INTEGRATION OF IMMIGRANTS INTO COUNTRY AND EDUCATION: COMPARING THE POLICIES OF GERMANY AND CANADA

Abstract

The current research aims to make inferences for Turkey by comparing the integration processes of immigrants and refugees in education in Canada and Germany. We used the comparative case study design to evaluate the integration policies of Canada and Germany. We examined articles, international reports, books, official websites of Canada and German governments, and especially The UN Refugee Agency (UNHCR) documents by using the document analysis method. We analyzed the data with the descriptive analysis method. For the analysis process, we created some themes base on the research questions. These themes consist of "Germany and Canada's immigration and citizenship policies", "processes of integrating immigrants into education", and "problems in the integration processes of refugees and immigrants". The research results have shown that both countries follow positive and multicultural policies towards immigrants, and there are some differences in the immigration policies. In another result, it was determined that the naturalization conditions of Germany and Canada are similar. In both countries, education integration policies vary according to the states. However, Canada follows a more inclusive education policy towards immigrants. In Germany, this process is limited to vocational education. Finally, it has been concluded that the most important problem that immigrants face in the integration process into education is language learning. Base on the results, we give suggestions for integration policies of immigrants into education in Turkey