Özet:

In the transition period from the empire to the nation-state, the Republic of Turkey has implemented some policies to ensure the development of the society in every aspect in line with the determined targets. Firstly, while the reforms based on economic development were made, it was also aimed to raise the education and cultural level of the society. From this point of view, the policy of state control in the field of economy and populism in the field of education were both taken as the basis. It has been declared that new letters would be used by making a Letter Revolution on November 1, 1928, so that all people would be literate. In order to teach this new alphabet to the whole public, national schools were opened on 1 January 1929. Since national schools were generally opened in the cities, reading and writing education services, unfortunately, did not reach the villages. Regarding the fact that most of the population lived in villages at that time, Mustafa Kemal wanted to include the education campaign in the villages as well. In this direction, it is thought that the law enforcement officers in the villages would also help the people in the village by teaching them how to read and write. This application gave a way to the emergence of the idea of trainer courses. When the trainers' courses yielded successful results, 21 village institutes were established with the thought that village children could handle this task instead of law enforcement officers. Village Institutes have played a great role in the development of the villages, as they initiated work with an approach of applied education. High Village Institutes, which were found at the top of the institutes hierarchically were also accepted as the first examples of public universities in Turkey. When there was a political change of power in Turkey in the 1950 elections, the Village Institutes were renamed Primary Teacher Education School in 1954 and the institute application was thus terminated.

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