Legal Challenges on Developing Education Policy for Immigrants in Turkey

The aim of this study is to present one of conceptual issues in the context of legal challenges on comprehensive and accurate policies for education vital to be developed and executed ensuring that immigrants in Turkey can be trained and educated very efficiently, in other word, it aims to emphasize main legal basis of immigrants in Turkey and education or training references in those legal documents. Firstly, introduction part provides an overview of concept of main themes from different holistic perspectives systematically referring to literature. Furthermore, problem statement of current study is emphasized subsequently. In main part, firstly, main outline of special national and international laws, regulations, signed action plans, protocols and other policies concerning just directly refugees and immigrants after the establishment of Republic of Turkey will be put forwarded and secondly they will be analyzed and discussed in terms of themes referring to education and training of immigrants.

Turkey's Basic Education Policies for Syrian Refugees Under Temporary Protection

Migration and asylum are common historical facts in our geography. Therefore, Turkey faces one of the greatest migration movements of its history. The number of asylum seekers exceeding the estimates, uncertainty of the asylum period and a greatly uncertain process necessitate attaching great importance to education dimension of the problem. The problem of Syrian asylum seekers whose official number is approaching 3 million as of February 2017 creates extraordinary conditions for Turkey. The effect of this situation is reflected in the decisions taken in the field of education. In this context, Turkey started educational campaign by taking important decisions on the education for Syrian neighbors who have strong cultural ties with Turkey and take refuge in her in the face of tragedy they suffered. The primary goal of this study is to evaluate Turkey's policies and practices for Syrian students within the scope of temporary protection.

Lifelong Learning Phenomenon in Migration

Education helps migrants to learn local language of the host country and builds cultural and social bridges with indigenous social groups, as well as providing some of the skills and competencies they will need throughout their lifetime. So, expanding access to lifelong learning can open up new possibilities for active inclusion and enhanced social participation, especially for the low skilled, the unemployed, people with special needs, the elderly and migrants. We know that lifelong learning cannot solve all problems in societies, but sure that can help to make life more positive for all of us. In this chapter, we want to open to discussion the importance of lifelong learning phenomenon in migration.

Educational Expectations of Refugee Mothers for Their Children

The aim of this study is to determine refugee mothers' educational expectations for their children. It is a qualitative research designed with phenomenological approach, which is one of the qualitative research methods. Twenty volunteer mothers coming from Iran, Iraq and Afghanistan were participated in the study. An interview form, including open-ended questions, was used as a data collection tool. The data was collected by face to face meetings with each participant. Content analysis was applied to the data gathered. Findings indicate that the refugee mothers' expectations from the schools are guidance and counseling services for refugee students, more social activities at schools, more intensive Maths and language courses, effective communication and interaction between students, parents and schools. Most of the refugee mothers would like to settle down in a more developed country and they don't want their children continue their education in Turkey.

Refugee Education Policies

Continuing conflicts and wars in emergencies are the main sources of refugee flows around the world. Dealing with refugee crisis loads social, political and economic burden to the host countries based on the preferred durable solutions. And the educational services provided to refugees are also changing in accordance with the legal recognition of the immigrant status issued by the host countries. In this study refugee education policies are examined by identifying legal definition of refugees and types of durable solutions, discussing controversies of refugee education in mass public education of nation states, dealing with refugee education in camp and urban settings, criticizing the will of international organization in handling refugee crisis and education, and focusing on a current refugee flow from Syria in the context of Turkish refugee education policies and practices. At the end, importance on taking responsibilities in refugee crisis and education by all nations of the world is emphasized, considering that quality refugee education would be helpful for rebuilding refugees' society and nation in their country of origin again.

Vocational and Technical Education Policies and Practices for Syrian Students in Turkey

In the process that started with the Syrian crisis in 2011, Turkey welcomed Syrian citizens who had to leave the country. Turkey has begun to develop policies which respond to the needs of the Syrian migrants in different areas, with a different approach to the process, with increasing confusion and threats in Syria, which they see temporarily before. One of these areas is the need for education. In this study, the policies and practices of vocational and technical education will be analyzed, together with the general education policy for Syrian citizens called international protection in Turkey. For this reason, policy documents and policies have been analyzed in detail. Especially, it has benefit from the the data and studies of the Prime Ministry Disaster & Emergency Management Authority, which has undertaken the coordination of citizens of Syria in Turkey. In addition, the studies conducted by public institutions and foundations and non-governmental organizations are also mentioned.

Morpho-Syntactic Developmental Features of Syrian Primary School Students Learning Turkish as a Foreign Language

Choosing and structuring a word, making a statement, and comprehending the formulated statement require complex principles and processes. Within this context, complicated procedures and processes might be faced in the second language learning as well. Learning a second language means grasping the syntactic principles of a language and transforming these principles into language skills. In our very specific study, ten Syrian primary school students coming from diverse psychological and sociological backgrounds, and being at varying ages were investigated. The participants were asked to narrate the pictured book Frog, Where Are You? by Mercer Mayer in Turkish language and the narrations were audio-taped by the researchers. Based on a descriptive research design, the data were collected and analysed qualitatively. As a result of this study which investigated the morpho-syntactic developmental features of Syrian primary school students, diverse and common morpho-syntactic features were detected among students coming from different backgrounds.

Rethinking Education Policies Within the Axis of Being a Refugee

In this chapter, concept of refugees, legal status of refugees, educational rights of refugees, concept of multicultural education are discussed. This section on refugees and immigrants in Turkey, multiculturalism, multicultural education concept aims to investigate basic human right of the refugees, immigrants and asylum seekers, right of education. Principles and recommendations should be produced on structuring and management of multicultural educational environments that would support right and struggle of existence of refugees, who would affect the future social, cultural, economic and political structure of Turkey, in this structure. As a result, in Turkish context, a “Commission for Educational Programs and Strategies for Refugee and Immigrants” that would include multidisciplinary experts and implementers and would be activated within National Education Ministry and organized also in periphery could produce and implement action plans and projects to provide educational rights of immigrants, refugees and asylum seekers in rational, academic, legal, political and humane manner.

The Background of Challenges on Developing Education Policy for Syrians in Turkey

The focus of this study will be on the truth lies in identifying one of the background of challenges on comprehensive and precise educational policies required to be developed and executed so that training and educational needs of immigrants in Turkey will be fulfilled very effectively. The background will be examined in terms of organizations playing active roles in immigrant management. The introduction provides an overview of; relation between integration of immigrants into a society and role of education, adaptation of education system for immigrant, immigrant education policy, and immigrant management. In the main part, Turkish national, supranational and international governmental organizations, non-governmental organizations (NGOs) and civil society organizations (CSOs) acting on behalf of meeting the needs of refugees and immigrants in Turkey will be determined and discussed in a systematic and holistic way. Their foundation, main mission, roles, practices, some of their projects will be explained as a sample case.

Migration and Refugee Crisis

Migration has always been studied by various scholars for multiplicity of purposes. Sociologists always focus on social and cultural aspects of migration; geographers are interested in time and distance antecedents of migration. This paper is attracted by an educational intrigue and draws on educational gimmicks enshrined in migration. It is important that educational managers and educational authorities acknowledge need to incorporate policies and programs that can game challenges arising from migration and refugee crisis to fullest. This paper is thus, explicitly aimed at an educational management audience and is intended as a primer to conceptualizing the complexities and challenges of migrant education as well as serving as a drop shot for eliciting practical approaches that augment this intricate dilemma. There is no gain saying that this paper is not only timely but one with a telling practical guide on how school managers and educational policy makers should approach migrant education.