Evaluation of National Child Labour Project in Rajasthan

Agency : V V Giri National Labour Institute and Ministry of Labour and Employment, Government of India

The National Child Labour Project (NCLP) is a gradual and sequential approach with focused and concerted efforts for eliminating child labour. The NCLP was initiated under the National Child Labour Policy, 1987 and, therefore, in addition to the legislative action and convergence with general development programmes, it envisaged a project-based plan of action in areas of high concentration of child labour. The NCLP programme addresses the issue of child labour through a number of parallel interventions, such as establishment of special schools, provision of vocational training and involvement of parents in various income and employment generation activities.

The objective of the evaluation was to determine the effectiveness and impact of the National Child Labour Project by carrying out a quick assessment of the functioning of the National Child Labour Projects, locating the role of special schools in the elimination of child labour and the working of the project societies. The specific objectives of the evaluation were:

Lastly, to benchmark panel data at the district level and to supplement existing secondary documentation with a view to updating the existing information and helping in analyzing the approaches and strategies of MoLE to eliminate child labour . The evaluation reviewed strategic frameworks, objectives, activities of the NCLPs, and the participation of various stakeholders and social partners. The evaluation involved visiting the NCLP schools and reaching out to different sections of the population ranging from the children attending NCLP schools, their parents and teachers, project directors and their staff, NGO representatives, and community to elicit their views on the functioning of the schools and the project and to assess their significant inputs. The results revealed that the special schools were being run satisfactorily by the NGOs. The key areas of improvement were related to management of the projects including full-time appointment of project directors, teachers' training, timeliness in funds management, mainstreaming, and convergence.



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