Osmanlı Yenileşme Dönemi'nde Diyarbakır'da sivil mesleki teknik eğitim

Bu çalışmada; Osmanlının önemli vilayetlerinden biri olan Diyarbakır’da açılan veya açılmasına teşebbüs olunan ıslahhane, sanayi mektebi, darüleytam, ziraat mektebi, numune bahçesi, numune tarlası ve numune çiftliği gibi sivil mesleki teknik okullar hakkında detaylı bilgiler verildi. Çalışmanın hazırlanmasında Başbakanlık Osmanlı Arşivi kaynakları esas alınarak, Diyarbekir Gazetesi, Dicle Gazetesi, Diyarbakır Vilayet Salnameleri, Maarif Salnameleri ve telif eserlerden faydalanıldı. Elde edilen kaynaklar üzerinde yapılan incelemeler sonucunda, bütün maddi imkânsızlıklara rağmen, Diyarbakır’da önemli mesleki eğitim kurumlarının açıldığı; ancak dönemin siyasi ve sosyal çalkantıları nedeniyle bu kurumların uzun ömürlü olmadığı tespit edildi.

The first civil institution of vocational education in Diyarbakır was the reformatory which was founded in 1869. After the reformatory, school of industry, a continuation of this school but a more comprehensive one in terms of its capacity of education and students, was founded. Another vocational school the foundation of which was given great importance in Diyarbakır in 1870s was school of agriculture. However, it could not be opened in spite of the all required correspondences. Besides, some attempts were made for the foundation of “Numune Bahçesi” (Botanic Garden) and “Numune Çiftliği” (Botanic Farm). First of them could be opened but the latter could not. Another social and vocational educational institution in Diyarbakır was the orphanage opened in 1916. It had enough capacity to accommodate 1000 boys and girls. As a result, in this study, the first civil institutions of vocational technical education opened in both central and provincial areas in the renovation period of the Ottoman Empire and their policies of education will be presented in a summary. In addition, based on the archival resources, detailed information will be given on the institutions of vocational education founded in Diyarbakır in that period. Furthermore, these institutions will be evaluated in terms of their capacities to meet the needs of the province in comparison with the schools of today