An Analysis of Educational Policies for School-Aged Syrian Refugees in Turkey

Autor/in	Alpaydin, Yusuf
Titel	An Analysis of Educational Policies for School-Aged Syrian Refugees in Turkey
Quelle	In: Journal of Education and Training Studies, 5 (2017) 9, S.36-44 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Refugees; Educational Policy; Access to Education; Educational Quality; Educational Legislation; Educational Facilities; Educational Finance; Educational Resources; Teacher Shortage; Curriculum Development; Student Adjustment; Student Needs; Student Personnel Services; Observation; Surveys; Elementary Secondary Education; Barriers; Turkey; Syria + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Bildungsrecht; Schulgesetz; Bildungsstätte; Bildungsfonds; Bildungsmittel; Lehrermangel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Beobachtung; Survey; Umfrage; Befragung; Türkei; Syrien
Abstract	The purpose of this study is to analyse the educational policies for Syrian school-aged refugees in Turkey. In this study, we identified the policy priorities for refugees by first examining the theoretical approaches to refugee education and the common problems observed for refugee education in different countries. Using this framework, we assessed refugee students' access to education and the studies on providing quality education to school-aged refugees through an examination of the relevant legislation and research reports. This study draws attention to both the progress in this area (the development of school facilities, financial support for teachers and the provision of school supplies) and its deficiencies (the exclusion of students from outside the camps from education, staff shortages, problems preparing appropriate curricula along with special trainings and events to promote students' socio-cultural adaptation and the shortage of psycho-social support services for traumatized students). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01