ABSTRACT
In debates about the work undertaken by children and adolescents, employment and education are often referred to as if they are mutually exclusive activities. This is most clearly seen at the international level, where many propose that a compulsory education system is one of the key weapons in a country’s battle against ‘child labour’ (Fyfe 1989; Weiner 1991). The International Labour Organisation has claimed that ‘Compulsory education has historically been one of the most effective instruments in eliminating child labour in practice’ (ILO 1996). Others, while broadly endorsing such a view, have argued that in any analysis the quality, relevance and cost of education must be taken into account. Bequele and Myers (1995) have suggested that although education may solve some problems of child labour, in certain circumstances it may be a part of the problem itself.
