Issues in Implementation of Coeducation in Turkish Education System: A Historical Research on 1869 Statute on General Education
Bibliographic record
Abstract
Though the Imperial Edict of Gülhane, which is regarded as the real beginning of modernization in the Ottoman Empire, does not contain any direct article on education, Tanzimat (Reorganization of the Ottoman Empire) and the process following it directly affected the education system in the country. The boards formed and the regulations issued in that period were of great importance. Maarif-i Umumiye Nizamnamesi (Statute on General Education) prepared by 7-person committee led by the Minister of Education Saffet Pasha under the influence of the French education system and published on the 1st of September 1869 is a comprehensive text regulating education. This statute, which consists of 198 articles, involves teacher training and placement, determination of school stages, principles about inspection and assessment, educational administration, right to education, training allowances, provincial organization, testing system, and so on. Coeducation was not a problem in the Ottoman Empire because girls were allowed to receive only primary education. With the 15th article of the Statute on General Education, coeducation was prohibited. However, some documents in the state archives prove that some schools and practices disobeyed this ban. That indicates that not every law introduced was enforced across the country. This may have been because decisions were implemented differently in different cities or regions due to the non-equality of conditions.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.005 | 0.011 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".