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Often, adults perceive migration as a means of economic empowerment for the family but what most fail to see is the impact on the children, which usually depends on the developmental stage when the parent or parents left in tandem with other socio-cultural factors. (...) Adjusting to the changes brought about by parental migration, children become susceptible to bullying, poorer social adjustment, constant wish to be with parent and longing for parent’s love, enmeshment and reversal of roles with older children becoming caregivers to their siblings, changing roles of parents, migration perceived as the passport to a better life without thinking of psychological costs, creating a generation that equates money and gifts to show care and love, and increased risk of abuse.”2 Alcohol Use is a Primary Driver of Violence in the Home 4.

However, poverty is also one of the root causes of the confiage practice, because if parents are unable to care for a child, they send the child to relatives in an urban area. (...) Due to the informality of the confiage practice, it is generally difficult to detect abuses in private homes and to hold abusive or exploitative hosts in a confiage arrangement to account. Even if the parents are aware of abuses taking place, they are often reluctant to file a complaint against their own relatives. 43. (...) In cases of sexual exploitation, non-governmental organizations usually make referrals to the judiciary, but in cases of labour exploitation, they negotiate with employers and parents. The success rate of these interventions is not systematically monitored. 80.

However, following Government decision 596 of 2 July 2010 on teaching religion in educational institutions, religious instruction entitled “religion” has been included in the curriculum for primary and secondary schools, to be taught optionally and upon the request of the parents or legal guardians of the child. These new optional curriculum elements apparently supplement a previously existing curriculum with religious content. (...) The Special Rapporteur repeatedly heard allegations about Orthodox priests or principals using their authority in schools to urge pupils to bring signatures from their parents for enrolment in religious instruction. This would amount to a violation of existing regulations providing for the strictly voluntary nature of religious instruction. Perhaps more importantly, there appears to be no mechanism to ensure that children or parents declining to receive religious instruction are not subject to negative repercussions from school authorities, parents or other children.

Many stakeholders described difficulties accessing schools in territories controlled by rival gangs, resulting in adolescents choosing to drop out or being compelled by their parents to do so. For example, when the Special Rapporteur met with Salvadoran citizens living in Usulután, parents described their concern that their children would not be able to access schools when they got older. 20. (...) Within the fisheries sector, children often accompany their parents to work on labour sites. Children and their parents farm for seafood within the mangroves in some parts of El Salvador and then sell what they collect to local traders. (...) The Special Rapporteur received information about additional challenges, including the social acceptance of the worst forms of child labour in much of Salvadorian society and the lack of decent work opportunities for parents, which compels them to allow or at times force their children to engage in the worst forms of child labour. 49.

They held meetings with diplomatic representatives of European Union member States, civil society organizations, some of the parents of the abducted girls from Chibok and representatives of relevant United Nations agencies, both in Abuja and Maiduguri. (...) The insurgency and displacement has resulted in the separation of a large number of children from their parents, guardians, caregivers and families; many children have also become orphans.

At the age of 5, Palesa’s parents could not afford access to clean water and hygiene products and Palesa suffered from diarrhoea and stunting. (...) Sadly, when Palesa was 15 years old, her parents passed away and she became the head of the household. (...) Before starting primary education, children receive early childhood education in day-care centres and preschools, particularly when both parents are required to work. For those parents who cannot afford to pay tuition and have to resort to the cheapest option, it might mean a day-care centre with no running water and children wearing the same diaper throughout the day.

The Region is reportedly committed to eight concrete actions: (a) Implementing a structured network of people at different levels of power; (b) Providing a structured reservoir of resource persons to better understand the phenomenon of radicalization and to act with the appropriate tools; (c) Initiating, supporting and developing awareness-raising or training; (d) Informing partners of existing initiatives in the Region and beyond, with the aim of disseminating good practices in Belgium and abroad; (e) Setting up an information and assistance point for young people, parents or concerned third parties; (f) Serving as a relay for requests from municipalities to political and judicial authorities to improve monitoring of the phenomenon; (g) Developing a network of external partners to monitor individual situations; (h) Seeking support at the federal, European and international levels from recognized experts. 57. (...) Initiatives from Communities and Regions included a helpline for parents, interfaith dialogue, training of front-line professionals on identity development for Muslim youth, and support to families or peers. (...) Individual programmes aim to reintegrate radicalized youngsters by re-establishing communication with family, as well as providing psychosocial support for parents and families. Group programmes support organizations and institutions such as schools, mosques and youth organizations through sensitization support and training. 67.

In its efforts, the Government should also focus on the punishment of those who seek to profit from the difficult situations that vulnerable families face, and consider carefully the deeply challenging socioeconomic situation of parents who facilitate the exploitation of their children. The Special Rapporteur believes that subjecting parents to criminal penalties would in many cases not be in the best interests of the child. 42. (...) Extreme poverty and a lack of economic alternatives for parents reportedly often influence their decision to allow their children to face potential exploitation.

These are almost fully subsidized by the Government and parents pay little in fees. Those not accepted by public schools seek private schools if they can afford the cost. 17. (...) There are 37,362 in all, 91 per cent of them private and relying on private funding.20 In rural areas, it is not unusual for parents who are unable to pay school fees to make their contribution in kind. (...) Financing for special education comes from the Government (50 per cent), NGOs (40 per cent) and parents (10 per cent).36 Very few pupils with special needs attend regular schools.

GE.20-02907(A)  جملس حقوق اإلنسان الفريق العامل املعين ابالستعراض الدوري الشامل الدورة السادسة