In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.3,
S
eptem
b
er
2
01
8
,
pp. 244~
2
5
2
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
.v7.i
3
.
141
18
244
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
/
Integr
ation of Syrian R
e
fug
ees and T
u
rkish Stude
nts by
Non
-
Formal
E
duca
tion Activities
Ru
y
a
m
Kuçu
k
s
uley
ma
n
o
ğ
l
u
D
e
partm
e
nt
of
E
d
ucat
ional
Sci
e
n
ces
, U
l
u
d
a
ğ U
n
iversi
ty, T
u
rkey
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Jul 4,
2018
Re
vise
d Ju
l 1
9
,
201
8
Ac
ce
p
t
ed
Au
g
1
6
,
2
018
Wh
il
e
8
0
p
ercen
t
of
S
y
r
ian
ref
u
g
ee
chi
l
d
r
en
l
i
v
i
n
g
i
n
cam
ps
h
av
e
ch
ance
to
att
e
nd
f
orm
a
l
edu
cati
on,
only
small
num
ber
of
c
hi
ld
ren
are
att
e
nd
ing
T
u
rkish
sch
o
o
l
s.
T
he
p
u
r
po
se
o
f
th
is
r
es
earch
i
s
t
o
i
n
v
es
tig
a
t
e
th
e
opi
ni
on
s
o
f
t
h
e
S
y
ri
an
r
ef
ugee
chi
l
d
r
en
b
ef
o
r
e
an
d
af
ter
non
f
o
r
m
a
l
edu
cati
on
(
NFE
)
acti
v
iti
e
s
a
b
ou
t
ref
u
g
e
e
s
’
i
n
t
e
grat
ion
at
s
cho
o
l.
F
o
r
t
his
pu
rp
os
e,
certain
acti
v
iti
e
s
were
c
reated
a
n
d
o
rg
a
n
ized
b
y
t
h
e
r
e
search
er.
T
h
e
r
e
search
w
as
con
d
u
c
ted in
th
e
sel
ected pu
b
li
c
s
c
hoo
l wit
h
7
3 Syrian
ch
ild
ren
an
d
l
ast
e
d
f
o
r
28
w
eek
s.
S
emi-stru
ctu
r
ed
i
n
t
erv
i
ew
a
nd
o
b
s
ervat
i
o
n
m
eth
o
d
s
w
er
e
us
ed
i
n
th
is
s
tu
dy.
T
he
d
at
a
were
a
nal
y
s
e
d
u
s
i
n
g
co
n
t
ent
anal
ys
is
.
The
fi
nd
i
n
g
s
ob
tai
n
ed
fro
m
th
e
st
ud
y
h
a
ve
b
een
o
rg
ani
z
ed
i
n
t
o
3
m
a
i
n
t
he
m
e
s.
T
h
e
s
e
th
em
es
a
re
“
lan
g
u
a
ge”,
“
cop
i
n
g
a
nd
reso
lvin
g
confl
i
c
t
”
an
d
“jo
i
ning
a
g
ro
up
and
su
st
aining
frien
ds
hi
p”.
A
s
a
r
esul
t
o
f
t
he
s
tu
dy,
i
t
has
be
en
d
et
erm
i
ned
th
at
S
y
r
ian
chi
l
d
r
en
can
c
o
p
e
w
it
h
t
h
e
prob
lem
s
t
h
e
y
are
exp
e
ri
enci
ng
a
nd
integrate
int
o
t
he
s
chool
li
f
e
a
nd
Tu
rkish
stu
d
e
n
ts
b
ei
ng
m
o
re
helpful
and
to
leran
t
t
o
w
ard
s
t
he
r
ef
ug
ees
a
re
i
nfl
u
enced
b
y
no
n
f
o
rm
al
e
d
u
c
ati
on
acti
v
iti
e
s
con
duc
t
e
d
in
s
ch
ool.
It
i
s
ho
ped
that
i
t
w
i
l
l
b
e
a
g
oo
d
ex
a
m
p
l
e
for
each
s
ch
ool
i
n
des
i
gn
in
g
educat
io
na
l
p
r
o
g
ram
s
f
or
S
yri
a
n
re
f
uge
e
chi
l
dren
with N
F
E
act
i
v
it
i
e
s.
K
eyw
ord
:
Lifelong Learning,
N
on F
o
rm
al Educ
a
t
i
o
n,
Re
fu
gee
Inte
gr
ati
o
n
So
ci
al
Re
s
pon
si
bil
i
t
y
,
Sy
ri
an
R
ef
ug
e
e
s,
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Depa
rtem
ent o
f
Educat
iona
l Sc
i
e
nces
,
U
l
u
d
ağ U
nive
r
s
ity,
G
o
ruk
l
e
Ca
mp
us,
N
ilufer-
Bur
s
a
,
1
60
59,
Turke
y.
Em
ail:ru
y
a
m
k
@
u
l
uda
g.
ed
u.t
r
1.
I
N
TR
OD
U
C
TI
O
N
Arab
S
p
r
i
n
g
st
art
e
d
in
201
0
h
a
d
gi
v
e
n
a
st
art
fo
r
man
y
c
iv
i
l
u
p
ris
i
ngs
i
n
the
ne
i
g
h
b
o
ri
n
g
c
ou
n
t
r
i
e
s
.
U
n
i
t
e
d
N
a
t
i
o
n
s
d
e
c
l
a
r
e
d
t
h
a
t
S
y
r
i
a
n
h
u
m
a
n
i
t
a
r
i
a
n
c
r
i
s
i
s
t
o
b
e
t
he
w
or
st
f
ac
ed
s
o
far
in
t
he
2
1st
ce
n
t
ur
y
[1]
D
u
e
to
t
he
w
ar
i
n
S
y
ria
,
m
any
pe
op
l
e
h
ad
t
o
a
b
a
n
d
o
n
t
he
ir
o
w
n
h
ome
l
a
nd.
1
4
mi
lli
on
S
y
rian
c
i
t
ize
n
s
hav
e
take
n
r
e
fu
ge
i
n
n
e
i
ghb
or
i
n
g
c
o
u
n
t
r
i
e
s
a
n
d
S
y
r
ia
h
as
b
e
c
o
m
e
one
of
t
he
w
orld
's
l
arge
st
r
efuge
e
c
oun
t
r
ies.
I
n
the
se
ve
n
t
h
ye
ar
o
f
S
y
r
i
an
c
i
v
i
l
w
a
r
,
the
im
p
a
ct
o
f
the
c
r
isis
on
n
ei
gh
bori
n
g
c
o
un
t
r
i
e
s
c
o
nti
n
u
e
s
to
d
e
e
p
e
n.
A
c
c
o
rdi
n
g
to
s
tat
i
st
ics
4
3
p
er
cent
of
S
yria
n
s
,
disp
lac
e
d
a
s
r
e
f
uge
es,
live
in
T
ur
ke
y
[
2
].
T
o
da
t
e
,
Turkey
i
s
home
for
3,5
5
1
,
78
S
y
ria
n
r
e
f
ugee
s
,
of
w
h
i
c
h
1
,4
9
0
,03
3
a
r
e
c
hi
l
d
re
n;
o
f
wh
i
c
h
ov
e
r
900
,0
00
a
re
e
sti
m
a
t
ed
t
o
be
s
ch
o
o
l-a
g
e
c
h
il
dre
n
.
A
ltho
u
gh
U
N
I
CE
F
has
intr
odu
c
e
d
some
S
yr
ian
c
h
ildr
e
n
int
o
t
he
T
e
m
p
o
r
a
ry
Edu
c
at
io
n
C
e
nt
e
r
s
(TEC)
[3
,1
],
a
b
out
h
a
l
f
a
mi
ll
i
o
n
of
t
he
se
c
h
il
d
r
en
a
r
e
e
n
r
ol
l
e
d
i
n
T
u
r
ki
sh
pub
l
i
c
s
ch
ool
s
w
h
ic
h
of
m
o
s
t
a
r
e
a
t
p
r
i
m
a
r
y
a
nd
s
ec
on
da
ry
s
ch
oo
l
l
e
vel.
S
ince
J
une
2
01
6
,
U
NICEF
has
r
e
porte
d
tha
t
m
ore
tha
n
40
p
e
rce
n
t
o
f
s
c
h
o
o
l
-
a
g
e
re
fugee
c
h
i
l
dr
en
(
38
0
th
ousa
nd
pe
op
l
e
)
stil
l
can
n
ot
g
o
t
o
s
ch
oo
l,
d
e
s
pi
te
a
5
0
perc
en
t
inc
r
ea
se
i
n
enro
l
l
me
n
t
.
Wi
t
h
t
he
l
a
w
f
or
F
ore
i
gn
e
r
s
and
I
n
t
e
r
n
a
tio
na
l
Pro
t
e
c
t
i
on
e
n
t
e
r
e
d
i
nt
o
fo
rc
e
by
Tu
rk
ey
i
n
20
14
,
al
l
t
h
e
refu
ge
es
h
av
e
t
h
e
rig
h
t
t
o
fre
e
a
cce
ss
t
o
h
e
a
l
t
h,
e
duca
t
io
n
a
n
d
l
a
b
o
r
m
a
r
k
et.
U
nder
th
i
s
l
e
g
i
s
la
t
i
on,
T
urkey
i
s
o
b
l
i
g
ate
d
t
o
pro
v
i
d
e free
e
d
uc
at
io
n
for
all sc
h
o
o
l
-a
ge S
yrian
refugee
ch
i
l
d
r
e
n
.
The
c
o
n
t
ri
b
u
t
i
on
o
f
i
m
m
igra
n
t
s
t
o
s
oc
i
a
l
c
o
m
m
uni
c
a
t
i
o
n
i
n
t
he
c
ou
n
t
ries
w
here
t
he
y
go
,
i
s
t
he
m
ost
ou
tsta
nd
i
n
g
fe
ature
of
e
duc
a
t
io
n.
E
duc
a
t
i
o
n
e
n
a
b
le
s
im
migra
n
t
s
to
m
i
n
im
ize
the
ri
sks
the
y
m
ay
f
ace
w
it
h
i
n
the
hos
t
c
o
un
tr
y.
I
ncr
easin
g
the
i
n
fl
ue
nce
of
i
m
m
igra
nts
i
n
t
he
e
du
c
a
t
i
on
a
l
e
nvi
ron
m
en
t
a
l
so
i
n
c
re
ases
t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Inte
gra
tio
n of Syr
i
an Ref
u
g
e
e
s
and
T
u
rk
ish
Stu
d
e
n
t
s
by
N
o
n
Form
a
l
.
.
.
(
Ruyam
Kuç
u
ksu
l
eym
an
o
ğ
lu
)
24
5
s
o
c
i
a
l
c
o
h
e
s
i
o
n
o
f
i
m
m
i
g
r
a
n
t
s
[
4
]
.
T
h
e
r
e
f
o
r
e
r
e
f
u
g
e
e
s
’
a
c
c
e
s
s
t
o
e
duc
a
t
i
o
n
ha
s
be
en
t
he
s
ub
j
e
c
t
o
f
ac
ad
em
ic
and
po
l
itic
a
l
e
nq
u
i
ry
R
ac
i
s
m
and
ba
d
em
o
tio
ns
f
e
d
b
y
i
m
m
i
grants
c
a
n
b
e
sol
v
e
d
t
hr
oug
h
ed
uca
t
i
o
n
[5]
.
N
e
a
r
ly
a
l
l
o
f
t
h
e
r
e
fu
ge
e
st
u
d
i
e
s
em
phas
i
z
e
t
ha
t
m
i
gran
t
c
h
il
dr
e
n
n
ee
d
e
duca
t
io
n
to
a
dap
t
t
hem
s
el
ve
s
to
t
he
n
e
w
en
vi
ron
m
en
t
wh
e
r
e
th
ey
h
a
v
e
mi
g
r
at
e
d
[
6
-
11
].
T
o
l
earn
t
h
e
l
a
n
g
u
a
g
e
o
f
t
h
e
n
e
w
c
o
u
n
t
r
y
i
s
t
h
e
c
r
u
c
i
a
l
nee
d
f
or
t
he
r
efu
g
ees
[
12]
.
L
e
a
r
ni
ng
t
he
l
a
n
g
u
a
g
e
o
f
w
he
r
e
t
he
y
g
o
a
llows
t
h
e
m
to
t
ake
p
a
rt
i
n
a
n
y
sit
u
ati
on
i
n
t
h
e
c
ount
ry
e
a
s
i
l
y
.
[1
3
,
1
4
]
.
Be
sid
e
s
l
e
a
r
n
i
n
g
a
n
e
w
l
a
ngu
a
g
e
,
t
he
s
ch
oo
l
e
n
v
i
r
o
n
m
e
n
t
al
so
p
ro
vi
des
cul
t
u
ral
in
t
e
rac
t
i
o
n.
T
he
S
yria
ns
w
h
o
c
a
m
e
to
T
urke
y
a
s
a
r
e
f
ug
ee
h
a
v
e
a
l
re
ad
y
star
ted
t
o
s
e
ttle.
In
l
ine
w
i
t
h
T
u
r
k
e
y
’
s
p
o
l
i
c
y
,
t
h
i
s
m
e
a
n
s
t
h
a
t
t
h
e
s
e
r
e
f
u
g
e
e
s
w
i
l
l
b
e
p
e
r
m
a
n
e
nt
i
n
T
u
rkey
i
n
a
very
s
hor
t
ti
m
e
.
F
r
o
m
now
on
t
he
S
yr
ian
c
h
il
dre
n
w
ill
l
i
v
e
w
i
t
h
t
he
T
u
r
ki
s
h
c
omm
u
n
ity
a
n
d
i
n
the
fut
u
re
t
he
y
w
i
l
l
b
e
e
i
t
h
er
t
he
s
oc
ial
ca
pita
l
or
s
oc
i
a
l
pro
b
lem
o
f
t
he
c
ou
n
t
ry.
To
p
re
ve
nt
f
r
o
m
losi
n
g
a
ge
ner
a
t
i
o
n
o
f
S
y
rian
r
e
f
u
g
ee
c
hil
d
re
n,
form
al
a
n
d
n
o
n
f
orm
a
l
educ
a
t
i
on
are
possi
b
l
y
the
first
s
t
e
p
s
t
o
h
el
p
t
h
e
m
t
o
ha
ve
a
s
e
n
se
o
f
fu
ll
i
n
t
e
g
ra
t
i
o
n
and
li
ve
norm
a
ll
y
.
N
on-for
m
a
l
e
d
u
c
a
t
i
o
n
(N
F
E
)
is
c
om
m
onl
y
k
now
n
to
b
e
a
n
y
orga
ni
z
e
d,
s
ys
t
e
ma
t
i
c
,
e
d
u
ca
t
i
on
a
l
ac
t
i
v
i
ty
car
ried
on,
o
utsi
de
t
he
f
ra
me
w
o
rk
o
f
the
for
m
a
l
s
ys
tem
t
o
pr
ov
i
d
e
se
l
e
c
t
ed
t
yp
es
o
f
lea
r
nin
g
t
o
p
a
rti
c
ul
a
r
s
ubg
rou
p
s
i
n
t
h
e
p
opu
l
a
ti
on;
a
du
lt
s
a
s
w
ell
a
s
c
h
ild
ren
[1
5].
N
F
E
i
s
a
n
or
ga
n
i
se
d
e
duca
tio
na
l
proce
s
s
w
h
ic
h
take
s
p
l
ace
a
l
ongs
i
d
e
th
e
ma
ins
t
re
am
s
yste
m
s
o
f
e
du
c
a
tion
a
n
d
t
r
ai
ni
ng
a
n
d
d
o
e
s
no
t
t
y
pi
c
a
ll
y
lead
t
o
c
e
rt
i
f
ic
a
t
i
o
n.
N
FE
d
evel
o
p
s
hum
an
capa
b
i
l
i
tie
s,
i
mpr
ove
s
so
c
i
al
c
o
h
e
si
on
a
nd
c
r
ea
t
e
s
re
sp
on
si
ble
cit
i
ze
ns
[
1
6
].
F
lexi
b
l
e
a
nd
di
ver
s
e
n
o
n
-fo
r
m
a
l
e
d
uc
a
t
i
o
n
pla
y
s
a
n
i
m
p
o
r
t
a
n
t
r
o
l
e
a
s
a
c
o
m
p
l
e
m
e
n
t
,
a
n
a
l
t
e
rn
at
iv
e
,
a
nd
a
s
uppl
e
m
e
n
t
to
t
h
e
f
o
r
mal
e
d
u
cati
o
n
sy
st
em.
N
F
E
e
nric
hes
lear
nin
g
e
n
v
i
ro
nme
n
t
s
a
n
d
prom
o
t
e
s
t
he
l
e
a
rni
ng
o
f
e
sse
nt
ia
l
ski
lls
a
nd
c
om
pete
ncie
s
[17]
.
In
non-f
o
r
m
a
l
e
ducat
i
o
n
,
m
ost
of
t
e
n
w
h
at
i
s
lear
ne
d
is c
ul
tu
r
a
lly va
l
ua
b
l
e as i
t a
ddre
s
se
s the need
s an
d in
ter
e
s
t
s o
f
the
lea
rner
s.
C
o
n
s
e
que
n
t
l
y
, no
n-form
al
e
d
u
cati
o
n
address
e
s
sp
e
c
i
f
i
c
l
ea
rni
n
g
n
e
ed
s
an
d
i
n
t
e
re
st
s
f
o
r
t
he
a
c
h
ie
vem
e
n
t
o
f
im
me
dia
t
e
p
e
rsona
l
ou
tc
ome
s
[
16]
.
These
inc
l
ude
e
duca
tio
n
an
d
t
r
ai
nin
g
,
k
now
l
e
dge
a
n
d
sk
i
l
l
s
acq
ui
sit
i
o
n
,
e
n
ha
nc
i
ng
the
q
u
a
lit
y
of
life
,
r
educ
ing
p
over
t
y
a
n
d
im
pr
ov
i
n
g
l
i
ve
lih
o
od
in
it
ia
tive
s
i
n
r
e
g
ard
t
o
s
oc
io-e
co
nom
i
c
n
e
e
d
s.
T
hes
e
ou
tc
ome
s
a
ss
is
t
par
tic
ipa
n
ts
i
n
a
d
a
p
t
i
n
g
t
o
d
i
f
fere
nt
s
itua
tio
n
s,
h
ence
n
o
n
-form
al
e
duc
ati
o
n
is
p
ro
v
i
d
e
d
for
ada
p
t
i
ve
r
e
s
p
onse
s
[
1
6
]
.
T
h
e
N
F
E
a
lso
a
d
d
r
esses
the
im
m
e
diate-
l
on
g
-
te
rm
s
tructur
a
l
c
o
nse
que
nc
e
s
t
ha
t
requ
ire
differ
e
n
t
peo
p
l
e
'
s
at
t
itu
des.
N
F
E
i
s
l
ear
ner
c
e
ntred
a
n
d
prac
tice
b
a
sed
lea
r
ni
n
g
p
roce
ss
w
i
t
h
i
n
t
r
ins
i
c
moti
va
t
i
o
n
,
w
h
ic
h
a
i
ms
t
o
p
r
ov
ide
i
d
e
n
t
ity
g
row
t
h,
s
oc
ia
l
c
h
a
n
g
e
an
d
inte
g
r
at
i
on
i
n
to
s
oc
ie
ty
w
i
t
h
crit
ica
l
th
ink
i
ng
a
bi
lit
ies.
A
s
lea
r
ni
n
g
i
s
vo
lun
t
a
r
y,
it
i
s
o
fte
n
lin
ke
d
to
t
erm
s
like
‘ex
p
er
i
m
en
ta
l
l
e
a
r
ni
ng’,
‘em
pow
e
r
me
nt’,
‘
socia
l
p
e
d
a
gog
y’
,
‘par
t
i
c
i
pa
ti
on’,
‘
act
iv
e
ci
ti
z
e
ns
h
i
p’
a
nd
‘
soc
i
al
i
n
c
l
u
si
o
n
’.
[
17]
.
It
i
s
th
oug
h
t
t
ha
t
i
n
t
e
r
m
s
o
f
ada
p
ta
ti
on
o
f
S
y
ria
n
r
e
f
ugee
ch
i
l
dr
en
t
o
t
h
e
i
r
n
e
w
l
i
f
e
i
n
T
u
r
k
e
y
,
N
F
E
i
s
e
x
t
r
e
m
e
l
y
impor
ta
nt.
N
F
E
a
llow
s
c
hi
ld
re
n
t
o
r
eal
ize
t
h
e
m
se
lve
s
i
n
ter
m
s
o
f
cogn
it
iv
e
an
d
so
ci
al
d
ev
elo
p
m
ent
[18
]
.
Thro
ug
h
N
F
E,
m
ora
l
v
al
ues
c
a
n
be
t
au
g
h
t,
s
uc
h
as
m
edia
t
i
o
n
,
be
i
n
g
r
e
s
p
e
ctfu
l
an
d
to
le
r
a
nt
o
f
pe
o
p
le
[
19]
.
Re
fu
gee
c
h
i
l
dre
n
a
l
s
o
ac
qu
ire
sk
i
l
l
s
s
uc
h
a
s
s
oc
io
e
m
o
ti
ona
l de
ve
lop
m
en
t
,
a
nd
j
o
i
ni
ng
a
g
rou
p
a
nd
s
u
s
ta
i
n
i
n
g
frie
nds
h
i
p
[20
]
.
I
t
m
a
k
es
i
t
e
a
sier
f
or
t
he
m
t
o
l
e
a
rn
t
he
l
a
n
g
u
ag
e
o
f
t
h
e
i
r
a
syl
u
m
co
unt
ry
,
to
v
i
s
it
t
h
e
ir
su
rro
un
ding
s
an
d
to
c
o
m
mu
ni
c
a
t
e
w
it
h
p
e
op
l
e
[
2
1
].
Ha
vin
g
b
e
e
n
disp
la
ce
d
fr
om
t
heir
c
ou
n
t
r
i
es,
t
h
e
y
n
e
e
d
spec
ia
lize
d
p
r
o
gr
am
s
tha
t
p
r
o
v
i
de
t
hem
w
i
t
h
t
he
n
ec
e
s
sa
ry
p
syc
h
osoc
i
a
l,
aca
dem
i
c
supp
ort.
T
he
refo
r
e
,
the
c
u
rre
n
t
st
udy
p
ro
vi
d
e
s a
p
r
e
c
io
u
s
u
nd
erst
andi
ng
of
ho
w NFE
a
c
t
i
v
i
t
i
es ha
v
e
r
eac
hed ou
t
t
o
t
he
S
yria
n refu
ge
e
chi
l
d
ren.
H
ow
eve
r
,
the
r
e
is
n
o
s
t
ud
y
on
h
o
w
m
igra
nt
c
h
i
l
d
re
n
ar
r
i
vi
n
g
i
n
T
u
rke
y
f
r
o
m
S
y
ria
ha
ve
b
e
n
efi
t
ed
f
r
o
m
N
FE
.
Th
i
s
s
t
udy
w
i
l
l
pro
v
i
d
e
a
d
i
f
f
e
re
n
t
p
e
r
sp
ecti
v
e
i
n
to
t
h
e
sc
h
o
o
l
l
i
v
es
o
f
S
y
ria
n
r
efu
g
ee
chi
l
d
ren
liv
in
g
i
n
T
urk
e
y
a
nd
sh
o
u
ld
i
nsp
i
re
s
om
e
o
t
he
r
ed
uc
a
t
ors
an
d
sc
hoo
l
m
a
na
gers
i
n
d
e
si
gn
i
ng
e
d
uc
a
t
i
o
nal
p
r
o
g
r
a
m
s
f
o
r
r
e
f
u
g
e
e
s
.
A
l
t
h
o
u
g
h
i
n
r
e
c
e
n
t
y
e
a
r
s
t
h
e
r
e
h
a
s
b
e
e
n
a
n
a
tte
m
p
t
t
o
i
n
t
ro
du
ce
s
tu
de
nt
s
i
n
t
o
n
o
n
-
form
al
e
duc
a
t
ion
pro
g
r
a
m
s
,
the
co
nce
p
t
i
o
n
s
of
S
yr
ia
n
refu
ge
e
ch
i
l
d
ren
a
b
o
u
t
t
hese
e
du
c
a
ti
on
pr
og
r
a
m
s
h
a
v
e
no
t bee
n
sys
t
e
ma
t
i
c
a
lly
r
ese
a
rc
hed.
1.1.
Prob
le
m S
t
atemen
t
A
s
o
ld
a
s
hu
m
a
nit
y
,
m
i
gr
at
i
o
n
c
ons
ti
tute
s
a
pr
ocess
w
h
i
c
h
a
f
fec
t
s
t
h
e
w
h
o
l
e
d
y
n
a
m
i
c
s
o
f
s
o
c
i
a
l
,
cul
t
u
ral,
p
o
l
i
t
i
c
al,
an
d
e
c
o
no
mic
fac
t
or
s.
S
o
c
i
a
l
in
tera
ct
i
on
b
e
t
ween
c
om
m
unit
i
es
l
iv
ing
i
n
h
arm
o
n
y
w
ith
t
he
mi
g
r
ati
o
n
co
mmu
n
i
ty
s
e
e
m
s
t
o
a
ff
ec
t
all
so
ci
et
y
.
I
n
t
h
is
p
ro
c
e
s
s
,
e
d
u
c
a
t
i
o
n
a
l
a
c
t
i
v
i
t
i
e
s
t
h
a
t
a
r
e
c
a
r
r
i
e
d
o
u
t
i
n
educ
a
t
i
o
na
l
i
n
st
i
t
u
tio
ns
h
a
v
e
an
i
mpor
t
a
n
t
r
ol
e
in
t
er
ms
o
f
so
c
i
a
l
c
o
he
si
on.
I
t
has
be
e
n
o
bse
r
ve
d
t
h
at
t
he
S
y
r
i
a
n
r
e
f
u
g
ee
c
hil
d
re
n
ha
ve
s
ig
n
i
fica
nt pr
o
b
l
e
m
s i
n
orie
n
ta
ti
n
g
t
o
soc
i
a
l
a
nd sc
h
o
o
l
li
f
e i
n
T
ur
ke
y. The m
ain
pro
b
lem
s
a
re
l
a
n
g
u
a
g
e,
n
ot
a
cc
ompa
ny
in
g
w
i
t
h
T
urk
i
sh
c
hil
d
re
n,
a
n
d
pr
eju
d
i
c
e
s,
r
ac
i
s
t
an
d
vi
o
l
en
t
a
t
tit
ude
s
aga
i
ns
t
S
y
ria
n
r
e
f
ugee
c
h
il
dre
n
.
The
aim
o
f
t
his
s
t
ud
y
is
t
o
i
n
v
e
sti
g
a
t
e
s
c
ho
ol
e
n
v
i
r
onme
n
t
i
m
p
r
ov
e
m
en
t
s
bo
th
i
n
a
t
t
i
t
u
d
e
s
an
d
b
e
ha
vi
o
u
rs
o
f
S
y
rian
s
tu
de
nt
s
d
u
e
to
N
F
E
ac
t
i
v
i
ti
e
s
a
pp
l
i
e
d
t
o
t
h
e
m
.
F
o
r
this
p
u
r
p
o
se
,
answ
e
r
s to t
he
f
o
l
l
o
w
i
n
g
que
s
t
i
o
ns w
e
r
e
sought.
1
.
W
h
a
t
a
r
e
t
h
e
op
ini
o
n
s
o
f
t
h
e
Sy
ri
an
r
e
f
ug
e
e
chi
l
d
r
e
n
a
b
out
t
he
ir
s
c
h
oo
l
e
n
vir
onme
n
t
be
f
o
re
t
h
e
N
F
E
ac
tiv
i
t
i
e
s
?
2.
W
ha
t
are
t
h
e
op
i
n
io
ns
o
f
the
S
y
ria
n
r
ef
uge
e
c
h
ildre
n
a
b
o
u
t
t
he
ir
s
ch
o
o
l
e
n
vir
onm
en
t
af
t
e
r
t
h
e
t
h
e
N
F
E
ac
tiv
i
t
i
e
s
?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
4
4
– 252
24
6
2.
RE
S
E
AR
CH
METHOD
A
social
responsibility
project
was
designed
for
the
Syrian
ref
ugee
children
based
on
NFE
activities.
The
main
aim
of
this
project
was
to
create
an
environment
where
Syr
ian
and
Turkish
students
could
learn
from
each
other
by
using
non-formal
education
activities,
gain
common
habit
of
working
together
and
accompany
with
each
other,
to
help
Syrian
refugees’
improve
their
Turkish
speaking
skills,
break
Syrian
and
Turkish
children’s
prejudices
against
each
other
and
minimize
racist
vi
olence.
For
this
purpose,
certain
activities
were
created
and
organized
by
the
researcher.
The
main
purpose
of
th
ese
activities
are
to
minimize
problems
that
exist
between
children,
to
help
improve
Turkish
language
skills
and
to
learn
how
to
be
a
team.
All
NFE
activities
were
designed
and
applied
under
the
headings
shown
b
elow;
Turkish
Language
Skills
(Drama,
Music,
Fairytale
Club);
Racist
&Violent
Attitudes
(Drawings,
Board
Games,
Outdoor
Games);
Working
together (Talent Show, Night Tent Camp, Farewell Party).
Wi
t
h
in
t
he
s
c
ope
o
f
th
i
s
p
ro
j
ect,
N
F
E
a
ct
i
vit
i
es
h
a
v
e
bee
n
o
rga
nize
d,
a
pp
l
i
e
d
a
nd
d
ir
ec
t
e
d
for
th
e
S
y
r
i
a
n
r
efu
g
e
e
s
and
T
u
rk
is
h
chi
ldr
en,
by
t
h
e
re
se
arc
h
er
a
nd
a
gr
oup
of
vo
l
un
t
e
e
ri
ng
u
niv
e
rsi
t
y
s
t
u
d
e
nt
s
wh
o
has
ex
per
i
e
n
ce
on
N
F
E
acti
v
ities.
F
or
T
urk
i
sh
l
a
n
g
u
a
g
e
s
k
i
lls
1
0
s
o
n
g
s
a
bou
t
cu
l
t
ura
l
v
a
l
ues
w
e
re
t
a
u
g
h
t
.
S
im
p
l
e
d
r
am
a
cre
ations
w
er
e
use
d
w
i
th
e
m
pha
sis
on
w
o
rds
a
n
d
pa
t
t
e
rn
s
t
h
a
t
t
he
S
yri
an
c
o
ul
d
use
i
n
t
he
i
r
dai
l
y
a
n
d
s
c
h
o
o
l
live
s
.
A
nd
f
airy
t
a
les
w
ere
r
ead
t
o
e
m
p
h
a
si
z
e
c
o
m
m
on
u
n
i
versal
v
al
ues.
T
he
se
ac
t
iv
itie
s
w
e
r
e
p
er
form
e
d
o
n
l
y
for
S
y
ri
a
n
r
efuge
e
c
h
il
dre
n
f
or
t
he
f
irst
1
0
w
ee
k
s,
1
2
h
ours
per
w
ee
k
.
F
o
r
the
ne
xt
1
2
w
ee
k
s, the
s
imilar
ac
tiv
i
t
ie
s
w
er
e he
l
d
for
b
o
th
S
yr
i
a
n an
d
Tur
ki
sh
c
h
ild
re
n
.
For
m
i
nimiz
i
n
g
r
a
cist,
v
io
le
nt
a
tt
itu
de
s
a
n
d
pr
ej
ud
i
c
es,
a
cti
v
i
ties
i
n
w
hi
c
h
T
ur
kish
a
nd
S
y
ria
n
chi
l
d
ren
w
er
e
h
el
d
to
ge
t
h
e
r
w
er
e
organize
d.
T
hese
a
ct
ivi
tie
s
w
e
re
a
dm
i
n
istered
for
16
h
ours
p
er
w
eek
for
12
w
ee
k
s.
A
mong
t
he
ac
tiv
i
t
ie
s
the
c
h
il
dren
d
re
w
pic
ture
s
t
o
the
sc
h
oo
l
w
a
l
l
s,
t
he
y
p
l
a
y
e
d
b
oard
g
am
es
an
d
some
t
ra
dit
i
o
n
a
l
Tur
k
is
h
ou
t
d
o
o
r
ga
me
s,
t
he
y
b
u
i
lt
sp
ort
t
e
am
s
(ba
s
k
e
tba
l
l
,
f
oot
ba
l
l
,
han
d
b
al
l)
an
d
the
y
revi
ve
d
“
S
urvivor”
(a
v
ery
po
pula
r
TV
S
h
o
w
g
am
e
focuse
d
on c
o
mp
e
t
i
tion
an
d so
l
i
dari
ty).
To
ge
t
i
n
t
he
h
ab
i
t
o
f
w
o
rk
i
n
g
t
o
ge
ther,
an
d
by
t
h
i
s
w
a
y
i
n
o
r
der
to
m
i
n
i
m
i
z
e
t
h
e
prej
u
d
ice
s
,
a
l
l
t
h
e
c
h
i
l
dren
orga
nize
d
a
ta
l
ent sh
o
w
,
the
y ca
mpe
d
f
or
a
n
ig
h
t
in t
h
eir sc
ho
o
l
gar
d
en
a
n
d
i
n t
h
e la
st
w
e
e
k the
y
had fa
r
ewe
ll
part
y
w
h
ere
they
d
ance
d, a
te a
nd e
n
j
oye
d
t
oge
t
h
e
r
.
Th
is
s
tu
dy
w
a
s
d
e
sig
n
e
d
w
i
t
h
t
he
q
ua
lita
t
i
ve
r
ese
arc
h
meth
o
d
s.
Th
i
s
s
tu
dy
wa
s
ph
e
no
men
olo
gi
cal
bec
a
u
s
e
i
t
f
oc
use
d
o
n
un
der
s
ta
nd
i
ng
t
he
l
i
ved
e
x
p
e
r
ie
nc
e
s
of
st
u
d
en
ts
w
ho
sha
r
ed
a
com
mon
e
xpe
r
ience
.
N
ar
r
ative
i
n
qui
ry
w
a
s
the
m
et
ho
d
i
m
p
lem
en
t
ed
to
g
a
t
h
e
r
and
repo
r
t
the
d
a
ta
fr
om
th
e
p
ar
t
ic
i
pa
nts.
C
la
n
d
i
n
in
and
Co
n
n
e
l
l
y
[
22]
d
e
f
i
n
e
d
n
a
rra
t
i
ve
i
nq
uir
y
a
s
"a
w
ay
o
f
un
ders
t
a
nd
i
ng
e
xper
i
enc
e
"
b
y
i
nv
ol
v
i
n
g
col
la
bora
t
i
o
n
b
e
t
w
een
the
r
e
s
ear
cher
a
nd
t
h
e
pa
rti
c
ipa
n
ts,
"ove
r
t
i
m
e
,
i
n
a
p
l
a
c
e
o
r
s
e
r
i
e
s
o
f
p
l
a
c
e
s
,
a
n
d
i
n
soc
i
al
i
n
t
er
act
io
n".
Th
i
s
d
e
s
i
gn
w
a
s
pre
f
er
red
si
nc
e
p
h
en
ome
n
ol
o
g
i
ca
l
ap
pr
oac
he
s
f
oc
u
s
o
n
h
ow
any
in
div
i
dua
l or
g
rou
p
e
xperie
n
c
e
i
s
i
n
ter
p
rete
d
and
h
o
w
t
h
is
m
e
an
in
g is c
on
ve
ye
d [
23].
2.1.
S
a
mp
l
i
n
g
The
rese
arc
h
w
a
s
cond
uc
te
d
in
t
he
s
elec
te
d
pr
i
m
ar
y
a
n
d
sec
onda
r
y
pu
bl
ic
s
ch
o
o
l
s
.
Partic
ipa
n
ts
in
th
i
s
qua
l
i
t
a
t
i
ve
r
esea
rch
w
e
re
73
S
y
r
i
a
n
c
h
ildre
n
in
B
ursa,
Tur
ke
y.
O
f
t
h
e
73
S
y
ria
n
ch
i
l
d
ren,
36
w
e
re
m
ales
and
37
w
er
e
f
em
ales.
T
he
i
n
t
er
v
i
e
w
s
w
e
re
con
d
u
cte
d
w
it
h
22
S
yri
an
p
eo
pl
e
(1
3
ma
l
e
s-9
f
e
ma
l
e
s
)
.
Amo
n
g
S
y
r
i
a
n
c
h
ildre
n,
none
c
o
u
l
d
spea
k
Turk
is
h
w
h
e
n
t
he
y
firs
t
c
am
e
to
T
urke
y.
W
he
n
t
h
e
pr
oj
e
c
t
w
as
s
t
ar
t
e
d
,
ma
ny
o
f
the
S
yr
i
a
n
ch
i
l
dr
e
n
w
er
e
at
the
b
e
g
i
n
ner
(A
1,
A
2)
l
e
v
el
.
Th
e
sel
ect
ion
crit
e
r
i
a
w
ere
t
h
a
t
a
l
l
th
e
S
y
r
i
a
n
a
n
d
T
u
r
kis
h
s
t
ude
n
t
s
w
ere
addr
esse
d
by
t
he
ir
s
ch
oo
l
t
e
ac
h
e
rs.
Teac
hers
p
r
o
v
i
d
e
d
part
ici
p
a
t
i
o
n
of
a
ll
Sy
ri
an
s
t
ud
e
n
ts
in
t
h
e
a
ct
ivi
t
i
es
,
wh
i
l
e
a
cade
m
i
c
a
ll
y
l
e
ss
su
cc
e
s
s
f
u
l
a
n
d
a
b
i
t
n
a
u
g
h
t
y
T
u
r
k
i
s
h
s
t
u
d
e
n
t
s
w
e
r
e
cho
s
en
b
y
sc
h
o
o
l
a
dmi
n
ist
r
a
t
or
a
n
d
t
eac
he
rs
p
ar
tici
p
a
t
e
d
i
n
the
p
ro
j
e
ct.
Th
e
st
udy
l
a
s
t
e
d
fo
r
an
a
c
a
d
e
mic
yea
r
(
2
8
w
ee
ks).
2.2.
D
a
ta C
ol
le
c
t
ion
S
e
mi-struc
t
u
r
e
d
in
ter
v
i
e
w
a
nd
o
b
se
rva
t
io
n
me
tho
d
s
ha
ve
b
ee
n
u
ti
l
i
z
ed
in
t
hi
s
st
u
dy.
I
n
order
to
esta
bl
ish
co
nstr
uct
va
li
d
ity
o
f
t
h
e
inte
rv
ie
w
quest
i
o
n
s
,
the
q
u
e
s
t
i
o
n
s
w
e
r
e
s
e
n
t
t
o
t
w
o
a
c
a
d
e
m
i
c
i
a
n
s
w
h
o
w
o
rke
d
w
i
t
h
t
h
e
S
y
rians
t
o
g
e
t
t
heir
o
p
i
n
i
ons.
Ba
se
d
on
the
i
r
f
ee
dbac
k
,
the
inte
rv
iew
form
w
a
s
o
rganiz
e
d
.
Be
ca
use
al
l
s
t
u
d
e
n
t
s
w
ere
stude
n
t
s
o
f
t
h
e
r
e
s
e
arc
her,
h
er
obs
er
va
ti
on
s
and
e
x
perie
n
c
es
w
it
h
t
hem
w
er
e
a
l
s
o
con
s
i
d
ere
d
.
D
u
ri
ng
t
he
d
a
t
a
c
o
llec
tio
n,
t
h
e
i
nter
vie
w
s
w
er
e
r
ec
or
ded
a
n
d
s
hort
n
o
t
es
w
ere
take
n
b
y
t
h
e
rese
arc
h
er.
Tri
a
ng
ula
t
i
o
n
s
o
f
sour
ces
a
n
d
o
f
m
e
t
h
od
s
were
a
ccom
pl
i
s
hed
t
o
e
nsure
the
ir
va
lid
i
t
y
and
relia
bi
l
ity
[
23]
.
S
e
m
i
-st
r
uct
u
r
ed
in
terv
ie
w
s
,
d
o
cum
e
nts,
f
ie
ld
ob
serva
tion
s
w
e
r
e
co
mpa
r
ed
a
nd
c
on
t
r
ast
e
d
.
F
i
nal
l
y
,
an
o
ut
side
r
esea
rche
r
w
as
aske
d
t
o
ana
lyse
t
he
s
a
m
e
da
t
a
s
ep
a
r
a
t
el
y
.
T
h
e
i
n
t
erv
i
e
w
s
we
re
c
on
du
ct
ed
w
ith
t
he
c
h
ildr
en
b
y
t
he
r
esea
rche
rs
b
e
t
w
ee
n
N
o
v
em
ber
1
5
th,
2
0
1
6
a
n
d
Ma
y
2
0
th,
2
01
7.
S
ince
the
S
y
ria
n
chi
l
d
ren
d
i
d
n
o
t
kn
ow
s
u
f
fi
cie
n
t
T
u
rki
s
h,
thro
u
g
h
t
he
h
el
p
o
f
3
A
ra
bic
i
n
ter
p
ret
er
s
w
ho
ar
e
uni
ve
rsity
stude
n
t
s
fr
om
S
yr
i
a
n
bac
kgro
u
n
d
s,
t
he
r
esea
r
cher
w
as
abl
e
t
o
i
n
t
e
r
v
i
e
w
.
T
h
e
i
n
t
e
r
v
i
e
w
s
w
i
t
h
t
h
e
p
a
r
t
i
c
i
p
a
n
t
s
w
er
e
r
ec
orded
by
mo
b
ile
p
h
o
n
e
an
d
t
h
e
n
t
r
a
nscri
b
e
d
b
e
f
or
e
ana
l
y
sis.
G
ua
rantee
i
n
g
c
o
n
f
ide
n
tia
li
t
y
,
an
onm
it
y
and
t
h
e
ri
gh
t
t
o
t
he
w
i
t
hdra
w
from
t
h
e
stud
y
a
t
a
ny
p
o
i
n
t
w
ere
t
r
an
sla
t
ed
i
nto
Ar
abic
t
o
e
n
sure
t
h
a
t
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Inte
gra
tio
n of Syr
ian Ref
u
g
ee
s
and
T
u
rk
ish
Stu
d
e
n
t
s
by
N
o
n
Form
a
l
.
.
.
(
Ruyam
Kuç
u
ksu
l
eym
an
o
ğ
lu
)
24
7
part
ici
p
a
n
t
s
f
ul
ly
u
n
d
er
sta
nd
the
re
sear
ch.
Eac
h
i
nte
r
view
t
oo
k
n
e
arly
a
n
h
o
u
r.
I
n
orde
r
to
h
i
d
e
t
h
e
id
e
n
t
ity
in
form
ation
of
t
he
c
h
i
l
d
ren
w
hose
v
i
ew
s
w
e
re
h
e
a
rd
i
n
t
h
e
r
e
sea
rch,
o
nl
y
t
h
e
na
me
s
of
t
he
c
h
i
ldre
n
w
e
re
use
d
.
To
ensur
e
the
r
elia
b
ili
t
y
o
f
t
h
e
in
terv
ie
w
s
,
t
h
e
i
n
ter
v
ie
w
s
w
e
r
e
c
ond
ucte
d
i
n
a
s
e
tti
ng
w
h
ere
t
h
e
r
e
w
e
r
e
on
ly
t
h
e
r
esea
r
cher
,
chi
l
d
r
en
,
and
the
i
n
t
e
r
pre
t
e
r
s.
T
he
r
esea
r
c
h
e
r
h
a
d
t
h
e
p
r
i
v
i
l
e
g
e
o
f
o
b
s
e
r
v
i
n
g
a
l
l
t
h
e
chi
l
d
ren
for
2
8
w
ee
ks first ha
nd, a
s the
i
r
t
e
ac
her,
and
inte
rac
t
e
d w
i
th a
ll t
h
e
s
e
st
ude
n
t
s t
h
ro
ug
h
out
t
he
pro
jec
t
.
In
qua
l
ita
t
i
v
e
r
esea
rch,
t
he
conce
p
t
o
f
"
t
r
ustw
ort
h
ines
s"
is
c
o
nsider
ed
i
nste
ad
o
f
val
i
d
it
y
a
n
d
relia
bi
l
ity.
V
ario
u
s
cre
d
ib
i
l
i
t
y
criter
i
a
ha
ve
b
ee
n
ta
k
e
n
in
to
acc
ou
n
t
i
n
the
proce
ss
of
t
h
i
s
re
sear
ch.
In
t
he
ana
lys
is
p
ha
se
o
f
t
h
e
data,
a
c
o
mpr
ehe
nsi
v
e
view
p
oin
t
w
as
s
o
u
g
ht
t
o
b
e
dra
wn
u
p
i
n
t
h
e
c
rea
t
i
o
n
of
t
h
e
c
o
de
list
a
n
d
in
t
he
in
terpr
e
tat
i
on
of
t
he
f
i
n
d
in
g
s
b
y
s
ear
chi
n
g
t
h
e
r
e
l
eva
n
t
l
itera
tur
e
.
A
ll
rec
o
rds
i
n
t
h
e
d
a
t
a
col
lec
t
io
n
a
n
d
a
n
a
l
y
sis
pr
oce
s
s
are
ke
pt
r
eg
u
lar
ly.
A
l
l
da
ta
so
ur
ces
are
c
it
e
d
.
M
e
t
hod
ol
o
gi
c
al
t
ri
a
ngu
la
tio
n
h
as
bee
n
p
ro
v
ide
d
th
r
o
u
g
h
i
n
t
e
rview
s
,
o
b
ser
v
a
tio
ns
a
nd
do
c
u
me
nt
exa
mi
n
a
ti
on
s
in
th
e
r
ese
a
r
c
h
.
Pat
t
on
(
2
002
)
st
a
t
ed t
ha
t
usin
g m
o
re
than
o
n
e
m
e
thod w
o
ul
d m
a
ke
the
r
ese
a
rc
h
m
o
re
q
u
a
li
t
a
tive
.
2.3.
D
a
ta an
a
ly
sis
C
o
n
te
n
t
ana
l
y
sis
w
h
ich
is
o
ne
o
f
t
h
e
si
g
n
i
f
ica
n
t
te
c
h
n
iqu
e
s
w
i
th
f
re
que
nt
u
se
s
ee
kin
g
to
p
r
ese
n
t
t
h
e
pro
b
lem
i
n
a
s
yste
ma
t
ic
w
a
y,
w
as
u
se
d
to
a
na
lyse
the
d
ata
.
I
n
a
nal
y
sis,
t
he
r
a
w
d
a
t
a
w
e
re
f
i
r
st
i
den
t
i
f
ie
d,
a
nd
the
n
c
om
mon
po
i
n
ts
w
e
r
e
foun
d
i
n
t
he
r
es
po
nses
g
i
v
e
n
and
t
he
n
c
ode
s
we
re
c
r
eate
d
.
The
c
a
te
g
o
ri
es
a
n
d
them
es
o
f
the
data
w
ere
ide
n
tif
ied
thro
u
gh
an
o
pen
c
o
d
i
n
g
p
roc
e
s
s
i
n
w
h
i
c
h
t
h
e
i
n
t
e
r
v
i
e
w
s
,
f
i
e
l
d
n
o
t
e
s
a
n
d
obs
erva
ti
on
s
w
e
re
ana
l
y
se
d
thr
o
u
g
h
l
i
n
e-
by
-
l
i
n
e
c
o
d
i
ng
and
a
na
l
ysis.
F
i
r
s
t
,
d
a
t
a
is
l
i
s
te
ned
a
n
d
rea
d
m
an
y
ti
m
es
t
o
d
e
c
i
de
cod
in
g
proc
es
s.
T
hen,
d
a
t
a
w
e
re
c
o
d
e
d
.
Later
th
ose
c
ode
s
w
er
e
collec
te
d
u
nder
som
e
the
me
s.
Them
es
w
ere iden
t
i
fie
d
thr
ou
gh
the
co
de
s, a
nd t
h
e
n
s
u
b
t
h
e
me
s c
om
posi
ng
the t
h
em
e
s
w
er
e iden
ti
fied.
3.
RESULTS AND
ANA
L
Y
SIS
Children
continue
to
be
the
ones
that
pay
the
biggest
price
in
the
face
of
the
crisis
and
carry
the
heaviest
burden.
Due
to
the
results
of
the
interviews
and
observations
t
he
findings
obtained
from
the
study
related
to
school
environment
changes
and
improvements
both
in
attitudes
a
nd
behaviours
have
been
organized
into
3
main
themes.
These
themes
are
“language”,
“coping
and
resolving
conflict”
and
“joining
a
group
and
sustaining friendship”.
Syrian
children
have
stressed
out
that
they
are
experiencing
va
rious
problems
both
in
social
and
school
life
because
of
language.
The
most
important
point,
that
since
S
yrian
childr
e
n
don
’
t
sp
e
ak
T
urkish
fluently,
they
can
not
communicate
with
neither
their
teachers
nor
peers
easily.
This
situation
necessitated
the
reception
of
help
from
Turkish
students
at
the
point
of
communi
cation
with
people.
In
cases
where
they
could
not
get
help,
language
misunderstandings
caused
some
other
misu
nderstandings.
For
this
reason,
they
don’t
socialize
and
are
left
out
of
the
groups
either
on
the
playgrou
nd
or
especially
in
the
classroom.
They
feel
themselves
alone
and
isolated.
Further
more,
they
are
not
succe
ssful
academically.
Syrian
students
are
having
difficulty
attending
the
classes
and
being
successful
in
the
ac
ademic
sense
because
the
teachers
can
not
help
the
students
sufficiently.
Most
of
the
Syrian
students
learn
Turkish
to
express
themselves
but
very
little
of
them
learn
reading
and
writing
precisely
and
neatly.
After
the
studies,
Syrian
children
who
learned
Turkish
have
stated
that
they
feel
better
at
school
and
on
playing
grou
nds.
They
also
stated
that
they
can
make
friends
more
easily,
understand
what
is
taught
in
the
lessons
and
be
successful
academically. (Table 1)
Table 1.
S
yrian refugee children
lan
guage skills
opinions
B
E
F
O
R
E
T
H
E
N
FE
AC
T
I
VI
T
I
E
S
AF
T
E
R
T
H
E N
F
E
AC
TI
VI
TI
ES
“L
e
arning
Turk
ish
i
s
v
e
r
y
di
ffi
c
ult
.
Pe
ople
don’t
u
n
de
rstand
me
w
h
e
n I spe
a
k
Turk
i
s
h and som
e
of the
m
m
o
c
k
me
”
(R
a
h
a
/
Ma
de
l
)
“
N
o
w
I
c
an
sp
e
a
k
T
ur
k
is
h qui
t
e
we
ll
than
a
ny
othe
r
m
e
mb
e
r
of my family
”
(V
e
lid)
“I c
an’
t
te
ll
my
fee
lings and
de
sire
s b
e
c
ause
I
don’
t
spe
ak
e
nough T
u
rk
ish.
I don’t u
nde
rstan
d the
c
o
n
v
e
rsati
ons in the
c
l
ass
r
oom or in the
play
ground”
(
Nou
r
)
“
I
’v
e starte
d l
e
arning Turk
i
s
h.
N
o
w I
c
an t
e
l
l
w
hat I
w
ant and
t
he
oth
e
rs play
w
i
t
h m
e
”
(Ra
h
a
)
“I c
a
n
bare
l
y
spe
a
k
T
u
r
k
i
s
h.
I’
m
hav
ing fun w
h
ile
play
in
g
in the
play
ground b
ut I g
e
t
bore
d during the le
ssons”
(V
e
l
i
d
)
I do
n’t
ge
t e
m
barrasse
d w
h
il
e
tal
k
ing Turk
i
s
h.
I
do
n’
t ge
t upse
t
l
i
ke
I
use
d
to do
w
h
e
n pe
op
le
laug
h at
m
e
.
I
laug
h
at m
y
se
lf,
to
o
.(
Fat
e
h
)
“I c
ould not c
omm
unic
at
e
in Tur
k
ish
w
h
e
n
we
c
ame
to Turk
ey
,
so I
f
e
lt
v
e
r
y
alone and in f
a
c
t I am still alone
”
(
S
aad
)
“
I
fe
e
l
free
w
h
i
l
e
tal
k
ing Tur
k
ish.
I
also don’t fe
ar
t
h
at p
e
ople
are
going to be
at
m
e
up”
(Saa
d)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
4
4
– 252
24
8
B
E
F
O
R
E
T
H
E
N
FE
AC
T
I
VI
T
I
E
S
AF
T
E
R
T
H
E N
F
E
AC
TI
VI
TI
ES
“I hav
e
poor grad
e
s
b
e
c
aus
e
I
c
an
’
t
spe
a
k
T
ur
k
ish.
Th
e
t
e
a
c
h
e
r
nev
e
r
show
s
int
e
re
st in
me
i
n
c
l
ass
e
s, sh
e
n
e
ve
r
ask
s
m
e
que
sti
ons.
B
e
c
ause
I c
an’t unde
rstand
the
qu
e
s
t
i
ons in th
e
ex
a
m
I
c
an’t answe
r any of the
m
”
(N
a
j
m
a
d/
B
e
t
u
l
)
“
I
’v
e starte
d
l
e
ar
ning
T
u
rk
is
h. N
o
w
I
c
an
t
e
ll
w
hat I
w
ant.
I
don
’t ge
t ups
e
t
l
i
ke
I use
d
to do
w
h
e
n p
e
ople
l
aug
h at me
.
”
(N
a
j
m
a
d)
“I do
n’t
study
fro
m
m
y
Turk
ish boo
k
s
bec
ause
I don’
t
k
now
how
t
o
re
ad.
It i
s ve
r
y
di
ff
ic
ult h
e
re
w
i
thout fri
e
nds and w
i
t
hout
the
ab
i
lit
y
to c
o
mmuni
c
a
te
in
Turk
ish”
(
M
oha
ma
d)
“
I c
an spe
a
k
T
u
rkish
we
ll
, I
unde
rst
and w
hat
pe
ople
s
a
y
but
still
c
an’
t
re
ad.
Re
ading is
v
e
r
y diff
i
c
ult
”
(
B
etu
l
)
“I w
as sc
are
d
at
first
bec
aus
e
I
did not
un
de
rstand T
urk
ish”
(
F
at
eh
)
“
I
h
a
te
l
e
ssons be
c
aus
e
I stil
l
hav
e
d
iff
ic
ulty
unde
rstanding w
hat
t
he
te
ac
h
e
r
s
ay
s
, I c
an
not
re
ad the
book
s.
But
I
am
ve
r
y
c
omf
ortable
w
ith m
y
frie
nds
w
h
ile play
ing and
sharing
”
(A
bdul
ha
ki
m
)
“I have
nothing and unde
rstand not
hing.
I
fe
e
l
both e
m
barrasse
d
and sc
are
d
” (
S
ame
r
)
“
I u
n
de
rstand an
d
re
spond to w
hat
te
a
c
h
e
rs s
a
y
in
c
l
ass now
”
(M
oha
m
a
d)
“T
he
t
e
a
c
h
e
r ne
ve
r show
s
inte
re
st in m
e
i
n
c
l
asse
s
,
she
ne
ve
r
ask
s
me que
stions. Bec
aus
e
I
c
an’t unde
rst
and
t
he
que
st
ions in
t
h
e
exa
m I
ca
n
’
t
a
n
s
w
er a
n
y o
f
t
h
e
m
”
(
A
bdulha
kim
)
“W
h
e
n
we
le
arne
d
Turk
i
s
h,
we st
art
ed to ge
t
be
tt
e
r
”
(V
e
l
i
d
)
“We
l
e
ar
n
e
d Tur
k
i
s
h and the
y
l
e
arned a litt
le A
r
abi
c
”
(M
a
d
e
l)
‘’N
ow
w
e
ar
e
starting
to
spe
ak
Turk
ish.
Some
e
v
e
n
can sw
e
ar
”
(T
a
h
a
)
“We
s
t
art
e
d to u
nde
rstand e
a
c
h
ot
he
r.
A
litt
l
e
Tur
k
i
sh, a
lit
tl
e
A
r
abic
.
Th
e
r
e
w
as
a
m
i
x
e
d language
”
(Z
a
k
a
ri
a
)
Wi
t
h
t
he
m
i
g
ra
tio
n,
t
he
l
i
v
i
n
g
spa
ce
o
f
t
he
i
n
d
i
v
id
ua
l
c
h
a
n
g
es
an
d
new
ass
o
cia
t
io
ns
em
er
g
e,
cu
l
tur
a
l
cohe
si
o
n
o
r
co
nfl
i
ct
an
d
s
oc
i
al
pro
b
l
e
ms
c
a
n
b
e
e
x
per
i
e
n
c
ed.
S
y
ria
n
r
efuge
e
ch
i
ldr
en
p
art
ici
pa
ti
n
g
i
n
th
is
stud
y
s
u
ffer
ed
cu
ltur
e
s
hoc
k
as
the
y
m
o
ve
d
to
T
u
r
key.
S
yr
i
a
n
c
h
il
dren
h
ave
be
g
u
n
to
e
val
u
a
t
e
c
u
l
t
u
ra
l
di
ffe
re
nce
s
,
n
o
t
c
ul
tura
l
a
f
fi
ni
ti
e
s
,
dur
in
g
the
i
r
a
ct
u
a
l
r
e
f
ug
e
e
e
x
p
erie
nc
es.
The
y
s
trug
g
l
e
d
w
it
h
a
d
a
p
t
i
ng
t
o
a
cul
t
ure
f
or
e
ig
n
to
the
m
a
nd
t
r
yi
ng
to
u
nder
s
ta
nd
a
nd
e
s
ta
bl
i
s
h
a
new
li
fe.
D
u
ring
t
he
ir
f
irst
f
ew
w
e
eks
i
n
Bur
s
a
,
T
ur
key,
t
he
y
al
l
fel
t
o
ver
w
helme
d
,
a
nd
mos
t
e
xpr
essed
a
des
i
re
t
o
r
eturn
t
o
S
y
r
i
a
.
T
he
m
ost
st
ri
k
i
n
g
rea
s
on
for
t
h
a
t
i
s
S
y
r
i
a
n
c
h
ild
re
n
fee
l
t
hem
s
elve
s
exc
l
ude
d.
O
b
tai
n
ed
f
ro
m
i
n
te
r
v
iew
s
,
i
t
i
s
seen
t
hat
t
h
e
i
d
e
a
of
h
a
v
i
n
g
s
i
mi
lari
ties
be
tw
e
e
n
t
he
c
u
l
t
u
ral
m
ea
n
i
n
g
of
t
h
e
i
n
f
o
rma
tion
in
S
yr
ia
a
n
d
T
ur
k
e
y
h
a
ve
los
t
i
t
s
sup
por
t
a
bil
i
t
y
for
t
h
e
S
y
r
i
an
s
wi
t
h
n
eg
at
i
v
e
expe
r
i
ence
s
i
n
s
oc
i
a
l
ter
m
s.
More
over,
t
he
y
ar
e
an
gry
be
c
ause
of
the
fee
li
n
gs
o
f
be
in
g
al
o
n
e
a
n
d
he
lp
less.
T
he
y
ha
ve
c
o
n
fl
ict
w
i
t
h
t
h
e
o
t
h
e
r
c
h
i
l
d
r
e
n
.
B
u
t
a
f
t
e
r
t
h
e
N
F
E
ac
t
i
v
i
ti
e
s
S
yr
i
a
n chi
l
d
re
n
start
ed
t
o
co
p
e
w
i
t
h
t
he Tur
k
i
s
h
.
(T
abl
e
2
)
Tab
le
2
.
S
yrian
refuge
e
chi
ldr
en c
op
ing
&r
es
ol
vin
g
co
n
fl
ict
op
i
nio
ns
BEF
OR
E
T
H
E
N
FE
AC
TI
V
I
TI
ES
AF
T
ER
T
HE N
F
E
AC
TI
VI
TI
E
S
“The
b
e
ginning w
a
s ve
r
y
dif
f
i
c
ul
t.
I fe
l
t
lost.
I
use
d
to c
r
y
a
t
nights.
I ha
t
e
d ev
ery
body and e
ve
r
y
b
ody
ha
t
e
d
me
”
(
Z
ak
ar
i
a)
“
W
e
do not fight
as muc
h as th
e
old
day
s”
(Nour)
“
W
e f
i
ght w
i
th
Tu
r
k
ish boy
s. Som
eti
m
e
s
th
e
y
w
i
n so
m
et
i
me
s
w
e
wi
n
”
(A
bdulka
d
e
r
)
“I l
ock
e
d a
Turk
i
s
h
girl t
o the
bathroom
onc
e.
N
o
w
I
’
m
v
e
r
y
sorry
f
o
r
w
hat I did”
(Fa
t
e
h
)
“
W
h
e
n I im
m
i
grate
d to Turke
y
I dre
ame
d to hav
e
a
pe
a
ce
f
ul and
good li
fe
and be
t
t
e
r
futur
e
,
th
e
same
as
th
e
dr
e
am
of
all
A
l
e
ppo
im
mi
grants but all I found
w
as a
gap.
He
re
we
ha
ve
a
not
he
r w
ar.
The
w
a
r to struggle
and surv
i
v
e
”
(Di
bo)
“I
t
hink
w
e
'
r
e
ge
tt
ing u
s
e
d to e
ac
h
ot
he
r now
.
W
e
do not
f
i
ght
lik
e we
us
e
d
to
b
e
. A
ft
e
r
al
l, we
are
fr
ie
nds”
(Be
t
ul)
“I
m
i
ss my
home
.
I
dre
am
about m
y
f
r
ie
nds and
my
s
c
h
ool
e
ve
r
y
night.
I w
ant to
go
bac
k
home
afte
r t
h
e
w
a
r
is ov
e
r
.
I
coul
d
n
’t
ge
t
use
d to h
e
r
e
and don’t k
now
i
f
I
w
a
nt
to
” (
M
ad
e
l
)
“I do
n’
t
f
e
ar any
more
that pe
opl
e
are
g
oi
ng t
o be
at
m
e
up.
I
have
ve
r
y
good Turk
ish frie
nds”
(Made
l
)
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Inte
gra
tio
n of Syr
ian Ref
u
g
ee
s
and
T
u
rk
ish
Stu
d
e
n
t
s
by
N
o
n
Form
a
l
.
.
.
(
Ruyam
Kuç
u
ksu
l
eym
an
o
ğ
lu
)
24
9
BEF
OR
E
T
H
E
N
FE
AC
TI
V
I
TI
ES
AF
T
ER
T
HE N
F
E
AC
TI
VI
TI
E
S
“I am
afraid to g
o
out on t
h
e
stre
e
t
alone
.
I nev
e
r
w
ant to be
alon
e
in sc
hool.
I r
e
alized how
di
ffi
c
u
lt it
w
ould be
for me
”
(
V
e
lid)
“I don
’t c
r
y
a lot
any
m
or
e
.
This
is my
ne
w hom
e
.
I wi
ll ge
t us
e
d
to it de
spit
e
th
e dif
fic
ul
ti
e
s
”
(Ah
m
a
d)
“T
he
s
e
months ha
v
e be
e
n a li
ttl
e
c
onfusi
n
g be
c
aus
e
of t
he
c
hange
s
.
I
start fr
om ze
ro”
(
Fate
h
)
“T
hey
do not c
al
l
m
e
A
r
ab any
mor
e.
T
hey
l
e
arne
d t
hat
I
am
Sy
rian”
(
A
bdulka
de
r)
“I am so
afrai
d
o
f
be
ing be
at
e
d.
I
am
nev
e
r
alone
a
t
sc
hool.
I am
afraid e
v
e
n
w
h
e
n I go to the
bathroo
m
”
(Ta
h
a
)
“I d
o
n’
w
ant to
die
any
m
o
r
e
.
T
h
e lif
e
ahe
ad of m
e
w
ill
b
e
be
autif
ul.
I w
ant
to be
li
ev
e
that.
I’m
pe
a
c
e
f
ul,
from
now
on t
hi
s
is my
s
c
hool.
W
e
a
r
e
not going to go bac
k
to S
y
ria”
(S
a
a
d
)
“I'm sc
are
d of
w
a
lk
ing around alo
ne
n
ow
”
(
Fa
tm
a
)
“I w
ill li
ve
h
e
r
e
. I re
ally
lov
e
my
t
e
ac
h
e
r
and t
h
e
“
b
ig siste
rs
and brot
he
rs”
.
Th
ey
are re
all
y
ni
ce
pe
ople
and they
tr
e
at
m
e
ve
r
y poli
t
e
l
y
”
(
Za
k
aria
)
“I fe
e
l
de
pra
ve
d
,
d
e
pr
e
sse
d and mobbe
d
” (
A
h
m
ad
/
S
a
m
e
r
)
“I hav
e
Turk
i
s
h fr
i
e
nds w
ho lo
v
e
m
e
.
I am
not
sc
are
d
any
mor
e
for be
i
ng
be
at
e
d a
nd hit
” (
D
ibo/F
atm
a)
"My
lif
e
is
now
h
e
re
. W
h
e
n
w
e
f
i
rst arrive
d, I
w
a
n
t
e
d
t
o
re
tur
n
bec
ause I di
dn’
t
li
ke
he
r
e
and "fe
lt lost"
w
ithout
a
ny
t
hing.
N
o
w
I
sol
ve
d
my
probl
em
s.
”
(
V
e
l
i
d
)
A
ll
p
a
rt
ic
i
p
an
t
s
e
x
p
re
sse
d
t
h
e
i
r
f
eeli
n
gs
o
f
sadness,
f
r
u
str
a
ti
o
n
,
an
d
de
spa
i
r
a
s
t
he
y
first
e
n
ro
lle
d
in
sc
ho
ol
.
At
t
h
e
b
e
gin
ni
n
g
of
th
e
st
udy
,
so
me
o
f
th
e
S
y
ri
an
s
t
u
d
e
n
t
s
had
p
r
e
judic
es
aga
i
n
s
t
t
h
e
Tur
k
ish.
S
om
e
of
the
m
co
nfes
sed
t
h
a
t
t
he
y
b
u
l
l
i
e
d
t
h
e
Tur
k
i
s
h
ch
ildr
en
m
any
t
im
es
v
e
r
b
all
y
or
p
h
y
s
ica
l
l
y.
S
om
e
st
u
d
e
n
t
s
we
re
r
a
g
i
ng
a
ga
i
ns
t
t
h
e
th
ri
ll
s.
S
o
m
e
d
i
d
not
k
no
w
why
th
ey
h
a
t
e
d
T
urk
is
h
c
hi
l
d
ren.
T
he
y
s
tat
ed tha
t th
ey d
i
d
no
t
ha
ve
a
ny
frien
d
s
a
t
t
h
e
b
e
g
i
n
nin
g
b
u
t
la
t
er
t
he
y
s
tar
t
e
d
to
es
t
a
b
l
i
sh
n
e
w
frien
dsh
i
ps,
jo
i
n
d
i
f
fer
en
t
g
r
oup
s
and
s
tart
to
e
njoy
the
ir
live
s
a
t
sc
h
o
o
l
w
it
h
N
F
E
ac
t
iv
it
i
e
s.
S
i
n
c
e
S
yrian
and
T
u
r
k
i
s
h
c
h
i
l
dre
n
d
id
n
o
t
k
n
o
w
ea
ch
o
ther
an
d
di
d
no
t
u
n
d
e
r
st
a
nd
ea
ch
o
t
h
er's
l
a
n
g
u
a
g
e
s
,
the
y
w
e
re
h
avin
g
d
i
f
f
icu
l
t
y
m
a
k
in
g
frie
n
ds
at
the
beg
i
nn
ing
o
f
t
he
p
rojec
t
.
A
f
te
r
N
F
E
ac
ti
v
i
tie
s
t
h
ey
h
a
v
e
b
e
com
e
f
a
m
i
l
i
a
r
w
i
t
h
e
a
c
h
o
t
h
e
r
,
t
h
e
y
c
o
u
l
d
b
e
c
o
m
e
frie
nds
easi
l
y
. The
y jo
i
n
ed
ea
c
h
ot
h
er’
s
g
rou
p
s a
nd
lear
ned
how
t
o
w
o
rk
a
nd p
l
a
y
t
oge
th
e
r
. (Ta
bl
e
3)
Tab
l
e
3.
S
yria
n
re
fugee
chi
l
d
ren
joi
n
g
ro
up
&
su
sta
i
n
frie
n
d
s
h
i
p
op
ini
on
s
B
E
F
O
R
E
T
H
E
N
F
E
A
C
T
I
V
IT
IE
S
A
F
T
E
R
T
HE
N
F
E
A
CT
I
V
IT
IE
S
“I fee
l
lone
ly and isolate
d
.
I hav
e
n
o
f
r
ie
nds,
T
u
r
k
ish
girl
s
s
t
are
and lau
gh at us”
(A
m
an
i)
“I hav
e
S
y
rian frie
nds and
w
e
play
toge
th
e
r
.
W
e
play
Sy
rian
game
s
”
(
N
our
)
“I am
r
e
all
y
sa
d about l
e
av
i
ng
my
frie
nds and
othe
r f
amily
m
e
m
b
e
rs,
e
s
p
e
c
i
all
y
m
y
grandpare
nts
”
(Sa
m
er)
“
W
h
e
n
we
c
am
e
t
o Turke
y
,
I
fe
lt
"
v
e
r
y alone
.
"
Sti
ll I
am
alone
”
(Duha
)
“N
obody
w
ants to be
fri
e
nds w
ith me
”
(T
a
h
a
)
“I d
o n
ot
fe
e
l
li
ke
be
longing to
a
ny
group.
But
the
r
e
w
e
re
a l
ot of
pe
ople
around me
in Sy
ri
a”
(F
a
tma)
“Som
e
t
i
m
e
s
I sit alone
al
l day”
(A
bdul
e
l Na
sır)
“H
ow
c
an
I be
f
r
i
e
nds
w
i
th t
h
e
m
? They
n
e
ith
e
r
u
nde
rs
tand
w
hat
we
sa
y
,
nor play
th
e same
gam
e
s
as
we
do.
They
ar
e
ve
ry strange
”
(Ra
ha
)
“I w
ant to b
e
fri
e
nds but the
y
nev
e
r
tal
k
to
me
”
(
Mo
h
a
mm
ad
)
“A
ll T
u
r
k
s ar
e
pla
y
i
n
g
t
oge
th
e
r
,
th
ey
don’
t
n
e
e
d
us”(
Ah
ma
d
)
“I lov
e
my
s
c
hool
and
som
e
of
m
y
fr
ie
nds.
Som
e
h
ow
,
som
e
c
aring
Turk
ish fri
e
nds he
l
pe
d m
e
and I
quic
k
l
y
m
ade frie
nds”
(Sa
m
e
r)
“I fee
l
c
onn
e
c
t
e
d t
o this
spec
i
al place
I
l
ove
m
y
s
c
hool
and frie
n
d
s
”
(M
o
hama
d
)
“
W
e hav
e a lot of fun
w
he
n
we
pl
a
y
t
he
s
a
m
e
g
a
m
es
”
(N
o
u
r
)
“Som
e
fri
e
nds are
t
e
a
c
hing
me
.
They
t
e
a
c
h
me
Turk
i
s
h;
I
also
te
a
c
h th
e
m
Mathematic
s’
’
(
Duha
)
“I
am
happi
e
r
tha
n
be
fore
.
C
an y
ou be
liev
e
I
hav
e
m
a
ny
Turk
is
h
frie
nds?”
(T
a
h
a
)
“A
ft
e
r
a c
oupl
e
of m
onths,
I
hav
e
n
e
w
sc
hool f
r
ie
nds.
I gue
ss I do
not w
ant to re
turn
”
(R
a
h
a
)
“I am
m
ore
ho
pe
ful
a
bo
ut
my
fut
ure.
I'm
starti
ng
to
se
e
thi
s
place
as a home
now
”
(F
a
t
m
a)
“A
t
th
e
b
e
ginning,
s
c
hool w
as "t
o
o
hard".
I di
d
not k
now
an
y
one
,
late
r some
girls i
n
my
c
l
ass
e
s and
teac
h
e
rs
helpe
d me unde
rstand
and adj
ust to the
n
e
w
s
c
hool s
y
ste
m
”
(Be
tul)
‘
’
W
e
l
e
arn
e
d to pl
ay
tog
e
t
h
e
r
”
(
R
aha)
“
W
e
ha
ve
m
any
di
ffe
re
nt things,
but
I
le
ar
ne
d
t
h
a
t
we
have
sim
ilarit
ie
s”
(
N
our)
“I lik
e to do th
e
s
a
me
a
c
tivit
i
e
s
w
ith
Turk
s”
(
Ab
d
u
lk
ad
er
)
‘
’
D
o y
ou k
now
th
ey
look
v
er
y
m
u
c
h li
k
e us? I am v
e
r
y
surprise
d that we
h
a
v
e
a lot
of sim
ila
riti
e
s”
(
A
m
an
i)
4.
DISC
USSION
N
o
t
onl
y
S
y
r
ia
n
r
ef
ug
e
e
ch
i
ldre
n
b
u
t
a
ls
o
aca
dem
i
c
a
ll
y
l
e
s
s
suc
c
e
ssfu
l
a
nd
s
o
m
e
how
n
a
u
ght
y
or
ac
adem
ica
ll
y
l
ess
succe
ss
f
u
l
Tur
k
is
h
ch
i
ld
r
en
a
re
d
isa
d
v
anta
g
e
d
v
u
l
n
e
rable
gr
ou
p
s
a
s
the
y
h
a
v
e
m
any
barr
i
e
rs
t
o
i
n
te
gra
t
e
i
n
t
o
s
oc
i
o
c
ult
u
ra
l
l
i
fe
a
t
sc
h
o
o
l
s.
A
s
a
r
esu
lt
o
f
the
s
t
u
d
y
,
i
t
h
as
b
een
d
e
term
ine
d
th
a
t
S
y
r
i
a
n
c
hi
l
d
r
en
c
an
co
pe
w
i
th
t
h
e
pro
b
l
e
ms
the
y
are
e
xper
i
e
n
c
i
n
g
an
d
in
te
grate
i
n
t
o
the
s
oc
i
e
ty
the
y
li
ve
i
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
4
4
– 252
25
0
a
n
d
Tu
rki
s
h
st
ud
e
n
ts
c
an
be
mo
re
h
e
l
p
f
ul
a
nd
t
ol
e
r
ant
t
o
ward
s
t
he
r
efuge
e
s
b
y
n
on
form
al
e
du
ca
tio
n
a
c
t
i
vit
i
es c
ondu
c
t
e
d
in
sc
ho
ol.
There
are
no
t
a
ny
q
u
ic
k
lea
d
e
d
T
ur
ki
s
h
lan
gua
ge
c
our
se
s
in
the
sc
h
ool
s
t
o
p
ro
vi
de
s
up
por
t
for
the
refugee
c
h
i
l
dre
n
,
the
r
efore
i
t
m
akes
i
t
d
i
ffic
ul
t
for
t
h
em
t
o
e
n
r
ol
l
and
achie
v
e
a
cad
emi
c
s
u
c
ce
ss
in
t
h
e
s
ch
o
ol
syste
m
.
Turki
s
h
l
a
n
g
u
a
g
e
k
now
led
g
e
for
re
fugee
s
i
s
a
ma
jor
o
b
st
a
cle
t
o
o
b
ta
i
n
s
o
cial
c
o
he
sio
n
.
It
i
s
con
s
i
d
ere
d
t
ha
t
the
M
in
istry
o
f
N
a
ti
o
n
al
E
duc
at
i
on
is
c
arr
y
i
n
g
out
s
ome
d
e
f
i
ci
e
n
t
p
ol
i
c
i
e
s
on
t
e
a
ch
i
ng
Turk
is
h
to
r
efu
g
ee
ch
i
ldre
n.
E
sp
e
c
i
al
l
y
i
n
t
h
e
ear
l
y
y
e
ars
o
f
i
m
m
igra
ti
on,
educa
tio
n
in
th
e
cam
ps
w
as
g
ive
n
i
n
A
ra
bi
c
an
d
t
h
e
r
e
wa
s
not
m
u
c
h
int
e
res
t
i
n
t
e
a
c
hi
ng
T
urk
i
sh
a
s
it
w
a
s
tho
ug
h
t
t
h
a
t
t
he
r
e
fu
gee
s
w
oul
d
return
t
o
t
h
e
i
r
c
o
u
n
trie
s.
L
ate
r
,
it
w
as
ob
serve
d
t
h
a
t
th
ose
w
h
o
ha
d
l
e
ft
t
he
ca
m
ps
a
nd
m
igrate
d
to
t
h
e
c
i
t
ies
expe
r
ience
d
d
ifficu
l
t
i
e
s
relate
d
to
the
la
n
g
u
age.
A
s
[
24]
ar
gue
s
t
h
e
h
o
s
t
l
an
g
u
age
i
s
a
cr
i
t
i
ca
l
ca
pa
b
i
l
i
t
y
f
or
mi
g
r
ant
s
,
wh
i
c
h
en
abl
e
s
t
h
em
t
o
a
c
c
e
ss
go
od
s,
s
e
r
v
i
ces
a
nd
t
h
e
la
bo
ur
m
a
r
ket
in
the
h
ost
c
o
u
n
try.
Lea
r
ning
to
c
omm
u
n
icat
e
or
all
y
in
T
u
rki
s
h
req
u
ire
s
ti
me
;
it
is
q
u
ite
d
i
f
fic
u
l
t
f
or
t
h
e
S
yr
i
a
n
refu
ge
e
chi
l
dre
n
t
o
m
a
ster
Turk
is
h
c
u
l
t
ur
a
l
l
y
a
nd
lin
gu
i
s
tica
l
ly
(
e
s
pe
c
i
all
y
w
riti
ng
a
n
d
r
ea
din
g
)
on
l
y
w
i
t
h
sc
ho
o
l
c
ourses.
W
it
h
N
F
E
ac
t
i
v
i
ti
e
s
,
the
chi
l
d
re
n
le
arne
d
T
u
rk
ish
la
n
g
u
a
g
e
ea
sil
y
a
n
d
m
o
re
q
uic
k
ly.
The
fe
e
l
i
n
gs
o
f
des
p
a
i
r,
i
so
lat
i
on,
and
l
o
n
e
line
ss
of
S
yr
i
a
n
refug
e
e
ch
i
l
dren
w
e
r
e
repla
ce
d
b
y
t
h
e
s
u
cc
esses
t
h
ey
ex
p
er
i
e
nce
d
once
the
y
l
ea
rned
Turk
is
h
an
d
c
o
p
e
w
it
h
t
h
e
ot
hers
i
n
a
cad
e
m
ic
and
s
o
c
i
al
l
ife
.
C
omm
u
n
ica
ti
n
g
i
n
t
h
e
sam
e
la
n
gua
ge
st
r
en
g
t
h
e
n
ed
t
he
t
ies
betw
e
e
n
T
ur
ki
s
h
a
n
d
S
yrian
s
tud
e
n
ts
a
nd
b
r
o
u
g
h
t
a
ll
t
h
e
c
h
ildr
en
to
ge
th
er.
Thi
s
f
i
nd
i
ng
s
s
up
p
ort
[
11
]
Ru
tt
e
r
’s
r
esu
l
t
s
whi
c
h
hig
hl
i
ght
e
d
t
h
e
c
r
i
tic
a
l
r
o
l
e
of
hos
t
lan
g
uage
a
s
a
t
ool
f
or
inc
l
usio
n a
n
d i
n
te
gra
t
i
on h
o
s
t
socie
ty’la
n
g
u
a
g
e.
It
h
as
b
e
e
n
d
eterm
ine
d
tha
t
r
acist
d
iscr
i
m
ina
t
ion
a
n
d
c
o
nf
lict
is
a
no
th
er
h
u
g
e
pr
obl
e
m
.
S
y
rian
chi
l
d
ren
pl
a
y
w
it
h
o
t
her
S
y
r
i
a
n
c
hi
ldre
n
a
nd
Turk
ish
c
h
i
l
dre
n
a
n
d
p
la
y
w
ith
o
the
r
T
u
r
ks.
T
h
e
f
i
nd
i
n
gs
a
re
si
m
i
lar
t
o
t
he
r
esu
l
ts
o
f
[
10,
2
5]
w
ho
ass
i
gne
d
t
h
a
t
r
efu
g
e
es
i
ncre
asi
n
gly
f
ace
exc
lusi
o
n
an
d
d
i
scrim
i
na
tio
n
The rea
s
o
n
be
h
in
d
d
iscr
i
m
i
na
t
ion an
d co
n
f
l
ic
t
c
an be e
xp
la
i
ned
by s
i
m
i
lari
ty-a
ttra
c
tio
n pa
ra
digm
[26], w
h
ic
h
argue
s
t
h
at
p
eo
ple
a
r
e
af
fec
t
e
d
by
t
h
ose
s
i
m
ilar
t
o
t
he
m.
A
ccor
d
i
n
g
ly,
in
d
ivi
dua
ls
d
o
n
ot
l
i
ke
the
i
n
di
v
idua
l
s
w
ho
are
in
t
he
env
iro
n
me
n
t
s
t
h
at
are
n
o
t
s
im
il
a
r
t
o
the
i
r
ow
n
c
ult
u
re
,
an
d
th
e
y
h
av
e
di
ff
i
c
u
l
ty
i
n
e
s
t
a
bli
s
h
i
ng
com
m
unic
a
t
io
n.
T
he
s
tud
ies
con
d
u
cte
d
in
t
h
e
sc
ope
o
f
t
h
e
r
ace
/e
th
n
i
c
it
y
also
sh
ow
t
h
at
pe
op
l
e
w
a
n
t
t
o
b
e
to
ge
ther
w
i
th
the
peo
p
le
sha
r
in
g
the
sam
e
r
a
ce
or
ethn
ic
al
r
o
o
t
s
[2
7]
.
O
n
a
l
l
t
he
se
g
rou
nds,
t
h
e
co
nf
lict
betw
ee
n
t
h
e
S
y
r
i
a
n
a
n
d
the
T
urk
is
h
c
hi
ldr
e
n
ca
u
s
es
p
r
oble
m
s
an
d
s
om
etim
es
g
a
n
g
fi
gh
ts.
Be
si
de
s,
S
yrian
c
h
ild
re
n
who
do
no
t
a
d
a
p
t
t
o
t
h
e
i
r
n
e
w
c
ount
ry
T
u
r
k
e
y
,
t
e
nd
to
com
m
it
cr
i
m
es.
From
ti
m
e
to
tim
e,
t
he
re
ar
e
deba
t
e
s
g
o
i
n
g
o
n
t
o
sw
ea
r
a
n
d
f
i
gh
t
a
m
o
ng
c
h
i
l
dren.
A
s
[
1]
argu
e
s
,
S
y
rian
chi
l
d
ren
risk
b
e
i
ng
‘a
l
ost
gene
ra
ti
o
n
’
w
hose
dr
eam
s
and
o
ppor
tun
i
ti
es
f
or
t
he
f
utur
e
in
th
e
ir
ow
n
co
un
try
o
f
b
i
r
th
h
ave
be
en
ero
d
e
d
b
y
the
c
i
vi
l
w
ar
.
W
it
h
N
F
E
ac
tivi
t
i
e
s
b
o
th
the
Syria
n
an
d
T
u
r
kis
h
c
h
i
ldre
n
s
ta
rt
to
l
e
arn
to
c
o
o
rper
at
ion.
T
hey
are
m
o
t
i
va
te
d
t
o
act
tow
ar
d
a
sha
r
ed
d
e
s
ire
d
goa
l.
S
oci
al
ide
n
t
i
t
y
cre
ate
s
str
o
n
g
s
oc
ial
i
n
tera
c
tio
ns
b
e
t
w
een
the
in
d
iv
idua
ls
w
ithi
n
the
s
a
m
e
group,
a
nd
leads
to
d
e
v
e
lopm
en
t
o
f
de
pe
nde
nc
y
am
on
g
t
h
e
m
e
m
b
ers
[28]
due
t
o
tha
t
, S
yrian
refuge
e
ch
i
l
dr
e
n
a
nd Tur
k
is
h c
h
il
dre
n
sh
o
u
l
d
ma
nage
t
o w
o
rk
t
o
g
e
t
he
r in
c
ohes
i
o
n
.
The
frie
nds
h
ip
and
cl
ose
rela
ti
ons
hi
p
t
h
a
t
S
yria
n ch
i
ldre
n
w
ou
l
d
esta
bl
ish
w
ith
T
urk
is
h
chi
l
d
ren
w
o
u
l
d he
l
p
the
m
t
o
l
e
ar
n
abo
ut t
he
ir
n
ew
coun
t
y
and
its
cu
l
t
u
r
e
a
n
d
to a
cq
u
ire
be
hav
i
our
s c
o
mpa
tib
le
w
ith
th
i
s
c
u
l
t
u
r
e
.
A
l
l
the c
h
il
dre
n
t
hat ha
ve
t
a
k
e
n
pa
r
t i
n
the
a
c
t
i
vi
tie
s
lear
ne
d t
o
be
m
o
re
tol
e
r
ant
an
d u
nder
s
ta
nd
ea
ch ot
h
er
.
They now
u
nders
t
and
th
a
t
t
here
ma
y
b
e d
i
ff
ere
n
ce
s b
e
t
w
een
p
eop
l
e a
n
d na
t
i
o
n
s,
but
t
he
y c
an
resol
v
e
the
s
e
differe
nce
s
b
y com
p
rom
i
sin
g
r
ather
t
h
an f
igh
t
in
g.
Ac
c
o
rd
i
n
g t
o
[
29
]’s
re
sea
r
ch
;
i
nd
ivi
d
u
a
l
s
w
ith
h
i
gh
soc
i
a
l
sk
i
l
l
s
co
ul
d b
e
m
or
e
suc
cessfu
l
i
n
se
lf-d
ire
c
t
ed le
arni
n
g b
eha
v
i
or
such
as im
p
l
e
me
n
tin
g
ow
n
stud
y
p
l
a
n
s, se
a
rc
hing
for
sup
por
t
w
he
n lea
r
nin
g
p
ro
blem
s ar
e
e
n
cou
n
tere
d,
g
oo
d
tim
e
ma
nagem
en
t,
deter
m
i
n
i
n
g o
w
n le
arni
n
g
tar
get
s
,
a
nd hav
i
n
g
hi
g
h e
xpec
t
a
t
io
ns
for
lea
r
ni
ng
perform
ance
.
H
a
vin
g
suc
h
sk
i
l
ls
with
N
FE will
m
a
k
e S
y
rian
r
e
f
u
g
ee
ch
il
dren
a
n im
por
tan
t
h
um
an h
um
an
a
sset f
o
r them
and t
h
e
co
un
try
in
t
h
e
fut
u
re
.
A
f
ter
be
in
g
fr
ien
d
s,
S
yrian
chi
l
dr
en
j
o
i
ne
d
d
i
ffere
n
t
g
r
o
u
p
s
a
t
s
c
h
o
o
l
and
fe
l
t
t
he
m
s
e
lve
s
m
o
re
com
f
or
t
a
b
l
e
a
n
d
peac
efu
l
.
P
l
ayi
n
g
to
ge
t
h
er
,
stru
gg
l
i
n
g
f
or
t
he
sam
e
t
a
r
ge
t,
com
m
unic
a
ting
w
ith
eac
h
o
ther
led
S
y
r
i
a
n
r
efuge
e
c
h
i
l
d
ren
t
o
l
o
o
k
i
n
g
f
orw
a
rd
t
o
the
f
u
t
u
r
e
w
i
th
h
ope.
E
d
ucat
i
o
n
ha
s
b
e
en
m
uc
h
deba
t
e
d
in
the
l
i
ter
at
u
re,
w
it
h
t
he d
omi
n
ant a
ppr
oac
h
e
s
be
ing
ide
n
tifie
d
a
s t
h
e
hu
ma
n c
a
p
it
al
a
pp
ro
ach
;
t
he
hu
ma
n
ri
gh
t
s
a
p
p
r
o
a
c
h
;
a
nd
t
h
e
so
ci
al
jus
ti
c
e
a
pp
ro
ach
[
33
,
3
2
]
.
W
it
h
in
th
e
h
u
m
an
c
ap
i
t
al
a
ppr
oa
ch,
for
e
x
am
pl
e
,
e
d
u
cati
o
n
qu
ali
t
y
i
s
vi
e
we
d
as
c
ont
ri
but
i
ng
t
o
eco
no
mi
c
d
e
v
e
lop
me
n
t
f
oc
usin
g
o
n
e
c
o
n
o
m
ic
g
a
i
ns
[
3
4
,
35]
i
n
term
s
of
‘
su
ppor
tin
g
live
l
i
h
o
ods,
ge
ner
at
i
ng
i
nc
om
e
an
d
re
duc
in
g
huma
n
in
s
ec
uri
ty’
[3
2]
.With
t
he
lig
h
t
o
f
a
ll
th
ose
eea
v
i
n
g
S
yria
n
re
fu
gee
c
h
il
dre
n
to
ta
lly
in
t
h
eir
ow
n
c
u
l
t
ur
e
un
de
r
th
e
no
t
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e
du
ca
tio
n
mig
h
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le
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d
to
unw
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te
d
resul
t
s for
b
o
t
h
Tur
ke
y an
d
S
y
rian
m
igra
nts.
[2
8
,
30]
.
5.
CO
NC
L
U
S
I
O
N
A
ND
I
MPL
I
CA
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A
s
the
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igr
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yr
ian
s
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w
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alth
a
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d
i
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ic
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lty
to
t
h
e
s
cho
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l
s.
O
n
on
e
ha
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c
u
ltura
l
di
ve
r
s
i
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y
i
s
w
e
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a
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Inte
gra
tio
n of Syr
ian Ref
u
g
ee
s
and
T
u
rk
ish
Stu
d
e
n
t
s
by
N
o
n
Form
a
l
.
.
.
(
Ruyam
Kuç
u
ksu
l
eym
an
o
ğ
lu
)
25
1
gia
n
t
pro
b
lem
.
T
o
c
h
a
n
ge
t
he
n
e
g
a
t
i
v
e
e
f
fe
c
t
s
of
t
he
r
ef
ug
ees
t
o
th
e
po
si
ti
v
e
,
s
c
ho
ol
s,
N
GOs
a
n
d
vol
un
t
ee
r
s
ca
n
m
ana
ge
N
F
E
a
cti
v
it
ies
f
o
r
t
h
e
stu
d
e
n
t
s
.
It
i
s
t
h
o
u
g
h
t
t
ha
t
im
pro
v
in
g
N
F
E
progra
m
s
for
S
y
ria
n
r
efuge
e
chi
l
d
ren
in
T
u
r
key
a
nd
pr
ov
idi
n
g
a
susta
ina
ble
s
o
lu
t
io
n
t
h
a
t
en
ha
nc
e
t
h
e
in
te
gra
tio
n
o
f
the
r
e
f
u
g
ee
ch
i
ldre
n
ra
t
h
e
r
t
ha
n
te
m
porary
so
lut
i
ons
i
s
pre
c
i
o
u
s
.
F
o
r
this
r
e
a
s
on,
n
on-
form
al
e
duca
t
io
n
s
t
u
d
i
e
s
re
l
a
te
d
t
o
S
yrian
m
i
gr
at
ions
i
n
Turke
y
s
hou
l
d
b
e
em
ph
a
s
i
z
e
d
e
spe
c
ial
l
y
b
y
the
ac
a
dem
i
a
be
cau
se
a
c
a
d
emi
c
kno
wl
ed
ge
abo
u
t
re
fugee
s
w
ill
fac
ili
ta
te
t
he
pr
o
c
ess.
I
t
i
s
i
m
p
e
r
a
t
i
v
e
t
h
a
t
S
y
r
i
a
n
r
e
f
u
g
e
e
c
h
i
l
d
r
e
n
m
u
s
t
g
o
t
o
s
c
h
o
o
l
as
the
so
cial
c
a
p
ita
l
s
o
f
the
f
u
tur
e
an
d
m
u
st ada
pt t
o t
h
eir new
co
un
tr
y
prim
ar
i
l
y at
s
ch
oo
ls. N
o
w
on
ly
ab
ou
t
1
0
perc
en
t
o
f the Syrians i
n
T
ur
ke
y
ar
e
ho
use
d
i
n
ca
mps.
T
he
o
th
er
s
are
be
in
g
sca
tter
ed
i
n
the
c
i
t
ies
a
n
d
are
s
ti
ll
liv
in
g
w
i
t
h
o
u
t
c
o
n
t
r
o
l.
I
n
con
d
u
c
ti
n
g
N
F
E
a
ct
ivi
t
ies
f
or
t
he
r
ef
ugees,
s
c
ho
ol
a
dm
in
i
s
t
r
a
t
o
r
s
w
h
o
h
av
e
S
y
rian
s
t
u
d
e
nt
s
c
an
be
ne
fit
from
u
n
iv
ersit
i
e
s
a
nd
NGOs.
Mi
nist
ry
o
f
N
a
ti
o
n
al
E
du
catio
n
sh
o
u
l
d
i
m
me
d
i
a
t
e
l
y
prepa
r
e
a
ho
l
i
s
tic
a
nd
i
n
c
l
u
si
ve
pla
n
a
b
o
u
t
s
e
t
tin
g
p
o
licie
s
for
t
h
e
i
n
tegra
tio
n
a
n
d
e
d
uca
t
i
o
n
o
f
re
fuge
e
ch
il
dren.
H
o
w
e
ver,
t
he
f
i
n
din
g
s
ob
ta
ine
d
m
i
g
h
t
p
ro
v
ide
ide
a
s
and
c
o
n
s
ti
tu
te
a
n
e
x
a
m
ple
for
the
f
utu
re
s
t
udi
es.
Yet
,
m
o
r
e,
d
i
f
f
e
re
nt
a
nd
assoc
i
a
t
e
d
r
ese
arc
h
is
r
equ
i
re
d
w
i
t
h
r
ega
r
d
to
ada
p
t
a
t
i
on
of
S
y
ria
n
r
efugee
c
h
il
dre
n
.
I
t
i
s
of
p
rim
a
ry
impor
t
a
nce
to
i
nc
rea
s
e
a
cce
ss
t
o
qua
li
ty
e
duc
at
i
on
o
p
p
o
rtun
i
tie
s
at
a
l
l
l
e
v
el
s
t
h
ro
ug
h
o
r
gan
i
ze
d,
f
orma
l
an
d
no
n-for
m
a
l
ed
u
ca
ti
on
i
n
o
r
d
e
r
t
o
e
n
sure
t
ha
t
a
ll
S
y
ria
n
c
hildre
n
in
s
c
h
o
o
l
a
re
e
duca
t
e
d
.
It
i
s
impe
rat
i
v
e
t
ha
t
S
y
r
i
a
n
c
h
i
ldre
n
be
nefi
t
fr
o
m
b
o
th
inc
l
us
i
v
e
and
pa
r
ti
c
ip
a
t
or
y
l
e
arn
i
n
g
op
por
tu
n
ities
to
s
u
p
p
o
rt
t
he
i
r
o
w
n
per
s
o
n
a
l
d
eve
lopm
en
t
a
n
d
t
o
p
rom
o
te
pos
i
t
i
v
e
norm
s
a
nd
beha
v
i
o
u
rs.
P
r
ovi
di
ng
an
e
nv
iro
n
me
n
t
i
n
w
h
ic
h
u
niv
e
r
sit
i
e
s
a
nd
v
olu
nt
e
e
r
s
can
t
ake
an
a
c
t
i
v
e
rol
e
i
n
i
s
v
e
r
y
im
portant
f
o
r
s
o
m
e
m
atters
s
uch
as
l
ear
n
ing
op
p
o
rt
un
ities
a
n
d
s
o
c
i
a
l
e
ve
nts.
S
y
rian
c
hil
d
re
n
'
s e
d
uca
t
ion
and
pr
ot
e
c
t
io
n
nee
d
s in
T
ur
ke
y
a
r
e
v
e
ry
l
arge
a
nd
con
s
ta
n
t
l
y
i
nc
r
ea
s
ing.
T
o
o
v
e
r
c
o
me
t
he
se
d
i
f
ficu
l
t
i
es,
t
he
G
ov
e
rn
me
nt
o
f
Tu
rk
e
y
i
s
t
r
yi
ng
t
o
p
r
e
v
e
n
t
S
y
ri
a
n
chi
l
d
ren
t
o
b
e
com
e
a
'l
os
t
g
e
nera
tio
n
'
.
To
s
tren
gt
he
n
t
h
e
qua
li
ty
o
f
ed
uc
at
i
on
a
n
d
t
o
h
ave
m
o
re
i
n
c
l
u
si
ve
sys
t
e
m
s,
e
d
u
c
ati
o
n
aut
h
o
ri
ti
e
s
shou
ld
b
e
n
ef
it
from
N
F
E
a
cti
v
it
i
es
REFE
RENCES
[1]
.
UN
ICEF
,
(20
17).
“
P
r
ev
ent
i
ng
a
Lost
G
e
n
erati
on
i
n
T
urkey
”
.
[
On
li
n
e
]
Avai
l
a
b
l
e:
h
tt
p:
//
ww
w.
u
n
i
cef
.
o
r
g
.
t
r
/f
iles/bilgim
erkezi
/d
oc/UNICEF%
20TCO
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act%
2
0
S
h
eet_
01.
2017
.
p
d
f
[2]
.
Tu
rkiy
e U
c
u
n
cu
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ekt
o
r
Va
k
f
i (
T
US
E
V
)
(
2
0
1
5
)
.
Uye Etkinl
i
g
i
Sur
ı
̇
y
e
l
i
Mult
ecilerin Durumu
(
T
h
e St
atus of th
e
S
y
ri
a
n
R
e
f
ug
ees).
R
et
riev
ed
o
n A
p
ril
1,
2
016 f
r
om
:
ht
tp:
//www
.t
u
s
ev.org.
t
r/usr
f
iles/
fil
e
s
/
S
u
r
i
yel
i
_Mu
l
tecilerin_Du
rum
u_T
oplan
ti_
N
o
t
l
ari_.
pdf
[3]
.
Hu
man
Ri
ghts
W
a
t
c
h.
(
2015
).
“
W
h
en
I
p
ictu
re
m
y
f
u
ture,
I
s
ee
n
o
t
h
in
g”.
[Onli
n
e
]
Av
ailab
l
e
:
http
s://w
ww
.
h
rw.
o
rg/rep
ort/
20
15/11
/08/
w
h
e
n-i
-
p
i
c
t
ure
-m
y-f
u
ture-i-se
e
-not
hing
/
b
arri
er
s
-
[4]
.
Tu
bergen
,
F
.
V.
,
& W
erf
ho
rst
,
H
.V.
(200
7).
“
P
o
s
timmi
gration
Inv
est
m
en
t
s
i
n
E
ducatio
n: A Stud
y
of
Imm
i
g
r
an
t
s
[5]
.
Finch
,
B.K.
,
K
o
l
o
d
y
,
B
.,
& Veg
a,
A
.
W
.
(2
00
0).
“
Pe
r
c
e
i
ve
d
disc
r
i
m
i
n
a
ti
on
a
nd
d
ep
re
s
s
i
o
n
a
m
on
g M
e
x
i
cano
r
ig
in
[6]
.
Ad
am,
L.
D
,
&
A.
K
i
r
ov
a
.
(
2
0
0
6
).
G
l
o
b
a
l
Mi
gra
t
io
n
a
n
d
Ed
ucat
ion
:
S
c
ho
ols,
C
hildren
an
d
F
a
mi
lies.
M
a
hw
ah,
NJ
:
Law
r
en
ce Erl
b
a
u
m
A
s
soci
a
t
es
, Ro
u
tl
edg
e
[7]
.
Bou
r
gon
je,
P.
(
2
0
1
0
).
“
E
ducat
io
n
f
o
r
Ref
u
gee
and
Asylu
m
Se
ek
in
g
C
hild
ren
in
O
E
C
D
Count
ries.
”
Educati
o
n
I
n
te
r
n
at
io
na
l
50:
1
–1
2.
[8]
.
M
adziv
a,
R
.
,
Thond
hl
ana,
J
.
(2
0
1
7)
P
rovi
si
on
o
f
q
u
al
it
y
edu
c
at
i
on
in
t
he
c
on
tex
t
o
f
S
y
ri
an
r
efu
g
e
e
c
hi
ld
ren
in
t
he
UK:
opportun
ities and chall
e
ng
es Co
m
pare 47 (6
) 942-961
[9]
.
Os
adan,
R.,
and
E.
R
e
i
d
.
(
2
0
1
6
).
“
Recent
M
i
g
r
ants
a
n
d
E
du
cati
o
n
i
n
th
e
Eu
rop
e
a
n
U
nion
.”
C
o
m
pa
re
:
A
J
o
urna
l o
f
Co
mp
a
r
a
tiv
e
an
d In
te
rna
t
io
na
l
Edu
c
at
io
n
46
(4):
6
6
6–6
69.
[10]
.
Reyn
old
s
,
G.
(
2
008
).
T
h
e
I
m
p
acts
and
Ex
perien
ces
o
f
Mi
gran
t
Chi
ld
ren
i
n
U
K
S
econ
d
ary
S
c
h
o
o
l
s.
R
esearc
h
W
o
r
k
i
n
g
P
a
p
e
r
N
o
,
4
7.
S
u
s
s
e
x:
S
u
s
s
e
x
C
e
nt
r
e
f
or
M
i
g
r
a
t
i
o
n
.
[11]
.
Rut
t
er, J. (2
006
). Ref
u
g
ee Ch
il
d
r
en i
n the
U
K
. Maid
e
nhead
: O
p
en
Unive
r
s
i
t
y
P
r
e
ss
[12]
.
Toppel
b
erg,
C
.
O
.
,
&
C
ollins,
B
.A.
(2010).
“L
an
guage,
c
ult
u
re,
a
n
d
a
dap
t
at
io
n
in
i
mm
i
g
rant
c
hild
ren”.
Ch
ild
an
d
Adolescent P
s
ychi
a
t
r
ic C
linics,
19 (4), 697–717
. DOI
: http://dx
.
doi
.org/10.
1016/j
.
chc.
2010.
07.
00
3
[13]
.
Ku
li
c
k
,
D.,
&
S
c
hieff
e
lin
,
B.
B
.
(20
0
4
)
.
“
L
angu
age
so
ciali
zati
o
n”
.
In
A
.
Du
ra
nt
i
(Ed
.
)
,
T
he
h
a
n
db
oo
k
o
f
l
in
gu
isti
c
a
n
th
ro
po
lo
gy
(p
p
.
3
4
9
-3
68
).
O
x
f
ord
:
B
la
c
k
we
ll P
u
blishing
.
[14]
.
W
a
t
s
on
-Geg
eo, K
.
A
.
(
2
004
).
“M
i
n
d
,
lan
gu
age,
an
d
ep
i
s
t
e
m
ol
ogy:
Towa
rd
a
l
a
n
g
u
a
ge
soc
ia
liz
a
tio
n pa
ra
digm
f
o
r
SLA”
.
T
he
M
odern
L
an
gua
ge Jo
ur
na
l
, 88
(
3),
33
1
-
35
0. h
ttp
:
//dx
.d
o
i
.o
rg
/10
.
11
11
/j.00
26
-7
90
2
.
2
0
0
4
.0
0
23
3.
x
[15]
.
S
evd
a
l
is,
C.
an
d
S
kou
mio
s
,
M
.
(
201
4)
N
o
n-f
orm
al
an
d
Inf
ormal
S
c
ien
ce
L
ear
nin
g
:
T
eachers’
C
on
cepti
on
s
Th
e
Int
erna
t
i
o
n
a
l
Jo
u
r
n
a
l
of Sci
ence a
nd
So
c
i
ety,
5
,
1
3
-
2
5
.
[16]
.
UN
ES
CO,
(2014).
E
val
u
a
t
io
n
of
Let
Us
Learn
Ne
p
al:
Af
t
er-S
ch
ool P
ro
gram
m
e
f
or
G
irl
s
an
d
G
irl
s
Access
to
Ed
ucati
on P
r
og
ram
me
[On
lin
e]
A
v
ai
lab
l
e:
h
ttps://w
ww.
unicef.org
/ev
a
l
da
ta
b
a
se
/in
d
e
x_
81
85
1.h
t
m
l
[17]
.
F
e
st
e
u
,
D
&
Hum
b
ers
t
on
e,
B
.
(200
6).
No
n-f
o
rm
a
l
E
du
c
a
tio
n
th
ro
u
g
h
Ou
td
oo
r
Ac
t
i
vit
i
es
G
u
i
de.
E
u
ropean
Insti
tute
f
o
r
Outd
oo
r
Adv
e
nt
ure
Ed
ucat
io
n
and
Ex
perien
ti
al
L
ea
rn
in
g
[On
l
i
ne
]
A
v
ail
a
bl
e:
ht
tps://s
cho
l
ar.
goo
gle.
com
.
t
r
/schol
ar?
q
=F
est
e
u+a
n
d+Hu
m
b
ers
t
one&
bt
nG=
&
h
l
=t
r&as
_
s
d
t
=
0
%
2C5
ad
ults
i
n
Californ
i
a”.
Jo
urn
a
l of Hea
l
t
h
and
So
cia
l
B
e
ha
vior
,
4
1(3),
2
9
5
-313
.
[18]
.
Gei
dne,
S
.
,
F
r
ed
rik
s
s
on,
I
.
&
Eri
k
s
s
o
n
,
C.
(
2
016).
“W
hat
m
o
tiv
e
s
are
important
f
o
r
par
tici
p
ation
i
n
l
eisure-time
acti
v
ities
at
S
we
di
sh yo
u
t
h
cen
tres?”
Heal
th
Ed
u
ca
t
i
on
Jour
nal,
75
(
8),
9
72
-985
.
[19]
.
Opic
S,
Du
ra
n
o
v
i
c
M
(20
1
4
)
.
L
e
isur
e
time
of
y
ou
ng
d
ue
t
o
so
me
s
oci
o
-d
em
og
rap
h
i
c
c
h
a
ract
er
istic.
So
c
i
a
l
and
Be
ha
v
i
oral
Sc
ie
nc
e
(159):
5
46-5
51.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
4
4
– 252
25
2
[20]
.
S
t
o
d
o
l
sk
a,
M
.
(2
000
).
“
Lo
oking
b
e
y
o
n
d
t
he
i
nvi
si
bl
e
:
C
an
r
es
ear
ch
o
n
lei
s
u
r
e
of
e
th
ni
c
and
raci
al
m
in
ori
t
i
e
s
con
t
rib
u
t
e
to leis
u
r
e th
eory
?”
Jou
r
na
l of L
e
isu
r
e
Resea
r
ch
,
3
2
(
1),
1
5
6-16
0.
[21]
.
H
e
o
,
J
.
,
&
L
e
e
,
Y
.
(
2
0
0
7
)
.
“
I
d
o
n
’
t
w
a
n
t
t
o
f
e
e
l
l
i
k
e
a
s
t
r
a
n
g
er:
K
o
rean
s
tu
den
t
s
who
pl
ay
b
as
k
e
t
b
al
l
seri
ou
sl
y”.
Le
isu
r
e
,
3
1
(
1),
1
3
3
-
15
4.
[22]
.
Co
nn
ell
y
,
F
.
M
.,
&
C
land
i
n
i
n
,
D
.
J
.
(20
0
0
)
.
Narra
t
i
v
e
u
nd
erstan
d
i
n
g
s
of
t
eacher
k
no
wled
ge.
J
o
urn
a
l
o
f
c
u
rr
ic
ulum
an
d s
u
p
e
rvisio
n
,
15
(4),
3
15
-331.
[23]
.
P
a
tt
on
,
M
.
Q.
(
20
14
).
“
Qu
ali
t
a
t
i
v
e
Res
earch
&
E
val
u
ati
o
n
M
e
th
od
s
”.
T
ho
u
s
and
Oaks,
C
A
:
S
A
G
E
P
u
b
licatio
ns.
[24]
.
Ti
k
l
y,
L
.
(20
1
6
)
.
“
L
ang
u
ag
e-in
-Edu
cati
on
P
o
licy
i
n
L
o
w
-In
co
m
e
,
Po
stc
o
lo
nia
l
C
on
te
xts:
T
o
w
a
r
d
s
a
S
oc
ia
l
Justic
e
Ap
proach
.
”
Comp
arat
iv
e
Ed
uc
a
t
i
o
n
5
2
(3
):
4
08
–425
[25]
.
Tereshch
enk
o
, A.
,
&
L
.
Archer. (2
0
1
4
).
N
e
w
M
i
g
rati
o
n
N
ew Ch
a
l
l
e
ng
es: Eastern
Eu
ro
pean
M
igran
t
Pu
p
i
l
s i
n
English Schools.
h
ttps:
/
/
www.nald
ic.
o
rg.
uk/Resources
/NA
L
D
I
C/Res
e
a
r
c
h%2
0a
nd%2
0
Inf
o
rmat
io
n
/
doc
u
m
ent
s
/Teresh
chen
ko%
20
%
20Arch
e
r%
20
-East
E
u
ro
P
up
i
l
s
Rep
o
rt .
pdf.
[26]
.
Osb
eck
,
L
.
M
.
,
M
o
g
h
a
dd
am,
F.
M.
,
Perreau
l
t
, S
.,
(19
9
7
) S
i
milarit
y
and att
rac
tion a
m
ong
ma
jori
ty
a
nd minor
ity
gro
ups
i
n
a m
u
lticu
ltu
ral
c
o
nt
ext.
Int
e
rn
atio
na
l
Journ
a
l of Int
e
rcult
u
r
a
l Relati
ons
21(1
)
:1
13-1
2
3
[27]
.
Martin
s, L
. L.
, Mi
l
l
i
ken
, F
. J.
,
W
iesen
f
eld,
B.
M
., & Sa
l
gad
o
,
S
.
R
.
(20
03).
Ra
cio
e
thn
i
c
div
e
rsity
a
nd
g
ro
up
m
e
mb
ers'
exp
erien
ces:
The
ro
l
e
of
t
h
e raci
oeth
n
i
c di
vers
it
y of
the organi
zational context.
Group &
Or
gan
i
zation
M
a
nag
emen
t, 2
8
(1
),
7
5-10
6.
[28]
.
Man
n
i
x
, E
.; Neal
e,
M
.A. (20
0
5
)
Wh
at diff
e
ren
ces
m
ake
a diff
e
r
en
ce
?
Th
e pro
m
ise and
realit
y
o
f
div
ers
e
teams
in
org
a
nizat
io
ns.
P
s
y
c
h
olo
g
ic
al Sc
ie
nc
e
in
the
Pub
lic Interest
. 6
(2)
, 3
1
-
5
5
.
[29]
.
En
gin,
M
.
(
20
17
).
An
al
ysis o
f
Studen
t
s' Onlin
e L
e
ar
ni
ng
Read
in
es
s
Based
on
T
h
ei
r E
m
otio
na
l Intel
l
i
g
ence
L
evel.
U
n
i
v
ers
a
l
J
ourn
a
l of Ed
u
cat
io
na
l
Research 5
(12
A
):
3
2
-
4
0
.
DO
I:10
.
1
318
9/
u
j
er.
2
0
1
7
.
05
130
6
.
[30]
.
Ti
rone,
S
.
,
&
Good
berry,
A.
(20
1
1
).
“
Lei
s
u
r
e
,
b
i
c
ul
tu
ra
lism,
a
n
d secon
d
-g
en
erati
o
n
Canad
i
an
s”.
Jo
ur
na
l of
Le
i
s
u
r
e
Research,
4
3,
4
27
-
4
4
4
.
[31]
.
Kim
,
J
.
,
Heo
,
J
.,
&
K
i
m
,
J
.
(2
01
4
)
.
“
T
he
b
en
ef
its
of
i
n-g
r
ou
p
c
on
tract
p
h
y
s
i
cal
acti
v
i
t
y
i
nvolv
e
ment
f
o
r
h
e
a
l
t
h
an
d
wel
l
-bei
ng
am
o
n
g
K
o
rean
i
mm
igrant
s”.
In
te
rn
a
t
io
na
l
J
o
urn
a
l
o
f
Qua
l
i
t
at
iv
e
S
t
u
d
ie
s On
He
al
th
an
d We
ll-
Be
in
g
,
9(1
)
,
1
-1
1.
[32]
.
Ti
k
l
y,
L
.
(20
1
1
)
.
“
T
owards
a
F
ramew
o
rk
f
or
R
esearch
ing
th
e
Qu
a
l
i
t
y
of
E
du
c
a
t
io
n
in
L
o
w
-In
c
o
me
C
ou
ntrie
s
.”
Com
par
ative E
d
u
c
ati
o
n
47
(1):
1–23
.
[33]
.
Ti
k
l
y,
L
.
,
&
A
.
M.
B
arret
t
.
(
2011).
“
Soc
i
al
J
u
s
ti
ce,
C
apabiliti
es
a
nd
t
he
Q
u
a
lity
o
f
E
du
ca
t
i
o
n
i
n
Lo
w
Incom
e
Countri
e
s
.
”
Interna
t
i
o
n
a
l
Jou
r
na
l of Edu
c
a
t
io
nal
D
evelop
men
t
31
(1): 3–14
.
[34]
.
Han
u
sh
ek,
E.
A
.,
&
J
.
A
.
Luq
u
e.
(
20
03
).
“
Effici
ency
a
nd
E
qu
it
y
in
S
cho
o
l
s
a
roun
d
th
e
W
o
rl
d
.
”
Economics of
Education R
eview
2
2
(
5
)
:
4
8
1
–502
.
[35]
.
Hey
n
em
an,
S.
P
.
(2
00
4).
“
I
ntern
a
tio
na
l
Ed
ucat
ion
Q
u
ali
t
y
”
.
E
c
ono
mi
cs of E
d
u
c
ation R
e
vi
ew
23
(4):
4
41–
45
2.
B
I
OG
RAP
HY
O
F
A
U
T
H
O
R
R
u
y
a
m
Ku
ç
uksul
ey
manoğ
lu
i
s
a
sso
ci
at
ed
p
ro
ff
eso
r
i
n
Ed
u
cati
o
n
a
l
P
l
a
n
n
i
ng
a
nd
A
d
m
i
n
i
s
t
rat
i
o
n
D
e
par
t
m
e
n
t
a
t
U
l
u
d
a
g
U
ni
ve
r
s
it
y,
B
ursa,
T
u
rke
y
.
Sh
e
comp
let
e
d
h
e
r
Mas
t
ers
an
d
P
H
.
D.
d
e
g
ree
s
on
e
duca
t
io
na
l
sc
ie
nce
s
.
S
h
e
c
o
n
d
u
c
t
d
s
nat
i
on
a
l
a
nd
i
n
t
e
rn
ati
o
n
a
l
pro
j
e
c
t
s
e
sp
eci
al
ly
o
n
so
ci
al
r
esp
o
n
s
ib
il
i
t
y
a
n
d
so
ci
al
e
n
t
repren
e
u
rship
.
Sh
e
i
s
i
nt
ere
s
t
e
d
in
c
l
a
ssroo
m
man
a
g
e
me
nt
,
st
ra
t
e
g
i
c
pl
an
ni
ng
,
i
n
ter
n
a
t
i
o
nal
stu
d
e
n
t
s
and
or
gan
i
za
t
i
ona
l
i
m
age
.
Evaluation Warning : The document was created with Spire.PDF for Python.