Access to Education for Migrant Women: A Comparative Policy Analysis of Turkey and EU Countries
Abstract
This study presents a comparative document analysis of educational policies targeting migrant women in Türkiye and selected European Union (EU) countries. Utilizing a qualitative thematic approach, the research analyzes official policy documents, strategy reports, and international publications from 2018 to 2024. The analysis identifies key themes, including language support, gender sensitivity, legal and administrative barriers, socioeconomic assistance, vocational training, psychosocial support, participation in policymaking, and monitoring and evaluation mechanisms. Findings reveal a common emphasis on language acquisition and vocational training as critical for the integration of migrant women. However, significant differences emerge in gender mainstreaming: EU countries incorporate more explicit gender-sensitive policies and participatory approaches, whereas Türkiye’s policies show limited gender-specific measures and lack systematic inclusion of migrant women’s voices. Legal restrictions and socioeconomic challenges affecting educational access also vary, with Türkiye facing more administrative barriers. Psychosocial support services, although limited overall, are notably more developed in EU pilot initiatives than in Turkish policies. The study highlights the need for comprehensive, intersectional, and gender-sensitive policies that address the multifaceted barriers faced by migrant women. It recommends enhancing gender mainstreaming, expanding psychosocial support, promoting participatory policy development, and strengthening gender-disaggregated monitoring systems in Türkiye. This research contributes to migration and education literature by offering a nuanced understanding of how different policy frameworks impact migrant women’s educational inclusion and provides evidence-based recommendations for policymakers aiming to improve integration outcomes.
Keywords
immigrant women, integration, gender sensitivity, document analysis, education policy
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