Republic's education policy and developments in vocational and technical education (1923-1950)

This study examines the educational policies implemented in Turkey from the proclamation of the Republic until 1950, as well as the historical development of vocational and technical education during this period. During this process, educational policies were shaped in line with Atatürk's views. The Republican governments took steps to restructure the education system with a national, secular, and positivist approach, aiming to make education accessible to all segments of society. The main goal of these policies was not only to equip individuals with knowledge and skills but also to raise productive and qualified individuals who would support economic development. In this context, vocational and technical education emerged as one of the areas directly supported and prioritized by Atatürk. In the Ottoman Empire, especially from the second half of the 19th century onwards, industrial schools and schools of arts were established as important institutions focused on vocational education, and these were inherited by the Republic. However, these institutions were generally directed by local administrations, and no centralized education policy was developed. The establishment of the General Directorate of Vocational and Technical Education in 1933 marked a turning point in the institutionalization of vocational education. With the Vocational Education Development Plan prepared between 1934 and 1936, new types of schools based on industry and agriculture were opened, curricula were updated, and technical infrastructure was improved. In the 1940s, the Village Institutes model was implemented. This model particularly aimed to transform the rural population into productive individuals. In this study, the document analysis technique was used within the framework of the qualitative research approach. Accordingly, the literature covering the educational policies, legal regulations, practices, meeting minutes, statistical data, and expert opinions of the period was analyzed in detail, along with parliamentary records, archival documents, official publications, and the media of the time. The research findings reveal that vocational and technical education was regarded as a key to economic development during the Republican era and that significant steps were taken in this field. However, it was also determined that financial constraints and infrastructure deficiencies limited the scope and impact of these developments. The study presents in detail the development processes of vocational and technical education along with the educational policies shaped by the Republic. It also provides various evaluations regarding the effects of these policies on today's education system and contributes to understanding the historical foundations of current vocational and technical education policies.