manual: women workers' rights and gender equality - International ...

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No child should have to work No child should be sexually abused Children can choose their own friends (picture No. 44) (picture No. 45) (picture No. 46) Exercise - Children Step 1 • When organizing a session with children, make sure it does not conflict with school timings. • Handout paper and pencils and ask the children to make two drawings. One drawing about what they like and one about what they do not like about being a child (working, playing, going to school or not going to school etc.). • They should not put their name on the drawings. • After 30 minutes ask the children one by one to present their drawings and let them explain their drawing and why they like or do not like what they have drawn. Step 2 • Ask the children if they know what kind of rights they have. • If they mention one, check if there is a card representing the issue and put it at a place where everyone can see it. When the children do not come up with more child rights but you still have some cards in your hand, show them one by one to the group and explain the right on the drawing. • Discuss the rights briefly with the children, using the following questions: - Do they know about these rights? - Do they enjoy all the rights? - If not, do they know reasons why they do not enjoy these rights? - What can they do when someone is violating one of their rights? Step 3 • Summarize the discussion and mention once more the rights children have. Exercise - Adults Step 1 • Start the session with the question if the participants know what rights a child has. • If they mention one, check if there is a card representing the issue and put it at a place where everyone can see it. When they do not come up with more child rights but you still have some cards in your hand, show them one by one to the group and explain the right on the drawing. Step 2 • Divide the group into 4 small groups. Give each group a set of drawings made by the children. • Ask them to have a look at the drawings and group them into two: good situations and bad or sad situations. • Let each group present the drawings in plenary and hang the drawings at a place where everyone can easily see them. The drawings showing good situations under a happy face and the drawings with bad or sad situations under a sad face. 69
• Ask them the following questions about the drawings: - What do children like most? - Are there drawings that show a violation of one of the basic child rights? - If yes, why do they think this happens? - Are there ways to solve the problems showed on the drawings? Step 3 • Summarize the discussion and mention once more the rights children have. Notes for the trainer Plan the children’s session at a time that does not conflict with their school timings. If you go around when they are making the drawings, it can be helpful to make some notes of their explanations. You can use it afterwards in the session with the adults. Do not put their names on the drawings, in this way the parents do not know which drawing was made by which child and nobody has to feel uncomfortable. When the group is larger than 15 children, divide the group into two groups. Ask one group to make drawings of something they like and the other group to draw something they do not like. All human beings, adults and children alike, are entitled to human rights. But because their special needs and vulnerability, children’s rights need to be addressed with particular care and attention. A number of international instruments have been adopted to protect children’s rights. The United Nations Convention on the Right of the Child (1989) was drawn up in order to enforce and safeguard children’s rights. Almost all countries in the world including Cambodia ratified this Convention. These rights include: Survival rights: All children have the right to life and to meet their most basic needs, including food, shelter and access to health care. Development rights: All children have the right to develop properly, without hindrance. They have the right to education, play, freedom of thought, religion and conscience and all other rights that will allow them to develop to their fullest potential. Protection rights: All children have the right to be protected from all forms of abuse, neglect and exploitation. Participation rights: All children have the right to taken an active role in their community and nation, including freedom of expression, the freedom to associate with others and to be member of a group. Education: All children have the right to receive primary school education. Secondary school education should be promoted and encouraged. Child labour: Children should be protected from exploitation and any work that endangers them in any way or stops them from getting an education. 3 The Constitution of Cambodia states that the Kingdom of Cambodia shall recognize and respect human rights as stipulated in the United Nations Charter, the Universal Declaration of Human Rights, the covenants and conventions related to human rights, women’s and children’s rights (article 31.1). 3 Child Labour – An information Kit for Teachers, Educators and their Organizations, book 1, p.26 and 30, ILO, Geneva, 1998 70
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Contents Foreword..................
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25. No to forced labour, yes to fre
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Chapter 1 About this Manual 1.1 Int
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Objective: Gives the main learning
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In gender and women workers’ righ
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2.3 Adult learning Most of the part
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Contents Questions regarding the co
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2.9 The first day The first day is
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Learning objectives After the sessi
Page 20 and 21: Situation cards: Marriage Men gambl
Page 22 and 23: Use the following questions in the
Page 24 and 25: Situation cards: set 1 A woman does
Page 26 and 27: Again, emphasize that changes are p
Page 28 and 29: Step 2 • Ask both groups to sit d
Page 30 and 31: 3.2 2. Values and Attitudes - State
Page 32 and 33: - Did everybody have the same opini
Page 34 and 35: 3.3 Division of Work Step 1: What d
Page 36 and 37: Both men and women play multiple ro
Page 38 and 39: Exercise Step 1 • Divide the part
Page 40 and 41: Related sessions and briefing notes
Page 42 and 43: Step 2 • Discuss how the existing
Page 44 and 45: Exercise Step 1 • Explain to the
Page 46 and 47: Make clear that decision making pow
Page 48 and 49: 4.1 Rights and Responsibilities Obj
Page 50 and 51: Step 4 • Explain the terms “bas
Page 52 and 53: Reasons often heard for not doing a
Page 54 and 55: Exercise Step 1 • Ask the partici
Page 56 and 57: Card 1: No to Suppression of Freedo
Page 58 and 59: Card 5: Maternity Protection (pictu
Page 60 and 61: Song 3. Cruel Suffering of the Work
Page 62 and 63: Step 3 • Tell the participants th
Page 64 and 65: The following case is an example of
Page 66 and 67: Story two: A group of women workers
Page 68 and 69: The number of female members in som
Page 72 and 73: In article 48 this is made more exp
Page 74 and 75: story 2: Kolab, 12 years old, flowe
Page 76 and 77: Related sessions and briefing notes
Page 78 and 79: How to make the circle of debt: Exe
Page 80 and 81: Situations in which people often ne
Page 82 and 83: • Place a green fiche when the an
Page 84 and 85: 4.9 Migrant Workers Objectives •
Page 86 and 87: Story and questions for each square
Page 88 and 89: What do you think will happen to th
Page 90 and 91: 4.10 Trafficking Objectives • To
Page 92 and 93: The strategies traffickers often us
Page 94 and 95: • Explain the meaning of the 4 co
Page 96 and 97: Rest period There are no official r
Page 98 and 99: • Explain the meaning of the 4 co
Page 100 and 101: 4.12 Workers with Family Responsibi
Page 102 and 103: - What do they think of the role of
Page 104 and 105: 4.13 Maternity Protection Objective
Page 106 and 107: Step 4 • Show the last card: term
Page 108 and 109: 4.14 Sexual Harassment at Work Obje
Page 110 and 111: adequate performance of workers. Th
Page 112 and 113: A person who tricks a minority pers
Page 114 and 115: 8. A pregnant woman who is under pr
Page 116 and 117: 4.16 Domestic Violence Objectives
Page 118 and 119: At work: Violence causes immediate
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Step 4 • Explain where to go in c
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Facts and myths about rape Myth: Ra
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Step 4 • Ask the participants to
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4.19 HIV/AIDS and Work Objectives
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Step 5 • Explain briefly the Code
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HIV/AIDS at work HIV/AIDS is a work
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Working in a very noisy area Workin
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information to the workers. Another
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Briefing Note 1 Training Methods Th
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• Interviewing • Negotiating
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Briefing Note 2 Gender Equality 16
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Gender stereotypes Gender gap Gende
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Briefing Note 4 Key Principles for
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Briefing Note 5 Gender Planning: St
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issue but consensus on this agreeme
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3. Cultural and social norms and va
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Gender Equality at Work Equal right
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What are the results of stress? For
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At work: The use of alcohol and dru
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At work: As HIV/AIDS affects the ec
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2. Collective dispute It can be eas
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International Labour Standards: a s
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Glossary Abortion Benefit Bonded la
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certain characteristics or who belo
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List of Useful Organizations Nation
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Cambodian HIV/AIDS Education and Ca
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For General Information and Referra
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