specific needs of children and elderly left behind as a ... - IOM Moldova

The perception Children’s of labour education migration
ture offering access to quality education for every child, including children
left behind by parents who migrated abroad. However, even an official acknowledgement
and warranty by law of equal chances to education and
social protection is not sufficient to remove all the inequities existing in
this sphere. The study pointed out that there has been a decrease in the
school’s role in the life of children left behind, which in the future will
reduce their chances of economic and social integration.
The migration of parents becomes an income source that contributes to
improve the access to education for children left behind, especially in universities.
Remittances create the possibility to provide children with everything
they need to start the school year as well as for their daily needs.
In this context, the situation for children, whose parents do not send any
remittances or whose parents are both missing, is very difficult.
Keeping a record of children whose parents are working abroad is very important.
Educational institutions keep a record of these children, although
means to better supervise these children and their family situation should
be identified.
• School results, changes in school results
The development process of a human personality takes place in the framework
of systematic activities, organized and institutionalized by education
that together with the learning process creates a whole entity. It should
be mentioned that this should not generate only the assimilation of information
but also the development of orientation capacities, of divergent
thinking, creativity, etc., that allows children optimal adaptation to social
conditions. Their school performance involves complex intellectual abilities,
knowledge, skills with which to use it, non-cognitive personality features,
as well as involvement in extra-curricular activities. Good school
results (adequate performance) are taken by the pupil as a success while
poor ones (low performance) are felt as a failure.
The data collected during this research proves that the family factor is
extremely relevant in getting good school results. Parents’ involvement
in organizing the school schedule is very important as parents have a
monitoring role and an orientating one. The lack of control and support
leads to low or occasional attendance: “I can’t wake up in the
morning, I don’t go to bed very late, but there are cases when I don’t
manage to come to the first lesson” (FG_C_1_urban); “It’s hard to wake
up in the morning when you are alone, even if you wake up, you just
turn on over... I only get to the second lesson …” (FG_C_3_rural) or they
even drop out: “When they are alone at home they get good marks at the
beginning but a little later they just stop coming to school” (FG_C_2_ru-
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