The unification of education had two important features. The first one was the democratization and the second one was to activate secularism in the field of education. Unification came with the Law on Unification of National Education, which introduced three regulations:[14] First, all medreses and schools administered by private foundations or the Diyanet ??leri Ba?kanl??? (Presidency for Religious Affairs) were connected to the Ministry of National Education. Second, the money allocated to schools and medreses from the budget of the Diyanet was transferred to the education budget. Third, the Ministry of Education had to open a religious faculty for training higher religious experts within the system of higher education, and separate schools for training imams and hatips.

With the unification of education, along with the closure of the old-style universities, applied a large-scale program of science transfer from Europe. One of the corner stone of educational institutions, the University of Istanbul, accepted German and Austrian scientists who the National Socialist regime in Germany had considered 'racially' or politically undesirable. This political decision was accepted as the building the nucleus of science as a modern institution in Turkey[1]. The reform aimed to break away the traditional dependency [since the Ottoman Empire] on the transfer of science and technology by foreign experts[1].
[edit] Modernization

On November 1, 1928, the new Turkish alphabet was introduced by the Language Commission at the initiative of Atatürk, replacing the previously used Perso-Arabic script. The adoption of the Latin alphabet and the purging of foreign loanwords was part of Mustafa Kemal's program of modernization.[15]

The removal of Arabic script was defended on the ground that it was not appropriate for the authentic Turkish phonology, which needs a new set of symbols to be correctly represented[15]. The Ottoman Perso-Arabic script was an abjad, which made it too ambiguous for the Turkish language, in which vowels are far more important than in Arabic. A well-known example of the deficiency of the Arabic script is the phrase ???? ???? ?????, which can represent either Mehmet Pa?a oldu (Muhammad became a Pasha) or Mehmet Pa?a öldü (Muhammad Pasha died). Ottoman writers had to work around such ambiguities via circumlocutions, usually of Persian or Arabic origin.

The abandonment of the Arabic script was not merely a symbolic expression of secularization by breaking the link to Ottoman Islamic texts to which only a minor group of ulema had access; but also Latin script would make reading and writing easier to learn and consequently improve the literacy rate.

Adaptation of technical vocabulary was another step of modernization, which was tried thoroughly. Non-technical Turkish was vernacularized and simplified on the ground that the language of Turkish people should be comprehensible by the people. A good example is the Turkish word "Bilgisayar" (bilgi = "information", sayar = "counter"), which was adapted for the word "Computer".

Another important part of Atatürk's reforms encompassed his emphasis on the Turkish language and history, leading to the establishment of Turkish Language Association and Turkish Historical Society for research on Turkish language and history, during the years 1931–2.