Education in the Shadow of War and Forced Migration: Rights Violations in Gaza and Syria

Abstract

This study evaluates the reconstruction of education in contexts of war, forced migration, and crisis through the cases of Gaza and Syria, analyzing the multifaceted impacts of crises on education systems within the framework of the “educational fragility model.” Wars, disasters, and forced displacement movements generate structural barriers, psychosocial trauma, and sustainability challenges that threaten education not only in conflict zones but also in host countries. In particular, the civil war in Syria, which began in 2011, has severely disrupted the right to education for millions of children, both internally displaced and those who fled to neighboring countries. Language barriers, legal status uncertainty, and exclusionary practices have caused prolonged educational disruptions for these children. In response, Turkey has developed comprehensive policies to facilitate access to education for refugee children through the “Promoting Integration of Syrian Children into the Turkish Education System” (PICTES) project, implemented in partnership with the European Union. The study identifies status ambiguities, exclusionary policies, and governance deficiencies as key obstacles limiting access to education for refugee children, and argues that post-crisis education systems must be reconstructed not only physically, but also socially, psychologically, and institutionally. Based on recent reports published by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations High Commissioner for Refugees (UNHCR), the United Nations Children’s Fund (UNICEF), the Organisation for Economic Co-operation and Development (OECD), and the international humanitarian organization Save the Children, the research emphasizes that education during crises serves not only as a means of instruction, but also as a tool for protection, social cohesion, and healing. Structured through qualitative content analysis, this study proposes a multi-layered policy framework for the sustainable reconstruction of education in crisis-affected regions.

Keywords

• Forced Migration
• Educational Fragility
• Refugee Education
• Gaza
• Syria
• Rights Violation.

Savaş ve Zorunlu Göçün Gölgesinde Eğitim: Gazze ve Suriye'de Hak İhlalleri

Abstract

Bu çalışma, savaş, zorunlu göç ve kriz koşullarında eğitimin yeniden inşasını Gazze ve Suriye örnekleri üzerinden değerlendirmekte; krizlerin eğitim sistemleri üzerindeki çok katmanlı etkilerini “eğitimde kırılganlık modeli” çerçevesinde analiz etmektedir. Savaşlar, afetler ve zorunlu göç hareketliliği, yalnızca çatışma bölgelerinde değil; aynı zamanda göç edilen ülkelerde de eğitimi tehdit eden yapısal engeller, psikososyal travmalar ve sürdürülebilirlik sorunları yaratmaktadır. Özellikle 2011 yılında başlayan Suriye iç savaşı, hem ülke içinde hem de komşu ülkelere sığınan milyonlarca çocuğun eğitim hakkını kesintiye uğratmış; dil bariyeri, statü belirsizliği ve dışlayıcı uygulamalar nedeniyle bu çocuklar uzun süreli eğitsel kopuşlar yaşamıştır. Türkiye, Avrupa Birliği ile iş birliği içinde yürüttüğü “Suriyeli Çocukların Türk Eğitim Sistemine Entegrasyonunun Desteklenmesi Projesi” (PICTES) aracılığıyla mülteci çocukların eğitime erişimini kolaylaştırmaya yönelik kapsamlı politikalar geliştirmiştir. Çalışmada, mülteci çocukların eğitim sistemlerine erişimini kısıtlayan statü belirsizlikleri, dışlayıcı politikalar ve yönetişim eksiklikleri betimlenmiş; kriz sonrası eğitim sistemlerinin yalnızca fiziksel olarak değil, aynı zamanda sosyal, psikolojik ve kurumsal boyutlarıyla da yeniden yapılandırılması gerektiği savunulmuştur. Birleşmiş Milletler Eğitim, Bilim ve Kültür Örgütü (UNESCO – United Nations Educational, Scientific and Cultural Organization), Birleşmiş Milletler Mülteciler Yüksek Komiserliği (UNHCR – United Nations High Commissioner for Refugees), Birleşmiş Milletler Çocuklara Yardım Fonu (UNICEF – United Nations Children's Fund), Ekonomik Kalkınma ve İş Birliği Örgütü (OECD – Organisation for Economic Co-operation and Development) ve uluslararası çocuklara yönelik insani yardım kuruluşu Save the Children tarafından yayımlanan güncel raporlar doğrultusunda, kriz dönemlerinde eğitimin yalnızca öğretim değil; aynı zamanda koruma, toplumsal uyum ve iyileşme aracı olduğu vurgulanmaktadır.

Keywords

• Zorunlu Göç
• Eğitimde Kırılganlık
• Mülteci Eğitimi
• Gazze
• Suriye
• Hak İhlali.

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