poverty – this is widely considered the top Note to facilitator
reason that children work in j obs that are The challenges and
exploitative and inappropriate for their ages. hindrances in Lesson
2 of Session 1 may
• Family expectations and traditions; abuse of also be used in this
the child; lack of good schools and lesson as causes of
day care; lack of other services, such as health child labour.
care; public opinion that downplays the risk Elaborate on the
of early work for children; uncaring attitude of examples cited and
employers and limited choices for women. provide stories for
• The parents of child labourers are often the appreciation of
unemployed or underemployed, desperate for the participants.
secure employment and income. Yet it is their .
children - more powerless and paid less - who
are offered the j obs. In other words, says
UNICEF in their "Roots of child labour" report
states that children are employed because they
are easier to exploit.
• Other factors that contribute to instances of child labour include: limited access
to compulsory, free education; irregular monitoring and weak enforcement of
relevant laws; local laws that include a lot of exemptions; globalisation and an
emphasis on low labour costs and inability to uphold workers' and child rights.

25 S e s s i o n 2 : T h e n e g a t i ve e f fe c t s o f c h i l d l a b o u r
Lesson 2: Effects of child labour to children, families, communites, and
the country

Lesson objectives
After the activity, participants should be able to:
1. Enumerate the effects of child labour on the different aspects of a child’s life, such
as their education, health, social development, among others.
2. Identify the effects of child labour on families, communities and the country as a
whole.
3. Conclude that child labour violates the Rights of
the child and should be ended.

Duration
30 minutes
Materials
• Paper with an illustration of a human form
• Writing materials
• Masking tape
Methodology
• Listing
• Discussion on the effects of child labour on
children Note to facilitator
• Be sensitive in
Procedure facilitating this session
1. Group the participants into two (2) and as some participants may
provide them with the needed materials have experienced
2. Ask the groups to draw a human silhouette as working as child
illustrated in Flip chart #11. labourers and may still
have traumas about the
3. Each group shall write their thoughts on the impact ofthat
effects of child labour on the particular space experience.
provided in the illustration: • During the processing, if
a. HEAD – effect of child labour on the mental there will be positive
and psychological well-being of the child effects ofchild labour
b. CHEST – effect of child labour on the based on the
emotional well-being of the child participants’outputs,
revisit Table 2 (Common
c. STOMACH – effect of child labour on the beliefs on child labour)
physical well-being of the child to reiterate the
4. Ask one representative per group to share alternative information.
their output to the plenary.

L e s s o n 2 : Ef fe c t s o f c h i l d l a b o u r t o c h i l d re n , f a m i l i e s , c o m m u n i t i e s , a n d t h e c o u n t r y 26
Processing
1. How were you able to come up with the list? What were your considerations?
2. Based on your group outputs, have you identified positive effects of child labour?
What are these?
3. Are there negative effects of child labour based on your outputs? What are these?
4. As a parent, how do you feel upon learning these effects on the child? Will you allow
your children to be affected in this manner?
Guide for the lecture and discussion
Based on studies, child labour has different effects on children. But ultimately, it affects
all aspects of their life:

Table 3: Effects ofchild labour on children

Mental -Child labourers find it hard to continue

with their schooling because they are
exhausted from work and cannot
concentrate on their lessons
- They find it hard to focus on tasks
assigned to them
Psychological - Afraid to mingle and make friends
because of their experience in
working as labourers at such a
young age
- Loses their respect to parents
because they have become the
breadwinner in the family
Physical - Thin, sickly and stunted height and overall
growth
- Skin diseases due to exposure to chemicals
- Lung problems due to exposure to fumes in
the workplace
- Hunchbacked due to lifting of heavy obj ects
at work
Emotional - Low self-esteem
- Depressed
- Arrogant because of the money earned from
working
- Irritable because of fatigue from work

27 S e s s i o n 2 : T h e n e g a t i ve e f fe c t s o f c h i l d l a b o u r
Table 3: Effects ofchild labour on children... (continued)

Future - They can only get low-paying and unskilled j obs because
they were not able to develop the necessary work and life
skills
- Sickness and sickliness resulting from their exhaustion
- Minimal opportunity to remove oneself from poverty due to
lack of skills, sickness, sickliness and low level of education

The list above is not exhaustive and yet those mentioned should be enough for parents to
have second thoughts about allowing their children to become child labourers.
Child labour does not only affect the child. It also affects the family, the community and
the country as a whole. This will be tackled in the next activity.

Activity 2: The child labour tree

Duration
30 minutes
Materials
• Paper with an illustration of a tree
• Writing materials
• Masking tape

Methodology
• Analysis
• Discussion
Procedure
1. Group the participants into two (2).
2. Show the illustration ofthe tree with labels on
it. Label the following parts:
a. Roots – CHILD LABOUR
b. Trunk – FAMILY
c. Branches – COMMUNITY
d. Leaves – COUNTRY
3. Ask the participants the following guide questions for this activity:
a. What could be the effects ofchild labour on the family? Put them on the trunk
part.
b. What could be the effect ofchild labour on the community? Put them on the
branches part.
L e s s o n 2 : Ef fe c t s o f c h i l d l a b o u r t o c h i l d re n , f a m i l i e s , c o m m u n i t i e s , a n d t h e c o u n t r y 28
 c. What could be the effect ofchild labour on the country? Put them on the leaves part.
4. You can provide an example to the participants to facilitate their brainstorming (see note to
the facilitator in page 30).
5. The participants can put as many as they can.
6. Give them 20 to 30 minutes for this activity.
7. Ask one representative from each group to share their workshop output to the plenary.
Processing
1. How were you able to come up with your output? What were your considerations?
2. Which part did you find most challenging? Why?
3. Do you believe that child labour can directly affect the family, community and the
progress of a nation? Why or why not?
Guide for the lecture and discussion
From the result of the activity, it may be collected or gathered that if child labour gets
more deeply rooted in the society, reaching to more and more children in generations to
come, then it can be expected that families, communities and the whole nation will have
more problems, may become more chaotic and will ultimately hinder further
development.
A number of researches and studies provide some insight on the effects of child labour to
families, communities and countries. Some are mentioned below:
• According to Somanova (2014):
o Because the needed skills and important knowledge about work is not
developed in child labourers, they will find it hard to find a j ob that has a
higher salary range; thus, the cycle of poverty will continue.
o The increase of cheap and unskilled labour will affect the slow development
and establishment of sophisticated technologies in the country.
o In some sectors, the salary of child labourers may affect the salary of adults
and therefore will perpetuate unequal pay among workers and this will have a
negative effect in production and poverty.
• According to Villamil (2002):
o Child labour hinders the development of human capital in a country, decrease
income, lower the quality of production and obstruct economic growth.
o In terms of macroeconomics, the long-term effect of child labour includes
perpetuation of poverty, lowering of the quality of education and will have a
negative effect on the health and psychological development of children.
• According to Lim (2002):
o The increase of child labour negatively affects the development of the human
capital.
o It also reduces the number of skilled and educated labour, and diminishes
healthy and productive labour, thus, lowers the quality of the labour force.

29 S e s s i o n 2 : T h e n e g a t i ve e f fe c t s o f c h i l d l a b o u r
Synthesis
Emphasize the following points as a
summary of the lessons learned:
• Child labour has many negative Note to facilitator
effects on a child’s physical, mental, The following are examples you
emotional and psychological can share with the participants to
well-being. warm-up their brainstorming:
• FAMILY - the family will
• It is in their childhood that kids remain to be in poverty as their
develop their foundational skills, children will be less educated
abilities and awareness. It is and will be having low-paying
important for parents to strengthen jobs; thus, the family can only
the foundation. have insufficient income and
• The effects of child labour do not low purchasing power.
stop in children. In the long run, • COMMUNITY - lesser income
child labour perpetuates poverty in ofthe community because ofa
families, communities and the cheaper and unskilled
country. workforce due to poorly
• It is hoped that parents j oin the educated children and youth;
fight against child labour. limited opportunity ofthe
community for enterprise
Assignment development and economic
As a take-home activity, ask the growth
participants to list down some ways on • COUNTRY - the country’s
how they can contribute to stopping and workforce will be dominated
preventing child labour in their by unskilled and cheap labour
community. that will negatively affect the
growth ofthe economy – the
workforce ofthe country will
be exploited because ofcheaper
labour which can result to the
negative effects on the
country’s productivity and
competitiveness.

L e s s o n 2 : Ef fe c t s o f c h i l d l a b o u r t o c h i l d re n , f a m i l i e s , c o m m u n i t i e s , a n d t h e c o u n t r y 30
 Session 3:

Action against child labour

With the information on the existing programmes and services against child
labour that are present in the locality, this session shall encourage the
participants to form a mutual support and plan creative and constructive
initiatives to prevent and eliminate child labour in their communities.
Lesson 1: My response as a parent
Lesson 2: Initiatives and actions against
child labour
Session objectives:
At the end ofthe session, the participants should be able to:
1. Identify the programmes and services against child labour that are present
in their community;
2. Enumerate actions that they can do as parents and as members oftheir
community to stop and prevent child labour; and
3. Formulate and commit to an initial plan on how to work together against
child labour.

31 Session 3: Actions against child labour

Lesson 1: My response as a parent

Lesson objectives
After the activity, the participants should be able to:
1. Understand their important role as parents in keeping their children safe, healthy
and in-school; and
2. Enumerate possible individual actions and activities that they can do as parents to
keep and prevent their child from being involved in child labour.

Duration
1 hour
Materials
• Manila paper
• Writing materials
• Masking tape
• Artworks from Session 1 Lesson 1
Methodology
• World Café
• Discussion
Procedure
1. Prepare three (3) areas in the session hall. In each area, lay out a manila paper and
place some markers.
2. Assign two (2) participants in each area who will serve as documenter and
facilitator. The documenter will make sure that discussion points are written on the
manila paper, while the facilitator will ensure that everyone will be participating
during the discussion.
3. Assign topics for each area:
a. Area 1 – My response when I see/witness a child labour situation
b. Area 2 – My response if my child is into child labour
c. Area 3 – My response to prevent child labour
4. Ask the documenters to write the topics assigned on top of each manila paper.
5. Group the remaining participants into three (3). Group 1 will stay in Area 1, while
Group 2 will stay in Area 2 and Group 3 in Area 3.
6. After 10 minutes, the groups will move on to the next area, until all groups have
stayed and contributed in all the stations. Ten (10) minutes will be allotted per
round/area.

L e s s o n 1 : M y re s p o n s e a s a p a re n t 1 32
 7. Make sure that the facilitators and documenters per area are ensuring the sharing
within the group and the ideas are being noted on the manila papers, respectively.
8. Once all groups have undergone all the areas, ask the documenters to post the
manila papers on the board or in front for the plenary sharing and discussion.
Request the facilitators to share the key points of the discussions per area.
Processing
1. Which of the three topics was the hardest to
discuss/answer? Why?
2. Which ideas mentioned in the discussion should
be brought to the attention of your City or Note to facilitator
Municipal Link/Barangay Captain/and/or other Encourage the parent
local officials? group to act on
Guide for the lecture and discussion combatting child
labour based on the
It is the parents’ responsibility to take care of their plans laid out in this
children and it is important that they, together with workshop.
other parents in the community, act against child
labour. Some of the practical things that they can do
are the following:
• If they know of, or see any child labour situation:
o If you are friends with the parents of the
child labourer, check on them and ask
about their family situation
o Share the lessons learned from this FDS on
Child Labour with other parents
o Inform the City/Municipal Link (C/ML) about the child labour case/s you
know of
o Work with the Parent Leaders to come up with a plan on how to help the
child labourer and/or the family
o Invite the parents of child labourers to attend the FDS
• If your child is a child labourer:
o Pull out your child and use the cash grant to enroll him/her in school
o Inform the C/ML if there is an illegal recruiter or employer who forced your
child to work
o Coordinate with the City/Municipal Social Welfare and Development Office
(C/MSWDO) or with the barangay to get more information about
programmes and services that may help augment your family’s income
o Guide your child in his/her school work. Assist your child in his/her studies.
• On preventing child labour:
o Through your parent groups, develop a partnership with the barangay, the
C/ML and/or DSWD to avail of existing programmes in the community that
can provide livelihood opportunities for parents
o Share the lessons learned from the FDS on Child Labour with other parents
33 Session 3: Actions against child labour
 o Report to the barangay, C/ML or MSWDO if there are individuals who are
recruiting or employing children illegally
o Form a group or association of parents that can be an avenue to avail of
livelihood opportunities provided by the local government or civic groups,
such as Rotary Clubs or Jaycees
Lesson 2: Initiatives and actions against child labour
Lesson objectives
After the activity, participants should be able to:
1. Discuss the programmes and services against child labour that are present in the
community;
2. Understand the benefits of these programmes to their families and communities;
and
3. Formulate and commit to an initial plan on how to work together against child
labour.
Duration
45 minutes
Materials
• Pieces of paper
• Writing materials
• Masking tape
Methodology
• Listing
• Discussion
Procedure
1. Group the participants into three (3). Provide the groups with three (3) pieces of
paper and writing materials.
2. Assign roles to each group – one group will have to think as if they are the City or
Municipal Link ; the second group will be the Barangay Captain; and the third will
be the City/Municipal Councilor.
3. Give time for each group to discuss how they will complete the sentence:
“If I were the (City or Municipal Link/Barangay Captain/Municipal or City
Councilor), I will end child labour (by/through)__________.”
4. Ask each group to give three answers/statements and have it written down in the
provided pieces of paper.
5. Ask a representative from each group to share the result of their discussion.

L e s s o n 2 : I n i t i a t i ve s a n d a c t i o n s a g a i n s t c h i l d l a b o u r 34
Processing
1. How did you feel about the activity? Note to facilitator
2. How did you come up with those actions to end Let all the participants
child labour in your community? share their thoughts on
3. As a Pantawid Pamilya parent group, what will how they, as a parent
you do to contribute to ending child labour in group, can contribute to
your community? ending/combatting child
labour in their community.
4. What support would your Parent Group need in Facilitate this part as an
order to implement some of the ideas action planning workshop.
mentioned to combat child labour? The expected output ofthis
Guide for lecture and discussion lesson is an initial plan of
Discuss the different programmes against child the parent group regarding
labour (see Table 4). Other programmes and services an initiative against child
present in the locality may be added to the list. labour based on their
Also note the ideas presented by participants that group’s internal capacity.
may be similar to the existing programmes and
other ideas that may be brought to the attention of
the local government.
The Philippines has long planned and aimed at
eliminating child labour in the country. A number
of programmes and services have been developed
and implemented, and is continuously being
strengthened. Some of them are listed below:
Table 4: Programmes against child labour
Name Lead/ Description of the program
of the Implementing
programme agency
HELP ME Department of Labor A convergence ofdifferent government agencies that aims
Convergence and Employment to address the issue ofchild labour by moving their
Programme Against (DOLE) programmes and services closer to communities. Services
Child Labour cover concerns related to health, education and livelihood
opportunities to prevent, protect and prosecute child
labour cases. The target areas for these programmes are
those where the Pantawid Pamilyang Pilipino Program is
being implemented and/or areas with high incidence of
child labour.

Sagip Batang DOLE A mechanism to rescue children in hazardous and

Manggagawa (SBM) exploitative work situations.

35 Session 3: Actions against child labour

Table 4: Programmes against child labour... (continued)
Name Lead/ Description of the programme
of the Implementing
programme agency
Proj ect Angel Tree DOLE A project that grants the wishes ofchild labourers, such as
clothes, shoes, food or school supplies.
Child Labour-Free DOLE A campaign for barangays to address the child labour
Barangay Campaign situation in their areas. Barangays found to be child
labour-free are given recognition.
Child Protection DSWD Programmes and services ofthe Department that
Services promotes and ensures the children’s right to protection
Pantawid Pamilyang DSWD Provides cash grants to the poorest families in exchange
Pilipino Program for their adherence with certain conditionalities that
would ensure that their children are healthy, in school and
that parents are attending FDS.

Synthesis
Emphasize the following points as a summary of lessons learned from the session:
• The fight against child labour starts in the family.
• The Filipino family has a lot of allies in its fight against child labour. From the
national government, to the local agencies, as well as NGOs, schools, faith-based
groups and even community organizations, all institutions are working together to
end child labour.
• Be informed on the programmes and services of agencies that provide support to
child labourers and those that can help prevent child labour in your community.
• Work with parent leaders and/or C/MLs in referring child labour cases.
Bring back the artworks produced by parents during Session 1 Lesson 1. Remind
the parents of their dreams and aspirations for their children and relate this to
their ideas on how to end child labour and continue with their pursuits in life in
order to achieve these dreams.

L e s s o n 2 : I n i t i a t i ve s a n d a c t i o n s a g a i n s t c h i l d l a b o u r 36
37
 B ib lio g rap h y
Aldaba, T., Lanzona, L., & Tamangan, R. 2014. A national policy study on child labour and
development in the Philippines, PIDS Discussion Paper Series, 2004-15, 1-64.
Beegle, K., Dehej ia, R., Gatti, R., & Krutikova, S. 2008. " The consequences of child labour:
Evidence from longitudinal data in rural Tanzania", World Bank Research Digest , 3:4, 6.
De Hoop, J. & Rosati, R. 2014. Cash transfers and child labou r, Understanding Children’s Work
Programme Working Paper Series, 1-37.
Galli, R. 2001. The economic impact of child labour, International Institute for Labour Studies
Discussion Paper Series, 2001, 1-26.
International Labour Organization (ILO). 2015. World report on child labour 2015: Paving the
way to decent work for young people (France).
International Programme on the Elimination of Child Labour. 2007. Child labour wages and
productivity: Results from demand-side surveys. (Geneva, International Labour Organization).
International Programme on the Elimination of Child Labour. 2003. Investing in every child:
An economic study of the costs and benefits of eliminating child labour. (Geneva, International
Labour Organization).
Nag, S. & Arulmani, G. 2006. Handbook for prevention of child labour for village community
workers. (India, International Labour Organization).
RA 9231, An act providing for the elimination of the worst forms of child labour and affording
stronger protection for the working child, amending for this purpose Republic act no. 7610, as
amended, otherwise known as the special protection of children against child abuse, exploitation and
discrimination act. 2003. S. No. 2155. H. No. 4235.
Samanova, E. 2014. "Socioeconomic impacts of child labour", Paper presented at The 2nd
Global Virtual Conference. Available at:
[Link]
Understanding Children’s Work Programme. 2015. Understanding child labour and youth
employment outcomes in the Philippines Country Report.
Villamil, W. 2002. " Determinants, consequences and policy implications of child labour in
the Philippines", in The Philippine Review of Economics , 36:2, 111-153.
White, B. 1999. " Defining the intolerable: Child work, global standards and cultural
relativism", in Childhood , 6:1, 133-144.
Winrock International. 2008. Best practices in preventing and eliminating child labour through
education.

38
 Li s t o f r e f e r e n c e
m at e rials
Refer to the following pages for more reference materials regarding child labour that may
help facilitators in expanding their knowledge about the topic to make them more effective
in giving the lecture and deepening discussions in the module:
1. Flowchart on the management of cases of child abuse, neglect and exploitation –
shows the protocols in managing cases based on RA 7610. This may also be used as a
guide for child labour cases.
2. List of suggested video on child labour – shows a list of videos that may help explain
the realities of child labour in the country

39
40
F lo w c h ar t o n t h e m an ag e m e n t
of cases child labour, neglect
an d e x p lo it at io n
(Issued by the Philippine Committee for the Special Protection of Children,
pursuant to its mandate under Executive Order 53 dated 11 August 2011)
 Li s t o f s u g g e s t e d
v id e o s o n c h ild lab o u r

1. “Alkansya”, Dokumentaryo ni Kara David, I Witness, 2013

About children involved in deep-sea diving to get sea cucumbers in Eastern Samar
9 mins 49 secs; Filipino
[Link]

2. “A 10-year old Child’s Labour of Love and Sacrifice”, Investigative Documentaries,

2015
About street children in Manila
6 mins 38 secs; Filipino
[Link]

3. “Batang Balau”, Dokumentaryo ni Kara David, I Witness, 2015

About children working to collect tree saps
28 mins; Filipino
[Link] j Y

4. “No More Time to Play”, Philippine Center for Investigative Journalism at ILO, 2010
About the different forms of child labour and actions against it
1 hour; English
[Link] MO_V3Qr6DU

5. “Minsan lang sila bata”, ni Ditsi Carolino, 1996

About the different forms of child labour in the country
50 mins 20 secs; Filipino
[Link]

41
 Family Development Session
Module on Child Labour
Widespread poverty, limited access to education, and lack ofenforcement oflabour laws are among the
main causes of the prevalence of child labour in rural areas. Sustainable elimination of child labour in
rural areas needs to address the roots causes and promote decent work for adults. Collaborative efforts
with institutions and people working in rural areas is an effective way of solving this problem.
Equipping them with the necessary tools to address child labour has been proven to have an impact on
the lives of the people in the community. For this reason the ILO, through the National Child Labour
Committee (NCLC), supported the development of a module on child labour as part of the Family
Development Modules of the Department of Social Welfare and Development (DSWD). This specific
module was developed to support the protection ofchildren ofthe Family Development Sessions (FDS)
used for the Pantawid Pamilyang Pilipino Program (4Ps) to promote child labour-free communities. It
will serve as a tool to acquire appropriate knowledge, skills and attitude in addressing child labour.
Specifically, it shall help users to: (a) demonstrate understanding of child labour and its effects on
children, families and communities; (b) recognize their vital role in safeguarding basic rights of
children, including rights to education, play and development; (c) define ways to prevent children from
being involved in child labour; (d) discuss existing programmes and services against child labour; and
(e) plan initiatives and actions to combat child labour. Overall, this module makes use of existing
institutions and links at the community level that will help encourage collaborative efforts between the
family and the community to work together.

ILO Country Office for the Philippines

19th Floor, Yuchengco Tower, RCBC Plaza
6819 Ayala Avenue 1200 Makati City, Philippines
Tel. +63 2 580 9900, Fax: +63 2 586 7597
Email: manila@[Link]
[Link]/manila 978-92-2-133096-7 (print)
978-92-2-133097-4 (web pdf)

43