Virginia Postrel on child labour

Virginia Postrel has an article in the New York Times (reg. req'd.) about the realities of child labour in the third world:

When Americans think about child labor in poor countries, they rarely picture girls fetching water or boys tending livestock. Yet most of the 211 million children, ages 5 to 14, who work worldwide are not in factories. They are working in agriculture — from 92 percent in Vietnam to 63 percent in Guatemala — and most are not paid directly.

"Contrary to popular perception in high-income countries, most working children are employed by their parents rather than in manufacturing establishments or other forms of wage employment," two Dartmouth economists, Eric V. Edmonds and Nina Pavcnik, wrote in "Child Labor in the Global Economy," published in the Winter 2005 Journal of Economic Perspectives.

Their article surveys what is known about child labor. Research over the past several years, by these economists and others, has begun to erode some popular beliefs about why children work, what they do and when they are likely to leave work for school.

When he started working on child labor issues six years ago, Professor Edmonds said in an interview, "the conventional view was that child labor really wasn't about poverty." Children's work, many policy makers believed, "reflected perhaps parental callousness or a lack of education for parents about the benefits of educating your child." So policies to curb child labor focused on educating parents about why their children should not work and banning children's employment to remove the temptation.

Recent research, however, casts doubt on the cultural explanation. "In every context that I've looked at things, child labor seems to be almost entirely about poverty. I wouldn't say it's only about poverty, but it's got a lot to do with poverty," Professor Edmonds said.

This certainly flies in the face of most western readers' assumptions about why child labour is so widespread in the third world: almost everyone seems to assume that it's a cultural norm, not an economic need, that keeps children out of the education system.