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TRAINING MANUALTO FIGHT TRAFFICKING INCHILDREN FOR LABOUR,SEXUAL AND OTHER FORMSOF EXPLOITATION

Matters of process

InternationalLabourOffice

TRAINING MANUAL TO FIGHT TRAFFICKING IN

CHILDREN FOR LABOUR, SEXUAL AND OTHER

FORMS OF EXPLOITATION

Textbook 3: Matters of process

Copyright © International Labour Organization 2009

First published 2009

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. Forrights of reproduction or translation, application should be made to ILO Publications (Rights and Permissions), InternationalLabour Office, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The International Labour Office welcomes suchapplications.

Libraries, institutions and other users registered with reproduction rights organizations may make copies in accordance with thelicences issued to them for this purpose. Visit www.ifrro.org to find the reproduction rights organization in your country.

IPEC

Training manual to fight trafficking in children for labour, sexual and other forms of exploitation / International Labour Office,International Programme on the Elimination of Child Labour (IPEC). - Geneva: ILO, 2009 - 4 v.

ISBN: 9789221220695 (kit); 9789221220701 (CD-Rom);

ISBN: 9789221220718 (Book 1 Print), 9789221220725 (Book 1 Web PDF);

ISBN: 9789221220732 (Book 2 Print); 9789221220749 (Book 2 Web PDF);

ISBN: 9789221220756 (Book 3 Print); 9789221220763 (Book 3 Web PDF);

ISBN: 9789221220770 (Exercise Book Print); 9789221220787 (Exercise Book Web PDF);

ISBN: 9789221220794 (Facilitators Guide Web PDF);

International Labour Office; ILO International Programme on the Elimination of Child Labourtrainers manual / teaching material / child trafficking / children / child labour / sexual exploitation - 02.02.1

Also available in French: Manuel de formation sur la lutte contre la traite des enfants a des fins d'exploitation de leur travail,sexuelle ou autres, ISBN 978-92-2-222069-4 (Kit); 978-92-2-222079-3 (Facilitator's Guide), Geneva, 2009; and in Spanish:Manual de formación para combatir la trata infantil con fines de explotación laboral, sexual y de otros tipos,ISBN 978-92-2-322069-3 (Kit); 978-92-2-322079-2 (Facilitator's Guide), Geneva, 2009.

ILO Cataloguing in Publication Data

Acknowledgements

This publication was developed by Dr June Kane, IPEC consultant, and Mr Hans van de Glind from IPEC Geneva office.

Funding for this publication was provided by UN.GIFT, ILO-International Training Centre, and United States Department ofLabor (Project GLO/05/51/USA).

This publication does not necessarily reflect the views or policies of the United States Department of Labor, nor does mentionof trade names, commercial products, or organizations imply endorsement by the United States Government.

The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation ofmaterial therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerningthe 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, andpublication 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 InternationalLabour Office, and any failure to mention a particular firm, commercial product or process is not a sign of disapproval.

ILO publications 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 chargefrom the above address, or by email: [email protected] or visit our website: www.ilo.org/publns.

Visit our website: www.ilo.org/ipec

Photos: ILO. The photographs in this publication are for illustration purposes only. None of the children whose identity is revealedon the photos are victims of child trafficking.

Printed in ItalyPhoto composed by International Training Centre of the ILO - Turin, Italy

Table of Contents

Introduction .......................................5

List of acronyms .................................6

Section 3.1: Bringing it all together ...........7

Constructing a NAP ............................7

Section 3.2: Mobilization, media, socialdialogue and involvingchildren and young people......9

Ownership and mobilization.................9

Advocacy .........................................10

Research and knowledge for change ...11

Media – An important partner ............11

Guidelines on media treatment ofchildren...........................................13

Building partnerships........................14

What the ILO means by ‘socialdialogue’ in the world of work ............14

Training/capacity building .................15

Children and young people as activepartners...........................................16

Section 3.3: Monitoring and evaluation ....18

Monitoring .......................................18

Evaluation........................................18

Assessment of impact of outreachinitiatives/direct assistance................19

Assessment of impact of policyinitiatives.........................................20

Participatory monitoring andevaluation ........................................21

Section 3.4: Learning and sharing lessons..22

Identifying good practices andweaknesses ......................................22

Documenting the lessons...................23

Designing a dissemination strategy .....23

Repeating good practices on a largerscale ...............................................24


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Introduction to textbook 3

This book underlines the fact that how you do things is as important as what you do, andfocuses on matters of process that can improve the impact and effectiveness ofanti-trafficking efforts. It has four sections:

� Bringing it all together – planning + actions = (N)AP� Mobilization and media – Looking at influencing people in order to achieve and how to

do this by harnessing the power of the media and Social dialogue and involving childrenand young people – Building partnerships and in particular recognizing and mobilizingthe contribution that children and young people can play;

� Monitoring and evaluation – Essential processes for measuring the effectiveness ofpolicies and actions and their impact on children and young people;

� Learning and sharing lessons – A logical follow-up to evaluation, allowing identifiedsuccesses to be shared and developed further.

Textbook 2 – Action against child trafficking at policy and outreach levels

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List of acronyms

ILO International Labour Organization

IPEC International Programme on the Elimination of Child Labour

ITC International Training Centre of the ILO

M & E Monitoring and evaluation

NAP National Action Plan

NGO Non-governmental organization

UN United Nations

UN.GIFT Global Initiative to Fight Human Trafficking

In exercises:

G Governments

GWEN Governments, Workers’ organizations, Employers’ organizations, NGOs and international

organizations

W Workers’ organizations

E Employers’ organizations

N NGOs and international organizations

TRAINING MANUAL TO FIGHT TRAFFICKING IN CHILDREN FOR LABOUR, SEXUAL AND OTHER FORMS OF EXPLOITATION

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Constructing a NAP

Having gone through all the planning stagesoutlined in textbook 1, and equipped with aportfolio of possible actions from textbook 2,it is time to put these together and constructan action plan. You have already looked atNAPs (in section 1-8), but a point toremember is that action plans can exist at anumber of different levels – National, Local,Provincial, Subregional or indeed at the levelof the individual Community. The N,therefore, in NAP could also be L, P, S, C orany letter that represents the level at whichthe action plan is to be implemented.

Another important point to remember in thisregard is that action plans that are to beimplemented at sub-national level shouldderive from the NAP, perhaps with somere-prioritizing and added elements specific toa locality, province or community. All actionplans should effectively interpret the NAP forimplementation throughout the country. Thisis important, because in general budgets willbe allocated at national level.

Remember that the NAP and other actionplans that derive from it will involve aconsultative process, with as many actors aspossible who can contribute to ending thetrafficking of children together.

The NAP, as you have seen, should includeas overarching elements:

� a definition of child trafficking in thecountry concerned,

� a situation analysis that includes riskprofiles of children and communities,

� a description of the methods of traffickersknown to be operating in the country,

� profiles of the people involved and howthey can be reached,

� available data on the scope and nature ofchild trafficking, and

� insights from available research that willhelp everyone to have a common platformof understanding of the challenge to befaced.

It should be clearly child-specific.

A stakeholder analysis should also beundertaken so that every organization’sstrengths and weaknesses are built into theplan, and there should be an indication ofhow the various actions and partnerships willbe coordinated (for example, through anominated focal point for each section of theNAP or by deciding on a ‘lead partner’).

It is also vital to consider, in as much detailas possible, how much each element of theNAP will cost to implement and where thefunds are coming from.

For each of the elements of action, includingcoordination and development of ‘products’such as publications, websites, tools ortraining modules, the NAP should includeclear and specific plans for monitoringprogress (including consultation, testing andfeedback from beneficiaries and target usergroups wherever possible) and evaluation.

It is also important to reiterate that atnational level the decision may be taken notto have a specific NAP relating to childtrafficking, but to integrate child traffickinginto other existing plans (or plans underdevelopment), including those relating tochildren’s rights in general, the worst formsof child labour, national development or


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Section 3.1 Bringing it all together

poverty reduction. Indeed child traffickingmight be an integral and distinct element inall such plans (in a fully developed format,not just in a brief mention), and these

various planning frameworks should becross-referenced to ensure that the actionsproposed are complementary andcomprehensive.

� See Exercises 45, 46 in the Exercise book.


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A number of important lessons have beenlearned in the course of programmes tocombat child trafficking in recent years.Among these, one of the most important isthat it is not only what you do to combattrafficking that matters, but how you do it.This is what is meant by ‘matters of process’.

It is clear that we still do not have all theanswers to the problem of child trafficking andthat, consequently, we need to continuelearning and sharing what we learn. This is thesurest way to improve the effectiveness ofpolicies and programmes. It is also, of course,fundamental to our responsibility to put thebest interests of children first, because policiesand programmes that are not effective – andindeed that are sometimes counter-productive– use up resources allocated to children andleave them at risk of harm.

Ownership and mobilization

We have seen that ‘critical mass’ is animportant element of combating childtrafficking. Given the complexity of theproblem, it has to be addressed on manyfronts at the same time, and building up ateam/network/mass of actors from differentsectors playing the best role suited to them isvital. Effective mobilization of these actors isto a large extent achieved around NAPs.

However, there is a broader audience thatneeds to be reached also, including children,

families and communities in sending andreceiving areas, and the general public whoplay an important role in influencinggovernment policies and actions, in reportingtrafficking activity and in protecting childrenat risk. To reach these broader publics, andto engage them in anti-trafficking actions, itis important that they feel ‘ownership’ of theproblem and are motivated to do somethingabout it.

Ownership is an important aim ofanti-trafficking work, because the fact is thatchild trafficking affects everyone. It is notonly a problem for the children who aretrafficked. It is therefore important to make‘ownership’ a central pillar of everything youdo, both in terms of direct assistance and inless direct terms through sharing andcommunication. This has to be strategizedand planned right from the beginning, so thatit is a feature of every stage of the process:

� identification of the problem� research� planning� implementation� monitoring� evaluation� lessons learned� documentation� sharing

Mobilization is not the same as informationsharing and letting people know about


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Section 3.2Mobilization, media, social dialogue andinvolving children and young people

Resources for this section:

IPEC: Combating trafficking in children for labour exploitation: A resource kit for policymakers and practitioners, Geneva, ILO, 2008, Book 5, sections 5.1-5.4. [These sections ofthe kit include 10 downloadable resources.]

International Federation of Journalists’ Guidelines and Principles for reporting on issuesinvolving children, Brussels, 2002

trafficking is not enough to engender change.Mobilization is aimed at prompting andempowering each person or group to findtheir specific role in anti-trafficking efforts.For example, twelve year old children at riskof trafficking have different needs and shouldbe addressed in a different way compared toemployers who may be at risk of having casesof labour exploitation and child trafficking intheir supply chain.

Mobilization can only come about successfullywhen people know what they are expected todo and how to do it. They need help in this,and this is where advocacy comes in.

Advocacy

Advocacy is a means of helping individualsand groups to know what they need to do tocontribute effectively to anti-traffickingefforts. This may range from helping a childto know what s/he can do to self-protect, tohelping a government appreciate how best toallocate resources so that a budget allocationhas maximum impact on child trafficking.

This sounds quite simple, but it is not.Advocacy has to be planned, and it hasseveral distinct components:

� First, you have to know whom you want toinfluence (‘who’);

� Second, it is important to be clear aboutwhat they are to be prompted to do(‘what’);

� Third, you need to spell out the best wayto reach them and prompt the change(‘how’);

� Fourth, there may be an optimal timewhen it should be done (‘when’);

� Fifth, what will be your message.

For example: The advocacy target (who) may bethe education authorities of a small town thathas recently witnessed an influx of recruitersfrom a neighbouring province who hang aroundschool premises and try and befriend thechildren as they leave school, trying to convincethem to take up ‘well-paid jobs’ in aneighbouring country during the schoolholidays. One or two of the teachers have triedto talk to the children about this, but are tooscared of the recruiters to act against themdirectly. The education authorities would beable to request help from the police, authorizesessions with the children in school hours toalert them to the risks of being trafficked bythese so-called recruiters, and provide funds forextra protection for teachers and studentsagainst any threats (what). A local NGO that is


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aware of both the problem and possiblesolutions (how) is ready to work with theeducation authorities to put in place acomprehensive package of actions to deal withthis situation, and it has to be done before thesummer holidays begin (when), because bythen some of the children may have fallen intothe trap already.

Then you need to consider what will influencethem to make the right choice about whatthey do (and sometimes also the approachthey take). This will be a key element of youradvocacy message and indicate the form ofaction your advocacy might take: will it be aone-on-one meeting, a public campaign, apublication, a media event? For each of these,you will need to prepare ‘tools’ – the materialsyou need to get your messages across.

Tools can include publications, researchstudies, data, websites, demonstrationprogrammes, campaigns, meetings or otheroutputs. They should be matched to the targetyou are trying to influence and should be in aformat appropriate to their requirements.

It is also important to build feedback andmonitoring into your advocacy work. Thisshould be designed to check the progress ofthe work and indicate whether it has effectedany change in behaviour, approach, opinionor decision. Has your advocacy contributed,for example, to the introduction of a newlaw? To renewed public debate on the issue?To other actions or behaviours?

Research and knowledge for change

One of the most important advocacy tools isresearch that is designed to point to newactions, policies or understanding. It willgenerally not be the same as research forplanning actions, although the same datacan be used. This research shouldspecifically lead to recommendations forchange and should indicate clearly to whomthose recommendations are addressed.

Such research needs to be seen as reliableand credible by those who are going to readit – your advocacy targets, and it needs to bein a format that they will accept. Forexample, if you are targeting adecision-maker, it is unlikely that this personwill have the time to read a 200-page report,so prepare a carefully reasoned summary,with the major recommendations clearlyvisible. If you are preparing advocacymaterials for a village community that doesnot have access to the Internet, there is nopoint at all designing it as a website. Thismay seem obvious but it is surprising howoften people designing advocacy actionsdecide on the format of the materials beforethey have clarified who the target for them is.

Advocacy materials and actions need aboveall to point to specific actions that you wantpeople to take, and how they can do that.

Media – An important partner

The media are often the ‘intermediary’ betweenthe advocacy tools/research you have preparedand the people you want to get your messagesto. This is true of many specific groups that youmay be targeting (government officials, forexample, read newspapers, watch televisionand listen to the radio), but it is especially trueof the broad public. The key to targetingmessages through the media is to do yourresearch and know which targets use whichmedia. For example, government ministers arelikely to read national newspapers (or theiradvisers will), whereas people in a villagecommunity may be more likely to be influencedby the community newspaper or a popular radioshow, or perhaps by someone addressing themat a village meeting.

‘The media’, in fact, covers a wide range ofdifferent formats – newspapers, magazines,television (international, national, local), radio(international, national, local, narrowcast),music and other performance arts. All mediacan be a strong force for change and it is


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important to get to know which media outletsspecialize in dealing with the issues you areworking on, and who their mainreaders/listeners/viewers/audience are.

Another important thing that you mustunderstand when working with the media isthat people outside the media have to learnand follow the media’s rules. They are notdirectly a part of your ‘team’ and are notthere to ‘cooperate’ with your aims. This isbecause it is important that the media retaineditorial independence – vital to democraticprocesses in the long term. So do not lookupon the media as ‘service providers’ whowill just put out your messages withoutcomment or change. Look upon the media asyour privileged partners, and expect all goodjournalists to use your materials as a sourcebut work up their own report.

For this reason, you will have to learn whatkinds of things the media need, the formatthat they are likely to want (usually brief andconcise) and when they need it (media work istime-sensitive – there are ‘down’ times, forexample around public holidays, when theymay be short of stories and you are more likelyto be able to feed stories to them).

Get to know media representatives and their‘beats’ (the issues they deal with, forexample stories about law and order, crimeand criminals, or stories about young peopleand young people’s issues), as well as thedemographics of their readers/listeners/viewers.

It is also important to remember thatjournalists fall into two broad categories: thosewho are looking for ‘news’ and those who seekout more substantial stories of public interest.News journalists will want to ‘hook’ onto anevent or a person, and will probably wantsomething unusual or exceptional. Currentaffairs journalists are more likely to deal withan issue in more depth.

Both news and issues-focused media, however,will be specialized in media, not childtrafficking. Many journalists, however, will beinterested in learning and understanding aboutchild trafficking, child labour and other socialdevelopment issues that are relevant to childtrafficking. These journalists may becomelonger-term partners in combating childtrafficking and, like all partners, will benefitfrom your time and efforts in briefing them,including them in training courses and keepingthem regularly informed.

Working with the media requires carefulplanning and reflection. It is useful to asksome simple questions:

Why do I want to involve the media at all?� If you believe the media can help you to

reach out to people who need to know thesubstance of an issue, especially with aview to ‘translating’ that knowledge toother targets through the media, then byall means consider working with them.

� You cannot expect the media to becomealmost ‘volunteer partners’ and do thework of campaigning for you. That is notwhat the media are for. It may well be thatthe media will be interested in what youare doing and will provide some coverage,but at their discretion.

Is the audience I am trying to reach one thatcan be reached through the media?� If the answer is ‘no’, then do not proceed.� If the answer is ‘yes’, then is the audience

the general public (mass media) or aspecialist audience (specialist media)?

What do I have to offer the media?� If the answer is ‘nothing’, then do not

proceed.� If you really have something newsworthy,

then consider taking the story to a newsjournalist.

� If the story is not necessarily newsworthybut deserves more in-depth treatment,then consider taking it to a current affairsjournalist.


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Are there particular journalists who regularlydeal with the kind of issues arising from youranti-trafficking initiatives?� Many journalists have a rhythm – they

regularly cover the same kind of stories.Get to know these journalists and feedthem stories directly; just sending a pressrelease or information to the newsroom orTV/radio station is unlikely to yield results.News editors receive dozens of pieces ofinformation every day and most of them gostraight into the waste basket.

What can I do to make the journalist’s workeasier?� The easier you make it for the journalist,

the more likely they are to cover yourstory. Be brief in your materials andhighlight the most important points. Writeclearly and precisely, without jargon.Follow up with a phone call to the journalistconcerned. Make people available forinterview who know the subject and canspeak briefly and to the point.

How can I contact the journalist(s) and whatshould I send them?� Most countries have a directory of working

journalists/press and media outlets. Youwill find it in your local library or it may beavailable on-line. You can also scan localpress, TV and radio to find the journalistswho may be of particular interest. Contactthem by name.

� In an introductory phone call, introducevery briefly the subject you want to

discuss. Follow up immediately with somewritten materials, generally a one-pagepress release (written clearly and followingthe lines of a short newspaper article).Where possible give quotes that thejournalist can use directly.

� If you have a research report or othermaterials to share, do not send the wholepackage. Journalists do not have time toread 100 pages to get to the heart of thematter – send a one-page summary andoffer to provide more information if thejournalist wants it.

� You may wish to prepare an info kit forjournalists – include the executivesummary of the long report, a copy of thefull report too, a press release/statementwith quotes, and a note of contact numbersof people who can speak on the issues.

Guidelines on media treatment ofchildren

When you are working with the media use theguidelines that were negotiated among mediaprofessionals across the world under theauspices of the International Federation ofJournalists (i.e. IFJ guidelines, 2002). Thesecover areas such as the child’s right toprivacy, how children should be interviewedand what kinds of information should begiven in order to protect them from harm (forexample, details of a child who has beentrafficked should never be given in a story).

� See Exercises 47, 48 in the Exercise book.


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Building partnerships

Building real partnerships, as with the media,rather than just sending potential collaboratorsinformation at arms’ length, is vital to ensuringtruly strategic action and making surevulnerable children do not fall through thecracks between separate initiatives.

If you have worked to ensure ownership, thenyou have laid the foundations of the‘inclusivity’ that is at the heart ofpartnership. This entails:

Consultation – which is necessary at planningstage, at agreed progress points duringimplementation, and whenever actions end,results come in, or it is time to beginthinking about the next stage. This is true ofpolicy as much as outreach initiatives.

Pyramid partnership building (or usingmultipliers) is one way of integrating theexperience and expertise of a broad range ofpeople. This requires that each person orgroup in the partnership represents a broadergroup of individuals or groups whose viewsare taken into account. Similarly, that theyreport back to them in due course.

In the world of work, this kind of structurealready exists in the form of workers’ andemployers’ organizations allowing socialdialogue using existing representativestructures and mechanisms. Within theUnited Nations system, the UN.GIFTinitiative is an example of efforts to bringtogether a number of different UN agenciesworking in the area of human trafficking toshare information and plan joint actions.

Coordination – which requires a lead personor group (or a nominated subcommittee ortask force) who will convene meetings,ensure exchange of experiences andexpertise, and be a ‘clearing house’ forinformation and results sharing.

Communication – which can take manyforms, and includes meetings, emailnewsletters, web-based bulletin boards orchat rooms, telephone and fax, one-on-onediscussions, websites and other forums forexchange. Any or all of these have theirplace, but make sure that systems areflexible enough to reach all members of thepartnership, including those who may not beon-line or have easy (or affordable) access tophones or meeting venues. Make sure, also,that communication is meaningful. It shouldcomprise exchange of information that isuseful to the receiver and actually wanted.

Collaboration – which can take place atvarious stages of the work, depending onpeople’s strengths, needs, availability andmotivation. Look to collaborate at researchand planning stages, throughimplementation, monitoring and evaluation,documentation and dissemination.

What the ILO means by ‘socialdialogue’ in the world of work

The ILO defines social dialogue to include alltypes of negotiation, consultation or simplyexchange of information between, or amongrepresentatives of governments, employersand workers, on issues of common interestrelating to economic and social policy, suchas child labour and trafficking.

Social dialogue can be a tripartite process,with the government as an official party tothe dialogue, or it may consist of bipartiterelations between labour and management(or workers’ and employers’ organizations).Social dialogue processes can take place atthe national, regional or at enterprise level.They can be inter-professional, sectoral or acombination of these.

The main goal of social dialogue is topromote consensus building and democraticinvolvement among the main stakeholders inthe world of work. Successful social dialogue


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Training/capacity building

An important element of partnership buildingis training/capacity building. This is a meansof helping everyone to upgrade theirknowledge and skills, learn from lessons thatare being developed, and move on to acommon platform of understanding. It is alsoa step in partnership-building and inreinforcing teamwork.

It is important to keep in mind, too, thatpeople move – from job to job within anorganization or from one organization toanother or to a different place. This isparticularly the case for national and localauthority staff, who may move betweendivisions or through localities as a matter ofcareer development. Staff turnover canseriously undermine anti-child traffickingactions if it is not taken into account, andthe best way to make sure a change in staffdoes not hold back success is to give newstaff (or volunteers) the chance to go througha capacity building exercise. Also, traineesshould share acquired knowledge and skillswith their colleagues after training.

There are different approaches to capacitybuilding/training but there are someimportant principles to keep in mind. TheILO has put together a checklist of things toconsider when planning capacity buildingactions:

� Make training available to the right people– those who will be able to engenderchange in their organizations after thetraining;

� Analyse the training needs of theparticular groups concerned so that thetraining itself can be well targeted (e.g. ata policy or outreach level; focusing onsource, transit or destination areas, etc.);

� Understand the level of knowledge,experience and understanding of thepotential trainees so that the training isdesigned at the right level;

� Use existing tools and resources ratherthan trying to start from scratch;

� Make sure language is not an obstacle –for example by excluding those who do notspeak English, when an interpreter couldbe used to help them.

Training some staff and volunteers to betrainers is a good way of mainstreamingtraining and ensuring that the learning ispassed on to others and is repeated. Trainingof trainers is an important element in movingtowards sustainability and mainstreaming ofanti-trafficking activity, because it moves theresponsibility for training out of oneorganization into other groups that can keepthe work going. This might be a group ofwomen in the community, for example, or agovernment department or a group of youngpeople who train other young people.


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has the potential to resolve importanteconomic and social issues, encourage goodgovernance, advance social and industrialpeace and stability and boost economicprogress.

For social dialogue to be possible, there mustbe: strong, independent workers’ and

employers’ organizations with the technicalcapacity and the access to relevantinformation to participate in social dialogue;political will and commitment to engage insocial dialogue on the part of all the parties;respect for the fundamental rights of freedomof association and collective bargaining; andappropriate institutional support.

� See Exercise 49 in the Exercise book.

Children and young people as activepartners

Children have a right to participate indiscussions, actions and the development ofpolicies in matters that affect them, inaccordance with their age and maturity. Thisright is guaranteed to them in Articles 12and 13 of the UN Convention on the Rightsof the Child. Article 6 of the Worst Forms ofChild Labour Convention also says thatprogrammes of action to eliminate as apriority the worst forms of child labour,should take into consideration “… the viewsof concerned groups as appropriate”.Recommendation 190 makes thisconsideration more explicit in its paragraph 2referring to “the views of the children directlyaffected by the worst forms of child labour,their families and, as appropriate, otherconcerned groups committed to the aims ofthe Convention and this Recommendation”.

For a long time, however, child participationwas an unmet challenge. It was too often thecase that inviting children to a meeting,recording their voices and then posting theircomments on a website or publishing them ina book was somehow considered equivalentto actually involving them in processes.

While these actions did, at least, raiseawareness of the fact that children should belooked upon as subjects of anti-traffickingactions as well as objects of them, they didnot tap the full potential of children as keypersonnel and indeed leaders in theseactions. To some extent this may be becausethe international definition of a ‘child’includes anyone under the age of 18 and fora long time ‘children’ were looked upon as asingle group whereas, of course, the role thata 17 year-old can play in anti-traffickingactions is very different to that of a 10year-old.


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An important lesson learned in relation tochild participation – as well as other areas ofwork – in recent years is that it is importantto make clear distinctions among the needs,problems, responses and capacities ofchildren in different age groups. Asunderstanding of this was developed, itbecame clear also that the cut-off age of 18is in some ways artificial when we are talkingabout input to anti-trafficking activities. Insome instances, young people above the ageof 18 may be involved as ‘proxies’ for thoseunder 18 who are difficult to reach – forexample a 20 year-old who was trafficked asa child can provide valuable insights intotrafficking and its impacts. There is thereforea large category made up of young people(18-25 year-olds) who offer tremendousresources of energy, understanding andinformation to fight child trafficking.

When children and young people participatein processes related to child trafficking, it isnot only their age that needs to be taken intoaccount. Consideration should also be givento gender specificities, especially within thecultural, religious and traditional context inwhich the children live. The literacy levels ofthe children and young people also need tobe considered, as well as factors such as thetraditional avenues of communication withintheir communities. Children, in short, are nota single homogenous group and, as is thecase with adults, including them requiresthought and planning.

In recent years, there have been numerousexamples of children and young peoplebecoming involved in planning and running

projects in child protection, undertakingresearch, being involved in peer counsellingand data collection programmes andproducing materials aimed at others in theirage groups. One area, for example, wherechildren and young people have increasinglybecome involved as principal players is in arange of peer mentoring and consultingprocesses. There is no doubt thatcommunication between/among peers isoften more constructive than adult/childcommunication, especially where the childmay have sensitive issues to deal with. Inrelation to child trafficking, this is importantbecause it may be that children at risk,especially those who are difficult to reach –for example children living on the streets –may be ready to speak candidly to anotherchild or young person though they are silentwhen facing an adult.

Additionally, it is important to remember thatsupporting the participation of children andyoung people in anti-trafficking initiatives atmany levels is also in itself an empoweringaction. For everyone involved, participationprovides a learning opportunity and thereforea reinforcement of understanding andself-awareness. This is an importantprotection factor for children in particular.

When planning for the participation ofchildren and young people, it is vital toensure their safety, especially if the childrenconcerned are from high-risk groups, or havebeen victims of trafficking or exploitation. Anumber of organizations have producedchecklists or guidelines to help in theseefforts.

� See Exercises 50, 51, 52 in the Exercise book.


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Monitoring and evaluation are essentialelements of all actions to address childtrafficking at all levels. They are crucial toensuring that actions stay on track andachieve the desired results. They are alsoimportant in the longer-term development ofanti-child trafficking initiatives, since theyallow examples of good practice to beidentified and be replicated by others.

Monitoring and evaluation should beundertaken to assess progress and results ofboth targeted interventions (outreachinitiatives/direct assistance) and those of anenabling nature such as the development ofnew policy and legislation to fight childtrafficking.

Monitoring and evaluation can take place atlocal, regional and national levels as well asacross different ministries and departments.Plans for monitoring and evaluation are anessential element of all National ActionPlans.

Indicators are a key element in assessingprogress and measuring impact of anti childtrafficking initiatives. They are the proof thatthe policy/outreach action has been effectiveand should be determined at the outset ofany initiative. Indicators should be: smartand specific, measurable, achievable,realistic, and time-bound. In the sectionsbelow a range of possible indicators arelisted for initiatives at an outreach level andthose at the level of policy.

Monitoring

Monitoring should take place during projectimplementation and can take severaldifferent forms. It can involve independentmonitoring by institutions mandated to do so,monitoring by those implementing the projector activity, monitoring by the participants inthe project or by those the project isintended to help, or a combination of any ofthese. The principal aim of projectmonitoring is to measure whether the actionis progressing according to expectations, butit also provides an opportunity to stand backand review whether there need to be changesin the project, or whether any lessons arebeginning to emerge.

At the very beginning of the action, all thoseinvolved should sit down and decide whenthe “monitoring points” will be, what theywill check (i.e. which indicators) and how theresults of monitoring will be documented andfed back into the planned action.Government departments and fundingagencies supporting anti-child traffickingaction often have their own monitoringcriteria but, where they do not, it isimportant for donors to keep in touch withprogress of initiatives through regularreporting.

Evaluation

Evaluation is carried out at the end of aninitiative, or after a new policy has beenintroduced and been in place for a suitabletime. It is best carried out by independent,


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Section 3.3 Monitoring and evaluation


IPEC: Combating trafficking in children for labour exploitation: A resource kit for policymakers and practitioners, Geneva, ILO, 2008, Book 5, section 5.5. [This section of the kitincludes 3 downloadable resources that may also be considered as individual resources forthis session.]

external evaluators, who have knowledgeabout the issue being addressed but who arenot linked in any way to the initiative, policy,or any of the people or groups that have beeninvolved in it. This is so that the evaluationcan be entirely honest and can point tolessons for the future that reflect both goodand bad experiences.

While it is easy to evaluate or measurewhether the project has gone according toplan (i.e. were deadlines met?; did actionsproceed according to the budget?; were allthe expected results delivered?), it is verydifficult to measure impact or broaderoutcomes – that is, whether the action andthe results produced actually led to otheroutcomes and eventually made a differenceto the problem of child trafficking and thechildren who are at risk of it (‘impactassessment and evaluation’).

All evaluations should attempt to consider:

Effectiveness – Has the initiative or policyhad the desired impact?

Efficiency – Were the resources (time, funds,personnel, materials) available used to goodeffect, or were some of them wasted?

Relevance – Is it likely that the initiative orpolicy did, in fact, contribute to the overallaim of eliminating child trafficking? Or did itachieve something else that does not directlycontribute to that aim (for example,sometimes actions that are labelled‘anti-trafficking’ actions are more properlypoverty-reduction initiatives that willprobably not have an impact on trafficking).

Validity of design – Was the initiative theright one to undertake? Was it planned insuch a way that it achieved its aims?

Cause and effect – Did the initiativeaccurately address the problem that hadbeen identified? (Here it is important also to

look at how the initiative was targeted – didit reach the right people?)

Unanticipated effects – Were there anysurprises during implementation or afterintroduction of a new policy? This isespecially important if any of the unexpectedoutcomes were negative.

Alternative strategies – Could something havebeen more effective if it had been donedifferently, or for example at a different timeor place?

Sustainability – Is the result of the initiativeor policy likely to continue in the future (thisis not only a question of whether there areresources to do this, but whether it hasbecome sufficiently mainstreamed to becontinued without extra funds or facilities).

Assessment of impact of outreachinitiatives/direct assistance

ILO-IPEC has piloted the use of tracerstudies to measure the impact ofanti-trafficking interventions on children andtheir families. It works by looking at thechanges experienced by children andfamilies who have been exposed to ananti-trafficking intervention.

By concentrating on what the children andfamilies are doing in the present, as well asretroactively in two other distinct moments inthe past, a tracer study allows us to obtain anoverview of the main changes (impacts) forthis group over time. It also allows us toestimate the impact that the event (in thiscase involvement with an anti-traffickingintervention) has had on the present life of theindividuals and, in an aggregate way, on thegroup exposed to the anti-trafficking action.

Another method that is often used to attemptto measure impact is to use ‘proxy indicators’to evaluate whether an action has beensuccessful. These allow us to see that some


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progress has been made but do not permit usto conclude that we have had an impact onthe problem overall. In general, having arange of indicators and a selection ofdifferent evaluation methods (quantitativeand qualitative) allows us to build up apicture of what an action has achieved.

Some common indicators used to monitorprogress in outreach/direct assistanceinitiatives relate to:

� number of girls/boys at risk oftrafficking/victims who are (back) inschool;

� number of girls/boys at risk oftrafficking/victims of minimum workingage who have decent jobs;

� number of girls/boys at risk oftrafficking/victims who have beenempowered with self protection skills andare aware of risks of trafficking;

� number of girls/boys at risk oftrafficking/victims who registered andhave access to basic government services;

� number of mothers/fathers (whosechildren are at risk of trafficking/victims)who obtained skills training and livelihoodassistance and who send their children toschool;

� number of legal proceedings initiatedagainst traffickers.

Indicators are not always quantitative(numbers). They may also, for example,relate to new laws that have been introducedas a result of certain policies or actions; orresources that have been raised or budgetallocations that have increased as a result ofnew policies or structures to fight childtrafficking.

Assessment of impact of policyinitiatives

Monitoring and evaluation should also beundertaken to assess progress and results ofbroad based actions such as the developmentof new policy and legislation and themainstreaming of child trafficking intobroader government policies on childprotection, education, labour, employmentand migration. Such monitoring andevaluation can take place at local, regionaland national levels as well as across differentministries and departments.

Some common indicators used to monitorand evaluate progress in policy initiativesrelate to:

� allocation to anti-child traffickinginterventions in local, regional or nationalbudgets, including attention to thespecific needs of both girls and boys;

� frequency of inter-ministerial meetings onthe issue and the level of participationfrom different departments;

� number of staff resources allocated toanti-child trafficking work, particularly inthe form of dedicated personnel such asfocal points;

� number of policy areas such as education,labour, employment and migration thatrefer to child trafficking;

� number of job descriptions of governmentofficials that mention child trafficking asarea of attention;

� number of government staff trainings thatinclude child trafficking;

� number of convicted traffickers who werepunished;

� number of ministerial speeches or writtenoutputs that mention child trafficking;

� number of children in need that arebudgeted for and/or assisted.

Some of these same indicators are alsorelevant to the assessment of anti-traffickingframeworks such as National Action Plans(NAPs).


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Participatory monitoring and evaluation

Involving communities and children inmonitoring and evaluation is a way ofempowering them, by allowing them to bedirectly involved in seeing what works andwhat does not and in expressing views aboutthe actions that affect them. Monitoringconducted in a participatory way is a veryeffective way of empowering individualchildren to devise actions to fight childtrafficking.

It can take a number of different forms, butparticipatory monitoring and evaluation isdesigned around finding ways to allow thoseinvolved in an action as beneficiaries/targetsto give their views on the way the action hasbeen carried out and the impact it has hadon them.

It should also always be inclusive, and thismeans you should take account of anyobstacles that may hinder the participation ofsome members of the community. Forexample, in some communities women mayfeel uncomfortable sitting in a focus groupwith men and may not wish to expressthemselves openly, so consider a single-sexfocus group in this case. People with adisability may have special needs in order toparticipate comfortably (for example, ahearing-impaired person may requireamplification equipment to be in place, orsign language). Your preparations shouldalways include attention to the genderspecificities and special needs of thecommunity you are working with.

Participatory monitoring and evaluation alsohas to be carried out in an ethical way, whichmeans paying attention to the privacy of thepeople involved and the protection needs ofthe children. An ‘ethical implementationchecklist’ would include the following points:

Before starting� Explain that participants will remain

anonymous (no names will be recorded) andthe information will be confidential (onlyused for the stated purpose; not madepublic);

� Make sure participants have giveninformed consent; Make sure there are not‘inappropriate listeners’ in the vicinity(e.g. staff, teachers or parents who arecurious to hear children’s views);

During the discussion� Allow participants to leave if they wish;� Try to make sure that older or more

powerful participants do not dominate theyounger or less powerful ones;

When discussing sensitive issues� Gain confidence and trust of respondents;� Promise participants that they will remain

anonymous and their words will be keptconfidential;

� Do not record names or take photographs;� Make sure the venues for interviews or

group discussions are private;� Be open-minded and do not make

judgements;� If an individual mentions a personal

problem or trauma, listen carefully andfollow up with that person afterwards;

At the end of the discussion� Thank participants for their time and input;� Look for any gaps in information and

summarize the main points; askparticipants if they agree and/or want toadd anything;

� Explain what will happen next with thedata they have produced;

After data collection and analysis is complete� Report back the main findings to

participants and ask their opinions.



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While the aim of all actions is to protectchildren from trafficking, help child victimsand move towards elimination of this worstform of child labour, every action should alsobe designed to lead to better actions in thefuture. That means not only puttingmonitoring and evaluation in place so thatprogress can be checked and improved, butalso putting in place a means of drawingtogether the lessons from the project andusing these in a variety of ways.

Lessons can and should be used to:

� Improve future interventions;� Identify interventions that are replicable

or adaptable;� Demonstrate actions that can be

mainstreamed into government policy andprogrammes;

� Encourage donor support; and� Leave something positive behind when the

action is completed.

There are a number of steps to take to ensurethat the experience of the action is usefulbeyond those involved. These are:

� identifying successful actions or elementsof actions (often called ‘good practice’)that can be useful in the future;

� identifying those elements of interventionsthat were not so successful and need tobe dropped, modified or further reviewed;

� documenting the lessons;� sharing these lessons with others

(dissemination); and� repeating good practices on a larger scale

(scaling up).

Identifying good practices andweaknesses

Identifying good practices involves lookingcritically at the interventions carried out at theoutreach and/or policy level. It should suggesthow these could be used to improve actions inthe future. One important thing to rememberis to report not only successes but alsoweaknesses: What may seem like a mistake ora failure in an action is in fact a useful lessonfor the future and, if documented, could leadto better interventions. Learning fromdocumented weaknesses helps others to savetime, money and effort in potentiallyembarking on weak actions.

Identifying good practices and weaknesses isessential to moving forward on the basis oftried-and-tested experience. In general, goodpractices are those that can be shown to be:

� Effective (that is, did it reduce childtrafficking?);

� Efficient;� Responsive to needs and beneficial to

target group;� Innovative and creative;� Replicable or adaptable;� Likely to be sustained/mainstreamed;� Contributing to change.

They can include processes, approaches,strategies, interventions, policies, casestudies, and knowledge. The key phrase hereis that good practices must show that itmakes a difference in the fight against childtrafficking – something is not a good practice


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Section 3.4 Learning and sharing lessons


IPEC: Combating trafficking in children for labour exploitation: A resource kit for policymakers and practitioners, Geneva, ILO, 2008, Book 5, section 5.6. [This section of the kitincludes 7 downloadable resources that may also be considered as individual resources forthis session.]

just because it is done regularly; its value hasto be demonstrated.

Documenting the lessons

Documenting lessons means not only writingdown what was done but analysing how it wasdone and what was learned. It is importantwhen you prepare lessons-learned materials tokeep in mind who might be using them: willthey be used internally only or will they go to anexternal audience? What information do theyneed and how will they use it? Documentinglessons offers a chance to ensure thatexperiences are made useful to others.

When documenting the experience, the viewsof children, families and communities, aswell as partners and ideally someindependent observers should be includedwhere possible. Their views do not have to bein agreement: often, different views of thesame action can help readers to see theanti-trafficking initiative more clearly andcome to their own conclusions.

Some useful hints:

� Find a memorable title/slogan;� Paint a picture of the intervention that

people can understand and remember;� Explain the how, why, where, when and

what;� Give evidence for the conclusions you

have reached about the results andimpact;

� List the lessons learned clearly and withrecommendations for replication oradaptation; and

� Provide references to resources.

Designing a dissemination strategy

In order to make sure that the results ofinterventions reach those who can usethem, a dissemination strategy should bedesigned when the intervention is planned.Questions to ask are: Who might be able touse the experience; how will they use it;what form do they need it in, and, how willthey get it?


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Answers to these questions may indicate theprocesses and tools you will need to collect theinformation. For example, if the targetaudience for a dissemination strategy is a tradeunion in the adjacent province B, they willneed to know all the elements of projectdesign, implementation and the lessonslearned by the trade union in province A. Thelearning points could be sent to them as theproject progresses (rather than waiting until theend) and possibly in an electronic newsletter.If, on the other hand, the target audience is thegovernment ministry dealing with cross-borderissues, then you may wish to wait until the endof the project to identify the specific issuesthat will be of interest to the ministry and sendthese to the ministry in a detailed letter.

If the intervention relates to aministry-initiated policy or programme, themain target may be civil servants ingovernment departments at other levels or inother countries in the region. In this case,you may choose to consider the regularforums for information exchange in which thegovernment participates and considerwhether an information-sharing session atsuch a forum would be possible.

Remember that dissemination does notalways mean writing a long report, printing itin a glossy cover and sending it out by mailat high cost. Dissemination can take manyforms including one-on-one meetings,information-sharing sessions, multimediaproducts, publications, or word-of-mouth.You will need to pay particular attention tohow you can get the information tohard-to-reach groups, so check all possiblemeans of transmission and whether yourtarget groups have Internet access or postalaccess, for example. It is always a good ideato try and contact such target groups beforeyou begin to prepare materials, so that youknow how they can be reached.

Repeating good practices on a largerscale

Repeating good practices in other areas isoften called ‘replication’ and if done on alarger scale is often called ‘scaling up’. Itinvolves taking the experience gained in oneplace – for example in one community or oneschool or one province – and spreading it toother communities, schools or provinces oreven nationally. Scaling up has to be donevery carefully. First of all, you will need tothink through whether the scope of theinitiative was a factor in its success. If theinitiative is to work on a larger scale, will itlose the very thing that made it work? Thisrequires careful analysis of the initiative andalso consideration of the new context. Scalingup also presumes a heavier burden ofcoordination. At least at the beginning, it maybe necessary to provide support and advice topartners who carry the project forward.

One way of scaling up is to work towardsmainstreaming actions into larger policyinitiatives. For example, an effective trainingmodule developed for teachers in schools ina district might be mainstreamed into thecurriculum of the national teacher trainingcollege, with the cooperation of the college ormaybe the education ministry.

The most important thing to remember isthat the end of one initiative is really thebeginning of the next. Perhaps the mostimportant outcome of the documentation ofgood practices is transferring these practices– whether they relate to policy or to outreachinitiatives – to other actors so that they canreplicate the experience.


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Understanding child trafficking

Action against child trafficking at policy and outreach levels

Matters of process

International Labour OfficeInternational Programmeon the Elimination ofChild Labour (IPEC)4, route des MorillonsCH–1211 Geneva 22Switzerland

www.ilo.org/ipec

Textbook 1

Textbook 2

Textbook 3

TRAINING MANUAL TO FIGHT TRAFFICKING IN CHILDREN FOR LABOUR,SEXUAL AND OTHER FORMS OF EXPLOITATION

Exercise book

UNICEF3, UN PlazaNew York, NY 10017USA

www.unicef.org

Facilitators’ guide (cd-rom)

Global Initiative to Fight Human Trafficking (UN.GIFT)United Nations Office on Drugs and CrimeVienna International CentreWagrammer Strasse, 5A 1400 ViennaAustria

www.ungift.org

training manual to fight trafficking in ... and other forms of exploitation matters of process...

Documents