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Hak Eşitliğine İlişkin Kriterlerin Değerlendirilmesi: İnsan Hakları Perspektifinden Mültecilerin Yükseköğrenimi

Year 2023, , 577 - 602, 10.02.2023
https://doi.org/10.37669/milliegitim.1066619

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.

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

Year 2023, , 577 - 602, 10.02.2023
https://doi.org/10.37669/milliegitim.1066619

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.

References

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  • Afrazeh, A. (2017). Spirit and body, heart and soul: Exploring students narratives through higher education in exile [Master of Arts]. York University.
  • Al-Hawamdeh, A., & El-Ghali, H. A. (2017). Higher education and Syrian refugee students: The case Jordan (Policies, practices, and persoectives) [Research Report]. UNESCO Regional Bureau for Education in the Arab States-Beirut, and the Issam Fares Institute for Public Policy and International Affairs, American University of Beirut.
  • Anderson, T. (2020). International and refugee university students in Canada: Trends, barriers, and the future. Comparative and International Education, 48(2), 1–16. https://doi.org/10.5206/cie-eci.v48i2.10787
  • Aydın, M. S. (2021). Sığınmacıların yükseköğretim hizmetlerine erişimi: Mardin Artuklu Üniversitesi örneği. Gümüşhane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 12(3), 762–774.
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  • Barnett, M. (2005). Humanitarianism transformed. Perspectives on Politics, 3(4), 723–740. https://doi.org/10.1017/S1537592705050401
  • Bensalah, K., Sinclair, M., Nacer, F. H., Commisso, A., & Bokhari, S. (2001). Education in situations of emergency and crisis: Challenges for the new century. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000123484
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  • Brunton, J., Farrell, O., Costello, E., Delaney, L., Foley, C., & Brown, M. (2019). Duelling identities in refugees learning through open, online higher education. Open Praxis, 11(4), 397. https://doi.org/10.5944/openpraxis.11.4.1018
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There are 90 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Zahide Erdoğan 0000-0002-0253-9355

Publication Date February 10, 2023
Published in Issue Year 2023

Cite

APA Erdoğan, Z. (2023). Assessing the Criteria for Equality of the Right: Refugees’ Higher Education from the Perspective of Human Rights. Milli Eğitim Dergisi, 52(237), 577-602. https://doi.org/10.37669/milliegitim.1066619