Türkiye`de milli eğitimdeki gelişmeler (1950-1960)

Abstract

248 -------------------------------------------Summary Although the movement of modernization in education began in the 18th century in the Ottoman Empire, it could neither be seen among the services of the government or was organized until Tanzimat (Reform) period. The Minister/ of Education, in its today's meaning, could be only founded on 29th April 1857. Approximately sixty-five ministers served from the start until the declaration of the new republic. Hence, as it shows, every year nearly one minister was appointed; as a result, a stability or system could not be maintained in education. After our national struggle ended up in victory, great importance was given to education and some structural changes occurred. In Atatürk's leadership education became `nationalized` with the law of unification of instruction (Tevhid-i Tedrisat) made on 3rd March 1924. On the other hand, with the acceptance of the Latin Alphabet on 1st November 1928, serious steps were taken towards the way to solve the reading-writing problem of the public. The government opening national schools (Millet Mektepleri), publichouses (Halkevleri), many people became literate. Atatürk gave place to the principles of `national`, `modern`, secular`, `scientific`, `mixed`, `entirety` in his educational policy. During the era of Ynönü, who took over after Atatürk died, this educational policy was applied without any change; and in addition to this, humanism was emphasized. In the educational policy which was applied between 1938-1950 primary education was given top priority and in order to spread primary education all over the country, village institutions (Köy Enstitüleri) were established. Unfortunately, the break out of the World War II was affected our country and education in a negative way. When multiparty system was introduced, there were significant changes in Turkish educational policy. On 14th May 1950 Democrat Party came into power and they started to find a new model in education. According to the characteristics of that period, American educational system was tried to be taken as a model. Between 1950-1960 experts from the USA flooded into our country and in accordance with their ideas, `trial` schools at primary, secondary and Lycee levels were opened in various cities. Village institutions became Primary School Teacher Training Schools in 1954. According to Democrat Party's understanding of secularism, religion classes in primary schools became compulsory and they were also put in secondary school curriculum. Ymam-Hatip schools were opened. However, one change which was brought about during this period was to open private schools in which the medium of instruction was in another language. In terms of vocational and technical education, on the other hand, schools were opened in line with foreign experts ideas.