Turkey's Progress Toward Meeting Refugee Education Needs The Example of Syrian Refugees

Basit Öğe Kaydı
dc.contributor.authorBeltekin, Nurettin
dc.date.accessioned14.07.201910:50:10
dc.date.accessioned2019-07-16T20:44:01Z
dc.date.available14.07.201910:50:10
dc.date.available2019-07-16T20:44:01Z
dc.date.issued2016
dc.departmentMAÜ, Fakülteler, Edebiyat Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractProblem 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 Kiziltepe 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.en_US
dc.identifier.doi10.14689/ejer.2016.66.10en_US
dc.identifier.endpage190en_US
dc.identifier.issn1302-597X
dc.identifier.issue66en_US
dc.identifier.startpage175en_US
dc.identifier.urihttps://doi.org/10.14689/ejer.2016.66.10
dc.identifier.urihttps://hdl.handle.net/20.500.12514/1347
dc.identifier.volume16
dc.identifier.wosWOS:000391004300010en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorBeltekin, Nurettin
dc.language.isoenen_US
dc.publisherANI YAYINCILIKen_US
dc.relation.ispartofEURASIAN JOURNAL OF EDUCATIONAL RESEARCHen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMigrationen_US
dc.subjectRefugee education rightsen_US
dc.subjectRefugee education standardsen_US
dc.subjectLevel of Turkey's refugee educationen_US
dc.titleTurkey's Progress Toward Meeting Refugee Education Needs The Example of Syrian Refugeesen_US
dc.title.alternativeTürkiye’nin Mülteci Eğitimini Karşılama Düzeyi Suriyeli Mülteciler Örneği
dc.typeArticleen_US

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