The educational needs of refugees in a multicultural world : An innovative solution to the problem

DOI: 10.31704/ijocis.2018.011 In the last few decades, forced migration movements increased and caused a number of people to leave their countries and homes. In this context, especially existence and quality of food, health and educational services have great importance. Refugee children do not only need to have an access to humanitarian needs but also education. Even though it may be hard for the host countries to make a new system or have the refugees adapt to the established system, getting this responsibility is crucial in context of human rights. Education system of Turkey should be arranged according to the refugees and respect their identities. In this paper, a multicultural model proposal is presented to establish a better education life for Syrian refugees in Turkey. Article History: Received Revised Accepted Online 15 July2018 07 November 2018 24 November 2018 26 December 2018


Introduction
In last decade, mobilization increased especially due to increasing technology and welfare level and there are so many people on the move in different contexts.Migration movements caused people to move all around the world.Unfortunately, forced migration movements occurred because of war, famine and contagious diseases.Syrian War has had huge effects both inside and outside of the country.Syrian War, which started in 2011, caused 5.5 million people to migrate from Syria (UNHCR, 2016a).Turkey, Lebanon, Iraq, Iran, Jordan, Egypt and some European countries host these refugees.Turkey's geographical position makes it the leader country in context of hosting refugees.In addition to that, The Geneva Convention, which was signed by Turkey in 1951, accepts refugees those who only migrate from Europe and this situation still continues in that geographical limitation (United Nations High Commissioner for Refugees Representation in Turkey, 1961).This causes arguments about the naming of individuals from Syria who migrated to Turkey forcibly.In the first stage, refugees were called as "guests" but then they were registered as people who are in Temporary Protection.According to Republic of Turkey, Ministry of Interior Directorate General of Migration Management there are 3.594.232people who are within scope of Contemporary Protection in 2018 (Turkish Ministry of Interior Directorate General of Migration Management, 2018).Increasing number of refugees has some significant effects on countries.It is of great importance for countries to recover and improve their systems in terms of infrastructure, education and health systems.Refugees' effects are not only limited to sharing resources.Demographic effects are also inevitable.Besides, different policies implemented by countries have an impact on refugees.It is critical to regulate the rights of refugees to live in humanitarian conditions in the country such as education, health and participation in the workforce.Especially when the young refugee population is considered, refugee youth should be well educated as well as every young person.These young refugees' effects on countries are the same with young citizens' effects.As a result, these young people should be well educated.
Considering the fact that 48.00% of the total of refugees are under the age of 18, the applied education policies are important for the future of both Turkey and refugee children.Turkey's refugee education policy is highly critical for refugee children to sustain their lives and adaptation to society.Syrian refugees' mother tongue is Arabic, which is different from Turkish.As a result, these refugee children basically have a language barrier.To solve this problem, curriculum of schools should be revised.If these arrangements will not take place, not only Turkey but also other host countries will face with a wide range of problems like early child marriage, child labor and employment of refugees in illegal ways.Turkey has been taken highly important steps to decrease child marriage, but if it is not focused on refugee education, this problem may re-emerge in society.To avoid these problems, host countries should focus on education.Turkey provides free education for Syrian children but there is not any legal article, which states that refugees' education, is mandatory until university.For Turkish citizens, there is a system called 4+4+4 and all Turkish citizens have to get education until university.From this perspective, Syrian students do not have the same opportunity as Turkish citizens.There are number of difficulties that Syrian refugees face, such as language barrier of both families and children, economic conditions, prejudices towards refugees.Unfortunately, due to these difficulties, 61 per cent of refugee children who are at school age cannot be enrolled to primary or secondary education in Turkey (UNHCR, 2016b).Syrian students are going to Temporary Training Centers.These centers are located in some government schools.Refugee children get education after Turkish children's classes finish.In these centers, Syrian curriculum is covered and given by Syrian teachers.In addition, Turkish teachers give Turkish classes.By 2017-2018 academic year, Syrian students are supposed to integrate into Turkish government schools with Turkish students.However, Turkish education system is not based on integration and identity based curriculum has been taught in Turkish governmental schools.There is no also class or curriculum that emphasizes the importance of multiculturalism.There is no class that Syrian children will understand the Turkish culture or vice versa.Due to lack of multiculturalization and adaptation, prejudices against refugees have started to occur as acts of hate crime both in Turkey and around the world ("Altın için Komşularını Öldüren Suriyeliler Tutuklandı", 2018).To eliminate prejudices, the education system should be based on multiculturalism and global values should be told to students.In addition, hate speech against refugees has increased all around the world.Some examples about hate speech in Turkey can be seen in real life and social media unfortunately.To have a peaceful society, youth that are more conscious should be raised in a multicultural form.In this paper, initially the situation of refugees around the world is discussed and then specifically, some solution proposals to the educational lives of refugees are presented.

An "Issue" of the Contemporary World: Refugees
As Ormsby stated, since 2011, the number of displaced people around the world has increased more than 50 per cent (2017).Year 011 was so critical because Syrian War started and affected 5.5 million people, caused them to become refugees (UNHCR, 2016a).Forced migration caused them to leave their country like Afghans and South Sudanese people."Forced migration is not something we discover but something we make" (Working, No & Turton, 2003, p. 3-17).Political and economic problems not only do affect refugees' lives but also all the world.Displacement can cause so many problems in host countries.In addition, refugees' traumas, identity fights and struggle for life is so depressing (Silove et al., 1997).One of the most significant effects of forced migration is that it affects all people from all socioeconomic backgrounds.A person can be a millionaire, an intellectual or a worker but all of them can be affected by migration at the same time.Also, it may be nonvisible for so many people but children are affected from forced migration issue so much.They may have trauma, chronic diseases during the migration process and afterwards (Gans, 2009).Life standards of immigrants decreases steadily after migration.However, to survive in these standards refugees need support from local authorities, NGO's (Non-Governmental Organizations) and societies.One of the ways to increase refugees' life standards is education.Giving them an appropriate education and creating a common culture would affect their lives profoundly.
Adapting to a new culture is hard for refugees because they migrate into societies that have a very different structure from theirs.As an example, 90 per cent of top 10 countries, which accept high number of refugees, are developing countries.To stay in camps in a developing or developed country is perceived irrational by refugees.They seek job opportunities in these countries rather than staying in a shelter.UNHCR states that in Turkey, 91 per cent of refugees are living in cities (2017b).Turkish government gives work permits to refugees.Okyay states that, at the end of 2016, 13,298 Syrian refugees had work permits (2017).Considering the adult number of refugees in Turkey, this number is low.Some of these refugees are entrepreneurs who have opened their own restaurants or companies but still there are so many blue-collar workers.But unfortunately, a high number of illegal labor exists, too.Business owners view migrants as cheap labor and employ them illegally (Erdoğan, 2018).Especially due to hard economic conditions in big cities, high house rents and high prices lead children to become worker.Though this is illegal, refugee children are forced to work.The United States Department of Labor also states that in textile, furniture and manufacturing sectors child labor has been increasing, and these children get less than half of the wages that are given to adults.
Pakistan is the second country that hosts the highest number of refugees.Most of the refugees in Pakistan have come from Afghanistan.Around 1.4 million refugees are living in Afghanistan.Afghan refugees also live in some European countries and Iran.Most of the Afghan refugees are living in Iran and Pakistan, which are developing countries.Also in 2016, in Iraq 953.447 and in Turkey 118.116Afghan refugees are living (UNHCR, 2016a).Developed countries have fewer Afghan refugees compared to developing countries (Human Rights Watch, 2017).Due to political issues between Afghanistan and Pakistan, as a host country Pakistan has been implementing refoulement to these refugees.UNHCR numbers showed that in 2016, 1.737.882refugees came back to Afghanistan though they had lack of humanitarian resource and job opportunities (2017b).In Afghan refugees' case, the number of children refugees are high, too.More than half of the Afghan refugee population is children (UNHCR, 2017b).Moreover, 74 percent of Afghan refugees living in Pakistan are below the age of 24 (UNHCR, 2016a).Giving education for these children is crucial because there is a non-negligible existence of terror in that geography.Education has a huge place to keep these children safe and add value to their lives.
Lebanon is the third country that hosts highest number of refugees.Lebanon hosts 1 million Syrian refugees (UNHCR, 2016a).Lebanon has some advantages concerning refugees due to its geographical proximity.The language of Lebanon is the same as Syria, Arabic.In addition, cultural differences are possibly fewer than Turkey or any other country that Syrian refugees are living in.However, Jesri states that there are not any formal camps spread around Lebanon (2015).This situation may affect the access to education in a negative way because if the government cannot gather refugees, it is hard to follow their needs.
Iran is the fourth country that hosts the highest number of refugees.Not only does Iran host Afghan refugees but it also hosts Syrian refugees.There are 979.435refugees in Iran (UNHCR, 2016a).Afghan refugees can attend schools like the citizen of Iran.In Iran, refugee children are getting education based on country's curriculum (UNHCR, 2016b).This situation is critical because this curriculum is not multicultural and does not fit to refugees' culture.
In addition to the Iran and Lebanon, so many people have become refugees due to conflicts in South Sudan.Almost one third of the population of South Sudan is displaced."More than 1.7 million South Sudanese have fled the country and an estimated 7.5 million people are in need of urgent humanitarian assistance inside South Sudan, including more than 1.9 million internally displaced people (IDPs)" (UNHCR,2017a).Sudanese people mostly migrate to neighborhood countries and all these countries are not developed countries like Sudan or developing countries.IRRA (International Refugee Rights Association) states that in Uganda there are 1 million South Sudanese refugees (2017).Due to economic conditions of host countries, refugee education is not so successful.UNHCR states that almost 65 per cent of these children cannot have access to education (2016a).
From all these examples, it can be clearly seen that migration movements affect children so deeply.These refugee children are getting education in cultures that they weren't born into.Moreover, some refugee children were born into a society that is very different from their families.For instance, according to AFAD (Disaster and Emergency Management), until July 2017, 224.750 children were born in Turkey (2017).As time passes, these refugee children will grow up in a multicultural world.Possibly, they will be bilingual, learn their mother tongue in home and learn the host country's official language in schools or during social activities.These refugee children will possibly have conflict with their identity in their minds.If the education system is redesigned based on refugee identity, global values and cultural combination, refugee children can be saved and reintroduced to society.
All in all, more than half of the refugees around the world are children (UNHCR, 2016a) and these children need to get proper education like normal citizen children do.Countries' approach toward them maybe different but they should meet certain needs of refugee children to a certain extent because these children are not bounded with national borders but they are the world's children.To save children, education is an important mechanism.In the next part of this paper, multicultural socialization and refugees' identity are discussed.After that, a curriculum proposal for refugee children in Turkey is given presented.

Education, Multicultural Socialization and Reconstruction of the Identity
Different countries and different people have different cultures.Globalization is a value that creates a new culture that everyone can meet in a common point.A Turkish person can wear blue jeans and a Japanese can wear blue jeans too.The spread of internet and social media also play a significant role here.These channels showed people that culture is not only restricted with the borders of countries.From these examples, it can be easily said that people from different backgrounds, cultures and countries establish a new culture that is called global culture.Multicultural socialization is another part of global culture.Multicultural socialization process is a significant way of having values, behaviors and cognitions from a different culture via social mechanisms.Education is one of the most effective social mechanism that combines cultures, discover talents and shapes identities.
Education encourages the improvement of human abilities and possibilities.With a specific end goal to locate the self and to investigate the potential that the individual has, the individual need to teach her psyche and soul.The individual distinguishes herself in light of the education that he/she has.Education begins in the family and proceeds through all lifetime.The education that is gotten from the family is the essential determinant of the personality development.Data that is found out from guardians that children have, the condition that children grow up, the racial or religious gathering that children have a place or companions that children play with are operators for the character development.Vincent (2003) says that education is not only a question of the activity of the political rights but it is the way to the verbalization or generation of the character.In a few nations, education is an unquestionable requirement; however, in some others like African nations it is an extravagance.Despite the fact that education is a required commitment by the law, it assumes a key part on the development of the personality.Because of the cultural assimilation, refugees sometimes attempt to restructure their personality when they are in contact with another culture.Displaced individuals are uncovered refugees and therefore, they feel a need for reassemble and they reproduce their personality in like manner.
An administration approach, which looks out to end the clash between the two societies for the benefits of both parties, should give more social roles and responsibilities to immigrants in order to integrate them with the locals.So displaced people can build their character as indicated by the social part that they play in the public.In any case, it is precise for displaced people to adjust in a new society and culture.Regardless of the fact that they fled from the war, individuals had their own particular societies in their recollections and comprehensions.They should not to be torn from this culture since recollections that they have are vital and are essential for the development of the character.

The Place of Bilingualism in Refugees' Education
Dewey & Dewey state that education is a process of living not just a preparation for future life and education adds value to people not only in academic ways but also in social ways (2008).The combination of learning, values, cultures, and behaviors is also part of education.Nowadays, the aim of education has changed sharply.Value creation part of education has decreased because education has been served as a mechanical system.Meyer states that in today's world, education does not look like a process but it is more like a product (as cited in Bauman, 2003).Curricula are not based on improving creativity and exploring talents.All children sit the same exams even though their talents, cognitions are different.
Unfortunately, people see education as a bridge only to enter workforce system.Education's role on combining cultures, has been undervalued and focus has been mostly being part of workforce.To solve this issue, multiculturalism should be brought forward in education system and curricula."Multicultural education is also a reform movement that is trying to change schools and other educational institutions so that students from all social-classes, gender, racial, language and cultural groups will have equal opportunity to learn" (Banks & McGee Banks, 2010, p. 4-481).Language classes are crucial in multicultural education.Especially in the education of refugees, bilingualism is of great importance because growing up in a society where the mother tongue is not spoken can go as far as to distance the main cultures of refugee children and even to forget their mother tongue over time.The advancement of bilingualism with sound educational foundations is important for establishing a healthy bridge between different cultures.
Bilingualism is using two languages fluently."The concept of bilingualism refers to the state of a linguistic community in which two languages are in contact with the result that two codes can be used in the same interaction" (Hamers & Blanc, 2000, p. 6-49).Bilingualism is a way of cultural interactions between people.A country that has a huge culture mosaic, like Turkey, bilingualism is a way to connect cultures.Families, traditions and schools serve as a bridge on bilingualism.As stated above, there are 22.5 million refugees around the world.Communication among host countries' citizens and refugees is important.Bilingualism of refugees also supports multicultural connections.Multiculturalism is not restricted with one culture's adaptation to another culture.When each culture learns language, values and traditions of each other, embraces them, and uses them in their daily lives, multicultural socialization occurs.In a research conducted by Sunny Man Chu Lau, students from Canada and Burma became pen pals.Students from Burma were mostly refugees and Burmese students wrote some parts of letters in Burmese language while Canadians wrote in English to increase bilingualism practices.At the end of this research, students' perspectives about using different language were more positive and lost their fear of learning different cultures (Sunny, 2017).Bilingualism in multicultural societies should not be restricted with one cultural or ethnic group.Bilingualism of refugees cannot be the only source of multiculturalism because people living in a host country should develop bilingual skills; this type of interconnection will be more helpful for both sides.
The place bilingualism in refugee education is critical because by learning a new language, refugee children's identity can be shaped.As Blau and Duncan stated, "The most important means for immigrant groups and other ethnic minority groups to be absorbed into the mainstream culture may be education" (as quoted by Bankston & Zhou, 1995, p. 3-17).Multicultural education does not aim absorption but adaptation.Thus, combination of multicultural education with bilingualism aims at increasing the adaptation process not absorption.In past, some absorption examples can be seen in different countries.The Congress of United States of America, made a legislation in 1906 that states, that if a person cannot speak English, she or he cannot have a right to be a citizen (as quoted by Bankston & Zhou, 1995).These restrictions in countries, limits multicultural environment.Researchers conducted based on bilingualism showed that bilingual children keep their bonds with their native culture and show adaptation to other culture so bilingualism has favorable effects on children culture (Bankston & Zhou, 1995).Memories of children in their native culture keep alive with bilingualism."In such a world, memory was an asset and the further back it reached and the longer it lasted the more valuable it was" (Bauman, 2003, p. 21).When host countries are aware of the fact that memory is a huge asset for refugee children and shape education system based on multicultural values, refugee children can have a better future.
To conclude, multiculturalism shows itself hugely in bilingual education.Considering the fact that there are 22.5 million refugees around the world and almost 3 million of them are living in Turkey, a new curriculum for Turkish education system based on multicultural values can be crucial.To break prejudices for each other, to understand cultures better and to have a healthy cultural mosaic in society, reforms are needed in Turkish education system.In the next parts, refugee education in Turkey is analyzed and a curriculum proposal for Turkey is given.

Refugees' Education in Turkey
Syrian War have affected a number of refugees in Turkey considerably.More than half of the refugees are children.Unfortunately, only 39 per cent of Syrian refugee children can have a chance to continue their education life in Turkey (UNHCR, 2016b).Children cannot go to school due to economic problems, psychologic problems, traumatic backgrounds or language barrier.Turkish government gives temporary settlement document to Syrian refugees and with this document, every child can attend government schools without paying any money.In some Turkish schools, Turkish government opened a center called Temporary Education Centre.Because of the location and establishment missions of these centers refugee children start education after Turkish children finish school.In these Temporary Education Centers, Syrian curriculum has been delivered and children learn Turkish in addition to that curriculum.By 2017-2018 fall semester, refugee children can start Turkish schools and most of the Temporary Education Centers have been closed all around Turkey to adapt refugee students into Turkish schools (Personal Communication with Ministry of Education of Eyüp District).
Unexpected rates of migration from Syria not only surprised Turkey but also surprised other countries.After migration, Turkish government started to find solutions for refugee education.Transitory Education Centers are one example of it.Still, some refugee children are going to schools that are not legal.UNICEF give monetary support to Transitory Education Centers.UNICEF pays teacher's salary and refugee children's monthly transportation payments in some Transitory Education Centers (UNICEF, 2015).Turkish Ministry of National Education states that, most of these Transitory Education Centers would be closed in 2017-2018 Fall semester and Syrian students would start regular Turkish schools and only minority of these Transitory Education Centers will continue (Ministry of National Education [Milli Eğitim Bakanlığı], 2016a).
The crucial issue in refugee education is that education can play a supportive role in their adaptation to society but can also have a huge effect on shaping their identities.When Syrian children start education in Turkish schools, they will get classes that focus on Turkish history and Turkish culture.Unfortunately, Turkish education system for elementary, secondary and high schools is not multicultural approach but on Turkish culture.Losing or breaking identity should not be aim of Turkish education system.However, due to lack of multiculturalization in Turkish curriculum, refugee children's identity may break.Moreover, to have a good education life, the integration of family is important.
School and family are two different social institutions and are shaped by different expectations.These different institutions have to meet in a common point about children's education.The problem gets more significant for the first grades because the most basic studying and learning skills form in that year (Şimşek & Tunaydın, 2002, p. 12-16).In refugee families, the rate of integration to education system is low.Even some families do not know how to send their children to schools.Language barrier and lack of information play a significant role here.Even if teachers observe some problems in students, they cannot tell their families because neither teachers know families' native languages nor families know teachers' native language.A research made by Mercan Uzun and Bütün ( 2016) is like a proof of the statements mentioned above.In Samsun, Turkey, teachers who worked with Syrian refugee children in pre-schools stated that they had communication problems both with families and with students.Additionally, teachers observed that some students had hygienic and psychological problems but when they tried to tell these families, they could not have a good communication because of language barrier.
Language barrier is not only limited to preschool children.Communication problem may raise among different age groups.Considering the fact that every child's learning and adapting process is different, learning process takes time.Even though Turkish classes are given in Transitory Education Centers, because all students are Syrian, children do not have any chance to practice speaking Turkish language.In addition, in Turkish society there are some prejudices towards refugees, especially to Syrian refugees.For instance, in Twitter, there are some hashtags about Syrian refugees based on hate speech (#SyriansGetOut), (#SyriansBackHome).Due to some distorted news about Syrians, some Turkish people get angry with them.When families have prejudices towards refugees, their children also have prejudices.This situation creates a barrier between Syrian and Turkish children's friendship and Syrian refugees' integration to Turkish society.Considering the fact that friendship ties and attitudes towards each other is significant in childhood in many senses, prejudices of families which transfer to children negatively affect Syrian refugees' integration to Turkish society.Furthermore, economic conditions of refugee families are another important problem for refugee children's education.In Turkey, refugees who have Temporary Protection Document can have access to free education and free health services, but some government schools may require some money for school services in registration.Moreover, some cultural trips organized during semester, stationary and clothing expenses are other problems for refugees.Considering the fact that Syrian refugee families have high number of children, it is hard for them to meet all children's need.
Some families find illegal solutions to meet their needs.Child labor is one of the most significant problems.Human Rights Watch' report states that according to A Support to Life Survey, conducted in different cities of Turkey, in İstanbul, at least one child works in 1/3 Syrian households and half of these children are working in textile industry, in Şanlıurfa average age of a child laborer is 14 and in Hatay almost 50 per cent of children refugees are working (2015).Additionally, in Human Rights Watch' report there are some interviews with Syrian refugee children who have been working since they came to Turkey (2015).
Additionally, an important factor that causes refugee children to work at a young age is the lower level of education of their families.According to AFAD, 79.80% of adult refugees are graduated from middle school and primary school (2017).From this result, it can be easily concluded that not only refugee children but also adult refugees need education.Although younger refugees can learn Turkish in government schools, there is not any attempt for adult refugees on language learning from government.Some NGO's like AID (Alliance of International Doctors) give vocational and language courses for Syrian refugee adults but there is not any government attempt about opening a vocational course for refugee adults.Municipalities have vocational courses for Turkish citizens.For instance, Istanbul Metropolitan Municipalities course centers for gaining professionalism called İSMEK (Istanbul Vocational Training Courses) are free.These courses are almost all around Istanbul.It is a good opportunity to get education in these centers but there is not any concrete step from municipality to create place for refugees in these centers.Also, in Public Education Centre's Turkish for Foreigners classes has opened but refugee families do not have information about it or due to limited budget, they cannot access to these centres.
In spite of these problems, Turkish government made regulation about refugees' employment.According to this regulation, refugees who have Temporary Protection Document and want to be employed can get work permit from Turkish MOI (Ministry of Interior).Refugees can get work permit after 6 months from enrollment to Temporary Protection Document.This regulation gives quota for Turkish businesses that for each workplace the number of workers who have work permit cannot exceed 10 per cent of the total employee number.This regulation also keeps Turkish citizens' employment rights but it may nevertheless affect Turkish employees in a negative way.As reported by World Bank Syrian, the employment of refugees in Turkish labor force will negatively affect informal Turkish labor force regardless of gender or educational level or age (Del Carpio & Wagner, 2015).To avoid this, new work areas for refugees can be created and job opportunities for Turkish citizens can be expanded.
To conclude, Syrian refugee children's adaptation to Turkish education system and Turkish society is an important step but it is not enough.To sustain their adaptation, families also have to integrate into society.Social, monetary and psychological support for all refugees is crucial.Moreover, having a multicultural curriculum can bring benefits for both refugee and Turkish students.Gaining professionalism and language classes for adults is also important for preventing child labor and increasing refugees' literacy level.In addition, government should share refugee education responsibility with municipalities and NGO's.Refugee education and integration is not one-sided issue and is not only limited to refugees.If all people from different backgrounds and different cultures can meet in at a common point and support each other, problems can be solved easily.

Proposal for A New Multicultural Plan for The Refugee Education in Turkey
It is significant for refugee children to learn the language of the host country in terms of their education.Preschool, primary school and secondary school education are especially important for language development (Stevens, 2016).
One of the means that will help refugee children absorb the culture of the country they are being sheltered is the education they receive at school (Andriessen & Phalet, 2002).Subjects that are going to be given are determined within the weekly schedules of schools.Schedules of primary and secondary schools of Turkish National Education Ministry are shaped for the students living in the country.Education at all schools is carried out in accordance with these weekly lesson schedules.Refugee children receive education together with the children of this country in parallel with the lesson schedules prepared for them.Subjects in their present weekly programs are taught in accordance with the curriculum prepared for these lessons by the Ministry of National Education.Present curriculum includes learning goals and aims written for the Turkish citizens residing in Turkey.Curricula is defined as "a mechanism of experiences including all activities related to the teaching of a lesson which is planned for the individual to gain inside or outside school" by Demirel (2005, p. 6).When this definition is taken into consideration, education of the refugee children can only be carried out with the syllabus considering the fact that they have been receiving education at same schools and will go on doing so.To achieve this, both education programs and weekly schedules in which courses in the education programs are determined ought to be structured bearing the multi-cultural structure in mind.
As stated before, refugees should be supported for a sustainable life in every aspect.Each individual of the refugee society needs education as well as nutrition, shelter and a hygienic environment.Refugees can use every kind of educational facility in their national education system.However, they are not able to have education according to the same or similar learning targets or attainments when they migrate to a new country as they reside in a new country with a different education system and school structure.Owing to all these facts, a new education model and school environment are needed for the refugee children.Host countries should provide education opportunities for the children regardless of the school type they are attending.Otherwise, refugee children cannot adapt themselves to the culture of the host country.There is a possibility of problems arising from two different scopes, one being in the aspect of the hosting country and the other being from the aspect of the refugees, as they cannot receive official education.Furthermore, it will be more difficult for the refugee children to be part of the community in the future if they do not have education at their budding ages.Therefore, every host country should think, design and practice a unique education system for refugee students.
The curriculum of refugee children should be different from both education systems: from the program of the host country and that of their own country.An effective and sufficient education system, a well-designed weekly schedule and a curriculum, involving multiculturalism and designed for the lessons in this schedule should be evaluated so comprehensively that it should cover every topic that children might need to learn now and in their future lives because existing educational systems and curricula need to be revised according to the changes occurring as a result of movements of migration in the globe.Sustainable changes suitable for the multicultural structure and parallel with the changes occurred after migration should be made so that there can be an egalitarian sharing among all the individuals of the community and in order for democracy to be settled (Salinas, 2006).
It is advised that an effective and proper syllabus should meet the needs of social conditions and provide students who are expected to achieve their goals with necessary knowledge and skills (Aykaç, 2014, p. 42).Curriculum for the refugees having the chance to live in the host country or his own motherland should be designed properly for the two situations mentioned before, considering the multiculturalism possibility.Curricula, which are prepared considering the differences and regard the culture of the host country and the homeland, can raise awareness in students about multi-cultural life.First, curricula including cultural properties of the host country and cultural elements of the refugees' motherlands must be designed.Thus, while refugee students will be able to acquire cultural characteristics of the host country, they will also be able to learn both their own and the global culture (Banks, 2014).Current situation will be able to add awareness of living together with different cultures and achievement of respecting different cultures both to the native and migrated students.By looking at these ideas and with the aim of preventing assimilation, curriculum of the subjects that are in the weekly schedules of refugees should comprise both languages, that of the native language and their own.At the same time, the curricula should include Mathematics, Science, Art and P.E.Other two important courses are Psychological Guidance, Counselling, and Religious Education.
The curricula of these courses should be designed in a way that blends the cultures of both countries and the global culture so that a refugee student will be able to use the things he has learned within this syllabus in different multi-cultural environments.Syllabus of courses in the weekly schedules should be planned, involving the similarities and differences between the new culture and mother culture.
As it will be seen in the attachment, in tables 1 and 2, alternative weekly schedules are proposed for a system in which refugees are involved.Considering refugee students, the first alternative, is a weekly lesson program consisting of Arabic and Culture courses.In table 2, a weekly program is prepared for a curriculum in which Science, Technology, Engineering and Mathematics are predominant, taking STEM teaching model into consideration.Multiculturalism is the foundation of Scientific and Technological Curriculum.

Table 1
General Educational Plan for Turkish Primary and Secondary Schools.*In secondary school Arabic has been chosen as elective class.If students select, other elective language classes will be given.

Discussion, Conclusion and Implications
Refugees are global citizens; though, most countries do not want to integrate them, or have failed to integrate them to the society.Integration concept is basically should not be in the way of assimilation but in general it should be a concept that establishing a social system which meets with all parties demands in society.Considering the fact that education plays a major role in the formation of identity and integration, precautions should be carefully taken in the scope of education and current curricula should be revised.The most significant method of overcoming the issue of refugees is to give them a proper education.Developing a syllabus appropriate for the weekly schedule taking multiculturalism into consideration and integrating STEM education system are appreciated as two ways of raising the sense of belonging and the adaptation of refugees to the society.Holistic and global function of STEM teaching approach cannot be ignored in terms of integration to the society they live in by means of education.
The effect of technology cannot be denied in the process of globalization.Internet use, contributing to the advance of technological development day by day has made the teaching of Mathematics and Science more Engineering and Technology-based.Technology-based teaching approach in Mathematics, Science and Engineering has been widespread, known as STEM.STEM teaching approach, which has been applied in many countries as soon as it appeared, aims at students' adoption to interdisciplinary perspective.The fundamental aim of STEM is to bring up students who can use Mathematics and Scientific Studies as technology-productive based and can use this in the social, business and global enterprises (Kırkıç & Kırkıç, 2018, p.39).
Educational experiences of people from different cultures living in the same environment has been a prevalent situation in the globalizing world.Silicon Valley is a leading place, known worldwide, where technological inventions are made.Most of the scientists working in Silicon Valley come from different countries.37.80 % of those living in Silicon Valley are immigrants and every 24 minutes a new immigrant comes to the valley (2018, Silicon Valley Population Clock).The practice of STEM based teaching approach in the immigrants' schools will support different cultures to learn together in producing technology as in the example of Silicon Valley.Thus, there will be an opportunity of culturally socializing and the blending of the cultures.In American University of Beirut, STEM education is given to the immigrant students, which helps them adapt to the education and the society they live in (Muller, 2017).In the STEM report prepared by the Turkish Ministry of Education (Turkish Ministry of National Education MEB, 2016b), it has been suggested that STEM teaching approach should be integrated into the preparatory process of curriculum of different subjects.There is not a universal approach to the refugee education as there is in other educational issues; however, there is a need to comprise structures that will enhance cultural adaptation and integration.Although mentalities that will help this adaptation have not been put into practice, though constructed, in scopes such as Medicine, a universal paradigm (a series of values), which will develop abilities at an individual level has not been constructed yet in education.
Yıldıran states that there is a new frame for a universal integration and adaptation.According to Yıldıran, this frame can be neither a Western or Eastern nor Northern or Southern one.This frame can be made up with the culture of every individual and what he has brought from his heritage (Yıldıran, 2006, p. 440-441).Weekly lesson schedules that have been proposed are appropriate for the characteristics of people from different cultures, blended with the cultural features of the culture they come from and the one they live in now, and aiming at raising an awareness of global cultures.It is proposed to the Turkish Ministry of Education that weekly lesson schedules should be evaluated and curricula should be designed in accordance with the situation resulting from the evaluation.

Acknowledgement
This study was presented by the authors at DAKAM's Interdisciplinary Studies Meeting on 29-30 September 2017.
In this study individuals who came to Turkey with forced migration were called as "refugees".Even they are qualified as Individuals under Temporary Protection, it is the mutual view of the authors to use the term refugee.The writers hope that these people become refugees legally, benefit from more rights and live in better conditions.

Table 2
STEM Approach Weekly Course Plan for Syrian Refugee Students.