Mainstreaming cl in_education_ppt_en

SESSION 1

International policy
frameworks on
child labour and education

Mainstreaming child labour concerns in education sector plans and programmes

Session aims

Provide an overview of international
frameworks on child labour and education
Provide a picture of the global extent of
child labour


Child labour and Education for All

 Tackling child labour and the international effort
to promote Education for All are closely related
objectives
 67 million primary aged children and 71 million
lower secondary aged children are not in school
 153 million child labourers aged 5-14
 The international community has a target of
achieving basic education for all children by
2015. If to be achieved, child labour must be
addressed


UN Declaration on Human Rights,
1948

Article 26 Everyone has the right to
education. Education shall be free, at least
in the elementary and fundamental stages.
Elementary education shall be compulsory.
Technical and professional education shall
be made generally available.


UN Convention on the Rights of the
Child, 1989

Article 28 recognizes the right of the child
to education and requires: primary education
compulsory and available free to all;
development of different forms of secondary
education, including general and vocational
education, available and accessible to every
child; measures to encourage regular
attendance at schools and the reduction of
dropout rates.


UN Convention on the Rights of the
Child, 1989

Article 32 recognizes the right of the
child to be protected from economic
exploitation and from performing any work
that is likely to be hazardous or to interfere
with the child’s education, or to be harmful
to the child's health or physical, mental,
spiritual, moral or social development.


ILO Conventions on child labour (1/2)

ILO Minimum Age Convention, No. 138
(1973) “The Minimum Age…shall be not
less than the age of completion of
compulsory schooling ….”


ILO Conventions on child labour (2/2)

ILO Worst Forms of Child Labour
Convention, No. 182 (1999): “Each
Member shall, …ensure access to free
basic education, and, wherever possible
and appropriate, vocational training, for all
children removed from the worst forms of
child labour…”


Child labour: Minimum age criteria

For developing
General
countries

General minimum age 15 years or more 14 years

Light work 13 years 12 years

18 years 18 years
Hazardous work (16 under certain (16 under certain
conditions) conditions)


Millennium Development Goals (MDG)
(2000-2015)

 MDG 2 aims to ensure all children complete
primary education
 MDG 3 aims for equality of education access
between boys and girls
 90 of the 152 developing countries are
considered off track –will not reach the goal on
current trends.
 MDG progress report “High rates of poverty in
rural areas limit educational opportunities
because of demands for children’s
labour….”

Education for All (EFA)

 The World Education Forum in Dakar in 2000:
international commitment to make basic
education a high development priority
 Set targets for achievement of basic education
standards, including universal primary education
(UPE), by 2015
 The 2007 EFA Global Monitoring Report stated
that EFA requires an inclusive approach and
called for policies aimed at “reaching the
unreached”, including policies to overcome the
need for child labour


EFA Global Monitoring Report (1/2)

 Primary school aged children not enrolled dropped
from 105 million to 72 million between 1999 and
2007
 Progress also on secondary education: enrolment up
from 60% (1999) to 66% (2007)
 Rapid progress in some countries shows impact of
political will and donor support
A major challenge remains to enrol and retain all
children, especially the poor and disadvantaged


EFA Global Monitoring Report (2/2)

 Goal of gender parity in primary and secondary
education by 2005 was missed. Only one third
reached the target
 Poor education quality is undermining
achievement of EFA. Shortage of qualified
teachers. 1.9 million additional primary teachers
needed
 Based on present trends it is likely that more
than 100 countries will not achieve UPE by 2015:
56 million children will be out of school


Child Labour, by economic activity
(5-17 age group)

Not defined (7.5%)

Services (25.6%)

Agriculture (60.0%)

Industry (7.0%)


Causes of child labour (1/2)

 poverty and the need for all family members to contribute
economically
 limited access to education institutions or programmes

 direct or indirect costs of education

 poor quality of education

 discriminatory practices in society and in education

 cultural and/or traditional practices in certain
geographical locations or among certain peoples, for
example, migrant workers, indigenous populations and
lower castes


Causes of child labour (2/2)

 employment practices where small businesses may
prefer to employ children because they can pay them
less than adults
 the death of parents or guardians from AIDS, creating a
new generation of child-headed households
 armed conflict and children being forced to take up arms
or give support in other forms of labour


Global Task Force on Child Labour
and Education for All (GTF)

 An international partnership in support of Education for
All, launched at the EFA High-Level meeting in Beijing in
2005
 Members: ILO, UNESCO, UNICEF, UNDP, the World
Bank, Education International (EI) and the Global March
Against Child Labour. Governments of Brazil and Norway
have also been actively involved
 Objective is to mobilize political will and momentum to
mainstream child labour in national and international
policy frameworks contributing to EFA objectives,
through:
• strengthening the knowledge base
• advocacy
• developing partnerships


Question for group work

What are some of the benefits of
eliminating child labour in your country...

... for children?
... for society?
... for the economy?


SESSION 2a

The national
child labour context


Session aims

To have a clear picture of the national
child labour situation

Consider the role of the legislative
framework


Estimates of child labour 5-17
(2008)
Total Children in Child Children in
children employment labourers hazardous work
(‘000)
(‘000) % (‘000) % (‘000) %

World 1 586 288 305 669 19.3 215 269 13.6 115 314 7.3
Asia and the Pacific 853 895 174 460 20.4 113 607 13.3 48 164 5.6
Latin America and 141 043 18 851 13.4 14 125 10.0 9 436 6.7
the Caribbean
Sub-Saharan Africa 257 108 84 229 32.8 65 064 25.3 38 736 15.1
Other regions 334 242 28 129 8.4 22 473 6.7 18 978 5.7


The legislative framework

 National Government have an obligation to facilitate the
rights of children to education and freedom from child
labour
 Review and/or reform of national legislation may be
required
 Issues for consideration:
• Legislation should be in accordance with Conventions
Nos. 138 and 182
• Harmonization of legal ages for schooling and
employment
• Expanding coverage of the law
• Types of work that are likely to harm children


Evidence of child labour

Sound knowledge base of the extent and
causes of child labour are required for
putting child labour on the national policy
agenda
Data necessary to support programming

Cost/benefit analyses can be useful,
particularly for advocacy


National data on child labour
(1/2)
(Information can be added here on the
national child labour context. For example
if there has been a national child labour
survey or rapid assessment, you may want
to provide key facts)


National data on child labour
(2/2)
(Information can be added here on the
national child labour context. For example
if there has been a national child labour
survey or rapid assessment. If necessary
add more slides)


Question for discussion (1/2)

1.What are the main sources of national
information on child labour of which you are
aware?

2.If recent child labour surveys have been
conducted, have their conclusions been
summarised?


Question for Discussion

3.Are there databases that already contain child
labour data that have not yet been analysed and
used to help build a picture of child labour?

4.Can the information on the geographical
concentration of child labour, or occupational
focus, be used to support education
programming?


SESSION 2b

The national
education context


Session aims

Get a clear picture of the national
education situation
Consider strengths and weaknesses within
the education system, including
disadvantaged geographical areas


Education legislation

(TO BE COMPLETED BY FACILITATOR
ACCORDING TO NATIONAL CONTEXT)
Minimum age for enrolment in primary
education
Length of the mandatory school cycle

Transitions from primary to lower
secondary to upper secondary education


National data on primary
school enrolment and
completion (1/2)


National data on lower school
enrolment and completion (2/2)



SESSION 3

Exclusion:
Barriers facing
child labourers


Session aims

Consider the groups of children that are
prone to child labour and exclusion from
education
Consider how child labour increases
marginalization from education
Identify some of the challenges for
education systems


Children at risk of exclusion

 Children living in rural areas
 Children living in urban slums
 Minority populations
 Girls
 Children affected or infected by HIV and AIDS,
particularly AIDS orphans
 Children of migrant families
 Street children
 Children who are trafficked for purposes of labour, or
commercial sexual exploitation, and child domestic
workers
 Children affected by crisis or conflict


Barriers to education:
Accessibility
 Distance to school
 Social/language barriers

 Discrimination (gender, ethnicity, disability etc.)

 Early marriage

 Lack of birth registration

 Inflexible scheduling

 Fear of violence at, or on the way to, school


Barriers to education:
Affordability
Direct costs (e.g. school fees, other
compulsory fees)
Indirect costs (e.g. uniforms, textbooks,
transportation, meals)
Opportunity cost (i.e. income/wage lost to
family from child leaving work to go to
school)


Barriers to education: Quality

Lack of infrastructure, facilities, materials
and support systems for children
Inadequate conditions of work for teachers

Lack of adequate training, aids and
materials for teachers


Barriers to education: Relevance

Curriculum detached from local language,
needs, values and aspirations of children
at risk of dropping out
Curriculum inadequate to prepare older
children for the world of work


Specific barriers for child
labourers
Limited time available for school
Too tired, hungry or sick to concentrate >
increased risk of dropping out
Discrimination and ridicule by peers and/or
teachers


Girls’ education

 Majority of children not enrolled in school are girls
(54%)
 Distance to school may pose risk
 Participation in education may depend on separate
facilities or female teachers
 Educating girls is one of the best investments a
country can make > economic development; high
social returns (e.g. lower birth rates, health)
 Girls’ work is often hidden (household chores,
domestic servitude)


HIV and AIDS

 In many countries, AIDS has added a new
dimension to the problem of child labour
 UNAIDS estimates 12 million children have lost
one or both parents as a result of AIDS in Sub-
Saharan Africa
 Many drop out of school and look for work to
survive
 Children often have to provide care and assume
other household responsibilities when a parent
becomes ill or dies


Conflict and crises

 35% of out-of-school children estimated to live in
conflict-affected states
 Schools destroyed during armed conflict;
children withdrawn due to insecurity
 Conflict and crises may lead to an increase in
some of the unconditional worst forms of child
labour (e.g. children in armed conflict, sexual
exploitation)
 In rural areas, droughts or floods may disrupt
livelihoods > children are withdrawn from school
and sent to work


Task for group work

Identify the main barriers to education in
our country, and rank them in order of
importance (please be specific)


SESSION 4

Tackling the barriers:
Formal education


Session aim

To consider strategies for tackling
exclusion from education:
 Abolishing school fees
 Cash transfer programmes
 School feeding programmes
 Improving the quality of education
 Making use of the education system to
monitor child labour


Why abolition of school fees?

Leads to major increase in enrolment
Addresses needs of marginalised and
excluded children, including child labourers
Can promote focus on education quality


Case study: Kenya

Enrolments up from 5.9 million
(2002) to 7.6 million (2005)
Primary completion rose from
63% to 76% (2002-04)
Decline in repetition and drop out rates


Issues and concerns

Ifnot planned and costed, quality will
suffer, with larger class sizes, same
facilities
Poor quality may lead to drop out

In some countries fees creeping back
through unofficial channels
2005 survey: only 16 out of 93 countries
charged no fees at all


School Fee Abolition Initiative

Launched in 2005 by UNICEF and the
World Bank
Aims to review, analyze and harness
knowledge and experience on the impact
of school fee abolition
Aims to use this knowledge and
experience as the basis for providing
guidance and countries as they embark on
abolishing school fees


Cash transfer programmes

 Cash incentives to poorer families, which carry a
condition of child’s enrolment and/or regular
school attendance
 Mainly used in middle income countries, with
significant impact (e.g. Latin America)
 Address major causes of child labour (chronic
poverty, economic shocks)
 Counter demand for child labour by raising its
opportunity cost
 Very positive impact on girls’ enrolment


Cash transfer programmes:
Issues and concerns

Few address child labour explicitly
 Exceptions: Brazil’s PETI; Ghana’s LEAP
May not be effective against some forms
of child labour (especially “unconditional”
worst forms)
Test will be effectiveness in Africa and
Asia (where child labour is high, but public
services and resources are more limited)


School feeding programmes

 WFP assisting 77 countries (2009)
 Helpful in attracting children and providing
nutrition and health support
 In poorest regions, may go as far as double
enrolment
 Improve learning outcomes, and therefore the
perceived quality of education
 In-school feeding can be combined with take-
home meals > important for retaining vulnerable
children


Quality of education

Relevant curricula
Books and teaching resources

Education methods: need to shift to
learner-centered instruction
Instructional time: sufficient but not
excessive
Teacher absenteeism

Language of instruction


Teacher quality

Lack of trained professional teachers in
many countries, especially in rural areas
Pre-service and in-service training

Special incentives may be needed for
deployment in rural areas
Hiring contract teachers should be an
exceptional measure


Education as a monitoring
mechanism for child labour
 Education Management Information Systems
(EMIS) used at national and provincial levels >
should be adjusted to collect information on
children not in school
 Teachers can help identify children at risk of
dropping out
 Peer-to-peer monitoring
 Teachers can mobilize students against child
labour
 IPEC resources: Child labour: An information kit
for teachers, SCREAM Education Pack


Question for group work

1. What costs to the family are associated with schooling in our
country (including unofficial fees)? Which could be eliminated?
2. Is there a programme of conditional cash transfers in our country? If
yes, does it respond to the needs of working children? If not, could
it be installed and how?
3. Is there any national experience with school feeding? If yes, what
are the results? If not, could a school feeding programme be
installed? With which partners, in which geographical locations?
4. What are the factors hampering education quality in our country
(e.g. school infrastructure, supply of textbooks, teacher training,
class size etc.)? How could the situation be improved?
5. How can the education system be used as monitoring mechanism
for child labour (e.g. teachers or school counsellors as monitors, or
EMIS)?


SESSION 5

Tackling the barriers:
Non-formal
transitional education


Session aim

To consider ways in which non-formal
education (NFE) can complement formal
education in overcoming exclusion and
reaching children and youth who are
unreached by the formal system


Definition of Non-formal
education (NFE)?

NFE is difficult to define
“Learning activities organised outside the
formal education system”(UNESCO)
Clear learning objectives

Activities vary in target group, certification,
duration, and organisational structure
Should complement formal education (FE)


International context

1990 World Conference on Education,
Jomtien: “everyone has a right to
education”
2000 Dakar Framework of Action set
seven goals including “ensuring that the
learning needs of all young people and
adults are met through equitable access to
appropriate learning and life skills
programmes”


Dakar commentary

“..For those who drop out of school or
complete school without acquiring the
literacy, numeracy, and life skills they
need, there must be a range of options for
continuing their learning..”


So what is transitional NFE?

Equivalency or “second chance”
programmes
Remedial education

“Bridge schools”

Multiple providers


Arguments for NFE

 Helps to reach the unreached – children not
being served by formal system
 Can help children back into formal school

 Can be flexible (language, time & place, content)

 May be more relevant to children’s needs

 Easier to involve parents, community and civil
society
 Innovation can benefit the formal system


Case study: Mamidipudi
Venkatarangaiya Foundation,
India
 MVF has mobilized communities to withdraw hundreds of
thousands of children from work and place them in school
 Phase 1: Literate youth carry out surveys to identify
children at work and out of school and motivate parents
to enrol children in non-formal activities
 Phase 2: Three-months summer camps in school
premises. Children start learning reading, writing and
maths in a creative learning environment. Camp
activities.
 Phase 3: Transition from camp to hostel and full-time
formal education. MVF teachers and volunteers are
attached to hostels to guide the children in the transition.


Issues and concerns

 Risks making a “second class” system
 Risks pulling children out of formal system
 Cost efficiency, sustainability
 Quality standards lacking
 Few measures of outcomes, no inspection
 Responsibility of the State to provide quality
education for all children
 Certification and accreditation
 Equivalency may restrict flexibility


Moving forward

 Strengthening formal education for all children to the
minimum age of employment
 Non-formal initiatives that support formal system
 Expanding post-primary NFE
 Assisting return/entry for out of school children
 Transitional education for those unable to return
immediately
 Need to set quality standards
 More focus on teaching standards and curricula
 Need to monitor progression and achievement
 Looking into public/private partnerships and incentives for
NGOs to provide quality NFE


SCREAM (Supporting Children’s
Rights Through Education, Arts and
the Media)
 Education and social mobilization initiative to help
educators raise young people’s awareness of the causes
and consequences of child labour (formal and non-formal
education settings)
 Emphasis on the use of the visual, literary and
performing arts
 Provides young people with tools of self-expression and
intends to support their personal and social development
 SCREAM education pack is available in 19 languages

 Activities have been carried out in over 65 countries


Questions for discussion

1. What is our country’s non-formal
education strategy and experience?
2. What is the coverage (geographical and
numbers of children reached)? Is the
coverage sufficient?
3. How can we improve the quality of non-
formal education and the linkage with
formal education?


SESSION 6

Review of
national experience:
Strengthening formal and
non-formal initiatives


Questions for group work

1. How can the provision of (a) formal and
(b) non-formal education be improved in
order to respond to the needs of children
engaged in or at risk of child labour?
(Rank your recommendations in order of
importance.)
2. Who could be the key actors involved?


SESSION 7

The school-to-work
transition


Session aims

Understand the links between youth
employment and child labour
Consider the role of pre-vocational and
vocational training, and apprenticeship
programmes in the response to child
labour
Consider the role of the Youth
Employment Network (YEN)


Decent work over the lifecycle

Adolescence
Childhood and Youth
Education;
physical, mental and
emotional development
Human resource
development; transition
from school to work

Quality employment;
Old age equitable, adequate and
Productive and
secure ageing; secure incomes;
social protection balancing paid work,
unpaid work
and care work;
life-long learning

Adulthood


Youth employment trends

Youth are three times more likely to be
unemployed than adults
Female youth unemployment rates are higher
than male youth rates in many countries
Significant numbers of young workers are
underemployed, unproductive, working poor
or discouraged
Youth employment challenge is often linked to
child labour prevalence, the spread of
HIV/AIDs and internal/cross-border migration


Links between child labour and
youth employment
 Cruel irony in the co-existence of child labour and jobless
youth
 Overlap with the worst forms of child labour (15–17 year olds)
 Child labour prevents children from acquiring the human
capital necessary for gainful employment as young adults
 Poor youth employment prospects may be a disincentive for
parents to invest in schooling
 Workers who are less educated are more likely to be in
informal sector work and less likely to be in wage employment
 Former child labourers are more likely to depend on their
children's work > perpetuating the poverty-child labour cycle


Pre-vocational training

 Arranged to acquaint children with materials and
tools for various occupations that could help them
choose a future career path (e.g. basic skills in
woodwork, cooking etc.)
 Increases the relevance and interest of the
curriculum to older children, which in turn might
reduce the risk of dropping out
 Can be provided through non-formal education
 Typically short, providing specific skills
 May include job and education counselling


Vocational education and
skills training
 Provides practical skills for older children, which are
marketable skills for decent work
 Important mechanism in overcoming exclusion faced
by marginalized children and withdrawing children at
or above minimum age of employment from
hazardous labour
 Access of girls may need special attention
 Labour market analysis may be useful, to ensure
that training is linked to market needs
 In a context where self-employment is prevalent:
provide post-training support


Main considerations on
vocational and skills trainings

LABOUR MARKET COMPETENCY
ANALYSIS BASED TRAINING

VOCATIONA
L/SKILLS
TRAINING
POST - TRAINING
TRAINING ASSESSMENT /
SUPPORT CERTIFICATIO
N


Competency based trainings
(Knowledge – Skills –
Attitudes)
Core
work skills
Technical Occupational
Safety &
skills Health
Competency
Gender based
trainings Entrepreneurship
division of skills
labour/skills

Inclusive
Workers’
Training
rights
(disabilities)


Apprenticeship programmes

 Can help link up vocational training with the needs of
local labour markets
 Can be formal or non-formal

 Recruiting local small businesses as training providers as
an innovative way to link children up to the world of work
 Learning takes place in a real commercial setting and
includes a lot of skills practice for the children involved
 Children can observe and learn other entrepreneurial
skills, such as negotiating prices, meeting prospective
clients, etc.


Apprenticeship programmes:
Issues for consideration

 Minimum age laws must be respected
 Apprenticeships should be based on a written contract

 Avoid hazardous work > Regular monitoring
arrangements should be in place, involving local
employers and workers organizations
 Workshops should be carefully chosen and placement of
a large number of trainees in one workshop should be
avoided
 There should be some simple training for the workshop
owners in training skills, occupational safety and health,
and terms of the contract


Youth Employment Network
(YEN)

 The UN Secretary-General established a Youth
Employment Network (YEN) in 2002 with the
United Nations, the ILO and the World Bank as
core partners
 One of the main objectives is to assist countries
in developing national action plans on youth
employment
 The national action plans provide an opportunity
for mainstreaming child labour concerns in a
relevant policy framework that enjoys significant
political support


Questions for discussion
1. What are the main issues and trends in our country concerning:
 youth unemployment
 youth underemployment
 youth working in poor working conditions

2. What is the linkage between child labour and the problems facing
youth in our country (e.g. in a specific sector or geographic
location)? How come child labour and youth unemployment co-exist
in these settings?

3. What education and training policies could help to improve the
situation; for example, skills training programmes for youth,
promoting safe work for youth, etc.?

4. Do you have examples of good practices on skills training and
efforts to promote youth employment?


SESSION 8

The education
sector plan
and child labour


Session aim

To consider opportunities of
mainstreaming child labour through
Education Sector Plans


Sector programmes

A sector programme encompasses:
 an overall strategic framework for a sector
 a sectoral medium-term expenditure framework
 an annual budget
 Sector programmes with action plans should link
to the national poverty reduction strategy or the
National Development Plan
 Underlying causes and consequences of child
labour must be included at the sector analysis
stage


Education sector plan

A single, country-led education sector plan is
regarded as the main delivery vehicle for the
global compact on education
 Should address key constraints to accelerating
education in the areas of policy, data, capacity,
and financing
 Should align primary education priorities with
those for pre-school, secondary, tertiary, and
non-formal education
 Prerequisite for accession to the Global
Partnership for Education


Guidelines for education
sector plans (ESP)
 The ESP should provide a costed strategy for
accelerated progress towards education for all
 … identify policy actions to improve education
 … provide a strategy for addressing HIV and AIDS,
gender equality and other key issues
 … identify capacity constraints and strategies to address
them
 … review the total domestic and external resources
available to implement the sector plan and estimate the
additional resource requirements
 … indicate how the country intends to carry out
monitoring and evaluation and identify annual targets for
measuring progress


Child labour in education sector
plans
 National authorities need to recognize that
specific population groups face particular barriers
in accessing education

 Sector plans should identify steps to be taken to
tackle barriers and to reach the excluded groups

 In this way, efforts to provide education for all
and to eliminate child labour can mutually
reinforce each other


Equity and inclusion guidelines

 Issues of gender, disability, and HIV/AIDS can
be sources of exclusion, and often may be linked
with the challenges facing child labourers > a
coordinated response to exclusion is often
valuable

 Global Task Force on Child Labour and
Education for All (GTF) proposed that agencies
cooperate on the development of a common tool
for tackling exclusion and promoting equity >
Guidelines were developed through the network
of the UN Girls Education Initiative (UN.GEI)


Poverty reduction strategies

 Broad national development plans that propose how
to reduce poverty nationwide
 Results-oriented, containing targets and indicators
 Usually set within a three- to five-year time frame
 Focus on economic growth and employment as a
requirement for poverty reduction
 Leadership of national government, including
national consultation and international support
 Opportunity to align child labour elimination
initiatives and allocate resources


Financing of education

 Economic benefits of eliminating child labour are
estimated to outweighs cost by 7 to 1
 However: Substantial resources are required to
eliminate all direct costs of education and reduce
indirect costs > increase public sector resources
 Other potential sources of financing: budgetary
transfers, debt relief, development assistance


Tasks for group work

1. Analyse the national education sector
plan: Is child labour properly
mainstreamed?
2. Develop recommendations on how to
improve child labour mainstreaming in
the Plan


SESSION 9

Working together
to strengthen education
and tackle child labour


Session aim

To consider the importance of
strengthening dialogue among
stakeholders to eliminate child labour and
strengthen education


The challenge of coordination

 Multi-sectoral approach to child labour is
necessary for a coherent response
 Find ways to help various Government
departments perceive and address the problem
as part of their work
 Important to share data and information
 Incentives may be needed to improve the
coordination of different branches of Government


Strengthening dialogue
between ministries

Ministries involved: Education, Labour,
Finance, Health, Social Protection, Justice
National structure to bring together various
Ministries concerned: National Steering
Committee or National Action Committee
Review whether this structure is working
effectively


Questions for group work (1/2)

1. Which line Ministries or Departments in your country deal with
issues of child labour, education, exclusion or child protection?
Are there mechanisms to exchange information? How could
dialogue among Ministries be improved?

2. Which specific structures for dealing with child labour and
education issues exist at national, district and local levels? How
well are they functioning? What could be done to enhance their
impact?


Questions for group work (2/2)

3. What other stakeholders should be involved, and how?

4. What other recommendations that may not yet have
been captured during the workshop are there for
moving forward in strengthening education and tackling
child labour?


Mainstreaming cl in_education_ppt_en

Recommended

Recommended

More Related Content

What's hot

What's hot (18)

Similar to Mainstreaming cl in_education_ppt_en

Similar to Mainstreaming cl in_education_ppt_en (20)

More from Elyas Khan

More from Elyas Khan (6)

Recently uploaded

Recently uploaded (20)

Mainstreaming cl in_education_ppt_en

Editor's Notes