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Initiative on Global Initiative on Out-Of-School Children This report was prepared by an independent expert as part of the Global Initiative on Out-of-School Children with support from R.T. Ministry of National Education Directorate General for Basic Education and UNICEF Turkey under the Govern- ment of Republic of Turkey – UNICEF 2011-2015 Country Programme Action Plan. The statements in this report are of the author and do not necessarily reflect the views of the Ministry of National Education or UNICEF. ISBN: 978-92-806-4725-9 Cover Image: © UNICEF/NYHQ2005-1203/LeMoyne A girl removes laundry from the line at a camp for migrant workers near the city of Adana-Turkey. Contents Acknowledgement .................................................................................................................................................................................5 Preface ....................................................................................................................................................................................................7 List of Tables and Figures ....................................................................................................................................................................9 Acronyms ............................................................................................................................................................................................. 11 Executive Summary ............................................................................................................................................................................13 Introduction ..........................................................................................................................................................................................18 Overview of demographics ....................................................................................................................................................................18 Overview of development ......................................................................................................................................................................19 Overview of education sector ................................................................................................................................................................20 Research on out-of-school children .......................................................................................................................................................21 Chapter 1: Dimensions of Exclusion from Education and the Profiles of Out-Of-School Children ............................................26 Five dimensions of exclusion from education (5DE) .............................................................................................................................26 Review of data sources .........................................................................................................................................................................26 Dimension 1: Pre-primary education and out-of-school children ...........................................................................................................28 Dimension 2 and 3: Out-of-school children of basic education age ......................................................................................................30 Fourth and fifth dimensions: Children who are at risk of being excluded ..............................................................................................41 2Summary analysis of the profiles of out-of-school children .................................................................................................................44 Chapter 2: Barriers and Bottlenecks Leading To Exclusion from Education ................................................................................46 Socio-cultural, psycho-social, social capital and health related reasons ...............................................................................................46 Economic barriers ..................................................................................................................................................................................49 Administrative regulations and school-related barriers and bottlenecks ...............................................................................................51 Governance and finance-related barriers and bottlenecks ....................................................................................................................59 Summary of barriers and bottlenecks ....................................................................................................................................................63 Chapter 3: Policies to Overcome Barriers That Bring About Exclusion From Education ............................................................64 Policies targeting personal and familial barriers ....................................................................................................................................64 Policies targeting the school environment .............................................................................................................................................72 Governance and finance policies in the education sector .....................................................................................................................74 Summary analysis on education and social protection policies .............................................................................................................75 Conclusion: Next Steps And Recommendations .............................................................................................................................76 Next steps ..............................................................................................................................................................................................76 Recommendations .................................................................................................................................................................................77 Annex: Definition of Child Labour .....................................................................................................................................................80 Sources ................................................................................................................................................................................................82 Endnotes ..............................................................................................................................................................................................86 3 Acknowledgement This report was prepared by Özsel Beleli from April to December 2011. The report made extensive use of Asst. Prof. Gökçe Uysal’s analysis of Demographic and Health Survey data. The leadership provided by the Deputy Undersecretary of the Ministry of National Education Salih Çelik and the General Director of Basic Education Funda Kocabıyık from the beginning of the initiative until the publication of the report supported and facilitated the process. Expert guidance and perspective were provided by Cengiz Emik, Münevver Ayla Top, and Niyazi Kaya from the Ministry of National Education and team from UNICEF Turkey. Comments on earlier drafts were submitted by Erin Tanner from the UNICEF Central and Eastern European and the Commonwealth of Independent States (CEECIS) Regional Office; Sheena Bell and Friedrich Huebler from the UNESCO Institute for Statistics; Jennifer Yablonski and Sheila Murthy from the UNICEF Headquarters Division of Policy and Practice; Lorenzo Guarcello from Understanding Children’s Work; and Frank Robert Van Cappelle. This report benefited from the contributions of many interviewees including (in alphabetical order):Ahmet Alper Eğe (T.C. Başbakanlık Devlet Planlama Teşkilatı), Ahmet Murat Altuğ (T.C. Milli Eğitim Bakanlığı, Temel Eğitim Genel Müdürlüğü), Aysel Özfırat (T.C. Milli Eğitim Bakanlığı, Özel Eğitim, Rehberlik ve Danışma Hizmetleri Genel Müdürlüğü), Aytuğ Şaşmaz (Sabancı Üniversitesi Eğitim Reformu Girişimi), Başak Tezel (T.C. Sağlık Bakanlığı, Ana Çocuk Sağlığı ve Aile Planlaması Genel Müdürlüğü), Dilek Okkalı (T.C. Başbakanlık Devlet Planlama Teşkilatı), Elif Özalp (T.C. Milli Eğitim Bakanlığı, Özel Eğitim, Rehberlik ve Danışma Hizmetleri Genel Müdürlüğü), Emin Eraslan (T.C. Başbakanlık Sosyal Hizmetler ve Çocuk Esirgeme Kurumu Genel Müdürlüğü), Feridun Özyürek (T.C. Milli Eğitim Bakanlığı, Centralöğretim Genel Müdürlüğü), Galip Gülmez (T.C. Milli Eğitim Bakanlığı, Temel Eğitim Genel Müdürlüğü), Hatice Şap (T.C. Milli Eğitim Bakanlığı, Temel Eğitim Genel Müdürlüğü), Kamil Topçu (T.C. Milli Eğitim Bakanlığı, Temel Eğitim Genel Müdürlüğü), Lütfiye Karaduman (T.C. Çalışma ve Sosyal Güvenlik Bakanlığı), Mehmet Bilgir (T.C. Milli Eğitim Bakanlığı, Okul Öncesi Eğitimi Genel Müdürlüğü), Mehmet Caner Demir (Delegation of European Union in Turkey), Metehan Keleş (T.C. Milli Eğitim Bakanlığı Bilgi İşlem Dairesi Başkanlığı), Murat Gürkan (T.C. Milli Eğitim Bakanlığı, Özel Eğitim, Rehberlik ve Danışma Hizmetleri Genel Müdürlüğü), Pınar Yavuzkanat (T.C. Başbakanlık Sosyal Yardımlaşma ve Dayanışma Genel Müdürlüğü), Özcan Kars (T.C. Başbakanlık Sosyal Hizmetler ve Çocuk Esirgeme Kurumu Genel Müdürlüğü),
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    ELEVATING HOPES UNDP Turkey Syria Crisis and Resilience Response Programme At UNDP, we are committed to respond to a changing development landscape and advocate for resilience opportunities. SUSTAINABLE DEVELOPMENT IN A TIME OF CHANGE As the UNDP Turkey Country Programme, we address complex challenges from a sustainable development perspective. We do so in line with the National Development priorities and Sustainable Development Goals (SDGs) and adhere to the commitments made under the New Way of Working. Through the UNDP Turkey Syria Crisis and Resilience Response Programme, we coordinate and mobilize development resources, knowledge and experience. We work in close partnership with the Government of Turkey, national and local partners to deliver on strengthening resilience for the individuals (Syrians under Temporary Protection and host communities alike), communities and institutions most aff ected by the Syria crisis. WORKING FOR BETTER LIVES Recognizing the scale and regional dimensions of the Syrian refugee crisis, the Regional Refugee Response Plan (3RP) combines humanitarian and development resources to support the implementation of nationally-owned response plans for Egypt, Iraq, Jordan, Lebanon and Turkey. The 3RP supports the coordination and monitoring of the regional response as well as funding commitments. UNDP coordinates the 3RP with UNHCR-The UN Refugee Agency, regionally as well as at country level, including Turkey, in particular the resilience component of the response. Resilience is the ability to cope with and recover from shocks and sustain development gains. This includes strengthening the required capacities at In Turkey, UNDP leads the livelihoods sector and is a core partner in the basic needs, protection all levels to be better able to resist shocks.
  • Report to the Turkish Government on the Visit to Turkey Carried Out

    Report to the Turkish Government on the Visit to Turkey Carried Out

    CPT/Inf (2011) 13 Report to the Turkish Government on the visit to Turkey carried out by the European Committee for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment (CPT) from 4 to 17 June 2009 The Turkish Government has requested the publication of this report and of its response. The Government’s response is set out in document CPT/Inf (2011) 14. Strasbourg, 31 March 2011 - 2 - CONTENTS Copy of the letter transmitting the CPT’s report............................................................................4 I. INTRODUCTION.....................................................................................................................5 A. Dates of the visit and composition of the delegation ..............................................................5 B. Establishments visited...............................................................................................................6 C. Co-operation and consultations held by the delegation.........................................................7 D. Immediate observations under Article 8, paragraph 5, of the Convention .........................9 II. FACTS FOUND DURING THE VISIT AND ACTION PROPOSED ..............................10 A. Monitoring of places of deprivation of liberty......................................................................10 B. Law enforcement agencies......................................................................................................11 1. Preliminary remarks ........................................................................................................11