Publication: Göçmenlere yönelik eğitim politikaları : Türkiye ve İrlanda örneği
Abstract
Küreselleşme süreciyle birlikte artan göç hareketleri, ülkelerin sosyal, ekonomik ve kültürel yapılarında önemli değişimlere yol açmakta ve eğitim sistemlerini doğrudan etkilemektedir. Eğitim, göçmen ve geçici koruma altındaki bireylerin ev sahibi toplumlara entegrasyon sürecinde kritik bir rol oynarken, bu bireylerin eğitime erişiminde çeşitli zorluklarla karşılaşmaları, ülkelerin eğitim politikalarının etkinliği ve kapsayıcılığı konusunda önemli soru işaretleri doğurmaktadır. Bu bağlamda, bu çalışmanın temel amacı, İrlanda ve Türkiye’deki göçmen ve geçici koruma kapsamındaki bireylerin eğitime erişimini düzenleyen politikaları karşılaştırmalı olarak analiz etmek, bu politikaların güçlü ve zayıf yönlerini tespit edip kapsayıcı ve sürdürülebilir eğitim politikaları geliştirilmesine yönelik öneriler sunmaktır. Bu çalışma, nitel araştırma yöntemlerinden biri olan durum analizi kullanılarak yürütülmüş ve veriler doküman analizi tekniği aracılığıyla toplanmıştır. Verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırma kapsamında, İrlanda ve Türkiye’nin eğitim politikalarını ortaya koyan resmî belgeler, yüksek lisans ve doktora tezleri, ulusal ve uluslararası makaleler, ulusal ve uluslararası raporlar doküman analizi yöntemiyle incelenmiş, göçmen ve geçici koruma kapsamındaki bireylerin eğitime erişimi bağlamında politika uygulamalarının etkinliği değerlendirilmiştir. Çalışmada, göçmen ve geçici koruma altındaki bireylerin eğitim süreçlerinde karşılaştıkları sorunlara yer verilmiş, bu sorunların mevcut politikalar çerçevesinde nasıl ele alındığı analiz edilmiştir. İrlanda ve Türkiye’deki eğitim politikalarının benzerlikleri ve farklılıkları ortaya konularak, bu bireylerin eğitim sistemine entegrasyonuna ilişkin örnek uygulamalar belirlenmiştir. Elde edilen bulgular, her iki ülkede de göçmen ve geçici koruma kapsamındaki bireylerin eğitim sistemine entegrasyonuna yönelik girişimlerin bulunduğunu ancak söz konusu girişimlerin kapsamlı ve uzun vadeli politikalarla desteklenmesinin faydalı olabileceğini göstermektedir. Türkiye’de göçmen ve geçici koruma altındaki bireylerin eğitime erişimine yönelik politikaların daha çok geçici ve kriz odaklı olduğu ve uygulamada dil bariyeri, uyum sorunları, psikososyal destek eksikliği, ekonomik zorluklar, ailelerin sürece aktif dahil olamaması, ayrımcılık ve sosyal dışlanma, öğretmen yeterliliklerinde gözlemlenen eksiklikler ve eğitimde devamsızlık gibi çeşitli eksikliklerin bulunduğu belirlenmiştir. İrlanda’da ise göçmen ve geçici koruma altındaki bireylerin eğitim sistemine entegrasyonuna yönelik daha kapsamlı ve uzun vadeli politikaların yürütüldüğü, ancak öğretmen ve kaynak yetersizliği, desteklerin okuldan okula değişmesi, ayrımcılık ve dışlayıcı tutumlar, sosyo-ekonomik dezavantajların olduğu, kültürlerarası duyarlılığın uygulamalarda kısmen yetersiz kaldığı tespit edilmiştir. Bu çerçevede, çalışma kapsamında elde edilen veriler doğrultusunda, göçmenler ve geçici koruma kapsamındaki bireylerin eğitime erişimini desteklemeye, eğitimde fırsat eşitliğini güçlendirmeye ve toplumsal uyumu teşvik etmeye yönelik politika önerileri sunulmuştur.
Increasing migration movements with the globalization process lead to significant changes in the social, economic and cultural structures of countries and directly affect their education systems. While education plays a critical role in the integration process of migrants and individuals under temporary protection into host societies, the fact that these individuals face various difficulties in accessing education raises important questions about the effectiveness and inclusiveness of countries' education policies. In this context, the main purpose of this study is to comparatively analyze the policies regulating access to education for migrants and individuals under temporary protection in Ireland and Turkey, to identify the strengths and weaknesses of these policies, and to provide recommendations for developing more inclusive and sustainable education policies. This study was conducted using situation analysis, one of the qualitative research methods, and data was collected through document analysis. Within the scope of the research, official documents, master's and doctoral theses, national and international articles, national and international reports that set out the education policies of Ireland and Turkey were examined through document analysis, and the effectiveness of policy implementations in the context of access to education for individuals under immigrant and temporary protection were evaluated. In the study, the main problems faced by migrants and individuals under temporary protection in the education process were identified and how these problems were addressed within the framework of existing policies was analyzed. The similarities and differences between the education policies in Ireland and Turkey were revealed and the best practices for the integration of these individuals into the education system were identified. The findings show that both countries have initiatives to support the integration of migrants and individuals under temporary protection into the education system. However, it would be beneficial if these initiatives were backed by more comprehensive and long-term policies. In Turkey, education policies for migrants and those under temporary protection are mostly temporary and crisis-driven. In practice, challenges such as language barriers, difficulties in adaptation, lack of psychosocial support, economic hardship, limited family involvement, discrimination and social exclusion, insufficient teacher qualifications, and absenteeism have been identified. In Ireland, more comprehensive and long-term policies have been implemented for the integration of immigrants and individuals under temporary protection into the education system, but it has been determined that there are insufficient teachers and resources, support varies from school to school, discrimination and exclusionary attitudes, socio-economic disadvantages, and intercultural sensitivity is partially inadequate in practice. In this context, in line with the data obtained within the scope of the study, policy recommendations have been presented to support access to education for immigrants and individuals under temporary protection, to strengthen equal opportunities in education, and to encourage social cohesion.
Increasing migration movements with the globalization process lead to significant changes in the social, economic and cultural structures of countries and directly affect their education systems. While education plays a critical role in the integration process of migrants and individuals under temporary protection into host societies, the fact that these individuals face various difficulties in accessing education raises important questions about the effectiveness and inclusiveness of countries' education policies. In this context, the main purpose of this study is to comparatively analyze the policies regulating access to education for migrants and individuals under temporary protection in Ireland and Turkey, to identify the strengths and weaknesses of these policies, and to provide recommendations for developing more inclusive and sustainable education policies. This study was conducted using situation analysis, one of the qualitative research methods, and data was collected through document analysis. Within the scope of the research, official documents, master's and doctoral theses, national and international articles, national and international reports that set out the education policies of Ireland and Turkey were examined through document analysis, and the effectiveness of policy implementations in the context of access to education for individuals under immigrant and temporary protection were evaluated. In the study, the main problems faced by migrants and individuals under temporary protection in the education process were identified and how these problems were addressed within the framework of existing policies was analyzed. The similarities and differences between the education policies in Ireland and Turkey were revealed and the best practices for the integration of these individuals into the education system were identified. The findings show that both countries have initiatives to support the integration of migrants and individuals under temporary protection into the education system. However, it would be beneficial if these initiatives were backed by more comprehensive and long-term policies. In Turkey, education policies for migrants and those under temporary protection are mostly temporary and crisis-driven. In practice, challenges such as language barriers, difficulties in adaptation, lack of psychosocial support, economic hardship, limited family involvement, discrimination and social exclusion, insufficient teacher qualifications, and absenteeism have been identified. In Ireland, more comprehensive and long-term policies have been implemented for the integration of immigrants and individuals under temporary protection into the education system, but it has been determined that there are insufficient teachers and resources, support varies from school to school, discrimination and exclusionary attitudes, socio-economic disadvantages, and intercultural sensitivity is partially inadequate in practice. In this context, in line with the data obtained within the scope of the study, policy recommendations have been presented to support access to education for immigrants and individuals under temporary protection, to strengthen equal opportunities in education, and to encourage social cohesion.