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Turkish Migrants and Education
Group of National Experts on the Education of Migrants
13-14 October 2008
Paris
The immigration of the Turkish workers to Western European countries started in the beginning of 1960’s.
Numbers of Turkish People Living in Foreign Countries
Germany 2,300,000 Belgium 130,000 USA 250,000
France 423,471 Finland 7,000 Canada 41,000
Netherlands 364,333 Switzerland 80,000 Australia 150,000
Denmark 54,589 UK 80,000 Russia 30,000
Norway 10,000 Italy 15,000 Israel 30,000
Sweden 63,580 Austria 110,000
Common Qualifications of Turkish Immigrants-1
The first generation Turks: mostly from rural areas, with low educational backgrounds, without professional qualifications
Common Qualifications of Turkish Immigrants-2
• Lack of language & communication,
Feeling lonely and insecure,
Willingness to continue their living style,
segregated immigrants from the rest of the community.
Educational backgrounds,
Living standards,
Effect their school
performance and
integration.
Common Qualifications of Turkish Immigrants-3
Insufficiency of the host country's language competencies,
Difficulties to learn mother-tongue,
Lack of communication with in families and with schools
Lead migrants to special education
Common Qualifications of Turkish Immigrants-4
Services Provided by the Ministry of National Education (MoNE)
MoNE has appointed abroad Turkish Language and Culture teachers since 1970’s, to guide students and their parents.
Number of Teachers Appointed Abroad 2002 - 2007
2002 2003 2004 2005 2006 2007
900 1040 975 1000 1071 1149
MoNE• Prepares curriculum for Turkish Language and
Culture Course,• Signs bilateral negotiations and agreements at the
Ministerial level,• Arranges meetings of Education Experts with the
countries where Turkish immigrant population is high,
• Education oriented visits to Turkey for foreign principals, teachers,
• Develops sister school implementations.
41 Education Counselor and Education Attaché offices in 15 countries
United States of America
Federal Republic of Germany
France
Austria Australia Belgium
Denmark Georgia Netherlands
United Kingdom Switzerland Sweden
Egypt Russia Saudi Arabia
SUGGESTIONS-1• Additional courses,
• Mothers have a vital role,
• Teachers and multicultural dialogue,
• Surveys and analysis on successful migrant students,
SUGGESTIONS-2 “Successful Migrant Role Models”, Migrant integration projects, Expert support from motherlands,• Migrants adults
courses on language , vocational courses
• “Segregation Schools”
SUGGESTIONS-3
EU projects and collaboration with homelands,
A specific student mobility program.
Meral HACIPAŞAOĞLU
Deputy General DirectorMinistry of National Education, TURKEY
meralh@meb.gov.tr