The s ituation of children left behind by parents migrating for work in Moldova

1. The situation of children left behind by parents migrating for work in Moldova Bucharest, Romania, 16-19 April 2019

3. Main characteristics of households with children • Households with children and migrants - 22% • Urban area – 33% • Rural area – 67% • Single-parent households – 6% • Every 5household with children has at least one person abroad. This is especially for families with 3 or more children for whom transfers from abroad ismore than 25% of income, compared to families with 1 child (15%) and families with 2 children (13%).

4. According to statistics a higher number of childrenassociated with a higher poverty rate (24.9% of the poor population is represented by children) that lead to an increased risk of migrating parents seraching for more viable incomesources. • The number of children left without parental care almost doubled between 2005 and 2015, and in over 55% of cases, the primary cause was the migration of the single or both parents. • According to UNICEF Report (2016), in the majority of cases, parents who have migrated do not visit their children morethanonce or twice a year.

5. Causes of migration • Economical situation • Poorremuneration • Limited employment opportunities • Degradation of the social assistance system • Attraction for the more advanced living standards in other countries, regions • Remittances sent in the country - stilla solution to reduce poverty in many families

6. The legal framework for protection of children in difficulty • The Law on the Special Protection of Children in Risk and of Children Separated from Parents • Cross-sectoralcooperation mechanism for identifying, evaluating, referring, assisting and monitoring child victims and potential victims of violence, neglect, exploitation and trafficking • National strategy on childprotection(2014-2020) • National strategy in the fieldmigration and asylum(2011-2020)

7. Story: girl, 15 yearsold ”Several years ago my parents went abroad to earn money. Grandparents became our second family and we began sharing the same house, theirs. I never thought it would be so difficult for us, me and my brother, to live without parents. When they left for the first time I felt lonely in this crazy world. It was hard for me to accept the idea that they are gone, that they are so far away from me. I have never opened my heart to anyone since then. The only person who helped me overcome this crisis was my brother. He used to cheer me up, encourage me and give me hope, despite the fact that he was younger. Who says it is better to have money and expensive clothes if in exchange you do not enjoy parents' presence? I think the other children suffer the way I do. I wish so much that my parents could come back home. I got used to the fact that granny is like a mother to us, who takes care of us, and grandpa, too. If I will have children in the future, I will never abandon them, no matter how difficult life will be. When you love you overcome easier all the difficulties.” (from APSCF organization member - Child Rights Information Centre)

8. Challenges for psycho-pedagogical and social assistance • The mechanism of cross-sectoral cooperation exists, but it does not work locally - it limits the interventions of the professionals and the access of children to services (lack of a monitoring and evaluation mechanism) • The local guardianship authority, the mayor does not do well with this responsibility.The school / kindergarten, most often, is responsible for taking over these tasks without the resources and support of other actors. • Collecting data about children alone at home differsfrom one institution to another, so the situation of these children is not always clear.

9. The tradition of the education system to value only knowledge does not allow the development of policies based on the real needs of the community. • The school / kindergarten has no tools to monitor the child's emotional health and wellbeing. School inspection / assessment is based only on curricular objectives. • Initial and continuous teacher training focuses on school subjects, and psycho-pedagogical training is insufficient.

10. Interventionneeded • Raise public awareness and authorities about the consequences of parents’ migration • Developing the skills of professionals to provide emotional support to children (teachers, social workers, school psychologists etc.) • Support for parents: to prepare for departure, to provide emotional support to children during their departure • Developing independent living skills of children • Involve children in monitoring their rights and empower them to talk about issues

11. Examples of activities developed by APSCF members • Raising public awareness on the consequences of parents’ migration on children • Capacity building of teachers to support children left behind • Information for parents on how to prepare children before they leave • Life skills development for children left behind • Developing support materials for teachers, parents, children etc.

12. Guide for professionals • To develop skills to manage resources and lead a healthy life style • To offer support during the difficult emotional situations • To maintain the link with parents and children caregivers • To communicate as equals with children

13. Book for parents • Consequences of the migration • How to prepare children for leaving • How to prepare the relationship between children and caregiver • To communicate often and closer • Changes that may occur to the child during the separation

14. Book for children left behind • Understand the reasons for parental leave • To communicate often and honestly with parents • To use money and time in a proper way • Safe behavior • To ask and offer help

15. Thank you! CONTACT E: office@aliantacf.md FB: @apscf W: www.aliantacf.md