This document summarizes the history of education in Turkey from the Ottoman period to present. It discusses how the education system has transitioned from a religious focus to a secular, modernized system following the founding of the Turkish Republic in 1923. However, it notes the system has also faced periods of instability and challenges implementing reforms due to unrealistic timelines and lack of support. The conclusion advocates for gradual education reforms that accommodate both religious and secular values in a way agreed upon by Turkish people.

1. TURKEY:INNOVATION AND
TRADITION
By Hasan Simsek and Ali Yildirim
Presenter: Denis Katusiime

3. Some basic information on Turkey
 At the boundary of Europe and Asia
 By 2000, the population of Turkey was 67,803,000.
 Founded as the Republic of Turkey on October 29,
1923.
 Received independence under the leadership of
Mustafa Kemal (Ataturk).

4. the history of Turkish education
can be understood
 The Ottoman Period (Prior to 1923)
 The Modernization Era (1923-1950)
 The Quest for Democracy (1950-1980)
 The Crises Created by Dichotomies (1980-present).

5. Education in the Ottoman period
 Formation of the Turkish Republic in 1923.
 Religious teaching dominates the education system
 Foundations finance and govern schools with religious
orientation.
 Government Schools influenced by western education.
 Foundations and Organizations outside Turkey
finance private school.
 Girls and boys at all levels study separately.
 Education is not given high priority.

6. The Modernization Era (1923-50)
 A full-scale restructuring of educational institution
begins.
 Education is for social, cultural and economic
revolution in Turkey.
 Religious system of the Ottoman period is seen as
being hostile to change &modernization.
 Public schools are free for all students
 Need to transform all sectors of society
 Schools with religious orientation are closed
 The Unification of Educational Law

7. Modern era continued
 Primary education is compulsory.
 Co-education begins (1924).
 Science (most reliable guide in life)
 Turkey invites John Dewey to study the school system
and make recommendations.
 In 1927 Ataturk declares laicism (Secularism).
 Constitution-Islam is no longer a state religion.
 Latin alphabet as opposed to Arabic alphabet

8. Democracy and Turmoil (1950-80)
 Threat of communism and promotion of Nationalism in
school curricula &textbooks.
 Village landlords gain more political power.
 Religious teaching returns to school.
 Emphasis on economic growth &democratization of society
in policies.
 Education as a transformative tool in society is ignored.
 Deterioration of education and schools in a mess
 School facilities are no longer efficient and students and
teachers find their way in the political camp.

9. Dichotomies in Education (1980-
present)
 Public support military to avoid anarchy
 Increased centralization in the education
 Curriculum and textbooks become nationalistic
(history, geography &biology).
 MONE criticized for giving in to political pressure.
 Students needs and interest not addressed
 Growth of more private institutions

10. Dichotomies continued.
 MONE started reforms but it could not maintain them
(insufficient classroom space for more courses,
inadequate counseling to guide students in course
selection, confusion between stakeholders, and
rigidities in a centralized system).
 Lack of confidence in government to implement
educational change
 Adjustment to EU norms in terms of class size,
departments, training etc.

11. Traditional Approach to Education
 Subject matter is the main concern
 Emphasis on teaching methods
 The student is simply a learner
 Students as deficient and in need of discipline and
pressure to keep learning.
 Children go to school to learn what they do not know.
 Individual interests, motivations and psychological
states are not given attention.
 Teachers are authorities and not guides.

12. Progressive Approach to education
 Focuses on children’s problem-solving ability and
individual interests and needs. Teaching methods
used differently
 Focus on how to think not what to think.
 Teachers are intellectual guides/facilitators in the
problem-solving process not presenters of knowledge.
 Raises people who think freely and flexibly, who are
democratic and secular.

13. Unrealistic reforms
 Establishing 41 universities in three years.
 Changing the entire elementary and secondary school
in two to three years.
 Policy transfer (Finland and USA)
 Lack of experts and the financial power to implement
the reforms.
 There was no support from teachers

14. Conclusion
 Turkey made a lot of reforms in education because
schools, teachers and infrastructure increased.
 Education reform in Turkey is important but it should
be gradual. Do not expect to a system in one day.
 The Turkish people should agree on how religion and
secularism can accommodate each other in one state
without overstepping other people’s values.
 Whatever reform is put in place, it should be
contextualized (policy transfer).