“My boss made me do overtime because I was late to work this morning.”
“I’ll be going home late tonight, what am I going to tell my mother?”
“We received a very big order today, mummy.”

These were the words of some children who were asked to make up imaginary stories, during a project activity.

Another child starts another story: “I dropped my money into the manhole on the way to the grocery store to buy some peppermint. My mother is going to kill me now!” The other completes it: “On the way home, a truck hits me and I die!” imagines another young one.

Actually, these stories are not altogether imaginary for these children, because they are 8-10 year-old child workers, mostly working on the streets. They are kids who arrive late to work, who take and deliver orders, shine shoes, do all sorts of odd jobs... and who are in constant danger on the streets, going back and forth between home and work.

During the ‘Reading Days’ organized by UNDP, Southeastern Anatolia Project Regional Development Agency and Can Publications, in order to support the schooling of working children, these little big boys and girls re-create their own stories...

Participating at the reading activities held at the Community Centre of Şahinbey Municipality’s Social Services Directorate in Gaziantep and at Süleymaniye Municipality’s Community Centre in Şanlıurfa on 17-18 April, these children had the opportunity to meet with the author Cemil Kavukçu and theatre actress/children’s book writer Görkem Yeltan. Kavukçu read stories from his books, while Görkem Yeltan helped the children create and act a play she called “How to Become Writer/Brother Cemil”, to enhance their imagination and social participation skills. Raising reluctant hands to speak at first, the kids soon started to compete with each other to join in the play.

The children participating in the activities in Şanlıurfa say they are very happy to be visiting the Community Centre. The kids get help from the teachers at the Centre to catch up with the school work they miss, carry out social activities, and even find comfort and solace there... They were proud to give a folk-dance performance to “Brother” Cemil and “Sister” Görkem, with the rare happiness of being in a truly children’s world reflecting in their eyes...

Only a few of these children are full-time students. Most of them both work and go to school. Others don’t go to school at all and work as full time labourers. Out of need, some families pull their children out of school and put them to full time work. But some other families are happy to see their young ones go back to school after the kids have tried but could not keep up work life.

Mehmet dropped out of 4th grade; he’s now a shoeblack boy. Apparently, both school life and work life proved too hard for him, because when we ask him which one he prefers, he can’t answer; he’s too shy. Mehmet’s family is very poor; that’s why they took their son out of school and placed him in this job.

On the other hand, poverty is not always force majeure in the case of female child worker. Traditionally, parents of female children often stop their girls’ education after elementary school. Families prefer the elder sister to babysit her younger siblings at home, rather than sending her to school. But the majority of these primary-school-age girls wish to go to school, instead of baby sitting and house serving. Interpreting Cemil Kavukçu’s short story entitled “The Boy Called Sarı”, the kids all together agree that “if Sarı went to school, he would have become a respectable man in society”!

They are afraid of some other kids in the neighbourhood who are drug addicts. They are scared of walking alone on the streets. Mehmet’s brother was even once attacked by some glue-sniffers. Nilgün aspires to be a policewoman “in order to protect her country from all these evils”; similarly Mehmet wants to become a police soldier, a gendarme. Mahide who takes painting lessons at the Community Centre dreams of becoming an artist, İbrahim and Özgür a teacher, Ömer a soccer player, Erhun a tae-kwon-do performer, and Halil a basketball player... But they are all aware that they can’t achieve their ambitions without proper training. Some of their teachers at school encourage the kids to read one book every week. At the end of the year, the student who has read the biggest number of books will be awarded with a high grade. One of them has already devoured 13 books and made a summary of each one. Others who haven’t read so many books seem embarrased, “I read, too, but from now on I’ll read even more”, they promise!

“Rehabilitation of Children Working on the Streets” project, carried out within the context of the “Reduction of Socio-Economic Differences in the GAP Region” programme is evidently playing a distinct role in encouraging the children to love reading books. So much so, that the most repeated question coming from the children was “How does one become a writer?” during ‘Reading Days’, which have been conducted almost every week in Batman, Şanlıurfa and Gaziantep since the beginning of March with the participation of different guest writers and theatre artists.

Children working on the streets of Şanlıurfa are also interested in drawing, as they are in literacy. The ones, who attended drawing lessons in the Community Centre, displayed their work in the Exhibition Hall of Şanlıurfa Municipality between 24 April-1 May. There was a big interest in the exhibition which was opened by the Governor of Şanlıurfa, Yusuf Yavaşcan. Children, who welcomed their visitors with great anticipation, proved how much they can achieve when given opportunity.

A chat with Cemil Kavukçu, visiting author at the ‘Reading Days’

Cemil Kavukçu was one of the literary guests who participated in the Şanlıurfa and Gaziantep legs of the Reading Days, held on 17-18 April, 2006. “First you must read lots and lots of books...”, he answered the questions of 8-14 year-old children on how to become a writer. Kavukçu has published 9 short story books and 3 novels; he also wrote a children’s book collecting the stories of child characters in his short stories.

We chatted with him about his books, about education, socio-economic disparities in different parts of Turkey, and of course the mainstreaming of working children into formal schooling.

New Horizons: How did you come to participate in the ‘Reading Days’, which is conducted by UNDP and GAP Regional Development Agency, and supported by Can Publications?

Cemil Kavukçu: Can Publications offered me an invitation to join this project and I gladly accepted. Initially, I didn’t know the dimensions of the project and how
it would develop. I lived and learned here. It has been a very interesting and fulfilling experience for me in many ways. It gave me an opportunity to meet with a segment of our society that hardly has any access to the world of books and literature. These are the children working on the streets, too poor to buy books, magazines or even newspapers; in whose families the habit of reading is nonexistent. We don’t know how much creative power these children can develop. To discover that kind of talent depends only upon chance and coincidence, as it is. Maybe there are potential writers and literary artists among these kids, but the fact is they are not born with the opportunity or privilege to use their talents. They were born here, under these poor conditions, and they continue to live under these conditions. But if single one of them ever discovers himself/herself to be a writer during these Reading Days, what an achievement and happiness that would be!.. Let alone discovering a potential writer, if these kids discover the world of books and the joy of reading, that would be a great success on our part. We complain about the low level of readership in Turkey today, but we can contribute to raising that level through such activities as these ‘Reading Days’. I would be extremely happy if I can be a part of this effort.

NH: In one of your previous interviews, you said “If I had stayed in my little home town, I would not have been able to write anything. What enables me to write is the cultural environment of big cities”. Do you think that children in underdeveloped regions cannot use their real potentials due to lack of opportunity?

CK: I certainly do. Although I used to read as much as I could back in my little home town, I could not have improved my writing abilities there. Had I not moved to the cultural environment of the big city, I could have continued to read, keep diaries or perhaps write my memoirs, but they would have been left in my desk drawer and never got to be published. I could not have discovered the real writer in me. I am very lucky to have made this discovery. But I believe there are many others who are not as lucky as I am, who live and die without discovering the talent inside them. We must create opportunities for such people; every body must help in any way he/she can.

I am so happy to have participated in the ‘Reading Days’. In the future too, I’ll drop everything and willingly go anywhere I’m invited. It was such an excitement to have met these children, to tell them my story, to read to them, to have them listen to me with rapt attention and to answer their interesting questions. Kids dream as they listen. They vividly imagine the characters of the story. They re-create the adventures of their favourite heroes. That’s how they participate and re-animate my books. For example, the boy I named “Sarı” in my story became a different Sarı as we talked on with the kids. Sarı walked on a different street, had a different kind of boss. Each kid imagined something different. What I had in mind while writing this story and what these kids concocted were quite distinct. It was very pleasant to experience such an interaction.

NH: Are these projects effective in reducing the inter-regional socio-economic differences in Turkey?

CK: I think they are. But a project like Reading Days should not be limited to the period March-June. It should continue throughout the year and in the forthcoming years, too. Other writers should also join this effort. Children will pick up different things from different writers, who will open up new horizons for them. Because when this project is over, the children will probably forget the things that have happened, or maybe just reminisce about them as pleasant memories. But if many other writers continue to visit these kids to share their stories, these activities will be more than occasional events to remember, and become a real experience influencing their daily lives, giving a sense of direction.

NH: How do you evaluate the state of education in Turkey?

CK: The state of education in Turkey is rather sad. School curriculums are always a topic of debate in this country. Text books are very frequently and arbitrarily changed. Unfortunately, we are far from reaching the contemporary level of education. There are two different schooling systems in Turkey: on the one hand, there is this private education network which the economically powerful can easily benefit from; on the other hand, there are the schools the poor children go to. Many of the state schools and those in underdeveloped regions fall in the second category. The situation of underprivileged children is grave. On the other hand, children living in large cities are dragged into a rat race, starting from primary school, to be able to enter a good university. But the race doesn’t end there, they have to struggle for a good job, as soon as they graduate. Tough as it may be, the children in underdeveloped regions don’t even have that chance. Those coming from wealthier families in these regions may seize an opportunity, but they’ll still be disadvantaged compared to big city children. Hence, a great majority of poor children cannot continue their education after the 8th grade or maybe 11th grade at the most. That’s all. Adding insult to injury, the education they receive does not prepare them for a future. On the contrary, the years they spend at school may cost them the opportunity to learn a vocation or even an apprenticeship. Hence, we have a youth in limbo, without a job, without a future...

NH: The percentage of students in primary education in the 2003/04 academic year was announced as 91.95%, but this figure falls to 46.47% in secondary education and 13.09% in higher education. Do you think the fact that primary education is compulsory is not sufficient in pointing out the importance of education to students and especially to their families?

CK: Not only that, there is also an economic reason. Not everyone can afford to send their children to preparatory courses or to private schools. The educational system has shifted to private hands today, in the form of commercialized prep courses and private schools, which in a way replaced state education. On the other hand, underprivileged children who have to go to public schools are deprived of a good education; they don’t have the economic means. What does the 8-year compulsory education give them, other than teaching to read and write? The rate of literacy which is already low is increasingly going down due to economic reasons.

NH: The percentage of literate people aged 15+ was announced as 88.3% in 2004. But as the Minister of Education Hüseyin Çelik also stated*, the percentage of people who read books regularly is only 4,5%. Knowing how to read and write does not necessarily bring about the habit of ‘reading’, unfortunately.

CK: Success in school and success in life are not the same thing, anyway. To be successful in life, a student has to learn and read by himself/herself outside of school,too. Let’s consider the example of two young persons who have graduated from university with good degrees: One has only read the books and studied the lessons given at college. Whereas the other has read other books while studying his lessons, watched movies, gone to theatres and has educated himself/herself culturally. The latter would be the one they would choose in a business application. The way he/she talks during the interview, his/her body language, and behaviors would prove him/her better than the first one. The employer would benefit from this person, and not much from the other. At this point, school success is no longer important; overall personal achievement is what counts.

NH: But what you emphasize is true for comparing young people in big cities which offer a higher quality of education, isn’t it? In Southeastern Turkey, a great majority of young people are limited to ordinary public school education. They don’t have the opportunity to educate and improve themselves in other ways.

CK: That’s right. But suppose we helped them enjoy and love reading, suggested the habit of reading, they would begin to discover their inner selves, and develop a richer, stronger personality, even if they do not have the possibilities which exist only in large cities. Those who are well-read always distinguish themselves from the others, they’ll be more prepared for life, whatever they do.

NH: What do you think the relationship between reading and development is?

CK: There is a directly proportional relationship. We see a huge gap between the literacy and reading rates in the developed regions and the underdeveloped regions. We need an overall development effort in all parts of the country. Of course, this is a very complex problem. The low level of literacy slows down the rate of progress in underdeveloped regions. This is a vicious circle which is hard to break.

NH: What are your impressions of the ‘Reading Days’ held in Şanlıurfa and Gaziantep?

CK: I found that children were very hungry for such activities. The fact that a writer and a theatre artist have come to visit them shows these kids that they are being taken seriously. Maybe this the first time in their life that they were taken seriously. They realize some people are reaching out to them, talk with them on equal terms, ask their opinions about things... This improves their self confidence. It’s very important for us adults to give this assurance to them. I’ve been observing that our youth, beginning from infancy, are brought up without giving them self-confidence. They lack self-assurance and feel insecure in the path of life. Hence they develop little sense of purpose, and can easily be dragged around by outside influences. But I believe we can at least help them build up self-confidence eventually, thanks to such planned activities as these “Reading Days”.

NH: Have you ever participated in such an activity before?

CK: No, this is the first time. I have previously attended some reading days and chat meetings in various schools, but I have not joined a social project designed for working children.

NH: Would you like to participate at the ‘Reading Days’ again?

CK: Definitely, always.

Reducing Socio-Economic Disparities in the GAP Region Programme:

GAP Regional Development Agency (GAP RDA), Ministry of Foreign Affairs in Turkey and UNDP signed on 20 December 2004 the "Reduction of Socio-Economic Disparities in the GAP Region – Phase II Programme", which is the continuation of "GAP Sustainable Development Umbrella Programme" being implemented by GAP RDA since 1997.

The second phase of the programme aims to achieve the social development of the disadvantaged groups such as women, youth and children working on the streets in the GAP Region and increase their participation in employment. The programme also covers increasing the planning, managing and implementing capacity of regional development projects. The programme, which is financially supported by the Swiss Government, will be completed in August 2006.

Under the programme, up to date, 30 ÇATOMs (Multi-Purpose Community Centres) in 9 provinces were set up. Women were triggered off to join their forces in cooperatives in order to establish the marketing infrastructure and to achieve the corporate sustainability of ÇATOMs. It has been enabled for Southeastern women’s products to reach foreign markets, within the ‘Fair Trade’ agreement among European countries.

The 'National Apprenticeship Programme' has been launched in order to facilitate youth to enter business life and to establish a bridge between the youth and the private sector. In this context, UNDP, GAP (Southeastern Anatolia Project) Regional Development Agency, Youth Association for Habitat and Agenda 21 and Sancak-Arat Denim Textile Company signed an agreement to educate 600 youngsters in Siirt to be employed in textile sector.

In addition to all these activities, "Voluntary Parents Campaign"has been initiated and many children working on the streets found voluntary parents, in order to finance their school needs.

For more information on the project: http://www.undp.org.tr/undp/gap.asp

* See, opening speech of the Minister of National Education Asst. Prof. Hüseyin Çelik at the seminar “Reading Culture and Implementation Difficulties in Schools” (6 December, 2004).