Role-of-advocacy-against-child-labour.pdf

The role of advocacy against child labour 2015 2 9

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THE ROLE OF ADVOCACY AGAINST CHILD LABOUR 2015: 2 9 3.3.3 The Use of Folk Theatre and Involvement of Children As a way of entering each district, drama was selected as a suitable method of doing so and the Ministry of Education was considered a key actor in this regard. The Ministry of Education allowed ANPPCAN to use selected schools (both primary and secondary) in drama activities to introduce the programme. The concept of a travelling theatre was sold to the Education department in each district after sharing summaries of the study. Instead of using university students, children in schools were selected to perform by their drama teachers. A well-known drama teacher in the district was identified through the Department of Education to work with drama teachers in the selected five schools in each district. The selected schools were those with a problem of school drop-out. The five drama teachers were supported by a drama senior lecturer from the University of Nairobi. This team was prepared by ANPPCAN staff on child labour using the findings of the study. The five drama teachers went back to the schools and developed themes on child labour situations as identified by children in schools. Children were selected and trained by drama teachers. The drama teachers and head teachers organized performances in the district to different audiences starting with their schools where children and teachers were entertained with messages from child labour. The children also performed for parents and at nearby markets. ANPPCAN staff were trained on how to record the performance and how to conduct discussions after the performances. Each district had five schools performing to different audiences. The best performing school went to perform at district headquarters where everyone working in the district attended. These performances were not only used to create awareness on child labour, but also used to obtain more information about child labour in each district from the perspective of children, teachers, parents, leaders and those working in the district. The performances were also used to identify the stakeholders to be included in the programme. ANPPCAN wrote reports of all the performances which were analysed and summarised for each district. 3.3.4 Identification of Duty-Bearers and Needs at District Level The key actors in a district were identified: Ministries of Education, Labour, Department for Children Services, Probation, Agriculture, Information, Provincial Administration, Social Development and a few NGOs and FBOs. This was followed by district-based workshops with the aim of consolidating all the information obtained about child labour. In the first workshops, the district heads were given the opportunity to present what they were doing in the district and to share their successes and problems they were facing.
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  • Spring '17
  • Districts of Kenya, Nairobi, Child labour, Ministry of Labour

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