Zebardast, SaraAliyev, KamranZeynalov, KananKharlan, AleksandrAhani, Amirhossein2023-03-122023-03-122023http://hdl.handle.net/11693/112279This work is a student project of the Department of History, Faculty of Economics, Administrative and Social Sciences, İhsan Doğramacı Bilkent University.The 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.Ankara : İhsan Doğramacı Bilkent Üniversitesi İktisadi, İdari ve Sosyal Bilimler Fakültesi, Tarih Bölümü, 2023.Includes bibliographical references (pages 15-16).Turkey’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, EmploymentTürkiye’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.17 pagesEnglishCreative Commons Attribution-NonCommercial-ShareAlikeHigher educationLabor forcePopulationEconomyEmploymentYüksek öğrenimİşgücüNüfusEkonomiİstihdamStudent ProjectSPB4234