{"id":4228,"date":"2021-01-03T17:42:06","date_gmt":"2021-01-03T14:42:06","guid":{"rendered":"http:\/\/sydialogue.org\/?p=4228"},"modified":"2021-01-03T17:42:49","modified_gmt":"2021-01-03T14:42:49","slug":"research-paper-four-years-since-the-integration-decision-syrian-students-inside-turkish-schools","status":"publish","type":"post","link":"https:\/\/sydialogue.org\/en\/research-paper-four-years-since-the-integration-decision-syrian-students-inside-turkish-schools\/","title":{"rendered":"Research Paper “Four years since the integration decision, Syrian students inside Turkish schools”"},"content":{"rendered":"

Introducing the series<\/span><\/h1>\n

Series of \u201cThe challenges that face integration of Syrian students in the Turkish schools\u201d is regarded one of the surveys[1]<\/a> that was performed by the Community Unit inside the Syrian Dialogue Center which aims at studying the decision of integrating the Syrian students inside the Turkish schools, which was issued in 2016, and know to what extend the Syrian students adapt in these Turkish schools as well as the problems and challenges they face and the methods of achieving success in this experience and increasing its effectiveness.<\/span><\/p>\n

This series is consisted of three sections, as section one, entitled \u201cFour years since the integration decision, Syrian Students inside Turkish Schools\u201d, displays the legal frameworks that regulates the management of the Turkish schools. It also provides a primary assessment that measures the level of success of integration experience for the Syrian students inside Turkish schools according to three assumed determinants.<\/span><\/p>\n

The second section with the title \u201cSchool System and its effect on the integration process\u201d states the role of the teacher as well as the management system inside the school in supporting or hindering the integration efforts and it also highlights a group of \u201cAdditional external factors\u201d that might have direct or indirect effect on the success of these efforts.<\/span><\/p>\n

While the third section, whose title is \u201cStudent and family, effect of internal and external factors on the success of integration efforts\u201d, focuses on a group of factors that might affect the Syrian student, who is the basis of integration process success, negatively or positively. Section three also probes to the role of the family and its effect, and also displays some “general factors\u201d that participated in the success of integration processes with a group of students, in addition to a group of recommendations that might help in the success of this experience and easing hardships.<\/span><\/p>\n

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Executive Summary First edition<\/span><\/h1>\n

The integration decision that was issued in August 2016 put an end for the existence of interim education schools in Turkey in a phased manner – that took about 4 years- resulted in school joining of about 700k Syrian students who represent 70% of the total Syrian students that are eligible for education.<\/span><\/p>\n

In this paper (which is the first section of the series) we aim at assessing the experience of integrating Syrian students in the Turkish schools after about four years from its beginning and this can be done by focusing on three criteria:\u00a0 They are the ability of the students on bypassing the language barriers, studying the relationship of the student with the school as an educational foundation and his level of acceptance for it in addition to his ability on making social relationships with his Turkish peers as it demonstrated a group of results that can be summarized in the following points:<\/span><\/p>\n

Language difficulties and the ability to bypass them<\/u><\/strong><\/span><\/p>\n