Child labor is the outcome of absence of social protection, destitution, unemployment and surplus population. If stringent actions are not taken by the international community, child labor cannot be eliminated. There should be combined attempts by international societies and local governments to reduce poverty, create social safety in unorganized sectors and limit disproportionate growth of population.
Almost 30% of the populace in underprivileged countries is the poorest of the poor who are not capable to make a sufficient amount for one day's food. Parents of these children are largely uneducated or semi-literate. A certain percentage of child labor
results from cruelty and persecution by parents or step-parents. They are chiefly from urban regions of lower middle-income group. This percentage is easily controllable by penalties to such parents and by children's rights.In societies where parents confront an option between sending a child to work or to school, the widespread conjecture is that it is the burden of poverty that forces children into work. If this is the case, the suitable strategy would be to ease this burden by giving cash incentives to extremely deprived households. But if schools are expensive, occupied, or of inferior quality, then, even if the family is not exceedingly underprivileged, it may be normal to send the child to toil. This is principally so for work for example farm work, which offers helpful knowledge if the child grows up to accede to the farm.
The chief cause of child labor is destitution. Although children are paid a lesser amount in comparison to adults, no matter what earnings they make is of help to deprived families. Besides poverty, the deficiency of sufficient and easy to get sources of credit compels underprivileged parents to employ their children in the ruthless type of child labor which is bonded child labor. A number of parents also think that a proper education is not helpful, and that children gain knowledge of work proficiency by means of labor at an early age. These observations are restricted and do not take into consideration the enduring developmental advantages of education. One more vital reason is right of entry to education. In a number of areas, education is expensive, or is found to be insufficient. With no other alternative, children waste their time toiling.