Abstract:

The world’s wars, hunger and political causes have become a phenomenon that affects immigration movements and refugee societies in many geographical areas. The planning of educational services that will be provided to them to ensure the adaptation of refugees to society for immigrant countries is very important. As a result of the developments around Turkey, it has hosted a significant level of refugees in recent years. The improvement of the quality of educational services offered to refugees in the school age will be possible with the understanding by the stakeholders of this event that may still be new. This study is aimed at identifying the educational experiences of school-age refugees living in the age of xxx in the eyes of stakeholders and developing recommendations for this. The research data was collected through semi-configured interviews from 19 participants, including nine teachers, two school managers, three parents and six students. The analysis resulted in five subjects. The findings show that Syrian refugee students have problems with their behavioral, social and academic characteristics. Teachers and school managers describe the address-based school registration system as an obstacle to the education of refugees with their non-refugees colleagues, and they say that this application increases the student intensity in the school and decreases the quality of education. The parents of the refugee students generally find the education offered to their children sufficient. Recommendations of stakeholders for refugee education can be classified as the implementation of Turkish teaching to refugee students, the provision of psychological support, the support of teachers providing education with materials and seminars for refugee education and the implementation of family education work for parents.

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