How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey

Basit Öğe Kaydı
dc.authoridLelie, Frans/0000-0003-0499-4412|Crul, M.R.J./0000-0002-2003-7826|Keskiner, Elif/0000-0002-3278-9830
dc.authorwosidCrul, Maurice R.J./E-9165-2013
dc.contributor.authorCrul, Maurice
dc.contributor.authorLelie, Frans
dc.contributor.authorBiner, Ozge
dc.contributor.authorBunar, Nihad
dc.contributor.authorKeskiner, Elif
dc.contributor.authorKokkali, Ifigenia
dc.contributor.authorSchneider, Jens
dc.date.accessioned2024-07-18T20:49:03Z
dc.date.available2024-07-18T20:49:03Z
dc.date.issued2019
dc.departmentİstanbul Bilgi Üniversitesien_US
dc.description.abstractSince the war in Syria started in 2011, many children left their war-torn country, alone or together with their families, and fled to neighboring countries in the Middle East, to Turkey or to Europe. This article will compare how Syrian refugee children are included - or not - in school systems both in Europe (Sweden, Germany and Greece) and outside Europe (Turkey and Lebanon). These five countries represent very different ways of receiving children in their educational system. We will compare national institutional arrangements like access to compulsory school, access after compulsory school age, welcome or immersion classes, second language education and tracking mechanisms. Including children as soon as possible in regular classes seems to provide the best chances for school success, whereas educating refugee children in a segregated parallel school system for extended periods often results in early school leaving or not attending school at all.en_US
dc.identifier.doi10.1186/s40878-018-0110-6
dc.identifier.issn2214-594X
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85064154936en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1186/s40878-018-0110-6
dc.identifier.urihttps://hdl.handle.net/11411/8047
dc.identifier.volume7en_US
dc.identifier.wosWOS:000701892100010en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringernatureen_US
dc.relation.ispartofComparative Migration Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEducationen_US
dc.subjectRefugee Childrenen_US
dc.subjectIntegrationen_US
dc.subjectIntroduction Classesen_US
dc.subjectWelcome Classesen_US
dc.subjectSecond Language İnstructionen_US
dc.titleHow the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkeyen_US
dc.typeArticleen_US

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