Challenges of the Turkish Education System: The Case of Syrian Refugee Children

The social role of education is challenged by immigrant/refugee crises, which are the consequences rather than the causes of poverty and uncertainty caused by globalization. Educational problems that are generated by refugee crises require the development of a genuine, multi-dimensional approach. Traditional nation states are becoming more diverse – the diversity being related not only to cultural and social differences, but also to variations in the modern regime of rights. This stratification in society is raising significant new challenges as far as national education systems are considered. The unexpected and vast Syrian refugee crisis with ever growing number of young Syrians with temporary status appears to be one of these challenges for the Turkish education system which has been strictly associated to citizenship and whose most important function has long been constructing national identity and assuring social coherence. As of November 2015 there are 1,241,722 Syrian children of which 780,000 are school age with an estimated 500,000 of them out of school. With a 30% increase over the 2014-15 school year, 278,890 Syrian children are enrolled in Temporary Education Centers across the country - alternative schools operated by Syrians following a revised Syrian/Libyan curriculum in Arabic language- or in Turkish public schools. While low enrollment rates are alarming, the dual system emerged in the urban settings where refugees intend to settle and build a future for themselves causes a major challenge to build a comprehensive and supportive education system. Also the dual system that creates a kind of segregation does not offer, unfortunately, a good starting point for the future inclusion of Syrian refugees to society. This paper aims to evaluate Turkish education system in respect to refugee children inclusion over educational provisions offered to Syrians in Istanbul. It argues that it is impossible to create a plural society with the current dual education system based on the co- existence of the Turkish public schools and current structure of Temporary Education Centers. This system creates a kind of segregation and avoids building a culture of togetherness.