Education Versus Lost Generation!

Lina came to Türkiye with her family in 2016 due to conflict and insecurity in her country. After arriving in Türkiye, she resumed her education; however, she had to interrupt her studies because of financial difficulties, the language barrier, and challenges related to the adaptation process. As the eldest child in the family, she assumed responsibilities at an early age, got married during this period, and her family responsibilities increased.

Despite these challenges, Lina maintained her desire to continue her education and enrolled in an open high school program with the support of her family. During this period, she became acquainted with the ASAM (Association for Social Development and Aid Mobilization) and participated in activities carried out.

She first attended a computer course, where she had the opportunity to improve her digital skills. Throughout the process, she regularly participated in speaking clubs, workshops, and various social cohesion activities. In particular, she combined the discipline and productivity skills she gained through knitting and sewing workshops with her interest in computers, which helped her shape her professional goals.

In the following period, Lina also participated in training programs through the guidance of ASAM. By continuing her education, she improved her technical skills and aimed to achieve long-term economic independence. Lina stated that she would like to pursue studies in the field of computer engineering in the future.”

Lina’s experience became an example demonstrating that young women at risk of dropping out of education could regain strength through appropriate guidance, psychosocial support, educational opportunities, and social cohesion activities.

(Note: The real name of the beneficiary has been changed.)

Mahmoud, a nine-year-old boy, began a new life in Gaziantep after being forced to leave Aleppo with his family due to the civil war in Syria. For him, school was not only a place of learning, but also the first step toward feeling safe again and holding on to hope for the future. However, a new language, a new environment, and the challenges of adaptation initially made this step difficult. Although Mahmoud was enrolled in primary school, he felt lonely in the classroom and struggled to communicate with his peers. He attended school, yet he did not feel that he truly belonged. This situation gradually became a source of concern for both his family and his teachers.

In 2022, the Gaziantep Office of the Association for Social Development and Aid Mobilization (ASAM), in collaboration with the school administration and the guidance counselor, initiated a tailored support process to address Mahmoud’s specific needs. Psychological support was provided, regular communication was maintained with his teachers, and efforts were made to ensure that the school environment became a safer and more inclusive space for Mahmoud. This process not only supported Mahmoud but also strengthened his family; they were informed about the education system and school procedures, enabling Mahmoud’s learning journey to be supported at home as well.

Today, Mahmoud regularly attends third grade; he is successful in his lessons, able to play with his friends, actively takes part in classroom activities, and fully adapted to school. This story has become a striking example of how every contribution made to education can create a concrete and hopeful change in a child’s life.

(Note: The real name of the beneficiary has been changed.)