Determination of adaptive reuse principles of Mudanya village schools (1960-1973)

Systematic changes have been made in education policies since the proclamation of the Republic. As a result of these changing systems, there have been changes in physical spaces. In order to find the most effective education system, research was done, and different systems were applied. Educational policies of the Republican Period, which started with primary school education, continued with the establishment of the Village Institutes in 1940. With the Village Institutes, the number of educational buildings in the countryside has increased, and the policy of "One School for Every Village" has been applied. With the "Primary Education and Education Law" enacted in 1961, educational buildings were constructed quickly. The Ministry of Public Works prepared type projects in 1961, 1962, and 1966 to meet the required educational buildings. With the "National Education Basic Law" adopted in 1973, the education system was reconsidered, and major regulations were made. For this reason, the educational architecture after 1973 was excluded from the scope of the thesis as it was shaped by different policies. At the end of the 1980s, a new system, mobile teaching, started. With this system, primary education became compulsory for eight years, and the concept of central school emerged. As a result of all these policies, new educational buildings with different qualities began to be built. In addition, some of the existing education buildings have been given different functions or taken out of use due to the insufficient equipment. Village schools, one of these educational buildings that can be considered a modern architectural heritage, have been examined within the scope of the thesis. Bursa province Mudanya district has been chosen as the study area of the thesis, and the educational buildings in the Mudanya countryside have been the research subject. Inventory sheets were prepared for the village schools in the study area with the field studies. As a result of all the studies, the cultural heritage values of the examined school buildings were exposed. Considering the cultural heritage values of these village schools, the author determined principles for conservation and adaptive reuse.