Turkish Migrants and Education Group of National Experts on the Education of Migrants October 2008 Paris

The immigration of the Turkish workers to Western European countries started in the beginning of 1960’s.

Numbers of Turkish People Living in Foreign Countries Germany2,300,000 Belgium 130,000 USA250,000 France423,471 Finland7,000 Canada41,000 Netherlands364,333 Switzerland80,000 Australia150,000 Denmark54,589 UK80,000 Russia30,000 Norway10,000 Italy15,000 Israel30,000 Sweden63,580 Austria110,000

Common Qualifications of Turkish Immigrants-1 The first generation Turks:  mostly from rural areas,  with low educational backgrounds,  without professional qualifications

Common Qualifications of Turkish Immigrants-2 Lack of language & communication, Feeling lonely and insecure, Willingness to continue their living style, segregated immigrants from the rest of the community.

Educational backgrounds, Living standards, Effect their school performance and integration. Common Qualifications of Turkish Immigrants-3

 Insufficiency of the host country's language competencies,  Difficulties to learn mother-tongue, Lack of communication with in families and with schools Lead migrants to special education Common Qualifications of Turkish Immigrants-4

Services Provided by the Ministry of National Education (MoNE)  MoNE has appointed abroad Turkish Language and Culture teachers since 1970’s, to guide students and their parents.

Number of Teachers Appointed Abroad

MoNE P repares curriculum for Turkish Language and Culture Course, Signs bilateral negotiations and agreements at the Ministerial level, Arranges meetings of Education Experts with the countries where Turkish immigrant population is high, Education oriented visits to Turkey for foreign principals, teachers, Develops sister school implementations.

41 Education Counselor and Education Attaché offices in 15 countries United States of America Federal Republic of Germany France AustriaAustraliaBelgium DenmarkGeorgiaNetherlands United KingdomSwitzerlandSweden EgyptRussiaSaudi Arabia

SUGGESTIONS-1 Additional courses, Mothers have a vital role, Teachers and multicultural dialogue, Surveys and analysis on successful migrant students,

SUGGESTIONS-2 “Successful Migrant Role Models”, Migrant integration projects, Expert support from motherlands, Migrants adults  courses on language,  vocational courses “Segregation Schools”

SUGGESTIONS-3 EU projects and collaboration with homelands, A specific student mobility program.

Meral HACIPAŞAOĞLU Deputy General Director Ministry of National Education, TURKEY