Primary school policies in The Democratic Party period (1950-1954)

After the acquisition of the National Struggle, the Republic was proclaimed and innovations were started to be organized at every stage of the society. The innovation studies which started with Atatürk continued during İsmetİnönü period. The Second World War, which emerged during this period, caused occurrence of different ideas and thoughts. The results of these occurrences indicated that the emerging political movements also showed their reflections in our country. Such an effect became more obvious after 1946, when transitions for multi-party political life were being performed. With the influence of these ideas, various opinions that emerged within the Republican People's Party (CHP) brought along disagreements and people with opposing views formed a new party. This new party came to power in May 14, 1950 after the general elections. Multi-party system began with the Democratic Party's coming to power. Compared to the single-party period, the DP put forward different views on political, social and economic issues upon coming to power. Although quantitatively an improvement was achieved in education, with regard to CHP period, the concept of principled education in terms of quality and content was abandoned. Concessions were made about secularism in order to come to power and ensure its continuity. The Democrat Party has opened lots of unplanned and unstructured schools and has caused a decrease in the quality of education because it cannot train qualified and sufficient teachers. The most powerful National Education Minister of Turkey of that period, Tevfik İleri, invited educators from the United States to prepare reports for establishing a route in education. Thus, the American Schooling in education was begun to be implemented with an uneducated and insufficient staff with no infrastructure. The most important breakthrough of the Republican era, the Village Institutes and the Community Centres, were closed down, and a settlement with the past was brought to the forefront with ideological reactions. Non-consecutive education policies of the period led to a slowdown of Turkey especially in cultural fields.