Osmanlı Dönemi’nden İngiliz İdaresine Kıbrıs Türk Temel Eğitimi’nin Modernleşmesi ve Toplumsallaşması / From Ottoman Period to English Administration Modernization and Socialization of Cyprus Turkish Basic Education

Abstract

Changes in the primary education programme during the transition period from the agricultural society to the industrial society of the Turkish Cypriots in the Ottoman and British administrations in Cyprus were evaluated in terms of educational programs, number of students and modern agriculture course in this study. Following the Ottoman conquest of island, the educational institutions were also regulated like every other organisation in the island according to the needs. After the British took over the island administration from the Ottoman State, they maintain some of the applications from the old administration as well as replacing some of them according to their own administrative and administrative understandings. During the British administration, the education in the Turkish Cypriot community had switched from the religion intensive curriculum to modern education. This study aimed to reflect the details of new education system during the British administration in the island. In addition, as an example of the socialization of education, the increase in the number of students in education and the situation of female students in this increase have been emphasized in this study. The information obtained by using the first-hand resources of the research period, Blue Book, and education reports, is presented. As a result, the changes made in the Turkish Cypriot Education system have affected the Turkish Cypriot community socially, culturally and politically.

English in Northern Cyprus: A sociolinguistic profile

“…with an ultimate goal to create an educated class that could communicate with them and run administrative duties (Özkul, Tufan, & Özsezer, 2017). However, there was resentment towards the British Empire due to their heavy taxation policies (Ker-Lindsay, 2011).…”

“…During the early years (1878–1931), there was little direct interference with existing educational policies and structures for the two main religious/ethnic communities on the island (Tsiplakou, 2009) and the gradual spread of English into education (Pehlivan, 2018). The British maintained regulatory power in education (through the British High Commissioner) with an ultimate goal to create an educated class that could communicate with them and run administrative duties (Özkul, Tufan, & Özsezer, 2017). However, there was resentment towards the British Empire due to their heavy taxation policies (Ker‐Lindsay, 2011).…”