scholarly journals How Are the Prospects for Refugees to Become Active Members of Society? – The Vision and Practices in Turkish Adult Education

2021 ◽  
pp. 79-101
Author(s):  
Armağan Erdoğan ◽  
K. Onur Unutulmaz ◽  
Suna G. Aydemir ◽  
M. Murat Erdoğan
Keyword(s):  
Adult Education ◽  
Critical Analysis ◽  
Social Inclusion ◽  
Syrian Refugees ◽  
Holistic View ◽  
Reform Agenda ◽  
Syrian Civil War ◽  
Participatory Citizenship ◽  
And Gender ◽  
Turkish Society

AbstractSocial integration of refugees is a major challenge for any country that hosts sizable refugee communities. Recently, Turkey has joined the ranks of such countries as it was transformed to become the country with the highest number of refugees in the world through an inflow of over 3.6 million mostly young and uneducated asylum-seekers from Syria in a matter of a few years. This chapter presents a critical analysis of the Turkish adult education (AE) sector by applying the concept of active participatory citizenship in the context of the current refugee crisis with a focus on its role in helping this vulnerable community to become active members of the society. This chapter argues that AE and Lifelong Learning (LLL) programs have the potential to empower Syrian refugees in such a way to make them into active members, contributing social, economic and cultural ways in Turkish society. To make its arguments, the chapter firstly provides a brief analysis of Turkey’s reform agenda in the field of AE since 1990s. By drawing on selected statistics it highlights the shortcomings in Turkey with respect to developing sustainable and gender sensitive AE programs, especially for young adults. Secondly, it investigates the major legal and institutional developments in Turkey since the first wave of the refugees entering to Turkey after beginning of the Syrian Civil War in 2011. Lastly, it will provide an analysis of how new AE programs for refugees are designed, which are characterised by a holistic view of social inclusion and target specific groups of refugees under the pressure of multiple vulnerabilities.

scholarly journals Active Citizenship, Lifelong Learning and Inclusion: Introduction to Concepts and Contexts

2021 ◽  
pp. 1-18
Author(s):  
Natasha Kersh ◽  
Hanna Toiviainen ◽  
George K. Zarifis ◽  
Pirkko Pitkänen
Keyword(s):  
Young Adults ◽  
Adult Education ◽  
Lifelong Learning ◽  
Social Inclusion ◽  
Active Citizenship ◽  
The Social ◽  
Participatory Citizenship ◽  
Political Dimensions ◽  
Social Competences

AbstractThis chapter provides insight into the rationale, background and key concepts of the book and will discuss relevant theoretical considerations, contexts and discourses. The complexity surrounding the conceptual understanding of active citizenship, adult education and vulnerability will be considered, and approaches towards achieving a shared understanding of the nature of adult education and lifelong learning will be addressed within this chapter. In this book, the concept of active citizenship is used as a conceptual lens to understand the role of adult education in including young adults in active social, political and economic participation and engagement. The findings indicate that the social, economic and political dimensions of active citizenship, encompassing the development of social competences, labour market skills as well as civic and political participation, have been related to various educational initiatives (programmes) to engage young adults in active participation. The chapter will open the discussion of the cross-national complexity and interdependencies between adult education, social inclusion and active participatory citizenship, which underpin the dialogue offered in the seven contributions within this book.

scholarly journals Prevalence of exhaustion symptoms and associations with school level, length of work experience and gender: a nationwide cross-sectional study of Swedish principals

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Roger Persson ◽  
Ulf Leo ◽  
Inger Arvidsson ◽  
Carita Håkansson ◽  
Kerstin Nilsson ◽  
...  
Keyword(s):  
Adult Education ◽  
Work Experience ◽  
School Level ◽  
Prevalence Rates ◽  
Cross Sectional ◽  
Upper Secondary ◽  
And Gender ◽  
Compulsory Schools ◽  
Upper Secondary Schools ◽  
Exhaustion Disorder

Abstract Background While poor mental health and psychiatric disorders attributed to stressful work conditions are a public health concern in many countries, the health consequences of the occupational stress experienced by school principals is an understudied issue. Although current data is lacking, some research suggests that principals have a stressful work situation that eventually may lead to burnout and exhaustion disorder, thus negatively affecting the ability of principals to function as leaders. To gauge the situation in Sweden, and as a basis for future preventive actions, we examined to what extent principals displayed signs of exhaustion and whether the prevalence rates of exhaustion differed across school levels, length of work experience as a principal, and gender. Methods Principals (N = 2219; mean age 49 years [SD 7 years]; 78% women) working at least 50% in pre-schools, compulsory schools, upper secondary schools or adult education completed a cross-sectional web survey entailing two validated inventories: The Karolinska Exhaustion Disorder Scale (KEDS) and the Lund University Checklist for Incipient Exhaustion (LUCIE). Data was analysed using traditional non-parametric methods. Gender stratification achieved covariate balance when analysing school level and length of work experience. Results Altogether, 29.0% of the principals met the exhaustion criteria in KEDS. The prevalence rates for the four LUCIE-steps of increasing signs of exhaustion were: no signs of stress, 48.8%; weak signs of stress, 25.6%; clear signs of stress but no exhaustion, 15.4%; possible exhaustion disorder, 10.2%. Compared with male principals, female principals reported more signs of possible exhaustion disorder in both LUCIE and KEDS. School level was not associated with reports of exhaustion symptoms in neither LUCIE nor KEDS. Among male principals, length of work experience was associated with exhaustion symptoms in KEDS. Conclusions A large group of Swedish principals working in pre-schools, compulsory schools, upper secondary schools or adult education displayed a symptomatology of signs of exhaustion that if sustained might lead to poor health. This observation suggests that education authorities, or other relevant stakeholders, ought to take some form of preventive action. However, effective combinations of individual, group, organisational, and/or societal preventive activities remain to be identified and tested.

Challenges to economic integration and social inclusion of Syrian refugees in Turkey

2019 ◽  
Vol 25 (1) ◽  
pp. 14-18
Author(s):  
Christina Bache
Keyword(s):  
Economic Integration ◽  
Armed Conflict ◽  
Social Inclusion ◽  
Design Methodology ◽  
Syrian Refugees ◽  
Independent Research ◽  
Humanitarian Crisis ◽  
Local Dynamics ◽  
Content Type ◽  
The Government

Purpose The following question drove this research: Would the pursuit of a rights-based approach, one that considers local dynamics and political sensitivities result in greater economic integration and social inclusion of Syrian refugees in Turkey? The paper aims to discuss this issue. Design/methodology/approach This piece draws on independent research the author conducted in Turkey and other frontline states to the war in Syria from 2016 to 2018. Findings Despite a shift in government policy toward Syrian refugees, without an overarching rights-based approach that includes the participation of all stakeholders and considers local dynamics and political sensitivities, enhancing the livelihood security of Syrian refugees and vulnerable members of host communities remains bleak in Turkey. Originality/value This original paper closely examines the Government of Turkey’s response to the humanitarian crisis that was precipitated by the armed conflict in Syria. The paper also examines the socioeconomic dynamics and increased tensions between the Syrian refugee and host communities.

Problem-solving skills groups for female Syrian refugees in Lebanon: a study of a mental health intervention

2021 ◽  
Author(s):  
Brigitte Khoury ◽  
Sariah Daouk
Keyword(s):  
Problem Solving ◽  
Health Workers ◽  
Mental Healthcare ◽  
Anxiety And Depression ◽  
Syrian Refugees ◽  
Problem Solving Skills ◽  
Hopkins Symptom Checklist ◽  
Group Format ◽  
Syrian Civil War ◽  
Short Intervention

Abstract Since the outbreak of the Syrian civil war in 2011, Lebanon has witnessed an influx of over one million refugees. This has placed a serious strain on Lebanon’s mental healthcare system, creating the need for an efficient intervention for refugees. Health workers were recruited from various centres and trained to deliver a module of 12 sessions in problem-solving skills in group format. Then, they recruited female Syrian refugees and Lebanese women to form groups and deliver the intervention in the host communities. Results showed that levels of anxiety and depression, as reported by the Hopkins Symptom Checklist screening tool, seemed to decrease significantly after the intervention. An additional outcome was that most of the participants felt supported by other women. These results demonstrated that a direct and short intervention with female refugees can lead to measurable improvements in their mental1 health and was perceived by participants as highly beneficial.

scholarly journals Women in Adult Education Program for Sustainable Development: Challenges and Implications for Library and Information Services

2019 ◽  
Vol 14 (1) ◽  
pp. 22-32
Author(s):  
Ngozi Perpetua Osuchukwu ◽  
Ndidiamaka Lucy Nebolise
Keyword(s):  
Sustainable Development ◽  
Adult Education ◽  
Social Inclusion ◽  
Learning Experience ◽  
Information Services ◽  
Nigerian Women ◽  
Anambra State ◽  
Active Involvement ◽  
Observation Methods ◽  
The Right

Abstract Objective – Education offers advances in human and social development. It provides knowledge and resources that hold the potential for economic empowerment, resulting in a better livelihood. Hence, women need access to education with library services, if they are to have a voice, participate in sustainable development, and take care of their own health, as well as that of their children and members of their households. This paper examines the challenges women encounter in Onitsha metropolis, Anambra State, Nigeria. This study seeks to gain insight into the resources used to enhance learning, as well as the students’ perceptions and satisfaction with their learning experience. Methods – A descriptive survey research design was used. The study was carried out in five adult education centres in the city with a sample size of 120 women, randomly selected for collection of data. Questionnaire, interview, and observation methods were employed. The physical assessment of the centres was done for an evidence based report and to assess the real situations of the centres. Results – The findings show the challenges faced by Nigerian women in their pursuit of ongoing adult education included: time for the classes which are usually held in the evening, poor financial status, lack of encouragement from spouses and relations, poor learning environments, and stress. The data were analyzed using percentages and frequency counts. They are presented in tables and figures. Conclusions – It is recommended that education and library management should assess these centres for program improvements like providing more enabling environments and learning facilities. The implication of the study is that library and information services should be extended to these women to stimulate and support learning with the right attitude for active involvement in the educational activities and for enhancement of social inclusion.

scholarly journals UMA ANÁLISE DO ENSINO DE GEOGRAFIA EM MATERIAIS DIDÁTICOS DA EJA

2017 ◽  
Vol 3 (8) ◽  
pp. 52
Author(s):  
Vinicius Renan Rigolin de Vicente ◽  
Jani Alves da Silva Moreira
Keyword(s):  
Young Adults ◽  
Elementary Schools ◽  
Adult Education ◽  
Critical Analysis ◽  
Brazilian Portuguese ◽  
Public Institution ◽  
Historical Understanding ◽  
Teaching Materials ◽  
Geography Teaching

AN ANALYSIS OF THE TEACHING OF GEOGRAPHY IN DIDACTIC MATERIALS OF EJAUN ANÁLISIS DE LA ENSEÑANZA DE LA GEOGRAFÍA EN MATERIALES DIDÁCTICOS DE LA EJATrata-se de uma análise crítica que prioriza uma compreensão histórica sobre a modalidade de Educação de Jovens e Adultos – EJA. Discute-se sobre o processo de institucionalização da EJA, ora presente e ora ausente nos documentos oficiais do Brasil. Por meio de uma pesquisa qualitativa, apresentam-se uma compreensão e uma análise dos materiais didáticos para o ensino fundamental da EJA, disponibilizados por uma instituição pública no município de Maringá-PR. A análise examina de maneira crítica como os temas da disciplina de Geografia estão dispostos e como são  esenvolvidos. Interpretam-se as atividades propostas no material a fim de evidenciar quais são as dificuldades de compreensão do ensino de Geografia expostas pelos alunos adultos.Palavras-chave: Educação de Jovens e Adultos; Ensino Geográfico; Materiais Didáticos.ABSTRACTThis is a critical analysis that prioritizes a historical understanding about Youth and Adult Education (Brazilian Portuguese: Educação de Jovens e Adultos – EJA). It discusses about the process of institutionalization of AYE, sometimes present and sometimes absent in the official documents of Brazil. Next, we discussed about teaching materials for elementary schools, available to students and young adults in a public institution in Maringá-PR. The analysis examines how the topics covered by geography discipline are arranged and how they are developed and taught, and interprets the activities proposed in the material, pointing out the difficulties that EJA students have in understanding Geography.Keywords: Youth and Adult Education; Geography Teaching; Teaching Materials.RESUMENUn análisis crítico es el que prioriza un acuerdo histórico sobre el modalidad de la Educación de Jóvenes y Adultos – EJA. Es hablado de en el proceso de institucionalización de EJA, algunas épocas actuales y las otras épocas en que él / ella están ausentes en los documentos oficiales de Brasil. Pronto después, las observaciones son comprendidas en relación con los materiales didácticos para la enseñanza fundamental, hicieron disponible los estudiantes Juventud y adultos de una institución pública en el distrito municipal de Maringá-PR. El análisis examina en una manera crítica, cuando los temas de la disciplina de geografía son voluntarios y cuando son desarrollados. Es interpretado las actividades propusieron matrimonio en la tela en orden a pruebas de a pruebas, cuál son los apuros del conocimiento de la enseñanza de geografía presentado por los estudiantes.Palabras clave: Educación y Jóvenes y Adultos; Educación Geográfica; Materiales de Enseñanza.

scholarly journals Fundamental Human Rights and UNO Charter: A Critical Analysis with Islamic Perspectives.

2021 ◽  
pp. 97-117
Author(s):  
Inam Ullah Wattoo ◽  
Yasir Farooq
Keyword(s):  
Human Rights ◽  
Critical Analysis ◽  
Fundamental Rights ◽  
Equal Rights ◽  
The People ◽  
Peace And Justice ◽  
The World ◽  
Historical Observation ◽  
And Gender ◽  
Short Time

This study presents a critical analysis on the charter of human rights of United Nations, as it was design to promote peace and justice in the world but unfortunately it was not come in true. So the concepts and impacts of human rights presented by UN will be examine in the light of Seerah, and to find out the reasons which caused its failure. It is historical observation that fundamental human rights are very essential for justice and peace in the world. All the peoples have equal rights in all respects. No one is allowed to disregard the rights of others on the basis of race, color and religion. Holy Prophet Muḥammad (PBUH) founded the state of Yathrab and first time in the history declared the fundamental rights of human and vanished the differences based on race, color and gender. Rights for slaves, war prisoners and women were not only defined but were implemented by legal procedure in very short time. In 1948 United Nation declared a charter for human rights which proclaimed that inherent dignity and equal rights are the foundation of freedom, justice and peace of the world. This charter consist on 30 articles regarding individual and common rights of human. This charter of UN guaranteed the security of all fundamental rights of all human being. Although there are number of articles which caused uneasiness among the people of different religions such as article No. 19. Freedom of opinion and express must be observed but it should must be keep in mind that some irresponsible elements of different societies are using this for their criminal purposes as cartoon contest on Prophet Muḥammad (PBUH) by Geert wilders of Holland in recent days caused huge disturbance for world peace. Whereas, the Prophet of Islām ordered the Muslim to respect the clergy of other religions even He (PBUH) halted the Muslims to abuse the idols.

scholarly journals Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland

2021 ◽  
pp. 57-78
Author(s):  
Nathalie Huegler ◽  
Natasha Kersh
Keyword(s):  
Adult Education ◽  
Young People ◽  
The Netherlands ◽  
Social Inclusion ◽  
Structural Barriers ◽  
Policy And Practice ◽  
Policy Makers ◽  
Economic Perspectives ◽  
The Uk

AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.

scholarly journals Beyond Vulnerability: Syrian Refugees in Urban Spaces in Turkey

2020 ◽  
Vol 9 (3) ◽  
pp. 34-46
Author(s):  
Glenda Santana de Andrade
Keyword(s):  
Host Country ◽  
Urban Areas ◽  
Urban Spaces ◽  
Survival Strategies ◽  
Syrian Refugees ◽  
Structured Interviews ◽  
New Space ◽  
And Gender ◽  
Do So

Since 2011, 5.6 million people have fled Syria due to ongoing conflict. In Turkey alone, 3.6 million Syrians are confronted with a series of constraints once in the host country. This paper analyses, within the context of urban exile in Turkey, the different experiences and survival strategies of Syrians who are modulated by particular relations of race, class and gender. It aims to explain how refugees manage to create their own visibility in this new space full of limitations, and further explores how their newfound participation in these urban areas can deconstruct dominant representations of refugees, who are otherwise seen as threats or as voiceless victims. In all, this paper aims to go beyond the vulnerability of refugees, without neglecting the violence they endure. To do so, the study was conducted using a series of semi-structured interviews, complemented by an ethnological approach. oach.

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