Views
34
Downloands
6
2011 yılında Suriye’deki iç çatışmalar sonrası kitleler halinde Türkiye’ye göç başlamıştır. Ülkeye giren Suriyeliler geçici koruma statüsüne alınmıştır. Bu durum karşısında toplumsal uyumu sağlamayı gerektiren politikalar uygulanmış ve eğitim en önemli uyum politikalarından biri olmuştur. Bu bağlamda Türkiye’de göçmenlere yönelik eğitimin nasıl sağlandığının ortaya konulması uyum politikalarının başarısını ortaya koymada önem arz etmiştir. Bu çalışmada geçici koruma altındaki Suriyelilerin Türk eğitim sistemine dâhil edilmesine yönelik politikalar ve uygulama sonuçlarının neler olduğunun ortaya konulması amaçlanmıştır. Çalışmanın yönteminde resmî istatistikler, kanuni düzenlemeler, haberler ve akademik araştırmalar ele alınarak doküman analizi kullanılmıştır. Bu kapsamda konunun ilköğretimden yükseköğretime tüm boyutları kategorize edilmiştir. Bulgular sistematik şekilde paylaşıldığında, başlangıçta geçici görülen Suriyelilerin diploma veya belge almadan kamplarda eğitimlerine devam ettikleri görülmüştür. Savaşın sona ermemesiyle Suriyelilerin Türk Millî Eğitim Sistemine ve Yükseköğretimine dâhil edilmeleri için “Yabancılara Yönelik Eğitim-Öğretim Hizmetleri” ve “Geçici Koruma Altındaki Yabancılara İlişkin Hizmetlerin Yürütülmesi” Genelgeleri gibi yasal düzenlemeler yapılmıştır. Literatür analizinde incelenen saha araştırmalarında, yasal düzenlemelere rağmen uygulamada teknik ve sosyal sorunların devam ettiği ve ilkokul sonrası eğitime katılımın az olduğu görülmüştür. Ayrıca, geçici koruma altındaki Suriyelilere yönelik eğitim politikalarının başarısının, Suriyelilerin Türkiye’de yaşadıkları şehirlerin kültürel yapısı, Suriye'ye coğrafi yakınlığı, şehirdeki Arap kökenli nüfus, okulların durumu, öğretmenlerin nitelikleriyle bağlantılı olduğu ortaya konulmuştur. Bulguların çıkarımları sonucunda; tüm yaş gruplarına etkili dil öğrenimi verilmesi, derse katılımı engelleyen durumlara karşı tedbirler alınarak ilkokul sonrasında okula devamlılık sağlanması, uyuma en yatkın grup olan Suriyeli akademisyen ve yükseköğrenim öğrencilerinin teşvik edilmesi önerilmektedir.
In 2011, after the internal conflict in Syria, mass migration to Turkey began. The Syrians who entered the country were taken to the status of temporary protection. In this situation, policies that require social harmony have been implemented and education has become one of the most important harmony policies. In this context, the discovery of how education is provided for migrants in Turkey has been important to demonstrate the success of the coherence policies. This study is aimed at revealing what the policies and implementation of the involvement of the Syrians under temporary protection in the Turkish educational system are. In the method of study, document analysis was used by dealing with official statistics, legal regulations, news and academic research. In this context, all the dimensions of the subject from primary education to higher education have been categorized. When the findings were systematically shared, it was first seen that temporary Syrians continued their training in camps without receiving a diploma or a document. After the war has not ended, legal arrangements have been made for the inclusion of Syrians into the Turkish national education system and higher education, such as the General Rules of Education and Teaching Services for Foreigners and the "Execution of Foreign Services under Interim Protection" (General Rules of Education and Teaching Services for Foreigners). In field research studied in literature analysis, it has been shown that, despite the legal regulations, technical and social problems in practice continue and the participation in post-school education is less. In addition, the success of the education policies towards the Syrians under temporary protection has been found to be related to the cultural structure of the cities in which the Syrians live in Turkey, their geographical proximity to Syria, the Arab population in the city, the status of schools, the qualities of teachers. According to the findings, it is recommended that all age groups be given effective language learning, to take measures against the circumstances that prevent the participation in the lesson, to ensure continuity to school after primary school, to encourage Syrian academics and higher education students, the most inclined to sleep group.
In 2011, after the internal conflicts in Syria, mass migration to Türkiye started. Syrians entering the country are under temporary protection status. In the face of this situation, policies that required social cohesion were implemented and education became one of the most important cohesion policies. In this context, revealing how education is provided for immigrants in Türkiye has been important in demonstrating the success of integration policies. In this study, it is aimed to reveal what are the policies and implementation results for the inclusion of Syrians under temporary protection in the Turkish education system. In the method of the study, official statistics, legal regulations, news and academic research were handled and document analysis was used. In this context, all dimensions of the subject from primary education to higher education were categorized. When the findings were shared systematically, it was seen that the Syrians, who were initially considered temporary, continued their education in the camps without obtaining a diploma or document. With the end of the war, legal arrangements such as "Educational Services for Foreigners" and "Execution of Services for Foreigners under Temporary Protection" were made in order to include Syrians in the Turkish National Education System and Higher Education. In the field studies examined in the literature analysis, it was seen that despite the legal regulations, technical and social problems continued in practice and the participation in post-primary education was low. In addition, it has been revealed that the success of education policies for Syrians under temporary protection is related to the cultural structure of the cities where Syrians live in Türkiye, their geographical proximity to Syria, the population of Arab origin in the city, the status of schools, and the qualifications of teachers. As a result of the implications of the findings; It is recommended to provide effective language learning to all age groups, to ensure continuity in school after primary school by taking measures against situations that prevent participation in the lesson, and to encourage Syrian academicians and higher education students, who are the most susceptible group.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
Article Detail 
Similar Articles
Download PDF
Journal Information
Listen Paper
Cite
Print This Page
Share
Mendeley
