Education policies of the Democratic Party Period (1950(1960)

This study aims to examine the educational policies of the Democrat Party, which was in power between 1950 and 1960, in terms of their historical, ideological and structural dimensions. The research evaluates the party's educational practices within the social, political and cultural developments of the peridod. With the Democrat Party's rise to power, significant changes occurred in the previously followed educational policies. The centralist, secular and statist approach adopted during the Republican People's Party era was replaced by a model more responsive to puclic demands and more open to religious education. The study investigates developments at all levels of education, from primary to higher education, with a particular focus on religious education, vocational and technical training, adult education and higher education policies. During the Democrat Party's rule, greater emphasis was placed on religious education; in this context, religion classes were made compulsory in primary schools, and institutions such as Imam Hatip Schools and Higher Islamic Institutes were established. In the field of vocational and technical education, shcools were opened in sectors such as mechanics, agriculture and printing while temporary courses were organized for women and youth. In adult education, American experts were consulted and initiatives such as village reading rooms, mobile courses and Public Education Centers were implemented in rural and small settlements. In higher education, regional universities including Karadeniz Technical University, Ege University, Atatürk University and Middle East Technical University were establishedto contribute to Turkey's development goals. Furthermore, several higher education institutes were also founded during this period. Despite quantitative progress in education, structural issues such as the lack of university autonomy, disciplinary problems among teachers and the ideological polarization of educational institutions were also observed. Within this framework the Democrat Party's educational policies are addressed as a reflection of a comprehensive transformation, both in terms of responding to societal demands and in relation to the foundational principles of the Republic.