Inclusion and education



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FIGURE 3.5: 
Classrooms in the region are more homogeneous than in EU countries
Percentage of lower secondary school teachers who reported that their classroom had the following student population 
composition, selected countries, 2018
0
10
20
30
50
40
%
>10% non-native speakers
>10% have special needs
>10% immigrants/with
migrant background
>1% refugees
Slovakia
Hungary Czechia Lithuania Romania
Croatia Georgia
Russian Fed.
Estonia Slovenia Turkey
Latvia
Kazakhstan
Bulgaria
Turkey
Georgia
Russian Fed. Kazakhstan
Bulgaria
Latvia Croatia
Lithuania Romania
Estonia Hungary Slovakia Czechia Slovenia
Estonia
Hungary
Latvia Croatia
Lithuania Slovakia Bulgaria
Czechia Romania
Russian Fed.
Georgia Slovenia
Kazakhstan
Turkey
Kazakhstan
Hungary Lithuania
Latvia
Slovakia Czechia Romania
Bulgaria Croatia Estonia Slovenia
Russian Fed.
Georgia Turkey
EU 19.4%
EU 30.8%
EU 20.8%
EU 15.7%
Source:
OECD (2019c).
About 60%
of Roma, 
Ashkali and Egyptian youth in the Balkans 
do not attend
upper secondary school
6 10
54
GLOBAL EDUCATION MONITORING REPORT 2021


BOX 3.1: 
Turkey and Serbia have made efforts to register and include refugee children in public education
In recent years, the region has witnessed large flows of migrant and 
displaced populations as a result of the Syrian civil war. This has 
challenged countries located along the route of these flows.
Turkey hosts 3.6 million Syrian refugees (UNHCR, 2020a), 1.1 million of 
whom are of school age. The first refugees crossed into the country 
in 2011, immediately spreading beyond camps. Non-government and 
faith-based organizations established informal schools, staffed by 
volunteer teachers, offering instruction in Arabic and using a modified 
Syrian curriculum. These temporary education centres (TECs) were 
largely unregulated, operated outside the national system and had 
limited quality assurance or standardization of certification at the end 
of grades 9 and 12.
In late 2014, the Ministry of National Education established a 
regulatory framework for TECs. Syrian families could choose 
enrolment in TECs or public schools (Turkey Ministry of National 
Education, 2014). TECs not meeting regulations were closed. In August 
2016, the government announced that all Syrian children would be 
integrated into the national education system. Among those enrolled, 
the share of Syrian children in TECs fell from 83% in 2014/15 to 4% in 
2019/20. The government required all TECs to offer 15 hours of Turkish 
language instruction per week to prepare students for transition to 
Turkish schools.
Children with a foreigner identification number were entered into the 
main management information system, e-Okul, while those with a 
temporary protection identification document were entered into a 
tailor-made system, YÖBIS, which was compatible with e-Okul. YÖBIS 
was first used in TECs in 2015 (Turkey Government and UNICEF, 2019). 
Subsequent improvements, such as its linkage with the Integrated 
Social Assistance Information System, allowed its attendance records 
to be used as an eligibility criterion for awarding a conditional cash 
transfer for education (Ring et al., 2020) (see 
Chapter 4
) .
The inclusion process has been supported by Promoting Integration 
of Syrian Children to the Turkish Education System, a project that 
received EUR 300 million as part of the European Union’s EUR 
3 billion Facility for Refugees in Turkey (Delegation of the European 
Union in Turkey, 2017). Two-fifths financed school construction; the 
rest was allocated to Turkish and Arabic language courses, catch-up 
education and remedial classes, free school transport, education 
materials, an examination system, guidance and counselling, training 
of 15,000 teachers and hiring of administrative personnel (Arik Akyuz, 
2018). However, there is still a lot left to do. The percentage of out-of-
school children fell rapidly, from 70% in 2014/15 to 38% in 2017/18, but 
was still at 37% two years later (
Figure 3.6
).
Refugee and asylum-seeker movements along the so-called Balkan 
corridor reached their peak in 2015. While the challenge there was 
on a much smaller scale than in Turkey, governments had to find 
education continuity solutions for thousands of children about whom 
neither the education trajectory nor the intention to stay in the 
country were known.
In Serbia, in collaboration with UNICEF and the Centre for Education 
Policy, the government piloted an approach in two municipalities 
and 10 schools in 2016/17. In 2017, the Ministry of Education, Science 
and Technological Development adopted instructions for inclusion 
of refugee and asylum-seeking students into the education system, 
with schools obliged to prepare and implement support plans at 
the school and individual levels. These plans cover aspects such as 
adaptation and stress relief, intensive learning of Serbian, participation 
in regular syllabus and extracurricular activities and adaptation of 
school attendance schedule and teaching materials. By 2018/19, about 
2,500 or 98% of pre- and primary school-age children in reception 
centres had been placed in public schools (Serbia Government, 2019). 
However, an independent study by the Belgrade Centre for Human 
Rights estimated that just 14% of refugee and asylum-seeking 
children attended regularly, an indicator not monitored by the 
information management system (ECRE, 2019).

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