Diyarbakir education in the Republican Period (1923-1950)

Long experience in the aftermath of the Imperial province of Diyarbakır, in the transition to an innovative phase that represents the beginning of the Republican period, too, the ancient history in accordance with the administrative, cultural and economic has maintained its status as the center. Developmentalist approaches in the social structure in the Ottoman period are requested to implement reformist inefficiencies, administrative and financial problems because of the intended outcomes have not been reached. Therefore, the period of the Republic that are present in the sequel in achieving the goals of innovation studies has not been easy. Founding of the Republic to perform the intended purpose and to eliminate the obstacles of the staff in question have paid particular attention to the training area. Hence an approach that has helped improve the quality of education in a period where common goals with ottoman we examined the subject manifests XIX. we have started referring to the developments of the century. Therefore, our education system, which has radical study begins with the last period of the Ottoman Empire, Diyarbakir education institutions. As final educational policy of the new regime immediately with the proclamation of the Republic was not created from scratch; at the beginning of the early Republican period of the Ottoman Empire, old institutions and policies continued to be applied. Therefore, Section I. education institutions of the Republic inherited from the Ottoman Empire in the period of initial formation period, educational institutions, and policies focused on. II. during the period of the founding of the Republic of Turkey Diyarbakir chapter of justification starts with literacy status and deficiency analysis. After a general discussion, the first schools in that city have been identified and the program implemented by the state and by year in these schools the curriculum, teachers, students, presented information on the budget allocated. Also in addition to the general considerations of diyarbakır is located in the centre of the school in the light of the information compiled in the status of the archives and historical development of each scholar are also discussed. Of the first schools we visited and photographed these buildings remained and attachments section is presented. The first schools, middle schools will follow. The outside of the middle schools and vocational training programs and their flat was introduced to the stage and discusses the implemented curriculum with the content of change. Afterwards, the identified vocational schools and the first light to the development of the historical process is kept. Subsequently, the sections are identified in each school and the vocational training of with the number of students who are from time to time, light has been kept on the profile of these students. Each separate occupational class teachers, students, budget allocated, the chart is removed. The school in question-related documents and photos were placed in the attachments section. Vocational training as the final contribution of the study, the positive and negative aspects have been evaluated. III. section-secondary education system also teferruatlica were investigated. And today is the only school in the review period, Ziya gökalp high school that bears the name of a massive archive of school because the school has compiled a lot of information about. But to the topic in the other sections of the new regime, with a view to the Academy again as the year changes and taught courses in the curriculum by hours and poured into tables and were determined in this context. After the school year by students, teachers were transferred to the budget situation with the historical development. The only school in the region and a well-established school is quite famous because it is the person we log them in and been awarded work by identifying the memoirs of a student transferred to. The period from the archives of the school-related documents to appropriate diplomas and transferred to digital environment is presented in an appendix. Subsequently, being in the same era, which continued its activities after the proclamation of the Republic and Diyarbakir showed minority schools were also included in the review. Within the body minority school services, by visiting the churches that sheltered the information has been compiled. Firstly, it is located in the province of diyarbakır, diyarbakır, Mardin and statistical data about schools and communities in which these schools functioned starboard Ergani in the study are given in Table. Minority schools and training of Diyarbakir after the name of the scene and identified the main light on the historical process has been kept. Teacher of the schools in question, it has been determined student status. Finally, Diyarbakir, made reference to the cultural situation. Information about Diyarbakir, which has a rich history in the libraries of the library is presented. In the book, especially the life of the house of Diyarbakir, the work organization and reads-book evaluations about the cultural life of the general statistics compiled are presented. The studies above stake to be assembled on the topic of institutions and policies documents and photos are presented in the appendices. Key Words: Ministry of Education , School of Diyarbekir , Republican Training Program , Minority Schools , Book House , Village Institutes of Education Tevhide -ie ,Tedris , Art School, Ziya Gokalp High School.