Hak Eşitliğine İlişkin Kriterlerin Değerlendirilmesi: İnsan Hakları Perspektifinden Mültecilerin Yükseköğrenimi

Year 2023, , 577 - 602, 10.02.2023

Zahide Erdoğan

https://doi.org/10.37669/milliegitim.1066619

Cited By: 2

Abstract

Suriyeli mülteci krizi ile birlikte daha önce bağışçıların tereddütleri nedeniyle sınırlı biçimde desteklenen mültecilerin yükseköğretime erişimi konusu kayıp neslin önlenmesi, dayanıklılık, ülkelerin yeniden inşası, eğitimin insan hakkı olduğu gibi kavramlarla basında yoğun bir biçimde yer almıştır. Ukrayna krizi ile birlikte mültecilerin yükseköğretiminin desteklenmesi konusu tekrar gündeme gelmiştir UNHCR 2030 yılına kadar mültecilerin yükseköğretiminde %30’a ulaşmayı hedeflemektedir. Temel eğitim uluslararası sözleşmelerle korunan bir hak olmakla birlikte mültecilerin yükseköğretim hakkının eşitliği bazı kriterlere bağlıdır. Bu makale mültecilerin yükseköğretime erişiminin eşitliğine ilişkin kriterleri insan hakları bağlamında dokuman analizi yoluyla incelemeyi amaçlamaktadır. Uluslararası düzenlemeler, UNHCR eğitim stratejileri ve ülke politikaları incelenmiştir. Veriler, başarı, yasal statü, kurumsal devlet desteği, bağışçı desteği olmak üzere dört grupta hak eşitliği ve eşit fırsat olarak kategorize edilmiştir. Türkiye, Almanya, Birleşik Krallık ve Kanada politikaları incelenmiştir. Mülteci yükseköğretimini insan hakları kapsamında ele almak sadece hizmetin mevcut olmasını destekler. Başarı ve yasal statü hak eşitliğinin sağlanmasının kriterleridir. Yükseköğretime erişim hakkı ve finansal desteklerin yalnızca tanınan mültecilere sağlanması ise yasal olarak mülteci statüsünde olmayan sığınmacılar gibi gruplar açısından eşitsizlik doğuracaktır. Ülkelerin ve bağışçıların desteği ise mültecilerin yükseköğretime erişiminde eşit fırsatların sağlanması için gereklidir. Diğer taraftan mültecilerin yükseköğretime erişimi ekonomik ve sosyal gerekçelerle desteklenmesi gereken, uzun dönemli ve global bir strateji olarak görülebilir.

Keywords

insan hakları, ikinci nesil haklar, entegrasyon, kalkınma, mültecilerin yükseköğretimi, yasal statü ve eşitsizlik, devlet ve bağışçı desteği

Assessing the Criteria for Equality of the Right: Refugees’ Higher Education from the Perspective of Human Rights

Abstract

With the Syrian refugee crisis, the subject of refugees’ access to HE, which was only partially funded owing to donor reluctance, was prominently covered in the news, with concepts such as preventing the lost generation, resilience, reconstructing countries, and education as a human right. With the Ukraine crisis, the issue of supporting the higher education of refugees came to the fore again. By 2030, the UNHCR plans to have 30 per cent of refugees enrolled in HE. Although primary education is a right guaranteed by international agreements, equality of refugees’ right to higher education depends on some criteria. Through document analysis, this paper aims to examine the criteria for equality of the right to access to higher education in the context of human rights. International regulations, UNHCR’s education strategies and country policies are examined. Data were categorized into four groups as equality of the right and equal opportunities: success, legal statuses, state’s institutional support and donor support. The policies of Canada, Germany, Turkey and the United Kingdom are examined. Addressing refugee higher education within the scope of human rights only supports the availability of the service. Success and legal status are the criteria for ensuring the equality of the right. The access to higher education right and the provision of financial support only to recognized refugees will create inequality for groups such as asylum seekers who are not legally refugees. The support of countries and donors are necessary to ensure equal opportunities for refugees to access higher education. Furthermore, refugees’ access to higher education can be seen as a long-term and global strategy that should be supported by economic and social reasons.

Keywords

human rights, second generation rights, integration, development, refugee higher education, legal statuses and inequality, state and donor support

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