A comparative policy analysis of Syrian refugee education: Turkey and Lebanon-is it likely to design ''a standardised education for all?''

Official URL: http://risc01.sabanciuniv.edu/record=b1649014 (Table of Contents)

The ongoing Syrian Civil War is so destructive and threatening that an overwhelming majority of Syrian dwellers have fled to Turkey and Lebanon. Today, these countries comprise the highest Syrian populations, respectively. The majority of Syrian population, children, requires special attention to their access to education since most are out of schooling in the host countries. Syrian children are in need of certain skills, abilities, and knowledge, so as to reconstruct the largely damaged institutions and public provision in their home countries during the post-war period. In respect of these preconditions of the reconstruction, this study examines the Turkish and Lebanese policies on refugee education to identify the current educational profiles of Syrian students based upon instruction they participate in. As a qualitative study, this research deploys comparative case studies and examines Turkish and Lebanese policies for Syrian refugees. This study shows that the Lebanese government plays an active role in providing education through its tailor-made education policies. Although Turkey and Lebanon have very similar structures in refugee governance, their educational supplies differ from one another to a larger extent. Three educational categories are formed on the basis of the analysis. The term "educationless" (1) refers to Syrian children with no access and certificate to formal education in the host countries, whereas the term "informeducational" covers children with only certificates of informal education. Thirdly, a "super-educated" group consists of children with a diploma or transcript from their last attended institutions.