Breath - Yurdagül Uygun - February 23, 2026 - https://www.nefes.com.tr/tarim-iscileri-cocugunu-2-ay-okula-gonderebiliyor-105709

Poor And access to education is becoming increasingly difficult for children living in rural areas. The closure of village schools and the transition to a transportation-based education system makes it harder for children in rural areas to access schooling, while the extension of agricultural production periods also increases the time that children of seasonal agricultural worker families are out of school. It is estimated that there are approximately 2 million agricultural workers in Türkiye. This indicates that millions of children are deprived of education.

Mine Ekinci, General Coordinator of the Village Schools Change Network (KODA), stated that the seasonal agricultural labor period has lengthened, saying, “Previously, the children of seasonal agricultural workers wouldn't come to school from April 23rd to October 29th. Now, there are children who go to school at the end of February and return at the beginning of December. The child gets to attend school properly for two months.” Ekinci explained that seasonal agricultural labor is most prevalent in Şanlıurfa, but also concentrated in certain areas of Şırnak, Adana, and Mardin. She added that the issue is on the agenda of the Ministry of National Education, but because it is a multi-faceted issue, it requires the involvement of 5-6 ministries.

5-6 MINISTRIES SHOULD GET INVOLVED

Ekinci stated that they founded KODA as a group of volunteer teachers and aimed to train teachers working in village schools, describing the challenges in village schools as follows: “The needs vary depending on the region. For example, many villages in the Black Sea region are deserted. Because of this, schools are closing and only three students remain. Similarly, there are deserted villages in Central Anatolia. In Türkiye, girls' education is not a problem. However, regionally, especially in secondary education, it continues to be a problem in certain regions such as Muş, Ağrı, and Urfa. We are developing family education content and social-emotional learning programs.”