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).