Access to Education Project

Mavi Kalem, within the scope of the Access to Education Project (GOALS Project in Türkiye: Enhancing education and wellbeing for vulnerable girls and boys and families in Istanbul), which started in July 2024 and still going on, is working to remove or reduce the barriers to access to education for refugee and Turkish girls and boys aged 7-18 living in Esenyurt. It also conducts awareness campaigns with mothers to support children’s education and to raise awareness against gender-based violence. Collaboration with stakeholders is one of the most important aspects of the project’s progress. During the first year of the project, meetings were held primarily with primary and secondary schools in the Esenyurt and Avcılar districts. This allowed us to discuss the obstacles to children’s education and to work collaboratively on solutions. Another important stakeholder in our project is the District Public Education Centers. We held discussions with the Public Education Centers, particularly regarding Turkish language courses for refugee children and tutoring for all children, and decided on collaborative work. In the first year of the project, 611 people were reached. Of these, 528 were children and 83 were women. The gender distribution by age group is as follows:

Children:

0-5 years: 2 girls and 1 boy,

6-9 years: 189 girls and 197 boys,

10-17 years: 87 girls and 52 boys,

Adults:

18-49 years: 56 women and 2 men,

50+: 19 women and 6 men.

 

Our project is continuing in 2026.

Focus Group Interviews

In the first month of the project, focus group interviews were conducted with different target groups to better understand the obstacles and needs of children’s education. This study was conducted with one group of fathers, two groups of mothers, and one group of children. A total of 43 people were interviewed.

In the interviews, fathers stated that their children could not focus enough on their lessons, were unwilling to study at home, and needed academic support. Fathers also frequently mentioned financial problems, stating that this indirectly affected their children’s education. Mothers stated that they had difficulty supporting their children with homework, that their children were struggling with Turkish language skills, and that support in this area was important. In addition, mothers shared that they had difficulty taking their children to and from school, and that transportation was a significant obstacle for them. The children’s participation in focus group discussions was valuable for obtaining direct information. Feedback from the children revealed that they wanted to dedicate more time to games and activities outside of school, that study sessions similar to the “Learning Garden” were beneficial to them, and that being able to express themselves in children’s rights workshops was important to them.

The information obtained from the focus group discussions guided the progress and shaping of our project. Based on these results, our activities such as individual counseling, Turkish courses, “Learning Garden” study support, and children’s rights workshops were planned to support the empowerment of children. Identification and Referral

Mavi Kalem identifies the needs of women and children who access the project and makes referrals according to their needs. These referrals are made both to external institutions and to services offered by the project within Mavi Kalem, mostly to both. Referrals outside the institution consist of public and municipal institutions and schools. Internal referrals are divided into various categories for both women and children. What is done under these categories is detailed below. In the first year of the Mavi Kalem project, the needs of 195 people were identified and referred. The distribution by age group and gender is as follows:

Children:

0-5 years: 1 boy,

6-9 years: 16 girls and 23 boys,

10-17 years: 40 girls and 32 boys,

Adults:

18-49 years: 70 women and 5 men,

50 years and older: 7 women and 1 man.

A- Activities with Children

Learning Garden Study Program

Within the scope of the Learning Garden Study Program, 25 children were brought together to conduct homework and lesson support activities. The children participated in the program at least three times, showing us the subjects they struggled with, and our planning was done accordingly. Time was planned according to each child’s needs. Children who did not have a suitable study environment at home participated in the program with great enthusiasm and motivation. Some of the children gave feedback about both their cognitive skills and socialization, saying things like, “I understand math better now!”, “I can understand the stories I read more easily!”, and “It’s so much fun studying with my friends in the study hall!”. Mothers expressed their satisfaction with their children’s regular participation in the activities and stated that their children were now more comfortable studying at home.

Turkish Language Course

25 refugee children participated in the Turkish language course. This course greatly contributed to the children feeling more comfortable and competent in both their social and educational lives. Throughout the course, the children learned to communicate more easily with their friends, express themselves in the classroom, and manage their daily lives. They learned to interact with their environment using Turkish in everyday life. In the feedback we received from the children, some said, “Now I understand my teacher better!”, “It’s easier to talk to my friends!”, “I can read Turkish books on my own!”, “Now I can understand what is being said in the market!” and “I can follow the lessons better!” Mothers expressed their satisfaction with their children’s regular participation in the course, noting that they observed the children being more enthusiastic and confident while studying at home. Teachers stated that the children’s classroom participation increased, that they were more courageous in asking and answering questions, and that they participated more effectively in group work. This feedback shows that the course has a significant impact on improving the children’s language skills and self-confid

ence. It is observed that as the children’s Turkish skills increase, their communication in society also increases.

Provision of Educational Materials

Mavi Kalem provided educational material support to forty-one families experiencing financial difficulties. The children were given basic stationery supplies and textbooks for Turkish language lessons and tutoring. This support is of great importance for the children to continue their learning processes without interruption. The children whose educational processes we monitored were at risk of dropping out of school, especially due to economic difficulties; the provided materials directly contributed to reducing this risk. In addition, some children, despite being away from school for a long time, were brought back to school thanks to this support and enabled to continue their education. Feedback from mothers and teachers also revealed that children participated in lessons more willingly, their self-confidence increased, and their learning motivation improved thanks to the material support. This process both ensured children’s access to the right to education and eased the pressure on families regarding education. Going to school with insufficient educational materials is a significant reason why children become disillusioned with school. Monitoring

Children Participating in Tutoring and Language Courses

Calls were made to monitor the educational processes of seventy-seven children. Feedback was received from children participating in tutoring and Turkish language courses regarding the education they received. While sharing their experiences, the children used expressions such as, “I understand the lessons better now!”, “It’s easier to talk and play with my friends!”, “I have less difficulty doing homework at home!”, and “Using Turkish is more fun now!” Feedback was also received from mothers/caregivers regarding this process. Mothers/caregivers stated that children’s participation in the courses had a positive impact on their social and academic development, that they were more willing to study at home, that their self-confidence increased, and that their classroom participation visibly improved. This feedback shows that tutoring and language courses play an important role in strengthening children’s learning motivation and social skills. Access to

Education Workshops

A total of 237 children participated in the access to education workshops prepared by Mavi Kalem. The gender distribution according to age groups is as follows: 0-5 years: 1 girl and 1 boy, 6-9 years: 93 girls and 100 boys, 10-17 years: 30 girls and 12 boys.

The main aim of the workshop is to enable children to realize the importance of education and to increase their motivation towards learning. During the activity, children learned why education is important by experiencing it through games, group work, and interactive presentations. In the immediate feedback we received from the participants, some used expressions such as “I will do my homework!”, “I’m so glad I go to school!”, “It’s so much fun working with my friends!”, and “I’m so lucky to have a school!”. This activity aimed to raise children’s awareness of education and develop a positive attitude towards learning; the children’s excitement and curiosity showed that the activity achieved its purpose and reinforced the importance of education. Case Management Application

Within the project, 109 child cases were opened, identifying the obstacles to children’s access to education, finding the necessary intervention methods, and progressing with the family and child. In 74 of these cases, the obstacles to children’s access to education were removed or reduced, and the children’s school attendance was ensured.

Psychosocial Support

46 children received psychosocial support within the sco

pe of individual counseling. The gender distribution according to age groups is as follows: 0-5 years: 1 boy, 6-9 years: 8 girls and 8 boys, 10-17 years: 14 girls and 15 boys. Within the scope of psychosocial support, work was done with children on expressing their emotions, coping with stress and anxiety, developing social skills, and dealing with challenges they encounter in their daily lives. Particular emphasis was placed on coping with peer bullying, managing friendships in a healthy way, and creating safe social environments. In counseling sessions, children had the opportunity to express themselves through games and interactive methods. Some children gave feedback such as, “I feel better!”, “Now I know how to react to my friends’ hurtful words!”, “I learned what to do when I’m upset!” Feedback from mothers/caregivers indicated that after the sessions, children were observed to be calmer at home, able to express themselves more comfortably, and more skilled at coping with situations like peer bullying. Families stated that the counseling process helped children receive emotional support and increase their self-confidence. The individual psychosocial support process contributes to both the emotional and social development of children and provides the support mechanism they need.

Peer Bullying Awareness Workshop

In these workshops, children are taught about both their rights and differences. The main goal of the activity is to enable children to learn about their own rights and contribute to preventing peer bullying. Through interactive games, group work, and sample scenarios, children learn to recognize their rights, respect the rights of others, and accept differences through experience. 212 children participated in these workshops. During the event, children used expressions such as, “Now I know my rights!”, “I will be kinder to my friends!”, “It’s not hard to understand those who are different!”. Awareness workshops contribute to both raising children’s awareness and helping them behave more respectfully and empathetically in their social relationships. Festival

112 children participated in the festival event organized by Mavi Kalem. The festival aimed to have fun together and experience solidarity. Throughout the event, children had fun with games, competitions, and group activities, and also gained experience in working together and cooperating. Children gave feedback such as, “It was so much fun playing games with my friends!”, “I had so much fun, I would like to come again!”, and “It was nice to meet everyone!”

Forming Children’s Groups

Within the scope of this event, ten children were selected and groups were formed. In this group, children had the opportunity to take responsibility for the “Supporting My Friend” festival, share their ideas, and cooperate within the group. A festival is implemented after each “Supporting My Friend” workshop. Children gave feedback such as, “We put our own ideas into practice!”, “It was fun to make decisions with my groupmates!”, and “It felt good to contribute to the activity!” One of the most important aims of forming children’s groups is to ensure children’s participation in the project.

I Support My Friends Workshop

34 children participated in the Supporting My Friend workshop (ages 10-17: 19 girls and 15 boys).

During the workshop, children experienced the importance of supporting their friends, putting themselves in someone else’s shoes (empathy), and acting together. In the feedback we received from the children during the activity, there were expressions such as, “I learned to help my friends!”, “I enjoyed sharing my ideas!”, “Making decisions together was easy!”, and “It was so much fun working with my friends!” Participants had the opportunity to both express themselves and take responsibility throughout the workshop.

Work with Women

Information on Gender-Based Violence

Women’s participation was quite active during the workshop. Participants shared their thoughts on different types of gender-based violence, its symptoms, and its impact on their lives. Addressing violence not only in its physical form but also in its economic, psychological, and emotional dimensions created a new awareness for many women. Women stated that they learned about support mechanisms they can use in the face of violence (ALO 183, Women’s Shelter, police, civil society organizations, etc.) and that this information was empowering for them. The safe and sharing-encouraging workshop environment allowed participants to openly express their own experiences.

In their feedback, women requested that such workshops continue, especially with more practical examples and case studies. Participants also stated that they would share the information they learned within their families and communities, emphasizing that the workshop would have a multiplying effect.

Problem Management Workshop

The PM+ (Problem Management Plus) Stress Management and Support Program was implemented. 23 women participated in this workshop. During the program, women received support in coping with stress, managing daily challenges, developing emotional awareness, and problem-solving. Participants shared their own experiences and had the opportunity to discover how they could apply what they learned in their daily lives. In their feedback, women said, “Now I know better what to do in difficult situations!”, “I feel more at ease, calmer!”, “Daily tasks don’t bother me as much as before!” They used nice expressions such as, “It doesn’t stress me out!” and “It felt good to talk and express my feelings!” The program helped women both become emotionally stronger and manage their daily lives more easily.