Refugee crisis have led to the mobilizing of economic and political forces in Europe. Moreover, Europe took the responsibility for improving the life of thousands who suffered a long trip in order to be safe. European countries are not the only one who are dealing with the Refugee crisis. Among European countries (Germany, Belgium, Nederland) there are Lebanon, Palestine and Turkey which are struggling with providing “the newcomers” with an adequate conditions for life.
Overall, the Refugee crisis touches upon the most vulnerable group of the stratum and these are children. Children of different ages, different backgrounds but with a common history of being a refugee. Depending on the situation and pre-conditions of travelling to the host country, there may be the risk of developing of the Posttraumatic Stress Disorder (PTSD).
Taking into account an extremely complicated situation a due attention should be paid in order to organize education for the refugee children. Unfortunately, due to the financial shortage a special education for refugees is only to be planned. Generally, there it is too fast to discuss the refugee education as soon as children can hardly access regular schools.
For instance, this complicated situation can be traced in Turkey and Lebanon. These countries have difficulties with providing each child with the access to education. Particularly, there are private charity schools in refugee camps, but they are overcrowded and not each child can be appointed to them. While there is at least some possibility to be educated for some, other children who do not live in a camp have no access to education. This is the case with Syrian refugees in Turkey which comprise 70%. Unfortunately, children with special educational needs are not supported by any kind of education.
World organizations took part in providing the support for the refugee children. The United Nations Relief and Work Agency (UNRWA) which is created by donations of the UN members, arranged the possibility to follow basic and secondary education. Unfortunately, these are only the Palestinian children who go to schools. This can be explained by the fact that the UNRWA schools are situated in Palestine.
Mentioned above host countries included the plan for the refugee education in their educational agenda. Turkey and Lebanon are cautious about the needs of these children and at the same time they recognize their responsibility towards refugees. It is important to mention that these countries need a sufficient support from other countries and world organizations. It is not on Turkey and Lebanon only to provide a sufficient education for refugees. It is not because of refugees being in those countries that it makes those countries the only one responsible for them.
World organizations, NGOs and other countries should provide humanitarian support. Beside humanitarian support the stage should be taken by educationalists who will take part in creating education for the refugee children. Nowadays, it is the responsibility of each citizen in each country to support the development of education or at least access to education. It is important to note that the level of integration of the “newcomers” depends on everyone. Thus, taking a passive position towards this issue is doing harm, primarily to each of us. By depriving refugees the access to education, which is one of the tools of integration, the world may prompt them to marginalize and live their own life.
At this stage educational agenda should take a special track of development in education. Education for the refugee children should have a healing effect and provide them with a feeling of safety and prospects for the future. Unfortunately, current situation when many of them are not even in camps is unacceptable.
Probably, financial part of this problem is the most important, as soon as people who are to work on educational projects for refugees should be financially supported. This is where governmental and non-governmental organizations come into play. Additionally, each country should mobilize its forces in order to provide any kind of support to children: clothes, moral support or financial. Moreover, it is not always about finance, as soon as many countries need volunteers who are able to learn children the language of a host country. If any of us has the possibility to do that, without any exes we can change the fate of the refugee children.
Previously mentioned conditions are important because children are to integrate and live in the world where a neo-liberal track in economy and education is taken. Thus, this may presuppose absolutely an opposite situation in the home country of a refugee. Taking into account this situation it is our obligation to introduce the concept of neo-liberalism through education. This undermines that learners should be the center of educational process.
Refugee children should understand that they assume the responsibility for their own learning. These children have to get acquitted with what it means to be a businessman and an entrepreneur in one’s own learning. It should become clear that in this situation there are two sides who invest: these are donors, a host country and a learner. The latter invests his time and efforts into his/her future.
Student in the KU Leuven (Belgium)
Program: Master in Educational Studies
Faculty of Psychology and Educational Studies