Demande directe (CEACR) - adoptée 2017, publiée 107ème session CIT (2018)

Convention (n° 182) sur les pires formes de travail des enfants, 1999 - Fidji (Ratification: 2002)

Autre commentaire sur C182

Observation

Demande directe

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Article 5 of the Convention. Monitoring mechanisms. Training for officials engaged in the monitoring of child labour. In its previous comments, the Committee noted the establishment of a Child Labour Unit (CLU) and the activities accomplished. The Committee also noted the Government’s information on training activities that were conducted with the assistance of the ILO–IPEC project “Tackle child labour through education” (TACKLE project), as well as the activities undertaken by the Inter-Agency Committee on child labour to, among others things, monitor and report on non-compliance cases. The Committee welcomed the Government’s efforts to strengthen the monitoring of child labour and requested the Government to continue to communicate information in this regard.

The Committee notes the Government’s indication in its report that the establishment of the CLU improved knowledge of child labour and brought attention to the importance of prevention. The Government further indicates that the CLU is part of the Ministry of Employment, Productivity and Industrial Relations (MEPIR) and is managed by the Assistant Director of Labour Standards Services with the assistance of three district managers and 38 inspectorate staff members. Moreover, the Health and Safety Service also have inspectors conducting child labour inspections and raising awareness on the hazardous workplace list. The Government reports that a total of 68 inspectors have been appointed in 2016 to investigate cases related to child labour and to provide awareness training to employers and relevant stakeholders. The Committee further notes the Government’s statement that the database for the CLU is managed and operated by the Information Technology Unit of the MEPIR with assistance from the Fiji Bureau of Statistics and interagency cooperation. It notes the Government’s statement that the CLU is conducting awareness-raising and information dissemination activities through the municipal markets to ensure that no child is working in the municipal market during school hours. The Committee notes the Government’s information that a total of 4,121 inspections on child labour were conducted in 2015 by the Enforcement team of MEPIR, and 3,636 in 2016. The Government also reports that a total of seven children were withdrawn from child labour by the Inspectorate staff of MEPIR and the interagency members. Furthermore, it indicates that nine cases on child labour have been received in 2016 which resulted in the withdrawal of the children and their return to school. The Committee finally notes that, according to the 2015 Sub-Regional Child Labour and Trafficking Forum, an important factor in the success of the CLU is the interlinkages and collaboration that the CLU has developed with other government department and agencies such as the Ministry of Education (to facilitate the integration of the child into the education system) and the Department of Social Welfare (to provide family care allowance). The Committee requests the Government to continue to provide information on the work of the CLU and to provide detailed statistical information on the scope and nature of violations reported concerning children and young persons involved in the worst forms of child labour, in particular in relation to the child labour unit database and to the results of the labour inspections conducted.

Article 7(2). Effective and time-bound measures. Clause (a). Preventing the engagement of children in the worst forms of child labour. Access to free basic education. In its previous comments, the Committee expressed concern over the large number of children in Fiji who do not attend school and who may be engaged in the worst forms of child labour. The Committee noted the Government’s information concerning measures to raise awareness on child labour and to implement new policies and remove barriers to education. The Government further indicated that there was a significant increase in school enrolment in 2014 and that a demonstrative decrease in secondary enrolment was due to a correlative increase in basic employment skills training. The Committee finally noted the various measures that had been undertaken with the assistance of the TACKLE project, including community-based approaches to prevent and withdraw children from child labour, as well as awareness-raising campaigns in primary and secondary schools.

The Committee notes the Government’s indication as well as from the Ministry of Education, Heritage and Arts “2015” Annual Report, that the Fijian Ministry of Education is providing numerous initiatives for education including, inter alia, free education grants, transport assistance schemes, the appointment of a child protection officer per school to deal with students at risk, improved delivery of services by teachers, development and review of curriculum, and improved infrastructure and resources in schools. The Government further reports that one pillar of the reform of the Ministry is the emphasis on parental engagement in the education of their children, advocating on the need for closer partnership between parents or guardians and schools. The Government also indicates that after the devastation provoked by cyclone Winston, the Government quickly assisted in rebuilding schools. The Committee finally notes that phase II of the TACKLE project started in 2015 and aims at strengthening the systems and structures put in place by stakeholders and sustaining national efforts to progressively eliminate child labour. The Committee welcomes the measures taken by the Government to strengthen the education system and requests it to continue to provide updated information concerning the impact of these measures, in particular the TACKLE project, on increasing school enrolment rates and reducing drop-out rates. To the extent possible, this data should be disaggregated by age and by gender.