Problems Of Afghan Refugee Students In Pakistan And Syrian Refugee Students In Turkey: A Comparative Analysis

Abstract

Continuing dramatic growth in mass displacement from wars and conflict, once again reaching extraordinary in recent history. UNHCR announced that worldwide forced displacement numbers had reached 51.2 million, a level not previously seen in the post-World War II era Such growth poses challenges to finding sufficient responses to these crises, gradually leading to the many displacements of individuals or secondary movements in search of safety and livelihood. Globally, one in every five emigrant persons worldwide were Syrian. The country also became the world’s largest source country of refugees during 2014, overtaking Afghanistan, which had held this position for more than 30 years. Today, more than half of the world’s refugees are children, a figure that has enlarged consistently. The study was designed to investigate the Academic problems of afghan refugee students in Pakistan and Syrian refugee students in turkey targeting the largest refugee community worldwide, it was comparative analysis of the problems of refugee students of the two groups of refugee. investigation was casual comparative in nature, questionnaire with 4 point Likert scale was used to collect data. The population of the study consists of 332 Afghan Students, from Khubaib college Rumi Pakistan, 341 Syrian students, from Uluslararası Ebu Ubeyde Anadolu İmam Hatiplisesi, Turkey. The sample was consisting 205 Afghan refugee’s school students in Pakistan and 203 students from Syrian refugee’s school in Turkey by using Total population sampling or   the purposive sampling technique. Data was analyzed by SSPS program applying the Chi square test, T-test and Anova. The results reveals that the academic problems of Syrian Refugee students were more than Afghan refugee students. When considering the Academic problems comparison between and within the group it was concluded that there was a difference between both groups of refugee students. Refugee students may be provided with a language training program of sufficient duration before attending school in the host country and receive the same curriculum once they have overcome their language problems. Having diverse migration and educational backgrounds, the situation affects their educational and psychological requirements. Schools, teachers, parents, and the community may work together to support refugee pupils. These students' emotional and cultural needs must be met by teachers. Mentoring must be done proactively by teachers and guidance counselors in order to make it easier for refugee kids who have experienced difficulties. It was proposed that additional research be conducted in order to maintain the refugee education process and win the public's support. More research is needed to help the refugee education process and win the support of the stakeholders, according to this study on Afghan and Syrian refugee pupils.