Interpreters might influence the information gathering process in asylum procedures and criminal investigations as they affect how the child's story is being understood and perceived.
[8][9] In transnational cases, a comprehensive best interests’ assessment and determination process considers the following: In the country of Ghana, there is a topic focused on the education comparison between migrant and non-migrant students.
It stipulates that States Parties shall respect and ensure the rights set forth in the convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parents' or legal guardian's race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.
International and European law provide for clear standards regulating the treatment, rights and entitlement of children in contact with the judiciary, as victims, defendants or perpetrators of crime.
Any child who is exposed to violence, exploitation or abuse can be considered a victim of crime and enjoys the correlated rights and entitlements, including access to assistance, protection and support, services for recovery and rehabilitation, access to justice, with due procedural safeguards in any related legal or administrative proceedings.
This provision is further strengthened by the non-punishment clause of the 2011 EU Anti-trafficking Directive and the Council of Europe Convention on Action against Trafficking in Human Beings, and is therefore made binding upon States Parties: “Each Party shall, in accordance with the basic principles of its legal system, provide for the possibility of not imposing penalties on victims for their involvement in unlawful activities, to the extent that they have been compelled to do so.” (Article 26).
The laws and regulations of the receiving State concerning the appointment of a guardian apply and are not affected by the information sharing with the relevant consular offices.
The rights of children as unaccompanied migrants in the European area of freedom of movement are not explicitly defined and the related institutional responsibilities remain unclear.
The way that national governments interpret and regulate the rules of freedom of movement for unaccompanied children under 18 years of age differs among the countries.
When migration is safe and successful, children have opportunities to increase their well-being, to access higher-quality services and to benefit from better education.
They will have improved life chances, including in their transition into adulthood and the labor market, with better working conditions, higher salaries and an increased potential to contribute proactively to their communities and societies, in countries of origin and destination.
Children face violence, exploitation and abuse at the hands of people they encounter in transit and at destination, including employers, transporters, smugglers and traffickers.
In addition to experiencing acts of violence, children risk to come into conflict with the law if they travel without the required documents, if they engage in illegal or criminal activities to make a living, or if they are persuaded or forced by others to do so.
In situations of habitual mobility or circular migration, such conditions can influence the well-being, safety and development significantly of the child.
They include sexual exploitation in prostitution and pornography, traveling sex offenders through web-cams, child abuse images and illegal content on the internet.
Exploitation takes place in child labour and domestic work, as au-pairs, in factories, construction, asphalt laying, restaurants and cleaning industries, agriculture and berry picking and in begging.
Migration and mobility policies should ideally facilitate a mutual exchange of knowledge, capacity and human resources while preventing one directional movements and brain drain.
Seen from this point of view, migration holds potential benefits for poverty reduction and for fostering more equitable and sustainable global development.
[46][47] The linkages between migration and development have implications for policy and practice in these areas and relevant measures need to be coordinated in countries of destination and origin.
From a human rights-based and development oriented perspective, countries of origin and destination share the responsibility for managing migration.
[47] During the late 19th and early 20th centuries, many Aboriginal Australian children were removed from their families and placed in institutions and foster homes, in what became known as the Stolen Generations.
[52] The Canadian Indian residential school system, founded in the 19th century, was intended to force the assimilation of the Aboriginal peoples in Canada into European-Canadian society.
[54] On June 11, 2008, Prime Minister Stephen Harper apologized, on behalf of the sitting Cabinet, in front of an audience of Aboriginal delegates, and in an address that was broadcast nationally on the CBC, for the past governments' policies of assimilation.
[55] In 2009, Pope Benedict XVI expressed his sorrow at "the anguish caused by the deplorable conduct of some members of the Church" and offered his "sympathy and prayerful solidarity".
[57] The Maltese emigrants were included in the Australian Prime Minister's 2009 public apology to those who suffered abuse at the hands of their carers in institutions, orphanages and foster care.
[57] During World War II, thousands of unaccompanied minors from Jewish families in Nazi-occupied Europe were transported to relative safety in Mandatory Palestine (now Israel).
Also during World War II, nearly 10,000 unaccompanied minors from Jewish families in Nazi-occupied Europe were transported to safety in the UK.
A study completed in 2012 by the University of Oxford's Centre on Migration, Policy and Society (COMPAS) led by Dr Nando Sigona has shed light on the situation of children with no right to live in the United Kingdom.
During the 19th century there were a number of attempts to move children from crowded east coast cities to midwestern and western rural families & orphanages.
[64] Additionally Native American children were separated from their families & sent to boarding schools to force them into assimilating western culture.