Eurasian Journal of Educational Research

Print ISSN: 1302-597X & e-ISSN: 2528-8911
Nurettin BELTEKIN
Turkey’s Progress Toward Meeting Refugee Education Needs The Example of Syrian Refugees
10.14689/ejer.2016.66.10

Problem Statement: Historically, Turkey is an immigrant country. It has experienced various migration waves from Asia, Awrupa and Africa. Recently, Turkey has confronted a huge wave of migration. Turkey tries to meet many needs besides the educational needs of refugees, but there is not enough study on refugess in the field of educational sciences in Turkey.

Purpose of the Study: The purpose of this study is to analyze the Turkey’s progress toward meeting refugee education needs through the example of the Syrian Refugee experience.

Method: The study uses a case study of the refugees in Mardin and its districts. The data in this study is compiled through interview and observation techniques. An interview form was developed and included the standards (access, integration, quality, protection, participation, partnership, observation and evaluation) suggested by the Office of UNCHR. Coordinators, directors and teachers at schools in Mardin, Midyat and Kızıltepe were interviewed. The researchers tried to turn the data into quantitative and qualitative indicators, taking into account the standards for the various levels of meeting refugee education needs.

Findings and Results: Turkey supported refugee education in various ways; for instance, opening schools in the refugee camps and meeting various needs for voluntary schools. The results indicated, however, that according to measures of access, integration, quality, protection, participation, partnership, observation and evaluation, refugee education needs have been inadequately met, and Turkey hasn’t a system for refugee education. Conclusions and Recommendations: It has been suggested that Turkey develop a refugee education policy and use UNCHR standards for refugee education. For this, first, Turkey should create a systematic format for its refugee education program. MEB should develop a policy on refugee education. For example, MEB should use UNHCR’s criteria to measure access, integration, quality, protection, participation, partnership, observation and evaluation of refugee education. In addition, educational sciences should research refugee education from a holistic perspetive that includes relevant international law and policy fields.

Key Words: Migration, refugee education rights, refugee education standards, level of Turkey’s refugee education

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2016 Issue 66

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