Neither in Education nor in Employment: NEET Youth File…
We say to the underprivileged youth, ‘Become a Superman and Study!’

In our "Neither in Education nor in Employment" file, this week we have Derya Çok from Diyarbakır Environment and Development Association. Emphasizing that decisions should not be made on behalf of young people, Çok says: “It is necessary to produce an urgent policy by listening to the most disadvantaged. For example, if the dormitory is free, if the meal is free, if the transportation is free, they will study somehow. We say to young people who are deprived of these rights; ‘Become a superman and study!” says.”

First of all, can we get to know you a little bit? What do you do?

I’m Derya Çok. I am a primary school teacher. My main job is classroom teacher. I have worked in many areas of civil society. I continue in Diyarbakır Environment and Development Association. I’m the vice president of that place. At the same time, I am a board member of the Diyarbakır Political and Social Research Institute, which is a research institute in Diyarbakır. I also work as a reporter in Diyarbakır and regional provinces.

Well, can you tell us a little bit about the work you are currently carrying out in this institution? What is your target audience, which age groups do you work with?

We are doing Erasmus Plus projects at ÇEVKA. We bring hundreds of young people from Diyarbakır to Europe to do projects every year. There is a group that only knows itself and meets the “other” through these projects. The agenda in Turkey is hot enough and there is enough polarization. When they explore the west of Turkey, children feel enough of being the other. For example, if 20 people go to the project, we put quotas such as 10 from the west, 10 from the east, 10 women, 10 men, 10 of them are younger than the average age, 10 of them are older than the average age, 50% -60% speak languages, and the other part does not. We want them to spend time there together. In fact, we also want to contribute to the peace process in some way. For example, we went halfway around the world to the Caribbean together. It was an enjoyable process. Both young people learn languages, see other countries, and have done something together with a group of young people from other cities of other countries. We usually carry out projects with young people over the age of 17.  

Do these young people have a NEET profile?

Most of the group we take on these trips are students or young people with jobs. Hence young people with no obstacle to travel. It has disadvantages like this, a friend who does nothing comes and says “I want to go to Denmark.” First, we explain the risk, the European Union may not issue you a visa. We tell them these, but if you still want to try your luck, we are ready to offer you all kinds of support, we are open. They can participate more easily in our projects in Diyarbakır. There are those who are in NEET group but still want to participate in Erasmus projects, but we are blocked on issues such as visa.

Are there any characteristics of NEET youth that differ from those in the education or employment that you work with?

In general, disadvantaged children need belonging to a group, and we try to make them feel like. These people feel like they belong somewhere and somehow free themselves from the weight of that disadvantage. Our whole goal is to involve them in the process. We invite, we force, we go after them. At orientation, for example, everyone introduces themselves and thinks that if a teenager in a NEET group says he doesn’t study, he will be excluded.

So when we think of “NEET” youth, what do you think are the primary problems of these young people? What kind of risks do they face?

Economic problems are a big cause. Conditions must be provided in which they can work or study in humane, dignified, fair conditions. You cannot tell someone who can’t feed, can’t meet their needs, ‘come have fun with us’, ‘we’ll dance’, ‘we’ll do a project’. These young people need to be respected, to gain a sense of belonging to society. I think the biggest risks are that they can swing too fast, they can’t make solid friendships. 

What do you think was the reflection of the “Covid-19” crisis on the lives of these young people?

I’ll categorize it in two ways. First teenagers, second, young women. Women, young girls will be more crushed when domestic roles are so sharp. And secondly, when we look at the rates in the” Covid-19 ” process, most of the people who are laid off are young women. There is both youth inequality and gender inequality here. Third, trans sex workers, they can’t do any work anymore. I mean, what are they going to do, how are they going to make a living? In the “pandemic” process, unemployed young people who didn’t really have a salary got worse. They’re locked in houses, they can’t socialize, they can’t discharge. And those who have been laid off will again be young people who have no insurance. So, there’s a lot more trouble waiting for them.

So if we go back to this subject of education and employment… How can these young people continue their education? What do you think can help them enter employment?

First, the issue of identity is a very important issue, especially now that many of our refugee friends are deprived of the right to education. Kurdish youth, too, are now at a much more disadvantage than refugees. If the group in which the teenager is included does not accept him as he is, does not accept his identity, does not accept his orientation, does not accept his belief, does not accept his way of believing, that is, if the group excludes him, he cannot benefit from this educational environment. Identity and immigration are critical. If there’s been a migration the teenager doesn’t belong where he went or where he stayed. He lost his social life, he lost his neighbor, he lost his neighborhood, he lost everything. We can’t put a textbook in front of them. Their social needs must be addressed once. They need to have a sense of social work where they can feel good about themselves. In the countryside, where there is a more uniform life, strangers and small changes are immediately felt and they make him/ her feel that he / she is a stranger, that he / she is different. Then he/ she leaves his / her education environment. He/ she can’t hold on. For recruits, we say that they must be trained and experienced. How will they get experience if they’re not hired because they don’t have experience? It turns into such a vicious cycle. 

I think at this point, the state needs to act together with civil society organizations. First, we need to listen to the young people who are in the most disadvantaged position. What are their needs? Do they want society to accept them? Do they want a job? Do they want employment? Or do they want to work at any social event? You have to ask them first. We can’t decide on behalf of young people. We need to create an urgent policy by listening to those in the most disadvantaged positions. For example, if the dorm is free, if the food is free, if the transportation is free, they will somehow study. We say to young people who are deprived of these rights, ‘become a Superman and study!’.

At least the state should make dormitories and meals free. It seems to me a great luxury for a teenager who has not received any support from his/ her family, who has been excluded, marginalized, to survive this struggle.