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INCREASING THE SOCIAL INTEGRATION OF SYRIAN REFUGEES IN TURKEY THROUGH VOCATIONAL EDUCATION AND TRAINING

Yıl 2021, Cilt: 17 Sayı: 3, 861 - 876, 30.09.2021
https://doi.org/10.17130/ijmeb.969111

Öz

The increase in migration movements on a global scale since the 2000s has increased the importance of countries’ integration policies. Due to the flexible solutions it offers, vocational education and training (VET) has been a useful tool to ensure the adaptation of immigrants in many countries. Turkey currently hosts the largest amount of Syrian refugees with a population of around 3.9 million. Besides housing and health supports, Turkey has been doing its best to increase their schooling ratio in the light of new legislation and laws. In this study, we present and evaluate the VET projects carried out by the Ministry of National Education (MoNE) for adaptation of Syrian refugees, considering the best practices and recommendations of international organizations. The results show that the MoNE projects correspond with international criteria by informing refugees about VET, preparing them for the educational process, facilitating their participation, and supporting them throughout their experiences.

Kaynakça

  • Adalı, T. & Türkyılmaz, A. S. (2020). Demographic data on Syrians in Turkey: What do we know?. International Migration, 58(3), 196-219
  • Aerne, A. & Bonoli, G. (2021). Integrating through vocational training: Promoting refugees’ access to apprenticeship in a collective skill formation system. Journal of Vocational Education and Training, doi:10.1080/13636820.2021.1894219.
  • Alla-Mensah, J., Fakoush, H., McGrath, S. & Wedekind, V. (2019). Migrants in the labor market: Implications for TVET. In: McGrath, S., Mulder, M., Joy, P.ve Rebecca, S. (Eds.) Handbook of vocational education and training (pp. 159-177).
  • Beltekin, N. (2016). Turkey’s progress toward meeting refugee education needs the example of Syrian refugees. Eurasian Journal of Educational Research, 66, 175-190.
  • Berberoğlu, G. & Kalender, İ. (2005). Investigation of student achievement across years, school types and regions: SSE and PISA analyses. Educational Sciences and Practice, 4(7), 21–35.
  • Bölükbaş, S. & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, 102262.
  • British Council (2018). Inclusion of refugees in technical and vocational education and training: An exploration into funding, planning and delivery. TVET Inclusion Report. https://www.britishcouncil.org/sites/default/files/inclusion_of_refugees_in_tvet_report.pdf
  • CEDEFOP. (2011). Vocational education and training is good for you: The social benefits of VET for individuals. CEDEFOP Research Paper No: 17. Luxemburg: Publications Office of the European Union.
  • CEDEFOP. (2017). Vocational education and training: Bridging refugee and employer needs. CEDEFOP Briefing Note. https://www.cedefop.europa.eu/files/9120_en.pdf
  • Crul, M., Lelie, F., Biner, Ö., Bunar, N., Keskiner, E., Kokkali, I., Schneider, J. & Shuayb, M. (2019). How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, lebanon and Turkey. Comparative Migration Studies, 7, 10.
  • Czaika, M. & de Haas, H. (2014). The globalization of migration: Has the world become more migratory? International Migration Review, 48(2), 283-323.
  • Çelik, Ç. & İçduygu, A. (2018). Schools and refugee children: The case of Syrians in Turkey. International Migration, 57(2), 253-267.
  • De Paola, M. & Brunello, G. (2016). Education as a tool for the economic integration of migrants. IZA Discussion Paper No. 9836.
  • Deniz, T. (2014). Uluslar arası göç sorunu perspektifinde Türkiye. Türkiye Sosyal Araştırmalar Dergisi, 181, 174-204.
  • Dieter, B. K. (2006). The protection of the right to education by international law. International Studies in Human Rights, Volume: 82.
  • Dinçer, M. A. & Uysal Kolaşin, G. (2009). Türkiye’de öğrenci başarısında eşitsizliğin belirleyicileri. İstanbul: ERG.
  • Emin, M. N. (2016). Türkiye’deki Suriyeli çocukların eğitimi: Temel eğitim politikaları. SETA Analiz Raporları Sayı: 153. Ankara: SETA.
  • Emin, M. N. (2019). Türkiye’deki Suriyeli çocukların eğitimi: Geleceğin inşası. Ankara: SETA.
  • ERG. (2014). Türkiye eğitim sisteminde eşitlik ve akademik başarı: Araştırma raporu ve analiz. http://kasaum.ankara.edu.tr/files/2013/02/ERGe%C5%9FitlikWEB.22.05.14.pdf
  • Fazel, M. Reed, R. V., Panter-Brick, C. & Stein, A. (2012). Mental health of displaced and refugee children resettled in high-income countries: Risk and protective factors. The Lancet, 179(9812), 266-282.
  • Fernandez, J. G. (2017). International legal protection of the right to education for refugees and asylum-seekers developments and challenges. (Yayımlanmamış Yüksek Lisans Tezi). KU Leuven- Katholıeke University. Leuven.
  • Gençoğlu, C. (2019). Millî bir destekleme ve yetiştirme sistemi modeli: İlkokullarda yetiştirme programı (İYEP). Milli Eğitim Dergisi, Temel Eğitim Özel Sayısı, 853-881.
  • Günay, E., Atılgan, D. & Serin, E. (2017). Dünya’da ve Türkiye’de göç yönetimi. Kahramanmaraş Sütçü İmam Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 7(2), 37-60.
  • İçduygu, A. & Diker, E. (2017). Labor market integration of Syrian refugees in Turkey: From refugees to Settlers. The Journal of Migration Studies, 3(1), 12-35.
  • Jeon, S. (2019). Unlocking the potential of migrants: Cross-country analysis. OECD Reviews of Vocational Education and Training. Paris: OECD Publishing.
  • Karaağaç Cingöz, Z. & Gür, B. S. (2020). Ekonomik, sosyal ve kültürel statünün akademik başarıya etkisi: PISA 2015 ve TEOG 2017 sonuçlarının karşılaştırması. İnsan ve Toplum, 10(4), 247-288.
  • Kılıç, G. & Özkor, D. (2019). Suriyeli çocukların eğitimi: Araştırma raporu. http://www.mavikalem.org/wp-content/uploads/2019/03/Suriyeli-%C3%87ocuklar%C4%B1n-E%C4%9Fitimi-Ara%C5%9Ft%C4%B1rma-Raporu.pdf
  • Koehler, C. & Schneider, J. (2019). Young refugees in education: The particular challenges of school systems in Europe. Comparative Migration Studies, 7, 28.
  • Kuczera, M. (2017). Striking the right balance: Costs and benefits of apprenticeship. OECD Education Working Papers, No. 153. Paris: OECD Publishing.
  • Kuczera, M. & Jeon, S. (2019). Vocational education and training in Sweden. OECD Reviews of Vocational Education and Training. Paris: OECD Publishing.
  • Kunyu Khisoni, D. (2016). Vocational skills training for sustainable development: A case study of youth education pack programme in Kenya’s Dadaab refugee camps. (Yayımlanmamış Yüksek Lisans Tezi). Stockholm University.
  • MEB. (2013). Ülkemizde geçici koruma altında bulunan Suriye vatandaşlarına yönelik eğitim öğretim hizmetleri genelgesi. Ankara: Temel Eğitim Genel Müdürlüğü.
  • Nusche, D. (2009). What works in migrant education? A review of evidence and policy options. OECD Education Working Papers No. 22. https://www.oecd-ilibrary.org/docserver/227131784531.pdf?expires=1618345113&id=id&accname=guest&checksum=C678E93D9ED95CECB80EE6CC09519B11
  • OECD. (2009). Education at a glance: OECD indicators 2009. Paris: OECD.
  • OECD. (2017). Finding their way: Labor market integration of refugees in Germany. OECD’s Report. Paris: OECD Publishing.
  • OECD. (2018). The resilience of students with an immigrant background: Factors that shape well-being. OECD Reviews of Migrant Education. Paris: OECD Publishing.
  • Önder, E. & Güçlü, N. (2014). İlköğretimde okullar arası başarı farklılıklarını azaltmaya yönelik çözüm önerileri. Eğitim Bilimleri Dergisi, 40, 109-132.
  • Özer, M. (2018). The 2023 Education Vision and new goals in vocational and technical education. Journal of Higher Education and Science, 8(3), 425–435.
  • Özer, M. (2019a). Reconsidering the fundamental problems of vocational education and training in Turkey and proposed solutions for restructuring. İstanbul Üniversitesi Sosyoloji Dergisi, 39(2), 1–19.
  • Özer, M. (2019b). Background of problems in vocational education and training and its road map to solution in Turkey’s Education Vision 2023. Journal of Higher Education and Science, 9(1), 1–11.
  • Özer, M. (2020a). Vocational education and training as “A friend in need” during coronavirus pandemic in Turkey. Bartın University Journal of Faculty of Education, 9(2), 1-7.
  • Özer, M. (2020b). The contribution of the strengthened capacity of vocational education and training system in Turkey to the fight against Covid-19. Yükseköğretim Dergisi, 10(2), 134-140.
  • Özer, M. (2020c). Türkiye’de mesleki eğitimde paradigma değişimi. Gazi Eğitim Fakültesi Dergisi, 40(2), 357-384.
  • Özer, M. (2020d). Mesleki eğitimde paradigma değişimi: Türkiye’nin mesleki eğitim ile imtihanı. İstanbul: Maltepe Üniversitesi Yayınları.
  • Özer, M. & Perc, M. (2020). Dreams and realities of school tracking and vocational education. Palgrave Communications, 6, 34.
  • Özer, M. & Suna, H. E. (2020). The linkage between vocational education and labor market in Turkey: Employability and skill mismatch. Kastamonu Education Journal, 28(2), 558–569.
  • Özer, M. (2021a). A promising opportunity for the integration of Syrian refugees in Turkey: New targets in accessing the labor market through vocational education and training. Bartın University Journal of Faculty of Economics and Administrative Sciences, 12(23), 239-251.
  • Özer, M. (2021b). A new step towards narrowing the achievement gap in Turkey: “1,000 schools in vocational education and training” project. Bartın University Journal of Faculty of Education, 10(1), 97-108.
  • Özer, M. (2021c). Türkiye’de mesleki eğitimi güçlendirmek için atılan yeni adımlar. Uluslararası Türk Eğitim Bilimleri Dergisi, 9(16), 1-16.
  • Protsch, P. & Solga, H. (2017). Going across Europe for an apprenticeship? A factorial survey experiment on employers’ hiring preferences in Germany. Journal of European Social Policy, 27(4), 387-399.
  • Ragazzi, E. & Sella, L. (2013). Migration and work: the cohesive role of vocational training policies. CERIS Working Paper 201316, Institute for Economic Research on Firms and Growth, Italy.
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TÜRKİYE’DEKİ SURİYELİ GÖÇMENLERİN MESLEKİ VE TEKNİK EĞİTİM ARACILIĞIYLA SOSYAL UYUMUNUN ARTIRILMASI

Yıl 2021, Cilt: 17 Sayı: 3, 861 - 876, 30.09.2021
https://doi.org/10.17130/ijmeb.969111

Öz

Göç hareketlerinin 2000’li yıllar sonrasında küresel ölçekte artması ülkelerin göçmen uyum politikalarının önemini artırmıştır. Mesleki ve teknik eğitim, sunduğu esnek çözümler ile birçok ülkede göçmenlerin uyumunu sağlamak için sık kullanılan araçlardan biridir. Mevcut durumda Türkiye yaklaşık 3,9 milyon Suriyeli göçmene ev sahipliği yapmakta ve en fazla göçmenin bulunduğu ülkeler arasında yer almaktadır. Sunduğu yerleşim ve sağlık hizmetlerinin yanı sıra Türkiye yeni düzenlemeler ve kanunlar ışığında göçmenlerin okullaşma oranlarını artırmak için de önemli bir çaba harcamaktadır. Bu çalışmada Milli Eğitim Bakanlığı (MEB) tarafından mesleki ve teknik eğitim aracılığıyla göçmenlerin uyumunu sağlamak amacıyla gerçekleştirilen projelerin uluslararası kuruluşların iyi uygulama örnekleri ve önerileri dikkate alınarak değerlendirilmesi amaçlanmıştır. MEB tarafından uygulanan projelerin göçmenleri mesleki ve teknik eğitimle ilgili bilgilendirme, eğitim sürecine hazırlama, katılımlarını kolaylaştırma ve süreç boyunca destekleme boyutlarında uluslararası ölçütlerle büyük bir uyum içinde olduğu sonucuna varılmıştır.

Kaynakça

  • Adalı, T. & Türkyılmaz, A. S. (2020). Demographic data on Syrians in Turkey: What do we know?. International Migration, 58(3), 196-219
  • Aerne, A. & Bonoli, G. (2021). Integrating through vocational training: Promoting refugees’ access to apprenticeship in a collective skill formation system. Journal of Vocational Education and Training, doi:10.1080/13636820.2021.1894219.
  • Alla-Mensah, J., Fakoush, H., McGrath, S. & Wedekind, V. (2019). Migrants in the labor market: Implications for TVET. In: McGrath, S., Mulder, M., Joy, P.ve Rebecca, S. (Eds.) Handbook of vocational education and training (pp. 159-177).
  • Beltekin, N. (2016). Turkey’s progress toward meeting refugee education needs the example of Syrian refugees. Eurasian Journal of Educational Research, 66, 175-190.
  • Berberoğlu, G. & Kalender, İ. (2005). Investigation of student achievement across years, school types and regions: SSE and PISA analyses. Educational Sciences and Practice, 4(7), 21–35.
  • Bölükbaş, S. & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, 102262.
  • British Council (2018). Inclusion of refugees in technical and vocational education and training: An exploration into funding, planning and delivery. TVET Inclusion Report. https://www.britishcouncil.org/sites/default/files/inclusion_of_refugees_in_tvet_report.pdf
  • CEDEFOP. (2011). Vocational education and training is good for you: The social benefits of VET for individuals. CEDEFOP Research Paper No: 17. Luxemburg: Publications Office of the European Union.
  • CEDEFOP. (2017). Vocational education and training: Bridging refugee and employer needs. CEDEFOP Briefing Note. https://www.cedefop.europa.eu/files/9120_en.pdf
  • Crul, M., Lelie, F., Biner, Ö., Bunar, N., Keskiner, E., Kokkali, I., Schneider, J. & Shuayb, M. (2019). How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, lebanon and Turkey. Comparative Migration Studies, 7, 10.
  • Czaika, M. & de Haas, H. (2014). The globalization of migration: Has the world become more migratory? International Migration Review, 48(2), 283-323.
  • Çelik, Ç. & İçduygu, A. (2018). Schools and refugee children: The case of Syrians in Turkey. International Migration, 57(2), 253-267.
  • De Paola, M. & Brunello, G. (2016). Education as a tool for the economic integration of migrants. IZA Discussion Paper No. 9836.
  • Deniz, T. (2014). Uluslar arası göç sorunu perspektifinde Türkiye. Türkiye Sosyal Araştırmalar Dergisi, 181, 174-204.
  • Dieter, B. K. (2006). The protection of the right to education by international law. International Studies in Human Rights, Volume: 82.
  • Dinçer, M. A. & Uysal Kolaşin, G. (2009). Türkiye’de öğrenci başarısında eşitsizliğin belirleyicileri. İstanbul: ERG.
  • Emin, M. N. (2016). Türkiye’deki Suriyeli çocukların eğitimi: Temel eğitim politikaları. SETA Analiz Raporları Sayı: 153. Ankara: SETA.
  • Emin, M. N. (2019). Türkiye’deki Suriyeli çocukların eğitimi: Geleceğin inşası. Ankara: SETA.
  • ERG. (2014). Türkiye eğitim sisteminde eşitlik ve akademik başarı: Araştırma raporu ve analiz. http://kasaum.ankara.edu.tr/files/2013/02/ERGe%C5%9FitlikWEB.22.05.14.pdf
  • Fazel, M. Reed, R. V., Panter-Brick, C. & Stein, A. (2012). Mental health of displaced and refugee children resettled in high-income countries: Risk and protective factors. The Lancet, 179(9812), 266-282.
  • Fernandez, J. G. (2017). International legal protection of the right to education for refugees and asylum-seekers developments and challenges. (Yayımlanmamış Yüksek Lisans Tezi). KU Leuven- Katholıeke University. Leuven.
  • Gençoğlu, C. (2019). Millî bir destekleme ve yetiştirme sistemi modeli: İlkokullarda yetiştirme programı (İYEP). Milli Eğitim Dergisi, Temel Eğitim Özel Sayısı, 853-881.
  • Günay, E., Atılgan, D. & Serin, E. (2017). Dünya’da ve Türkiye’de göç yönetimi. Kahramanmaraş Sütçü İmam Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 7(2), 37-60.
  • İçduygu, A. & Diker, E. (2017). Labor market integration of Syrian refugees in Turkey: From refugees to Settlers. The Journal of Migration Studies, 3(1), 12-35.
  • Jeon, S. (2019). Unlocking the potential of migrants: Cross-country analysis. OECD Reviews of Vocational Education and Training. Paris: OECD Publishing.
  • Karaağaç Cingöz, Z. & Gür, B. S. (2020). Ekonomik, sosyal ve kültürel statünün akademik başarıya etkisi: PISA 2015 ve TEOG 2017 sonuçlarının karşılaştırması. İnsan ve Toplum, 10(4), 247-288.
  • Kılıç, G. & Özkor, D. (2019). Suriyeli çocukların eğitimi: Araştırma raporu. http://www.mavikalem.org/wp-content/uploads/2019/03/Suriyeli-%C3%87ocuklar%C4%B1n-E%C4%9Fitimi-Ara%C5%9Ft%C4%B1rma-Raporu.pdf
  • Koehler, C. & Schneider, J. (2019). Young refugees in education: The particular challenges of school systems in Europe. Comparative Migration Studies, 7, 28.
  • Kuczera, M. (2017). Striking the right balance: Costs and benefits of apprenticeship. OECD Education Working Papers, No. 153. Paris: OECD Publishing.
  • Kuczera, M. & Jeon, S. (2019). Vocational education and training in Sweden. OECD Reviews of Vocational Education and Training. Paris: OECD Publishing.
  • Kunyu Khisoni, D. (2016). Vocational skills training for sustainable development: A case study of youth education pack programme in Kenya’s Dadaab refugee camps. (Yayımlanmamış Yüksek Lisans Tezi). Stockholm University.
  • MEB. (2013). Ülkemizde geçici koruma altında bulunan Suriye vatandaşlarına yönelik eğitim öğretim hizmetleri genelgesi. Ankara: Temel Eğitim Genel Müdürlüğü.
  • Nusche, D. (2009). What works in migrant education? A review of evidence and policy options. OECD Education Working Papers No. 22. https://www.oecd-ilibrary.org/docserver/227131784531.pdf?expires=1618345113&id=id&accname=guest&checksum=C678E93D9ED95CECB80EE6CC09519B11
  • OECD. (2009). Education at a glance: OECD indicators 2009. Paris: OECD.
  • OECD. (2017). Finding their way: Labor market integration of refugees in Germany. OECD’s Report. Paris: OECD Publishing.
  • OECD. (2018). The resilience of students with an immigrant background: Factors that shape well-being. OECD Reviews of Migrant Education. Paris: OECD Publishing.
  • Önder, E. & Güçlü, N. (2014). İlköğretimde okullar arası başarı farklılıklarını azaltmaya yönelik çözüm önerileri. Eğitim Bilimleri Dergisi, 40, 109-132.
  • Özer, M. (2018). The 2023 Education Vision and new goals in vocational and technical education. Journal of Higher Education and Science, 8(3), 425–435.
  • Özer, M. (2019a). Reconsidering the fundamental problems of vocational education and training in Turkey and proposed solutions for restructuring. İstanbul Üniversitesi Sosyoloji Dergisi, 39(2), 1–19.
  • Özer, M. (2019b). Background of problems in vocational education and training and its road map to solution in Turkey’s Education Vision 2023. Journal of Higher Education and Science, 9(1), 1–11.
  • Özer, M. (2020a). Vocational education and training as “A friend in need” during coronavirus pandemic in Turkey. Bartın University Journal of Faculty of Education, 9(2), 1-7.
  • Özer, M. (2020b). The contribution of the strengthened capacity of vocational education and training system in Turkey to the fight against Covid-19. Yükseköğretim Dergisi, 10(2), 134-140.
  • Özer, M. (2020c). Türkiye’de mesleki eğitimde paradigma değişimi. Gazi Eğitim Fakültesi Dergisi, 40(2), 357-384.
  • Özer, M. (2020d). Mesleki eğitimde paradigma değişimi: Türkiye’nin mesleki eğitim ile imtihanı. İstanbul: Maltepe Üniversitesi Yayınları.
  • Özer, M. & Perc, M. (2020). Dreams and realities of school tracking and vocational education. Palgrave Communications, 6, 34.
  • Özer, M. & Suna, H. E. (2020). The linkage between vocational education and labor market in Turkey: Employability and skill mismatch. Kastamonu Education Journal, 28(2), 558–569.
  • Özer, M. (2021a). A promising opportunity for the integration of Syrian refugees in Turkey: New targets in accessing the labor market through vocational education and training. Bartın University Journal of Faculty of Economics and Administrative Sciences, 12(23), 239-251.
  • Özer, M. (2021b). A new step towards narrowing the achievement gap in Turkey: “1,000 schools in vocational education and training” project. Bartın University Journal of Faculty of Education, 10(1), 97-108.
  • Özer, M. (2021c). Türkiye’de mesleki eğitimi güçlendirmek için atılan yeni adımlar. Uluslararası Türk Eğitim Bilimleri Dergisi, 9(16), 1-16.
  • Protsch, P. & Solga, H. (2017). Going across Europe for an apprenticeship? A factorial survey experiment on employers’ hiring preferences in Germany. Journal of European Social Policy, 27(4), 387-399.
  • Ragazzi, E. & Sella, L. (2013). Migration and work: the cohesive role of vocational training policies. CERIS Working Paper 201316, Institute for Economic Research on Firms and Growth, Italy.
  • Siviş, S. (2020). Integrating bottom-up into top-down: The role of local actors in labor market integration of Syrian refugees in Turkey. International Migration, doi:10.1111/imig.12775.
  • Suna, H. E., Tanberkan, H. & Özer, M. (2020). Changes in literacy of students in Turkey by years and school types: Performance of students in PISA applications. Journal of Measurement and Evaluation in Education and Psychology, 11(1), 76-97.
  • Suna, H. E., Tanberkan, H., Gür, B.S., Perc, M. & Özer, M. (2020a). Socioeconomic status and school type as predictors of academic achievement. Journal of Economy Culture and Society, 61, 41-64.
  • Suna, H. E., Gür, B. S., Gelbal, S. & Özer, M. (2020b). Science high school students’ socioeconomic background and their preferences regarding their transition into higher education. Journal of Higher Education, 10(3), 356-370.
  • Suna, H. E. & Özer, M. (2021a). The achievement gap between schools and relationship between achievement and socioeconomic status in Turkey. Journal of Measurement and Evaluation in Education and Psychology, 12(1), 54-70.
  • Suna, H. E. & Özer, M. (2021b). The impact of school tracking on secondary vocational education and training in Turkey. Hacettepe University Journal of Education, doi: 10.16986/HUJE.2021068158.
  • Şimşek, D. (2019). Transnational activities of Syrian Refugees in Turkey: Hindering or supporting integration. International Migration, 57(2), 268-282.
  • Tanrıkulu, F. (2017). Türkiye’de yaşayan Suriyeli çocukların eğitim sorunu ve çözüm önerileri. Liberal Düşünce Dergisi, 22(86), 127-144.
  • Tanrıkulu, F. (2020). Comparing of migrants education policies of Turkey and Germany. International Conference on Social Science Research ICONSR 2020, 31-40.
  • Taşkın, P. & Erdemli, Ö. (2018). Education for Syrian refugees: Problems faced by teachers in Turkey. Eurasian Journal of Educational Research, 75, 155-178.
  • Taştan, C. & Çelik, Z. (2017). Türkiye’de Suriyeli çocukların eğitimi: Güçlükler ve öneriler. Ankara: Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi.
  • Tunga, Y., Engin, G. & Çağıltay, K. (2020). A Literature review on the issues encountered in educating Syrian children in Turkey. Inonu University Journal of the Faculty of Education, 21(1), 317-333.
  • Tüzün, I. (2017). Türkiye’de mülteci çocukların eğitim hakkını ve karşılıklı uyumu destekleyen yaklaşımlar, politikalar ve uygulamalar. European Liberal Forum. http://liberalforum.eu/wp-content/uploads/2018/09/publication_final.pdf
  • Willems, K. & Vernimmen, J. (2018). The fundamental human right to education for refugees: Some legal remarks. European Educational Research Journal, 17(2), 219–232.
  • UNESCO & UNHCR. (2016). No more excuses: Provide education to all forcibly displaced people. Global Education Monitoring Report. Policy paper 26. Paris: UNESCO 2016.
  • UNESCO. (2019). Enforcing the right to education of refugees: A policy perspective. Working Papers on Education Policy No.8. https://www.gcedclearinghouse.org/sites/default/files/resources/190208eng.pdf
  • UNEVOC. (2019). Human migration and TVET: Discussion paper. https://unevoc.unesco.org/pub/30002-eng.pdf
  • UNHCR. (2018). What a waste: Ensure migrants and refugees’ qualifications and prior learning are recognized. UNHCR Policy Paper 37. https://www.unhcr.org/5c3c6f1f14
  • United Nations. (2015). Trends in international migration, 2015. Population Facts. https://www.un.org/en/development/desa/population/migration/publications/populationfacts/docs/MigrationPopFacts20154.pdf adresinden erişildi.
  • Unutulmaz, K. O. (2019). Turkey’s education policies towards Syrian refugees: A macro-level analysis. International Migration, 57(2), 235-252.
  • Zschirnt, E. & Ruedin, D. (2016). Ethnic discrimination in hiring decisions: A meta-analysis of correspondence test 1990-2015. Journal of Ethnic and Migration Studies, 42(7), 1-19.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Mahmut Özer 0000-0001-8722-8670

Eren Suna 0000-0002-6874-7472

Kemal Varın Numanoğlu 0000-0001-7344-9157

Yayımlanma Tarihi 30 Eylül 2021
Gönderilme Tarihi 9 Temmuz 2021
Kabul Tarihi 3 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 17 Sayı: 3

Kaynak Göster

APA Özer, M., Suna, E., & Numanoğlu, K. V. (2021). INCREASING THE SOCIAL INTEGRATION OF SYRIAN REFUGEES IN TURKEY THROUGH VOCATIONAL EDUCATION AND TRAINING. Uluslararası Yönetim İktisat Ve İşletme Dergisi, 17(3), 861-876. https://doi.org/10.17130/ijmeb.969111