How changes in higher education impacted social-economic situation in Turkey after 1950s

dc.contributor.authorZebardast, Sara
dc.contributor.authorAliyev, Kamran
dc.contributor.authorZeynalov, Kanan
dc.contributor.authorKharlan, Aleksandr
dc.contributor.authorAhani, Amirhossein
dc.date.accessioned2023-03-12T14:54:17Z
dc.date.available2023-03-12T14:54:17Z
dc.date.issued2023
dc.descriptionThis work is a student project of the Department of History, Faculty of Economics, Administrative and Social Sciences, İhsan Doğramacı Bilkent University.en_US
dc.descriptionThe History of Turkey course (HIST209) is a requirement for all Bilkent undergraduates. It is designed to encourage students to work in groups on projects concerning any topic of their choice that relates to the history of Turkey. It is designed as an interactive course with an emphasis on research and the objective of investigating events, chronologically short historical periods, as well as historic representations. Students from all departments prepare and present final projects for examination by a committee, with 10 projects chosen to receive awards.en_US
dc.descriptionAnkara : İhsan Doğramacı Bilkent Üniversitesi İktisadi, İdari ve Sosyal Bilimler Fakültesi, Tarih Bölümü, 2023.en_US
dc.descriptionIncludes bibliographical references (pages 15-16).en_US
dc.description.abstractTurkey’s higher education system lacked crucial components prior to the 1950s. There were only three universities in the entire country, and they were all in Istanbul or Ankara. The government-owned enterprises at the time dominated the entire market, which did not aid Turkey’s economic condition. A country’s labor force must be educated if it is to enjoy social and economic prosperity, hence the Turkish government had to increase the capacity of its educational institutions. Because of the country’s expanding population, rising number of high school graduates, and overall societal growth, the government was compelled to give education priority. Between the 1950s and the early 1990s, Turkey’s social economy saw significant changes, which had an impact on its social economy positively to an extent. Key-Words: Higher Education, Labor Force, Population, Economy, Employmenten_US
dc.description.abstractTürkiye’nin yüksek öğretim sistemi 1950’lerden önce önemli bileşenlerden yoksundu. Bütün ülkede sadece üç üniversite vardı, İstanbul ya da Ankara'daydı. O zamanlar devlete ait işletmeler tüm pazara hakimdi ve bu da Türkiye’nin ekonomik gelişimine yardımcı olmadı. Bir ülkenin sosyal ve ekonomik refahı için iş gücünün eğitimli olması gerekir, bu nedenle Türk hükümeti eğitim kurumlarının kapasitesini arttırma yoluna gitti. Ülkenin artan nüfusu, artan lise mezunu sayısı ve genel toplumsal büyüme nedeniyle, hükümet eğitime öncelik vermek zorunda kaldı. 1950’ler ile 1990 ların başları arasında, Türkiye’nin sosyal ekonomisi, önemli değişikliklerden olumlu yönde etkilendi.en_US
dc.description.statementofresponsibilityKaan Gazneen_US
dc.format.extent17 pagesen_US
dc.identifier.itemidSPB4234
dc.identifier.urihttp://hdl.handle.net/11693/112279
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.relation.ispartofseriesKaaz Gazne, HIST 209-2 (2022-2023 Fall);2
dc.rightsCreative Commons Attribution-NonCommercial-ShareAlikeen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/en_US
dc.subjectHigher educationen_US
dc.subjectLabor forceen_US
dc.subjectPopulationen_US
dc.subjectEconomyen_US
dc.subjectEmploymenten_US
dc.subjectYüksek öğrenimen_US
dc.subjectİşgücüen_US
dc.subjectNüfusen_US
dc.subjectEkonomien_US
dc.subjectİstihdamen_US
dc.titleHow changes in higher education impacted social-economic situation in Turkey after 1950sen_US
dc.typeStudent Projecten_US

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