winter 2010 THE US-EDUCATED AZERBAIJAN ALUMNI ASSOCIATION

Quarterly Journal

CHANGES IN COMPULSORY EDUCATION: POTENTIAL IMPLICATIONS FOR WOMEN

HIGHLIGHTS OF PISA 2006: PERFORMANCE OF AZERBAIJANI STUDENTS IN THE FIRST INTERNATIONAL STUDY

BOLOGNA DECLARATION WHERE WE ARE?

THE US-EDUCATED AZERBAIJAN ALUMNI ASSOCIATION winter

Letter from the Chairman and Editor 3

Quarterly Journal RESEARCH ARTICLES

Changes in Compulsory Education: Editor-in-Chief: Dr. Anar Valiyev Potential Implications for Women. by Siraj Mahmudov 4 Editorial Board: Fuad Aliyev Vusal T. Khanlarov Highlights of PISA 2006: Performance of Azerbaijan Emin Huseynzade Students in the First International Study. Yusif Axundov Parvana Bayramova by Turgut Mustafayev 10 Vugar Allahverdiyev Fuad Jafarli INTERVIEW Fariz Huseynov Bologna Declaration and Where We Are?

Art-Director by Asif Jahangirov 16 Iman Huseynov

DEBATES AND OPINIONS

Educating Girls in a Village School of Astara.

© AAA. The thoughts and by Aygun Dadasheva and Kathy Taylor 22 opinions of the authors does not represent AAA’s opinion Professor, I disagree. Teaching and Learning

Differently Across the Atlantic.

AAA Office at American Center, by Rashad Bayramov 28 Azerbaijan University of Languages, 1st Floor, 60 Rashid Behbudov St., AZ1014, Baku, Azerbaijan Reflection of Education in Azerbaijan.

by Amy Petersen 32

Tel.: (+99412) 441 01 72 E-mail: [email protected] Challenges and Opportunities for Faculty www.aaa.org.az Development in Azerbaijan.

by Alison Mandaville 36

CHAIRMAN’S AND EDITOR’S FOREWORD winter

Dear Readers, business strategists, professional diplomats, university professors, school teachers, and many other experts in Welcome to the first various disciplines. issue of the CONTEXT, the CONTEXT will serve as a channel for American ed‐ journal of the US Educated ucated Azerbaijani alumni to share their knowledge Azerbaijani Alumni Associ‐ and skills on various issues with wider society, to pro‐ ation (AAA). vide policy recommendations for multiple stakehold‐ AAA was established ers in Azerbaijan, including government, civil society six years ago, with one and academia. CONTEXT will also become a unique major goal ‐ to bring to‐ channel for young students, scholars and practitioners gether the alumni of vari‐ in Azerbaijan and abroad to get published on issues ous educational programs that matters for Azerbaijan, its present and future. in the United States and use Context’s first issue focuses on an issue that is im‐ their knowledge and skills for developing Azerbaijan. portant for Azerbaijan’s today and tomorrow, and an Today a whole generation of the US‐educated Azer‐ essential element for establishing strong and compet‐ baijani cadre has developed and they are working for itive Azerbaijan – education. the Azerbaijani government, private companies, and I would like to thank the CONTEXT’s editorial NGOs. Regardless of where they work, they share board, and especially to its Editor‐in‐Chief, Dr. Anar skills and knowledge acquired while in the United Valiyev for tremendous efforts towards journal’s cre‐ States with their peers, colleagues, and students; thus, ation and publication. I welcome all of our readers, continuously contribute to the development of Azer‐ and hope that the journal will be an interesting and baijan. As we commence the seventh year of our exis‐ thought‐provoking experience for all of you. tence, we feel the need for having a continuous and wider channel for publication of thoughts and views Jeyhun Karamov of our alumni – economists, public administrators, Chairman of the Board, public health professionals, education specialists, US‐Educated Azerbaijani Alumni Association

Dear Friends unique chance to students, young scholars and re‐ searchers to get published. It serves as a link between This is the first issue of business, governmental, student and scholarly com‐ the CONTEXT – the journal munities. A truly interdisciplinary journal, it is essen‐ of the American Alumni tial reading for all academics, decision makers, Association (AAA). As you practitioners, students and experts. know the Association was This issue of the CONTEXT focuses on a subject created to promote a free which is attracting considerable attention everywhere, exchange of information, to but especially in developing countries ‐ education. facilitate and develop pro‐ Ever since independence, issues of education reforms fessional contacts, and to became one of the hot debated topics in Azerbaijani broaden and spread the society. Trying to feel hiatus, the journal publishes ar‐ knowledge about the ticles on various issues of education including Bologna United States in Azerbaijan. process and Azerbaijan’s realities; girls’ education in The existence of this new journal is justified. There rural areas; challenges and opportunities for faculty are many other academic and popular journals in this development, education system of Azerbaijan through field. But there are none that directly address AAA vi‐ the eyes of foreigners and few others. sionary mission: provide an active forum for exchang‐ Editorial Board of CONTEXT welcomes all readers ing ideas, sharing knowledge and information in the and hope that the journal would shed the light on fields related to Azerbaijan and the region. CONTEXT problems, challenges and opportunities facing our so‐ reflects the full range of current policy and analytical ciety. work from many disciplines and theoretical perspec‐ tives. It aims to spur research on Azerbaijan and re‐ Dr. Anar M. Valiyev, gion, encourages comparative studies and tries to give Editor‐in‐Chief

Quarterly Journal | 3 CHANGES IN COMPULSORY EDUCATION: POTENTIAL IMPLICATIONS FOR WOMEN

CHANGES IN COMPULSORY EDUCATION: POTENTIAL IMPLICATIONS FOR WOMEN

INTRODUCTION After I delve into existing disparities in terms of educa‐ The law on education, approved by the Milli Majlis tional attainment, I assess the significance of two addi‐ on 19 June 2009, stipulates changing the duration of com‐ tional years of schooling of women for selected human pulsory education in Azerbaijan. This embodies making development indicators, based on which my conclusion preschool education at the age of five compulsory and is made. decreasing the upper boundary of compulsory education from complete secondary (11 grades) to general second‐ DISPARITIES IN ACCESS TO EDUCATION ary or basic education (9 grades). While the necessity and The Constitution of Azerbaijan guarantees free com‐ huge benefits of the first change is well understood and pulsory secondary (ümumi orta təhsil) education for all 6. supported almost by everybody in the society, opinions With the terminology of the previous law of 1992 this on the latter are diverse and far from being unanimous. would mean 11 grades even if the law explicitly made Previous studies, conducted mostly in the U.S. have basic education (1‐8 grades with old classification) used the changes in compulsory education laws to exam‐ mandatory requiring the rest of the children to continue ine the effects of education on earnings 1, criminal activ‐ their education in vocational schools and lyceums as well ity 2, mortality 3, subjective measures of well‐being 4 and as technikums and colleges. According to the new law, intergenerational inequality 5. In this article, my approach however, the compulsory secondary education men‐ is a little bit different. Instead of conducting a formative tioned in the Constitution, will cover 1‐9 grades. The assessment, I would like to highlight some of the poten‐ main difference between the old and new laws in this re‐ tial after‐effects this important change might bring about. gard, as can be seen, is that there is no requirement in the

Nothing is more unequal than equal treatment of unequal people. Thomas Jefferson

4 www.aaa.org.az winter latter to continue education in any form after the ninth grade. This particular change is proposed to come into force in ten years. Full implementation of compulsory education, i.e. coverage of all the secondary school age children with ei‐ ther complete secondary schools or vocational schools/technikums have hardly been the case in Azer‐ baijan after independence, which can be substantiated by a simple audit of official enrolment and graduation fig‐ ures. Of 152,690 children completing the ninth grade in 2005 7, 6,547 were admitted to technikums 8, 4,706 to vo‐ cational schools and lyceums 9. So the rest, 141,437 school children, as one can expect, were supposed to continue and complete the 11th grade taking into account the very low repetition rates. However, only 117,893 school chil‐ dren completed full secondary education in 2007 sug‐ gesting that about 23,544 or 15% of graduates of basic education somehow dropped out. This percentage goes up to 18% when the above calculation is applied respec‐ tively to 2006 and 2008. In fact, this is in line with the esti‐ mations of teachers in some schools that 20 % of children leave school after grade nine 10. Yet here we take into ac‐ count neither the actual attendance rates nor quality is‐ Siraj Mahmudov is a Programme sues. The Census of 1999 is too obsolete to base our infer‐ and Planning Specialist at the ences regarding background characteristics of who drop out whereas the more recent Demographic and Health UNICEF Country Office in Azerbai‐ Survey 2006 (AzDHS) can give some hints in this regard. jan dealing with situation assessment, If we take the age group of 20‐24, it can be seen that as of 2006 one out of every fourth female (25%) did not get any social and economic policy analysis, schooling after the ninth grade while males fared better monitoring and evaluation related to in this term (17%). Especially worrying is the fact that 3.4% of women 15‐16 and 1.3% of men of the same age children and women. Currently he is had received no education at all. Males and females in involved, inter alia, in creation of evi‐ urban settlements and in richest families do much better in terms of school attainment, but in each category dence base for investments in early women have poorer outcomes. At the time of the survey, childhood nutrition and education as 95% of women (98% of men) aged 15‐49 in the richest quintile and only 76% of women (83% of men) in the well as in establishment of a monitor‐ poorest quintile had completed basic education or higher. There is a disparity between urban and rural settlements ing tool for human development indi‐ as well, albeit not as remarkable; 89% of females (93% of cators. As a Muskie Graduate Fellow, males) respondents in urban areas and 83% of females in rural areas (89% of males) had completed basic education Siraj obtained his M.A. in Social and or higher 11. Public Policy from Duquesne Univer‐ The above gives us a good basis to argue that univer‐ sal complete secondary education has not been well‐ sity, Pittsburgh‐PA in 2002 and his maintained in Azerbaijan and the ones most B.A. in Public Administration from disadvantaged in this regard have been women, particu‐ larly women living in poor families and rural settle‐ Qafqaz University in 1999. ments. In other words, women in Azerbaijan have been “doubly disadvantaged” 12. The figures reflecting dispar‐ ities are backed by attitudes as well. About two‐third of men said if the family faced financial difficulties and they

Quarterly Journal | 5 CHANGES IN COMPULSORY EDUCATION: POTENTIAL IMPLICATIONS FOR WOMEN

had to chose, they would prefer to send to school their sion‐making ability, which improves health; and that ed‐ sons rather than daughters. Only one quarter preferred ucation influences other kinds of behavioural responses daughters 13. that, in turn, lead to better health outcomes 15. Post‐pri‐ The issue of drop‐outs has been well recognized in mary education increases the age of marriage, contracep‐ the ‘State Programme on Poverty Reduction and Sustain‐ tive use, access to prenatal care and safe delivery and able Development 2008‐2015’ (SPPRSD), which indicates increases care seeking for child illnesses, all of which re‐ that financial problems have negatively affected the abil‐ duce child and maternal mortality 16. In Table 1, several ity of children to get full secondary education. Drop‐outs, aspects of the impact of education on public health are il‐ according to the programme narrative, are especially lustrated using the data of AzDHS. higher in rural areas, the fact mostly related to involve‐ Underweight among children under five (moderate and se‐ ment of children in agriculture and child marriages. vere) – mothers with complete secondary education have Child marriages are a more and more vividly emerging 1.4 times less likelihood of having underweight children phenomenon. About one out of every eighth women gets than those with basic education or less. For mothers married before the age of 18 14. graduating from secondary specialized education (mostly technikums) the difference is even higher: 3.6 HOW IMPORTANT IS times. EDUCATION OF WOMEN? Stunting (height for age) among children under five (mod‐ Legalizing with the new education law what has been erate and severe) – is an indicator of chronic malnutrition de facto happening is thus expected to have further nega‐ among children. Evidence indicates that stunted children tive impact on girls’ education. Therefore, it is very im‐ start school later, progress through school less rapidly portant to assess whether such a legal change is and have lower over‐all schooling attainment. A review well‐grounded or keeping and enforcing compulsory 11 of evidence from 79 countries concluded that “for every years of schooling might have had some merits. 10% increase in stunting, the proportion of children I do not conduct a regression analysis here, but com‐ reaching the final grade of primary school dropped by pare the outcomes of 13 selected indicators in terms of 7.9%.” 17 In Azerbaijan, where every fourth child under the educational attainment of the respondents as women five is short for age, stunting levels among the children and mothers based on the data from the AzDHS. I do ac‐ with mothers completing 11th and 9th grades is more or knowledge though that those outcomes are results of less the same, but having a secondary specialized or many interrelated factors including wealth status and higher education does make a big difference. type of settlement and cannot be attributed solely to edu‐ Vaccination of children 18‐29 months against measles – is cation. one of the indicators to measure progress towards reduc‐ ing childhood mortality. 60% of children of mothers with PUBLIC HEALTH complete secondary education got this vaccination vs. The impact of education on health is well‐accepted 57% of those with basic secondary education. This gap even though economists have proposed a variety of theo‐ widens when we look at all the basic vaccinations re‐ ries on how education affects health including: that more ceived (62% vs. 55%) education leads to better jobs and more financial re‐ Antenatal care received by women 15‐49 – this indicator sources; that education improves knowledge and deci‐ is relatively much more related to financial situation and

TABLE 1. WOMEN EDUCATION AND PUBLIC HEALTH

Indicator Underweight Stunting Comprehensive Live birth among Vaccination Antenatal care Information on among children among children knowledge of women 15‐19 TB Education HIV/AIDS

Basic secondary 14.2 43.5 56.5 63.8 0.9 68.1 6.4 or less Complete secondary 10.3 42.7 60.2 75.7 2.6 77.8 3.0 Secondary specialized 3.9 21.7 75.7 89.5 6.1 82.9 0.0 Higher 2.4 16.9 93.5 21.1 91.3 0.0

Source: AzDHS

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availability of services, but also to awareness and knowl‐ fied in 2007. Therefore, it is important to keep high edge. More than a three‐quarters of women with com‐ awareness of TB. Women 15‐49 with complete secondary plete secondary education got antenatal care during her education fare better in this regard as well. Their propor‐ pregnancy and only less than two‐thirds of women with tion who knows that tuberculosis is spread through the basic education or less did so. air by coughing is about 10 percentage units more than Comprehensive knowledge 18 of AIDS among the 15‐24 age women with basic education. group – knowledge of AIDS is still very limited in the Early childbearing ‐ it is well known that early child‐ country with only 5% of men and women aged 15‐24 bearing and motherhood have negative socioeconomic having comprehensive knowledge about the epidemic. and health consequences. Adolescent mothers are more For women with basic education this percentage is as likely to have complications during delivery, which re‐ low as 1% and for those with complete secondary educa‐ sult in higher morbidity and mortality for themselves tion to 2.6 %. and their children. In 2006, 6% of women 15‐19 had al‐ Knowledge of tuberculosis (TB) ‐ the number of new TB ready had a live birth, mostly because of child marriages. cases continues to be high: 3,713 new cases were identi‐ This percentage was 3% for women with complete sec‐

TABLE 2. WOMEN EDUCATION AND EMPOWERMENT/VIOLENCE IN THE FAMILY

No participation in Indicator Limited exposure to Attitudes towards Employment decision making Marital control Physical violence mass media wife beating Education Basic secondary or less 10.2 14.5 29.4 58.0 41.5 18.4 Complete secondary 14.3 7.4 19.3 53.5 32.3 12.8 Secondary specialized 34.8 2.7 11.1 42.8 30.4 11.2

Higher 39.9 0.5 7.9 22.5 26.7 8.9

Source: AzDHS

Quarterly Journal | 7 CHANGES IN COMPULSORY EDUCATION: POTENTIAL IMPLICATIONS FOR WOMEN

education. TABLE 3. COMPULSORY EDUCATION (age group) Women empowerment and violence in the family: Central/ Eastern Europe and North America and Girlsʹ education is critical to gender equality as it con‐ Central Asia Western Europe tributes to increased employment opportunities, im‐ Albania 6‐13 Andorra 6‐16 proved decision making, and empowerment of women Belarus 6‐15 Austria 6‐14 more broadly 19. With higher levels of education, women Bulgaria 7‐14 Belgium 6‐18 are more likely to control their own destinies, effect Croatia 7‐14 Canada 6‐16 change in their societies, and get exposed to lower levels of violence 20. In fact, some have either used education as Czech Republic 6‐15 Cyprus 6‐14 a proxy indicator for women empowerment or took it as Estonia 7‐15 Denmark 7‐16 an important component of measuring empowerment 21. Hungary 7‐16 Finland 7‐16 In Table 2, several aspects of the impact of education Latvia 7‐15 France 6‐16 women empowerment and violence in the family are il‐ Lithuania 7‐15 Germany 6‐18 lustrated using the data of AzDHS. Poland 7‐15 Greece 6‐14 Employment – About 20% of all women reported Moldova 7‐15 Iceland 6‐16 22 being currently employed in 2006. 10% of women with Romania 7‐14 Ireland 6‐15 basic education and 14% of those with complete second‐ Russian Federation 6‐15 Israel 5‐15 ary education were employed. 11% of working women Serbia 7‐14 Italy 6‐14 with basic education worked in professional/technical/managerial positions vs. 17 % of Slovakia 6‐15 Luxembourg 6‐15 working women with complete secondary education. Slovenia 6‐14 Malta 5‐15 40% of working 9th grade graduates were engaged in TFYR Macedonia 7‐14 Monaco 6‐15 agricultural work, which once more indicates higher Turkey 6‐14 Netherlands 5‐17 drop‐outs in rural areas. Ukraine 6‐17 Norway 6‐16 Exposure to mass media – the proportion of women Armenia 7‐14 Portugal 6‐14 with basic education who do not read a newspaper, Azerbaijan 6‐16 San Marino 6‐16 watch television, listens to radio at least once a week is Georgia 6‐14 Spain 6‐16 twice as big as that of women with complete secondary Kazakhstan 7‐17 Sweden 7‐16 education: 15% vs. 7%. Kyrgyzstan 7‐15 Switzerland 7‐15 Participation in decision‐making – 20% of women in the country, mostly in rural areas, does not participate in any Mongolia 7‐15 United Kingdom 5‐16 of the four decisions related to women’s own health care, Tajikistan 7‐15 United States 6‐17 making major household purchases, making purchases Turkmenistan 7‐15 for daily needs, visits to her family or relatives. For Uzbekistan 7‐15 women with basic education the possibility of participat‐ Source: UNESCO, EFA Global Monitoring Report, 2009, pp. 292‐296 ing in decision‐making is the most minimal: 30% of women in this category have no say in decisions. Physical violence – 13% of women have ever experi‐ Attitudes towards wife beating – In general, every sec‐ enced physical violence since the age of 15 with no major ond women thinks the husband is justified to beat his urban‐rural and rich‐poor differences. While for women wife because of at least one specific reason, which could with complete secondary education this indicator is close be burning the food, arguing with him, going out with‐ to the national average, for women with basic education out telling him, neglecting the children, refusing to have it is 18%. sexual intercourse with him. This percentage goes as high as 58% for women with basic education. Less CONCLUSION women with complete secondary think so, although the As can be seen, education of women plays an impor‐ difference is only 4.5 percentage units. tant role in economic and social development, including Marital control – the women with basic education are in health and nutrition of women and their children, in more likely to get exposed to marital control by the hus‐ protection from infections, in improving women’s status band. Percentage of women with basic education whose within the family, in protecting women from domestic 23 husband displays three or more specific behaviours of violence and in empowering women to participate in marital control is 42%, 28 more percentage units than employment and be socially active. A thorough analysis women with complete secondary education. There is no is needed to assess the effect of additional year of school‐ big difference between rural and urban settlements in ing separately on each indicator. However, as one can ob‐ terms of this indicator.

8 www.aaa.org.az winter serve, against most indicators of personal and social well‐ European countries is 10.6 years meaning countries like being included into this article, women who get complete the United Kingdom, United States, France, Germany secondary education in general are better‐off than those and others must have had a good reason to keep children who have to stop before the tenth grade or earlier regard‐ at school more (See Table 3). less of whatever interactions with other markers for dis‐ Yet the disparities in most countries mentioned in the advantage might be the case. table are not as persistent as those in Azerbaijan. There‐ Thus by allowing more women to drop‐out after the fore, even if the change of compulsory education years basic education rather than ensuring they get as much as will take place only after ten years as proposed, there is schooling as possible, we might risk the achievement of an important assumption here that all the favourable the country’s economic and social development agenda. conditions for encouraging women’s education after the Moreover, the new law is in disagreement with the target basic education will be in place, that the current dispari‐ of the SPPRSD to ensure complete secondary education ties in terms of place of residence, wealth status and gen‐ (I‐XI grades) for all school‐aged children by the end of der will be significantly reduced or eliminated and that 2015. So it makes very little sense to achieve universal the ‘equitable education opportunities for all’, envisaged complete secondary education in seven years and then in the SPPRSD will be created. Unless this is actually let it go afterwards. achieved, it would be more strategic to ensure that every‐ It holds true that compulsory education years in most body, especially those most likely to drop out, stay in ed‐ countries in our region, i.e. Central and Eastern Europe ucation as long as possible alongside paying particular and Central Asia, do not exceed nine years with the aver‐ attention to increasing the quality of education rather age of 9.1 years, except in Kazakhstan and Ukraine 24. than decreasing the compulsory education years. However, the average of North American and Western

REFERENCES AND ENDNOTES 1 Acemoglu, Daron and Joshua Angrist, “How Large are the Social Returns to 14 AzDHS: % of women aged 20‐24 who got married by the age of 18 is 12% Education? Evidence from Compulsory Schooling Laws,” National Bureau of Economic Research Working Paper #7444, December 1999. 15 Bhashkar Mazumder, “Does education improve health? A re‐examination of the evidence from compulsory schooling laws”, Economic Perspectives, 2 Lochner, Lance and Enrico Moretti, “The Effect of Education on Crime: Evi‐ 2008/Q2 dence from Prison Inmates, Arrests, and Self‐Reports,” National Bureau of Economic Research Working Paper 8605, 2001. 16 UN Millennium Project, Investing in Development: A Practical Plan to Achieve the Millennium Development Goals. New York, 2005, pp. 286‐287. 3 Lleras‐Muney, “The Relationship between Education and Adult Mortality in the United States,” National Bureau of Economic Research Working Paper 17 Grantham‐ McGregor et al, Developmental Potential in the first 5 Years for 8986, June 2002; Schultz T. P. 2002. “Why Governments Should Invest More to Children in Developing Countries, The Lancet, VOl 369, 2007; Grantham‐Mc‐ Educate Girls.” World Development 30 (2): 207‐25. Gregor et al., 1991; Waber et al., 1981; Pelto, Dixon and Engle (WHO), 2000.

4 Oreopoulos, Philip, “Do Dropouts Drop Out Too Soon? Evidence Using 18 Comprehensive knowledge means knowing that consistent use of condoms Changes in School Leaving Laws”, Mimeo, University of Toronto, 2003. during sexual intercourse and having just one uninfected faithful partner can reduce the chances of getting the AIDS virus, knowing that a healthy‐looking 5 Oreopoulos, Philip, Marianne Page and Ann Huff Stevens, “Does Human person can have the AIDS virus, and rejecting the two most common local Capital Transfer from Parent to Child? The Intergenerational Effects of Com‐ misconceptions about AIDS (transmission by mosquito bites and by kissing pulsory Schooling”, November 2003 someone with AIDS).

6 Constitution of the Republic of Azerbaijan, Article 42.2 19 UN Millennium Project, Investing in Development: A Practical Plan to Achieve the Millennium Development Goals. New York, 2005, p. 285. 7 State Statistical Committee, Azerbaijan Statistical Yearbook, 2008. 20 International Center for Research on Women, A Second Role at the Role Ed‐ 8 State Higher Education Admissions Committee, Abituriyent, No. 12, 2005, ucation Plays in Women’s Empowerment, 2005. gender p.140 21 Anju Manhotra, et al., “Measuring Women’s Empowerment as a Variable in 9 State Statistics Committee, Education, Science and Culture in Azerbaijan, International Development”, 2002; Augusto Lopes‐Claros and Saadia Zahidi, 2007. Women’s Empowerment: Measuring the Global Gender Gap, World Eco‐ nomic Forum, 2005. 10 UNICEF, Education for Some More than Others: a regional study on educa‐ tion in Central and Eastern Europe and the CIS, UNICEF Regional Office for 22 “Currently employed” is defined as having done work in the past seven CEE and CIS, 2007. days. Includes persons who did not work in the past seven days but who are regularly employed and were absent from work for leave, illness, vacation, or 11 State Statistical Committee (SSC) and Macro International Inc., Azerbaijan any other such reason. Demographic and Health Survey 2006 (AzDHS), 2008. 23 These are: is angry or jealous if she talks to another man, frequently accuses 12 Maureen Lewis and Marlaine Lockheed, Social Exclusion and the Gender her of being unfaithful, does not permit her to meet her female friends, tries to Gap in Education”, Policy Research Working Paper, No. 4562. The authors use limit her contact with her family, insists on knowing where she is at all times, the term “double disadvantage” to indicate that the girls in the marginalized does not trust her with any money. groups trail not only the mainstream children but also the boys in the margin‐ alized groups. 24 These two countries have kept, respectively, 11 and 12 years of compulsory education. 13 UNDP, Azerbaijan Human Development Report 2007 – Gender Attitudes in Azerbaijan: Trends and Challenges, 2007.

Quarterly Journal | 9 HIGHLIGHTS OF PISA 2006: PERFORMANCE OF AZERBAIJANI STUDENTS IN THE FIRST INTERNATIONAL STUDY

HIGHLIGHTS OF PISA 2006: PERFORMANCE OF AZERBAIJANI STUDENTS IN THE FIRST INTERNATIONAL STUDY

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WHY ASSESSMENT IS IMPORTANT Education policymakers and systems who seek to promote accountability and continuous improvement of student achievement generally support a range of learning assessments; these can take place at the school level, national level or international level. National as‐ sessments allow Ministries of Education to benchmark the performance of their students across different sub‐ ject areas and different grade levels with students within their own country. This provides stakeholders, such as parents, educators, and policymakers with valu‐ able information about the quality of an educational system. Such information can help to steer policy deci‐ sions and pedagogical practices to ensure that children will have the necessary knowledge and skills needed to become productive contributors to the economy and ef‐ fective citizens in their society. Azerbaijan had not assessed student performance on a systematic basis until 2005. The first Azerbaijan National Assessment Study, conducted in 2006, sur‐ veyed the performance of a representative sample of grade‐4 and grade‐9 students in general education schools. Student performance was measured in two Turgut Mustafayev serves as Ed‐ subjects: language and mathematics. In addition to the performance data on tests, the study also helped to col‐ ucation Consultant at the World Bank lect a vast amount of background data on the student population through responses to the various question‐ Azerbaijan Country Office. He holds naires that were filled out by students and their teach‐ a bachelors degree in Linguistics from ers. the Azerbaijan University of Lan‐ WHY AZERBAIJAN TAKES PART IN guages and master degree in Educa‐ INTERNATIONAL ASSESSMENTS AND WHAT THEY MEASURE tional Policy from the University of Unlike national assessments, international studies of Pennsylvania. Turgut received Ed‐ student achievement present us a unique opportunity to compare Azerbaijani student performance with that mund S. Muskie Graduate Fellowship of students in other countries. This gives Azerbaijan an Program from the United States De‐ opportunity to see how local schoolchildren perform relative to those in other countries, to learn about the ef‐ partment of State in 2003. He has also fectiveness of our education system as compared to the education systems of other countries, and to identify won an American Forum Grant under new practices and policies that can be considered for the Democracy Education Exchange improving our schools. Our young country has a lot to learn from the patterns of student achievement and the Program in 2002 and received fellow‐ analysis of the determinants of learning in an interna‐ ship from the Open Society Institute tional context. There are a number of large‐scale international as‐ Education Support Program and Co‐ sessments that test and compare student performance lumbia University in 2005. across countries. These include the Program for Interna‐ tional Student Assessment (PISA), the Progress in Inter‐ national Reading Literacy Study (PIRLS), and the Trends in International Mathematics and Science Study (TIMSS). PISA, an OECD‐sponsored project, takes place every three years and assesses three literacy areas

Quarterly Journal | 11 HIGHLIGHTS OF PISA 2006: PERFORMANCE OF AZERBAIJANI STUDENTS IN THE FIRST INTERNATIONAL STUDY

(Reading, Mathematics, and Science). Conducted by the the average performance of students. Finland is the International Association for the Evaluation of Educa‐ highest‐scoring country with 563 points, which is 63 tional Achievement (IEA) in the Netherlands, PIRLS is units more than the OECD mean. Finland is followed administered to fourth‐grade students and is the largest by the six states and economies that have a mean score and most rigorous comparative study to assess reading higher than 530 points: Canada, Japan, New Zealand, skills. TIMSS, also organized by IEA, measures the Hong Kong‐China, Chinese Taipei, and Estonia. Azer‐ mathematics and science performance of fourth‐ and baijan is ranked 55 with a mean score of 382 points, ninth‐graders. Azerbaijan participated in PISA 2006 and which is only higher than Qatar (349) and Kyrgyzstan plans to take part in PISA 2009, PIRLS 2011, and TIMSS (322). 2011. Some countries have performed significantly better in knowledge about science than in knowledge of sci‐ PISA 2006 BACKGROUND INFORMATION ence. The former entails knowledge on the reasons and Azerbaijan was among the 57 countries ‐ including nature of scientific inquiry and scientific reasoning. The all 30 OECD member states ‐ which took part in PISA latter is more about the natural world, which is referred 2006. The countries participating in the assessment con‐ to in different scientific subjects. Like many other East stitute almost 90% of the world economy. More than European countries, Azerbaijani students demonstrated 400,000 students were drawn as a sample from the 20 stronger knowledge of science, which implies that the million 15‐year‐olds going to secondary school in the 57 curriculum is relatively rigorous on transmitting partic‐ participating countries; students took a two‐hour test ular scientific knowledge. Our students have scored and completed a questionnaire. The main subject focus over 20 points higher in questions involving knowledge for PISA 2006 was science. PISA 2000 and PISA 2003 of science. concentrated on reading and mathematics, respectively.

STUDENT PERFORMANCE IN SCIENCE PISA 2006 measured the students’ skills in carrying out scientific tasks in a wide range of settings. These in‐ clude the application of knowledge to real‐life situations and much wider global issues related to scientific prob‐ lems. The three broad science competencies assessed by the study are: identifying scientific issues, explaining them scientifically, and using scientific evidence to draw conclusions. Six proficiency levels were identified to denote both the performance scores and the difficulty of questions. Level 6 is the highest level of difficulty, where students can systematically explain and use sci‐ entific knowledge in a range of complex situations, pro‐ vide evidence employing advanced scientific analysis, etc. Only 1.3% of the students representing OECD states were able to answer the questions at Level 6. Nine countries have more than 2% of students who have scored at the highest level. Unfortunately, Azerbaijan has no students reaching the highest level of science performance. The majority of Azerbaijani students (95%) scored at Level 2 or below. Nearly one‐fifth of the test takers scored below Level 1. More than half of the students have scored at Level 1. 22.4% of students have reached Level 2, which is considered as the level of proficiency where learners begin to demonstrate the science skills that will allow them to take an active part in science‐ and technology‐ related life situations. Each participating country has a mean score, which summarizes overall student performance. The study has found no relationship between the size of states and

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STUDENTS’ ATTITUDE Canada have evidenced a high level of self‐efficacy, TO SCIENCE which is closely related to performance. Azerbaijan is PISA 2006 also used questionnaires to collect the among the countries where self‐efficacy was lowest. data on students’ support for scientific inquiry, their self‐confidence as learners of science, their interest in STUDENT PERFORMANCE science, etc. Having a positive attitude and enjoying IN READING broad engagement in science are crucial due to a num‐ PISA 2006 reading domain requires students to in‐ ber of reasons. These include the dependence of contin‐ terpret various texts, to reflect on and analyze what they uous investments on strong public support, the wide read. Students are placed at various levels from 5 to 1. influence of scientific and technological innovations in Less than 10 percent of the students across OECD states our daily lives, and the need for supplying sustainable scored at Level 5, which demonstrates the students’ ca‐ resources of scientific staff. pability of complex critical thinking. Students from The study found out that students across OECD Korea constituted the largest percentage at Level 5 states generally show solid support for scientific in‐ (22%). The East Asian country is followed by the likes of quiry, with more than 90% stating that science is central Finland, New Zealand, Canada, and Ireland. Azerbai‐ to understanding the natural world, and that scientific jan is at the other extreme, with less than 1% of the stu‐ and technological developments often contribute to liv‐ dents who are proficient at the highest level. Moreover, ing conditions. The study also addressed students’ be‐ Azerbaijan is among the countries with a majority of lief in managing tasks effectively and overcoming students at Level 1 or below. This means that most of difficulties, which is termed as “self‐efficacy” in science. our students are not capable of very basic reading tasks, Countries such as Poland, the United States, and such as finding simple information, making easy infer‐ ences, understanding what an accurately stated passage of a text means, and using external information to un‐ derstand the texts.

Korea is the highest‐performing country with a mean score of 556 points in reading. This re‐ formist country has been able to outperform even Finland, the top performer in previous PISA read‐ ing studies. Estonia is one of the participant coun‐ tries that scored significantly above the OECD average for reading scores, which is 492 points. Azerbaijan ranks 54th with 353 points, which is only higher than the scores for Qatar and Kyrgyzs‐ tan.

STUDENT PERFORMANCE IN MATHEMATICS As with science and reading, PISA uses various lev‐ els of proficiency in mathematics, with Level 6 being the highest. At this level, students need to use reflection and creativity to solve new problems and provide for vari‐ ous explanations. Only 13% of students in the overall sample were able to perform at the highest two levels. Korea and Chinese‐Taipei have the highest ratio of stu‐ dents at these top levels. The top performers in mathe‐ matics include Finland, Korea, Chinese‐Taipei, and Hong Kong‐China. Azerbaijan ranks 35th with 476 points, scoring higher than much richer countries, such as Russia, United States, Italy, and Turkey.

Quarterly Journal | 13 HIGHLIGHTS OF PISA 2006: PERFORMANCE OF AZERBAIJANI STUDENTS IN THE FIRST INTERNATIONAL STUDY

Science Reading Mathematics

Mean S.E. Mean S.E. Mean S.E.

Finland 563 (2.0) Korea 556 (3.8) Chinese Taipei 549 (4.1) Hong Kong‐China 542 (2.5) Finland 547 (2.1) Finland 548 (2.3) Canada 534 (2.0) Hong Kong‐China 536 (2.4) Hong Kong‐China 547 (2.7) Chinese Taipei 532 (3.6) Canada 527 (2.4) Korea 547 (3.8) Estonia 531 (2.5) New Zealand 521 (3.0) Netherlands 531 (2.6) Japan 531 (3.4) Ireland 517 (3.5) Switzerland 530 (3.2) New Zealand 530 (2.7) Australia 513 (2.1) Canada 527 (2.0) Australia 527 (2.3) Liechtenstein 510 (3.9) Macao‐China 525 (1.3) Netherlands 525 (2.7) Poland 508 (2.8) Liechtenstein 525 (4.2) Liechtenstein 522 (4.1) Sweden 507 (3.4) Japan 523 (3.3) Korea 522 (3.4) Netherlands 507 (2.9) New Zealand 522 (2.4) Slovenia 519 (1.1) Belgium 501 (3.0) Belgium 520 (3.0) Germany 516 (3.8) Estonia 501 (2.9) Australia 520 (2.2) United Kingdom 515 (2.3) Switzerland 499 (3.1) Estonia 515 (2.7) Czech Republic 513 (3.5) Japan 498 (3.6) Denmark 513 (2.6) Switzerland 512 (3.2) Chinese Taipei 496 (3.4) Czech Republic 510 (3.6) Macao‐China 511 (1.1) United Kingdom 495 (2.3) Iceland 506 (1.8) Austria 511 (3.9) Germany 495 (4.4) Austria 505 (3.7) Belgium 510 (2.5) Denmark 494 (3.2) Slovenia 504 (1.0) Ireland 508 (3.2) Slovenia 494 (1.0) Germany 504 (3.9) Hungary 504 (2.7) Macao‐China 492 (1.1) Sweden 502 (2.4) Sweden 503 (2.4) OECD average 492 (0.6) Ireland 501 (2.8) OECD average 500 (0.5) Austria 490 (4.1) OECD average 498 (0.5) Poland 498 (2.3) France 488 (4.1) France 496 (3.2) Denmark 496 (3.1) Iceland 484 (1.9) United Kingdom 495 (2.1) France 495 (3.4) Norway 484 (3.2) Poland 495 (2.4) Croatia 493 (2.4) OECD total 484 (1.0) Slovak Republic 492 (2.8) OECD total 491 (1.2) Czech Republic 483 (4.2) Hungary 491 (2.9) Iceland 491 (1.6) Hungary 482 (3.3) Luxembourg 490 (1.1) Latvia 490 (3.0) Latvia 479 (3.7) Norway 490 (2.6) United States 489 (4.2) Luxembourg 479 (1.3) Lithuania 486 (2.9) Slovak Republic 488 (2.6) Croatia 477 (2.8) Latvia 486 (3.0) Spain 488 (2.6) Portugal 472 (3.6) OECD total 484 (1.2) Lithuania 488 (2.8) Lithuania 470 (3.0) Spain 480 (2.3) Norway 487 (3.1) Italy 469 (2.4) Azerbaijan 476 (2.3) Luxembourg 486 (1.1) Slovak Republic 466 (3.1) Russian Federation 476 (3.9) Russian Federation 479 (3.7) Spain 461 (2.2) United States 474 (4.0) Italy 475 (2.0) Greece 460 (4.0) Croatia 467 (2.4) Portugal 474 (3.0) Turkey 447 (4.2) Portugal 466 (3.1) Greece 473 (3.2) Chile 442 (5.0) Italy 462 (2.3) Israel 454 (3.7) Russian Federation 440 (4.3) Greece 459 (3.0) Chile 438 (4.3) Israel 439 (4.6) Israel 442 (4.3) Serbia 436 (3.0) Thailand 417 (2.6) Serbia 435 (3.5) Bulgaria 434 (6.1) Uruguay 413 (3.4) Uruguay 427 (2.6) Uruguay 428 (2.7) Mexico 410 (3.1) Turkey 424 (4.9) Turkey 424 (3.8) Bulgaria 402 (6.9) Thailand 417 (2.3) Jordan 422 (2.8) Serbia 401 (3.5) Romania 415 (4.2) Thailand 421 (2.1) Jordan 401 (3.3) Bulgaria 413 (6.1) Romania 418 (4.2) Romania 396 (4.7) Chile 411 (4.6) Montenegro 412 (1.1) Indonesia 393 (5.9) Mexico 406 (2.9) Mexico 410 (2.7) Brazil 393 (3.7) Montenegro 399 (1.4) Indonesia 393 (5.7) Montenegro 392 (1.2) Indonesia 391 (5.6) Argentina 391 (6.1) Colombia 385 (5.1) Jordan 384 (3.3) Brazil 390 (2.8) Tunisia 380 (4.0) Argentina 381 (6.2) Colombia 388 (3.4) Argentina 374 (7.2) Colombia 370 (3.8) Tunisia 386 (3.0) Azerbaijan 353 (3.1) Brazil 370 (2.9) Azerbaijan 382 (2.8) Qatar 312 (1.2) Tunisia 365 (4.0) Qatar 349 (0.9) Kyrgyzstan 285 (3.5) Qatar 318 (1.0) Kyrgyzstan 322 (2.9) Kyrgyzstan 311 (3.4)

Statistically significantly above OECD average Not statistically significantly different from OECD average Statistically significantly below the OECD average

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ANALYSIS AND DISCUSSION fosters essential life skills and applying the learned OF THE RESULTS knowledge, encourages students to reflect critically PISA 2006 test scores indicate that Azerbaijan ranks and independently, and promotes them to get in‐ reasonably well in mathematics (ranked 35th among volved in research. The Ministry needs to speed up 57 countries) in comparison with other countries that the implementation of the new curriculum in upper share a similar level of economic development. How‐ grades and cover the whole general secondary educa‐ ever, the country distinctly lags in reading and science tion during the next 5‐6 years. outcomes. In fact, Azerbaijan is unique in having the Also, PISA 2006 questionnaires reveal that Azerbai‐ highest gap between math and reading scores in PISA. jan is one of the countries where the lack of educa‐ This largest recorded difference (123 points) is fol‐ tional resources was reported most frequently as lowed by that in China and Russia (only at 20 points). hindering instruction. The country doesn’t have any See Figure 1 below. major problem with the teacher shortages, except for Figure 1: The Math vs. Reading GAP in PISA some subject teachers in very few remote rural scores in Azerbaijan is the largest in PISA 2006 schools. Actually, the system has one of the lowest student‐teacher ratios in the world. However, the lack Source: WB, Authors using PISA 2006 data. of quality of educational resources at schools nega‐ There are several reasons why such a gap might tively affects student outcomes. occur. First, there is obviously a difference in the diffi‐ In addition, the school libraries in Azerbaijan have culty level of the tests. While the test items for typical progressed little in the past decade, with most of them university entrance exams mostly rely on the student being too small, without enough reading space for stu‐ memory and recall of facts, the PISA reading questions dents. Furthermore, the current libraries focus entirely require higher‐level thinking and students have to on fiction and do not have a wide range of stock in a deal with much harder texts. Second, the purposes of various media. Introduction of the new curriculum the tests are quite different. Both the university en‐ also requires allocation of significant resources, and trance exams and national assessments focus on test‐ this includes creation of large, open access school li‐ ing students’ mastery of school curriculum. However, braries, which can serve as wider resource centers PISA is designed to test general skills, it takes an inno‐ with study spaces for 5‐10 percent of the student pop‐ vative approach to literacy, and is much broader in ge‐ ulation. ographical coverage. Currently the World Bank is The new curriculum, which fosters independent, supporting a qualitative study on the main reasons for research‐based, student‐centered learning, also re‐ the sui‐generis case of Azerbaijan, which is doing well quires development of new learning and teaching ma‐ in Mathematics and performing poorly in Reading. terials, which will be conceptually very different and meet the demands of the new curriculum on different WHAT PISA 2006 RESULTS IMPLY FOR EDUCA‐ competency levels. Additionally, there will also be a TIONAL POLICY IN AZERBAIJAN requirement for a great variety of different reference, Azerbaijan is among the participating countries in methodological support, and extension materials. The PISA 2006, where the fundamental issue to address is second phase of the joint World Bank and Ministry of a fairly high number of students that have demon‐ Education project will support various activities in im‐ strated low proficiency in science and reading. Such a proving school libraries and developing new teaching low performance shows a need to improve learning and learning methods. standards across the board, requiring significant im‐ provements in the curriculum. Currently, the curricu‐ References: lum in Azerbaijan focuses more on recalling factual PISA 2006 Science Competencies for Tomorrowʹs World ISBN: 9789264040007 knowledge and promotion of memory skills, empha‐ Publication: 04/12/07 sizing rote learning. In order to address this serious problem, the Government has approved the General * The views expressed in this article reflect the personal views of the Education Concept Note, also known as the National author and in no way represent the views or policies of the World Bank. Curriculum in 2006, which foresees new roles for teachers and students. Moreover, the Ministry of Education has devel‐ oped subject syllabi for primary level and the new cur‐ riculum is implemented nationwide at Grade 1 since 2008. The Curriculum Center has completed the draft subject syllabi for upper grades. The new curriculum

Quarterly Journal | 15 BOLOGNA DECLARATION WHERE WE ARE?

BOLOGNA DECLARATION WHERE WE ARE?

We present you with an interview with the Hon‐ aries of the EU it was impossible to employ foreign ored Teacher of the Republic of Azerbaijan, Asif Jan‐ citizens because national diplomas of higher educa‐ girov. tion were not acknowledged even in neighboring countries. Eventually, the new situation favored rein‐ Question: Mr. Jangirov, what are the origins of forcement of European integration tendencies in the the Bologna process? field of education, the result of which became the Answer: After collapse of Soviet socialism fol‐ Bologna process. lowed by expansion of the European Union disparate Initially, authorized representatives of 29 coun‐ areas rapidly began to emerge in economic, financial, tries took part in the Bologna Declaration; currently, political, and cultural sectors. At the same time, the the number of countries joint to the process is 46. The Shengen agreement was signed and Eurocurrency declaration was designed to form pan‐European originated. Opening of new labor markets and new areas (zones) of higher education by 2010. workplaces, especially in the field of high‐technologi‐ Each clause of the Bologna Declaration is based cal manufacture, increased demand in skilled person‐ on decades of experience in different European coun‐ nel. As a result, free movement of qualified specialists tries. But this process started in 1988, when Bologna became urgent; even within the transparent bound‐ University, the oldest university in Europe, cele‐

16 www.aaa.org.az winter brated its 900‐year anniversary. Even at that time, growth of role of universities in the third millennium was predicted. At the same time, autonomy and inde‐ pendence were enunciated as basic principles in the Great Charter of Universities—the Magna Charta Universitatum, adopted by the chancellors of a num‐ ber of leading European universities. Based on the statement of Magna Charta, the Lis‐ bon convention adopted in 1997 was concerned with “recognition of qualifications concerning higher edu‐ cation in the European region.” I don’t want to bend readers’ ears with the details, I’ll just note that de‐ bates over such conceptions as “notification” and “equivalence” and their replacement with a single term “acknowledgement” were settled in that con‐ vention. Comparison of diplomas of higher education would not be based on curricular similarity or differ‐ ence between universities but rather in the body of knowledge graduates gained and their readiness to continue their education on a higher level. It is safe to say that the basic principles of the Bologna process elaborated on in 1998 by the minis‐ ters of education of France, Germany, Italy and Great Asif Jahangirov Britain at the celebration of anniversary of University Honored teacher of the Republic of Azerbaijan of Paris, Sorbonne are reflected in the Declaration of Sorbonne, which seeks the “harmonization of archi‐ tecture of the European system of higher education.” Mr. Asif Jahangirov was born in Please, pay attention to expression in the phrase “har‐ 1948 in Khankandi. In 1971 he grad‐ monization of architecture.” I think this is the basic philosophy of the Bologna process. There was now, uated from Azerbaijan State Univer‐ for the first time, an established motto “Europe from knowledge” in Sorbonne declaration, an acknowl‐ sity with diploma of chemistry teacher. edgement that universities took a leading role in the From 1972 to 1975 he worked as a development of the European continent. teacher in Sumgayit. From 1985 till Question: Today, there are debates in society 2001 Mr. Jahangirov worked as a chief about the priority of the Bologna process for Azer‐ baijan. What do you think? How important is it for of Head Education Department of our country to get involved in this process? Baku, and in 2001 he became director Answer: I have held different leading posts in ad‐ ministrative structures of the education system of of Working Group for Education Re‐ Azerbaijan for more than 30 years. Many years ago, I forms. In 2000 he became Honorary was firmly convinced that it’s enough to reform sec‐ ondary schools and then all other problems in the ed‐ Teacher of Azerbaijan. Mr. Jahangirov ucation system will be automatically solved. Afterwards, I said that fundamental reforms of edu‐ authored numerous articles dedicated cation are impossible without fundamental changes to the problems of innovations in pub‐ in the training system of teachers in the universities as well as in the individuals who are going to prepare lic education. these teachers, namely the instructors at universities. Then I fought for the establishment of preschool edu‐ cation, a fundamental priority, that my friend, presi‐ dent of International Pedagogical Club of European Capitals, Boris Jebrovsky called “the highest educa‐

Quarterly Journal | 17 BOLOGNA DECLARATION WHERE WE ARE?

tion.” lem towards fulfillment of recommendations of the How many timely courses of reform were sug‐ Bologna declaration? gested during the booming nineties of the twentieth Answer: First of all, before implementing any‐ century? These included reforms in general and pro‐ thing, as does an American, one should examine and fessional education, innovative activities of educa‐ learn about what is going to be accomplished, be‐ tional institutions, educational management, and cause any innovation surely requires development of budgetary reforms. Is it possible to rank these and new knowledge and the acquisition of new skills. But, many other priorities by the level of their urgency? excuse me this is not the usual way we, Azerbaijanis, Certainly, it’s possible, but then I think all of them do things. For instance, instead of frank admission of should be included in a single column: “Priority #1.” a lack of accurate information about the Bologna I think that there isn’t any field in the education process a professor of one of the universities said that system that couldn’t be of higher‐priority. As varied Bologna process is some structure, created in Bologna and unique is each person, each level of his life, and and that the university where he works joined it in as much important thinking is dialectical, both the 1997— i.e. two years before signing of declaration!. unity and the diverse directions of his development Another professor called the Bologna process “a new are of first‐priority. Therefore, to be effective, educa‐ educational system.” And all of this, three and half tion must be able to address all these areas, all the years after Azerbaijan joined the Bologna declaration! unity and variety of tasks for development of a per‐ Imagine what the answers of students of those peda‐ son. gogues would be! Approaches to the modernization of education Here comes a logical question: why do we have, to should be just as complex as the individual, where all put it mildly, such a disorder in Azerbaijan (and, by the directions of the process are of equal importance. the way, not only in the field of education)? What is Then there is no need for many countries, especially the reason behind not being capable to realize and the ones that became independent during post‐social‐ calculate the clearly evident socio‐economic and fi‐ ist period, to make up something else. There are quite nancial benefits promised through the implementa‐ effective methods and structures, developed over tion of recommendations of the Bologna process, a decades of educational experience and proven suc‐ simple path towards western practices? Maybe, even, cessful in practice in the West. Deep study and com‐ after seventeen years of independence, we continue to parison of this Western body of educational practice live with Soviet stereotypes and remain ready mainly with the practices of Azerbaijan acquired during so‐ to tackle only the things that are sure to offer immedi‐ viet period, and a reasoned combination of the posi‐ ate success in eyes of our bosses? Naturally, develop‐ tive parts of both models, methods, and practices ing an intellectual component to education is not a might be able to provide us with considerable posi‐ matter of simple repair. It is not just the demonstra‐ tive results in a short space of time. tion of newly bought computers. Indeed, the renova‐ Thus, I consider the Bologna Declaration, as re‐ tion of an educational system takes much longer, and flected in its recommendations, as having quite a involves difficult, sometimes even invisible opera‐ strong conceptual basis and therefore being the most tions. That’s why this work doesn’t offer any instant important strategic tool in the reformation of higher effects in the view of many officials. education of our country. If we don’t try to under‐ stand why it’s extremely important for Azerbaijan to Question: What is the essence of the main recom‐ integrate into the Bologna process as soon as possible, mendations of the Bologna declaration? then we, as before, will carry with us the same stereo‐ Answer: If we join the first and second statements types as in Soviet times: the belief that there are no of the declaration, it’s possible to say briefly that it problems in our higher education, and the illusion calls for a transition from national systems of higher that state borders are necessary to a successful univer‐ education to more transparent systems easily under‐ sity education. These notions will then override an standable by all participating countries. It does this awareness of the contemporary strategic demand for, by establishing comparable degrees, promoting im‐ and vital importance of, integration with European plementation of similar or matching two‐level pro‐ educational structures. I am deeply convinced that grams and qualifications of higher education, where only the full‐fledged realization of the Bologna Decla‐ the adoption of a single recognizable addendum to ration will be able to further fundamental change in each comparable diploma can increase job placement almost all areas of higher education of Azerbaijan. opportunities of European citizens, and increase in‐ ternational competitiveness of the European system Question: What do you see as the biggest prob‐ of higher education.

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The Bologna Declaration recommended the imple‐ various fields of activity. This broad, yet specialized mentation of a two‐level higher education structure qualification makes it possible for a person to adapt everywhere. The first level is the Bachelor’s degree to varying conditions of labor activity, to test his or with duration of three to four years and the second her strengths and opportunities. After some time, if level is the Master’s course, taking one to two years. he or she realizes it is necessary to further improve Azerbaijan’s universities shifted to this system of edu‐ his skills and knowledge towards the solution of cation in 1993 and so we would expect that we more specialized professional or scientific tasks, then might have gained some good experience during the he or she can continue on to the next level of educa‐ intervening years already but… tion –a Master’s degree. In all of Europe the Bachelor’s degree is now rec‐ Even after fifteen years under a two‐level system ognized as the basic level of higher education and of higher education, our country hasn’t obtained the serves as the principal qualification for the labor mar‐ infrastructure and content typical of western universi‐ ket; 80% of all personnel are expected to be prepared ties. Here, we often hear the opinion that the Master’s in this level. Unfortunately, there is a false idea (or magistrate) degree was built by shrinking the pro‐ among most in Azerbaijani society and even among gram of the Bachelor’s degree. Holders of a Master’s our employers that the Bachelor’s degree is only an degree, instructors, and even parents clearly express interim step on the way to the real higher education this opinion. Because of this, many graduate students of a Master’s degree. are students only in the records of universities, while So, the holder of a Bachelor’s degree is a specialist in fact they are employed in paid full‐time jobs the with a higher education who can apply the broad very first day of studies. In these jobs, they practice spectrum of his or her knowledge and competence in their skills throughout the time that should be spent

Quarterly Journal | 19 BOLOGNA DECLARATION WHERE WE ARE?

on gaining new specialized competencies through statement about “the exemplary organization of study, research of literature in libraries, writing of teaching in universities in the credit system!” course works, essay writing, and group projects. In all of the European universities where there is a Now, working while attending university is a com‐ credit system is in place, instructors have to develop a mon practice for those that study abroad. It’s true that syllabus for each course describing and defining the some of those studying for Master’s Degrees in the course content and the specific requirements and ob‐ West work as a teaching or research assistant during jectives and methods by which they will assess stu‐ their free time, before or after their study day. But this dents’ learning in their disciplines. In this way, each is only to the benefit of Master’s students: this type of student knows what he must accomplish to earn employment is established to closely coordinate with course credits. Instructors must prepare, post and the student’s study of a higher level of practical, sci‐ maintain an individual and course web pages within entific, teaching activity—not work dependent on re‐ the educational web‐portal of the university, keeping view of what was already learned at the Bachelor’s an up‐to‐date list of the information sources, materi‐ level, but work that actually relies on and further de‐ als, electronic links, and assignments necessary for in‐ velops the student’s education and competence at a dependent work of students in each course. higher Master’s level. Instructors also prepare texts and multimedia compo‐ The next important aspect of the Bologna Declara‐ nents of lectures, seminar plans, model assignments tion is the European system of transferable credits, and tests etc. Now, in order to find out the reality in that is, figures of labor intensity. The credit system was initially conceived in the higher education sys‐ tems of the USA. I’ll remind everyone that the credit is a unit of study or coursework defined through as‐ signments and tests. It is a numerical way of calculat‐ ing the amount and level of student learning. Assessed through class work and testing, credits ex‐ press the usual time necessary to master a particular body of skills and knowledge. This is a mechanism that helps each university evaluate courses taken by students at other universities. It also offers “saving” and “portability” functions: students may move through their education with time gaps and change universities. By the way, students may save credits for as long a period time of as they wish. Earned credits are never lost. A credit system has been established in 26 univer‐ sities of Azerbaijan and by this year it must extend to all our universities. But today’s reality is that only em‐ ployees of the Ministry of Education, a small number of educational leaders, and the head staff of universi‐ ties fully understand all the nuances of this system To the question of about the essence of the credit system, a professor at one of the universities where the sys‐ tem is in partial operation, compares this system with 100 credit grade; an associate professor says about credited subjects that the students later lose those credits, and a senior teacher declares that, in this new system of education, a student who fails an exam can, with the help of “credit,” pay money to re‐take exam. I can offer even more nonsensical answers from stu‐ dents that study in this very credit system, but what is the point? All of this misinformation about the credit system circulates even as the Ministry of Edu‐ cation of the Republic adopted it in 2006 and pro‐ nounced in 2007 that it was completed with a

20 www.aaa.org.az winter our universities in Azerbaijan, to find out that there is Answer: For last 5‐6 years I have repeatedly said almost nothing done towards the fulfillment of these that any reform can give tangible results only if its aspects of the Bologna process, it’s quite enough just essence is clear to everyone who will have to fulfill to visit website of any Azerbaijan university. It is a these reforms, when every single letter of this innova‐ fact that you cannot find the above‐mentioned “Ex‐ tion is brought to the direct participants in a fully ac‐ emplary organization of teaching in universities in cessible form.. It’s not a secret that there never was the credit system” at any website! Given this lack of any special attention paid to an explanation of what is posted information, how can our universities broad‐ being reformed, why it is reformed, and who should cast their information for all of the partner educa‐ do what to achieve success in reform. tional institutions in the Bologna process? What about All of this propaganda work (and using this So‐ an individual page for each instructor with their en‐ viet‐ sounding word here is appropriate) towards the tire course pages in the educational web‐portal of the study and acknowledgement of the main ideas of Azerbaijan universities? What about competency re‐ such a complex document – the Bologna declaration, quirements of each class?? should have been purposefully and systematically es‐ tablished within the country and within each individ‐ Question: How is it possible to bring these re‐ ual university three years ago. Certainly, it’s not late forms up to date and draw the attention of the gen‐ even now to work out a “Public awareness” plan, to eral public to the Bologna process? completely lay out the specifics for each group of par‐ ticipants in the Bologna process. “Public awareness” is “a must” so that the ideas of the Bologna Declara‐ tion can be taken as tools, transformed into firm knowledge and steady competence for each univer‐ sity head and instructor. The meaning and practical sense of these ideas must be brought to and under‐ stood by each student, as well as the general and parental communities. Based on foreign experience, it’s extremely impor‐ tant not to skimp on resources, on the financial sup‐ port of this plan, as considerable sums will be needed for this explanation of ideas of the Bologna Declara‐ tion: organization of programs on television, creation of websites, publication of booklets, a prospectus, de‐ velopment of seminars and trainings to cover all par‐ ticipants in the process—and it’s desirable to motivate participants of trainings with some addi‐ tional monetary stimulus. As long as none of these steps and programs is re‐ alized then no matter how high quality or commen‐ surate to international standards the regulatory documents worked out by the Ministry of Education are, they can only be good on paper. At best, they can be patented as original intellectual property of their developer, the Ministry of Education itself. Any delay of the process, following the good‐old soviet principle of “maybe we fall behind” will subse‐ quently require even greater financial, intellectual and other state expenditures. Why do we so easily refuse the social, economic and, if you wish, political benefits that systematic re‐ alization of the Bologna declaration promises us? What can be more advantageous than the establish‐ ment, together with Europe, of a considerably more advanced and equivalent higher education system in the Republic of Azerbaijan?

Quarterly Journal | 21 EDUCATING GIRLS IN A VILLAGE SCHOOL OF ASTARA

EDUCATING GIRLS IN A VILLAGE SCHOOL OF ASTARA

The Constitution of the Republic of Azerbaijan titute families, this is not the case. We have ob‐ (section two, chapter III, article 42) guarantees the served this attitude from very wealthy to very poor right to free compulsory primary and secondary social classes. Parents believe that all efforts and education for all citizens.. Despite the compulsory energy of the family should go towards rearing nature of education, we have witnessed many chil‐ sons since they are the ones who will eventually dren in the southern regions of Azerbaijan who need good jobs to support their own families as have dropped out early; this is especially true for well as their parents. As a result, sons are encour‐ girls. Many female students who begin school at aged to be educated at least through secondary the age of 6 do not finish 11th grade. Traditionally, school. If they go farther, better. In Azerbaijan offi‐ parents maintain the final decision regarding their cial estimates for drop‐out rates during the com‐ daughters’ ability to go to school and how long pulsory cycle (Grades 1–11) are very low— around they will remain. Their choice is influenced by sev‐ 1%–2% 2—but survey data show that actual atten‐ eral factors, but the desirability to have boys over dance rates are lower than enrollment rates sug‐ girls, the entrenched gender roles, and the culture gest. The UNICEF MICS found that attendance of early marriages certainly make a profound im‐ rates were 88.4% among primary school children, pact on how they view this topic. although no significant variations were seen in boys’ and girls’ primary school attendance either BACKGROUND by region, rural‐urban location, or household This article’s focus is on the education of girls in wealth. However, differences in overall attendance the southern regions of Azerbaijan, but because rates were seen between various regions. In the this is a male‐dominated society, it is imperative to West and Southwest of Azerbaijan, 6% fewer girls briefly discuss the role of men in this culture. In and boys attended school (85.1%) than in Baku the Astara region, the preference to have sons over (91%) that is even.3 In Astara, boys also quit school, daughters is one that spans multiple generations. but the drop out rate we have witnessed is much Though one might suspect this is true only in des‐ lower for boys than for girls.

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Second, the gender roles in rural villages are deeply ingrained, having been perpetuated for decades. The man’s role is to be the breadwinner in the family; the woman’s is to stay home taking care of domestic chores such as cooking, cleaning, washing, ironing, and caring for children. This does not mean that it is forbidden for women to work. Due to financial restraints caused by a hus‐ band’s death, his incapacity to work or lack of work, his desertion of the family, or inability to earn enough money, women do find themselves in the job market at times. When they work, they per‐ form jobs considered to be only “acceptable” for women: teaching, working at the bazaar, or doing yard work. “Yet this increase of responsibilities [for the woman] has not led to an increase in sta‐ tus.” This mentality that girls are only meant for marriage and home has continued generation after generation and is difficult to change. Third, the people of that region have themselves been raised with the tradition that girls marry at an early age. In many ways, life is not very different than it was half a century ago. It is only natural Aygun Dadashova is a secondary that families are going to perpetuate this behavior because it is what they are most familiar with. English teacher in the village school of From the above description regarding the im‐ portance of sons and gender roles, it is not surpris‐ Mashkhan, Astara, Azerbaijan ing that parents do not invest as much energy in their daughters. Their only vision for these young girls is as wives and mothers–not as women who might have successful careers. Because parents do not consider this option, they do not recognize the value of education, and, therefore, do not insist that their daughters finish their secondary educa‐ tion. Instead, withdrawing daughters early is quite common, and the most prominent reason is the parents’ desire for their daughters to marry early. Further compounding the issue are the families’ fi‐ nancial situations, parental concerns regarding family honor, the daughters’ own desires to marry, and the poor educational system itself, all of which are heavily influenced by son preference and gen‐ der roles.

THE ISSUE Kathy Taylor is a U.S. Depart‐ Even in the year 2009, early marriage is the most common reason female students do not com‐ ment of State English Language Fel‐ plete their education in the village schools of As‐ low, working with the Azerbaijan tara. Girls may marry as young as age 13, despite the legal age for marriage is 17. English Teachers’ Association in Competition between families to marry their Lankaran, Azerbaijan 1 daughters first exists in this region. It is often the mothers, not the fathers, who are extremely proud to have their children marry at a very young age

Quarterly Journal | 23 EDUCATING GIRLS IN A VILLAGE SCHOOL OF ASTARA

and push their daughters to marry early. The fa‐ family honor is very important. Because parents thers are not always involved in the decision be‐ want their children to mature into respectable cause they are absent from the home and working. young adults, the latterʹs behavior is constantly on This behavior of the mothers almost appears to be their mind and they are more concerned about a continuation of childhood competition with other their daughters than their sons. Males are there‐ girls—except now they are adult women who are fore raised more liberally than females. The philos‐ using their own daughters as pawns in the game of ophy “boys will be boys” is acceptable, whereas, life. The mothers dress their daughters in beautiful girls are given no such slack. The fundamental con‐ clothes and take them places in order to show them cern is that daughters might get a “bad” reputation off to prospective husbands or to other mothers with their “immoral” behavior, which will dis‐ who have eligible sons. Interestingly enough, the honor the family. By the time girls reach 7th grade, game does not seem to involve finding the “best” parents are already anxious about how school or most suitable son‐in‐law, it is just a matter of might influence them negatively. If parents have getting the daughter married sooner than someone heard about other female students behaving badly else’s daughter. at schools, they are concerned their daughters will Mothers want their daughters to marry early for act similarly. Eventually, they begin to think that several reasons‐the most pressing being the poor schools corrupt their children, and do not benefit economic conditions of the family. Consequently, it them. By encouraging their daughters to leave is very difficult to raise a family on little income. school and get married at a young age, the parents By marrying their daughter early, they rid them‐ are freed from worry about raising that child any‐ selves of the financial responsibilities of that child more since her behavior is someone else’s responsi‐ and pass them on to the new husband and his fam‐ bility! ily. We have witnessed how fiancés of several Furthermore, according to Azerbaijani culture, young girls have a significant impact on their com‐

24 www.aaa.org.az winter pletion of school. These men, who are typically different levels of schooling are required to better several years older, are often working far away and establish whether gender inequality in access to are worried that their future wives might meet education has emerged over the last several years. other men at school. They think if the girls stay at The current situation is at fault for many girls home, then they will not have the opportunity to dropping out of school at an early age. Although meet anyone else. Furthermore, because it is a the textbooks are free and quite new, the informa‐ male‐dominated society, it is socially unacceptable tion in them is often not accurate. The teachers that these girls are more independent, self‐confi‐ themselves are woefully inadequate in their teach‐ dent, and better educated than they are. Girls with ing skills. They lack training and the majority of too much knowledge are a threat to their hus‐ them continue to “preach” at the students, requir‐ bands. These men feel they have to be in charge ing rote memorization and failing to use methods and in control. No matter what, they expect their that will engage any child. It is amazing that any eventual wife to follow the traditionally accepted child finishes school with antiquated facilities, gender roles and remain submissive. poor instructors, and limited equipment. Sometimes the decision to leave school to marry Girls’ high drop out rate from secondary educa‐ early is the daughters’ decision, not only the par‐ tion is a serious problem in the southern region. As ents’. As girls have grown up, they have not seen mentioned earlier, the reasons for this are many, alternative options regarding life choices; all they and are tightly interwoven with today’s national know is marriage. No one has taught these young culture, as well as all the cultures that have influ‐ women the value of education; nor they do not un‐ enced this region. It is almost impossible to iden‐ derstand the far‐reaching positive consequences of tify which came first, as with the “chicken or egg” a well‐educated mother According to the report theory. How does it evolve that a culture places entitled, Because I am a Girl: The State of the such a low value upon the existence of a girl? World’s Girls 2007, “the family is where children first learn about their potential.4 It is here that THE WAY FORWARD TO EDUCATING many girls are socialized to believe that they have WOMEN a lower social status than boys.” These girls have Providing education for girls is a difficult task had little or no exposure to female role models considering the conservativeness of this region, who have graduated from secondary school, uni‐ due in part to its geographical remoteness in the versity, or college, and have been successful in ca‐ country, its distance from the capital, and its posi‐ reers. Unfortunately, many of these girls are not tion on the border with Iran. As with many issues serious about school and seem to attend just to in society, one of the main solutions is educating “have fun.” They put little effort into their work the people–all the people. Two main areas affecting and barely pay attention to what is going on. Con‐ girls’ education require addressing. The first one is sequently, they are poor students who are not get‐ the need to teach society the value of women and ting lots of positive feedback from teachers and their positive role in today’s world. This is a huge peers. At some point in time, the competition to get challenge which will, in my opinion, take years to engaged is intense and girls taunt each other in change. There are many international develop‐ order to make the unengaged girl jealous. Once ment agencies, such as the United Nations Popula‐ they do become engaged, they are even more dis‐ tion Fund (UNFPA), that “promote the right of tracted by plans for marriage and their eventual every woman, man, and child to enjoy a life of move to their husbands’ homes. Due to their lack health and equal opportunity.”6 Allowing interna‐ of interest in school, these married or engaged girls tional agencies to come into the country to train frequently drop out before they finish 11th grade. both men and women in this sensitive area of gen‐ Unfortunately, sex‐disaggregated data on out of‐ der relations is one way to move forward. The sec‐ school children are not available, but reports are ond one is the need for modernization and increasing that rural girls at secondary‐school lev‐ assistance with regard to economic and health sec‐ els are particularly vulnerable to being pressured tors, which in turn influence poverty and educa‐ by their families to withdraw from education to tion. Again, an agency such as UNFPA “ helps undertake other paid/unpaid work, protect their governments, at their request, to formulate policies “morality,” and/or prepare for early marriages5. and strategies to help reduce poverty and support Regular detailed assessments of girls’ and boys’ at‐ sustainable development.” tendance/participation and achievement rates by Long‐term intervention with funding and train‐ income group, location (rural/urban/region) and ing from both the government and non‐govern‐

Quarterly Journal | 25 EDUCATING GIRLS IN A VILLAGE SCHOOL OF ASTARA

mental groups are imperative to scratch the surface parents at home may help also provide more stable of complicated problems affecting girls, and, in co‐parenting skills, which in turn will help with turn, women. Regular workshops in the following discipline issues. topics may, over time, begin to reap benefits of The need to modernize the educational system change if the Azerbaijani government, local execu‐ is essential in order to provide an education that tive committees, and education departments truly all children deserve. It is amazing the drop out rate approve and support the necessity of change. Sug‐ is not even higher. Inadequate condition of school gested topics include but are not limited to: facilities, absence of necessary equipment, anti‐ women’s rights, empowerment of women, support quated curriculum, poor quality of teachers and services for females, mothers’ return to school, continuation of unsuccessful teaching methods childcare options, parental discipline, improved sends a strong message to all that education needs school‐family relations, family planning clinics, more attention. An outside world perspective family health care, and skills training for females. needs to be brought into the regions by promoting If people begin to understand how girls and even‐ students and teachers to study in other countries, tually women can enrich a community, it is hoped inviting foreign specialists to introduce new ideas, that they will start to incorporate their daughters starting pen pal exchanges, and encouraging travel into mainstream society and provide them with the to other regions and countries. After being actively education they need to improve the lives of all. supported in these endeavors, girls and women will understand there are many more options for [Being a mother is] a position of such power their futures than they had ever realized. and influence. She holds in her hands the destiny At the same time the government should intro‐ of nations, for to her comes the responsibility and duce gender awareness training as a mandatory opportunity of molding the nationʹs citizens. component of all teacher training programs. Edu‐ –Spencer W. Kimball 7 cation ministry should revise school curricula and textbooks to remove stereotyped images of men’s Another vital topic that directly impacts girls’ and women’s roles and promote behavior that does education is the need for modernization and eco‐ not validate or condone gender inequality and gen‐ nomic stimulus in the southern region as a way to der‐specific violence. People desperately need the alleviate poverty. Government involvement is re‐ Azerbaijani government to take increased efforts in quired to help create secure jobs for both men and helping them improve the quality of their lives– women. Financial incentives to start businesses are this is especially true in the lives of women. In a re‐ necessary to foster the growth of entrepreneurs sponse to an article about Muslim girls’ struggle who will in turn provide more employment oppor‐ for education, Pat Young says, tunities. Recruiting foreign specialists who train Statistics tell us clearly that the status of women local farmers and sellers with new methods and re‐ in a country determines the status of a nation. place archaic equipment , will improve product Women spend a higher proportion of what they quality, increase production capacity, and ulti‐ have on their children, they often determine mately increase the salary of the farmer. As a re‐ whether and how well their children will be edu‐ sult of new businesses, jobs, and improved cated. An educated woman is better able to nourish training, many families can be reunited with scores her children, both emotionally and physically. Any of fathers returning from jobs in other cities and nation that wants to improve its status must edu‐ countries. Better family incomes will eliminate one cate its girls.8 of the financial reasons girls are withdrawn from It is time to invest in our most untapped poten‐ school and married at a young age. Having both tial—our daughters.

1 Authors would like to pass special thanks to Joyce Hahn, Peace Corps Volunteer, 5 UNICEF (United Nations Children’s Fund). 2002. Reaching the Last Few: Girls Educa‐ Lankaran, Azerbaijan tion in 2 2003. Azerbaijan Republic Poverty Assessment. Volume II: Main Report. World Bank, Azerbaijan. Baku Washington. 6 UNFPA (The United Nations Population Fund). Meeting Development Goals 3 UNICEF (United Nations Children’s Fund). 2002. Reaching the Last Few: Girls Educa‐ http://www.unfpa.org./about/index.htm retrieved on February 22, 2009. tion in 7 Kimball, Spencer W., http://mommylife.net/archives/2006/02/inspiring_words.html. Re‐ Azerbaijan. Baku trieved on January 28, 2009. 4 Because I am a Girl: The State of the World’s Girls 2007, Executive Summary. 8 Young, Pat. “Your Comments.” Faisal, Safa. (2003). Muslim girls struggle for education. Retrieved on February 18, 2009. Retrieved on January 26, 2009 from http://news.bbc.co.uk/2/hi/middle_east/3130234.stm

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Quarterly Journal | 27 “PROFESSOR, I DISAGREE”. TEACHING AND LEARNING DIFFERENTLY ACROSS THE ATLANTIC

“PROFESSOR, I DISAGREE”. TEACHING AND LEARNING DIFFERENTLY ACROSS THE ATLANTIC

PROLOGUE: ALIEN REALITY This little episode was a proof that things in the US It was 3 minutes to 17.00 when I boarded the eleva‐ were different from Azerbaijan and I had to come to tor in the hotel where I stayed my first couple of weeks terms with these differences. The old‐fashioned blame‐ in Rochester, New York. I was on my way to catch the it‐on‐others attitude, often successful in Azerbaijan, 5 p.m. bus to the College of Business where my first did not work here. A sense of responsibility for your official class in the Rochester Institute of Technology actions prevailed over it‐is‐my‐bad‐luck philosophy. (RIT), the university where I did my master’s degree But more importantly, it was my first encounter with a as part of the Muskie Scholarship, was scheduled to teacher in a class and Tyler struck me as gentle but start. When I stepped outside, the bus had gone – I firm. Later I came to discover that such were most could even see its back in the mist of exhaust pipe teachers at RIT. fumes turning around the corner. I was one minute late and it was gone. Damn! I couldn’t believe it but it PROFESSOR VERSUS MUALLIM: was the new reality I had to adjust to – things were not THE ISSUE OF ENTHUSIASM so laid back as in Baku. With the next bus not sched‐ If I were to use a few words to describe professors uled until the next hour and no time to call a cab, I had at RIT, it would be fair, knowledgeable, helpful, open‐ to walk, or to be precise, run to the university 5 km minded, relaxed, and enthusiastic. Well, when I come away … it was hell of a run. to think of my teachers in Azerbaijan (and I actually When I entered the room it was filled with people. had very good teachers both in school and university), Phil Tyler, the Marketing Professor, a short, round and I would still say there is a considerable gap between cheerful man, was introducing himself. “I am sorry I the two groups. So where is the gap? Well, it is in am late. I missed my bus,” my apologies started. “I many things, some big and others small, all of them af‐ was just one minute late and it was gone. Your public fecting the teacher‐student relationship. The key dif‐ bus system is so bad: there is only one bus every ference, in my view, is the issue of enthusiasm. hour.” Looking at me above his reading spectacles he Not a secret that teachers in the west are more fi‐ said, smiling, “But the bus was on time. It was you nancially secure than their colleagues in Azerbaijan: who were late.” they also have access to versatile academic and logisti‐

28 www.aaa.org.az winter cal resources: publications, conferences, professional associations, personal computers and classrooms equipped with modern high‐tech equipment. Back in the land of fire, unfortunately, the teacher often faces a daunting task to bring the light of knowledge to the young in a poorly lit, badly heated and under‐ equipped classroom. Some can argue that a lot of universities in Azerbai‐ jan now have modern classrooms equipped with latest information technology and brand new desks and chairs. However, even these students are faced with obsolete teaching methods. Most of the teachers re‐ ceive low salaries and consequently demand bribes for better grades. The result is an absence of enthusiasm to share knowledge, to inspire or to instigate change. In fact, most Azerbaijani teachers I know who are enthusiastic are those financially secure from other sources, such well‐to‐do families or private tutorships.

AM I SUPPOSED TO READ ALL THIS?! When I first looked at the amount of reading re‐ quired before the class I was shocked, to say the least: Rashad Bayramov is a graduate of the 100 pages of essential textbook, two books with sup‐ 2002‐2003 Edmund S. Muskie Fellowship pro‐ plementary reading and one case study 35 pages long. gramme and has M.S. in Communications and So much text in Azerbaijan would equal the amount of Marketing from Rochester Institute of Technol‐ annual reading for a whole subject. ogy (USA) and M.A. in English from Azerbai‐ This however turned out to be a cornerstone of teacher‐student relationship in US universities. The jan University of Languages. Upon his return concept is simple: the teacher does not spend time in from U.S. in July 2004 Rashad joined BP as the class to talk you through all theoretical stuff – she ex‐ Brand Officer in the Communications and Ex‐ pects you and everyone else to know it. What she ternal Affairs (C&EA) team to help raise brand spends time on is holding conversations among stu‐ awareness and strengthen the BP brand inside dents on topics of relevance. In my “History of the and outside the company. Rashad also coordi‐ Mass Media” class (which basically is just another his‐ nated the BP Helios Awards programme in the tory class) our teacher Rudy Pugliese spent a lot of time asking questions. Moreover, those were not spe‐ Caspian region and Russia in 2004 and 2005. cific inquiries like the date of invention or the working In 2006, Rashad led the country‐wide BP brand principle of the radio but rather “why” questions. research in Azerbaijan: this work helped BP un‐ “What kind of history class is that?” I thought first. derstand its image in Azerbaijan and identified “How am I supposed to know why something hap‐ areas for building mutually‐beneficial relation‐ pened and, even if I do, who cares?” Later I under‐ ships with the public. In late 2007 Rashad was stood that it aimed at developing and sharpening our promoted to the position of team leader respon‐ argument skills beyond everything else. The rationale is plain and simple: we don’t graduate with a baggage sible for Compass, BP employee magazine in of useless statistics and book readings but with abili‐ Azerbaijan, and the company’s employee en‐ ties to analyze problems and offer solutions. gagement programme. Before joining BP, In Azerbaijan reading is also important but it fol‐ Rashad worked with the Organization for Secu‐ lows the actual instruction or a lecture. So once you rity and Co‐operation in Europe (OSCE) Office have received your portion of narrated lecture scrib‐ in Baku as Political and Media Assistant and bling it onto paper while your teacher is pacing him‐ self up and down the classroom, there is not much Internews Azerbaijan (NGO for media develop‐ conversation (let alone a debate) going on. Students ment) as Communications Consultant. mostly read when they prepare for exams and some‐

Quarterly Journal | 29 “PROFESSOR, I DISAGREE”. TEACHING AND LEARNING DIFFERENTLY ACROSS THE ATLANTIC

times for seminars. The result is the knowledge which ways to handle any problem. is compiled overnight and mostly lost after the semi‐ I was the only person from the former Soviet Union nar or the exam is over. in many classes and enjoyed the privilege of a diverg‐ ing opinion on a lot of issues, from crafting a message FIVE PEOPLE AND A PIZZA to sponsoring marketing campaigns. My experience There is a whole tradition with certain universities was not discounted as old and obsolete. On the con‐ to base their entire method of teaching on case studies trary, it was viewed as unique and full of potentially (Harvard is a great example). RIT was good at it as viable approaches. I once talked about the dawn of the well, engaging students from multiple backgrounds era of commercials on Azerbaijani television and was and nationalities to resolve problems of fictitious com‐ amazed how much interest this caused in the class‐ panies. I remember especially well my Global Market‐ room. They all wanted a piece of unique experience: ing class where I was assigned to a team of 5 students: no judging, just listening and trying to understand. two of them Americans, one Turkish and one Puerto In Azerbaijan, you face taboos everywhere: cannot Rican. It was my first true inter‐cultural work experi‐ eat or drink in class, leave the classroom without per‐ ence with all team members weighing in to listen and mission, or behave the way you want. Most impor‐ agree the final format. I remember we sat in a library tantly, you cannot openly question the truth of your room – all five of us, with our drinks and a large pizza, teacher’s words. “Professor, I disagree” is an alien ex‐ “fighting” over a particularly ambiguous piece of in‐ pression in most Azerbaijani classrooms unless, as formation (or to be precise, over the pricing strategy teachers may think, you are a headstrong youth or a for our imaginary product in different markets across complete dork. Questioning a teacher’s opinion is like the world) and it dawned on me that going through questioning their authority: The teacher is the boss and this experience is close to a team meeting in a regular the boss is always right. corporation. Professors encouraged us to meet and work in groups to make our educational experience as RESPECT: TWO MEANINGS close as possible to a real business environment. ACROSS THE OCEAN I was never exposed to a case study in Azerbaijan Corruption in education is an awful phenomenon. so there is no way of comparing two approaches. It is debilitating to all parties involved, but foremost to Some private schools have started using them and the teachers and students. It strips the teacher off the even creating custom‐made case studies for Azerbaijan ability and often the desire to be enthusiastic and the but there is still a long way to go. student from the desire to be a keen learner. However, when a student approaches a teacher in Azerbaijan YOU CAN’T DO THAT! and uses the word “respect,” it is an effort to bribe the Taboos are not common in US classes. Of course, teacher’s evaluation and attitude. coming to the class naked shouting obscenities would probably be over the top, but otherwise you are free to This same word has a completely different speak your mind and behave in any way you feel com‐ meaning in US: teachers are respected because fortable. A graduate of a completely different system they are believed to be knowledgeable and be‐ of thinking, I had to re‐adjust to this new reality and it cause they hold a certain power over your destiny was a pleasant transformation. It started with bringing at school. Respect is often rooted in your near‐ab‐ bottles of cold apple juice to the class (sold in vending solute inability to change the teacher’s opinion of machines inside the college building) and sitting with you through anything but your performance in your feet crossed on the chair, even freely walking in class. and out of the room. The entire teacher‐student relationship in the class Because students and teachers are not bound in a is that of two equals, not superior to inferior, as it is corrupt relationship with one another, they can freely often in Azerbaijan. The teacher asks you questions engage in conversations and interactions. Most impor‐ and encourages a debate among students. Of course, tantly, they want to do so because they view the class at‐ the teacher always has the right to interfere and offer mosphere as one most conducive to learning and an insight or an opinion. But such interventions are experimenting. They learn from one another‐‐and this is not meant to dissuade the opponent from his or her not just nice words. In one of my classes I did a brief opinion. Rather, they demonstrate the willingness and presentation about Azerbaijan as an example of a high‐ enthusiasm of the teacher to engage in a quality argu‐ context culture. At the end it was the professor (not the ment the ultimate goal of which is not to arrive at a so‐ students) who asked the most questions and was keen lution but to understand that there could be multiple to get some additional information about the country.

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FREEDOM OF EXPRESSION graphs you read in a book. When it comes to your own If you want to do something out of the ordinary, a opinion, it is something that is often considered sec‐ US college is the best place. It is not an exaggeration. ondary, if not altogether irrelevant in the process of You can experiment with your life and personality and learning. “Smart people wrote that book and I don’t interests as much as you want. Many US students care what you think about it. You’d better shut up and choose universities away from their home towns so learn what you are taught,” an Azerbaijani teacher that they can choose to be who they wish without fac‐ would say to a bold student who tries to challenge the ing guilt and pressure bullied into them by friends and status quo. relatives. Universities are also hotbeds of liberal thinking: EPILOGUE: THE CHANGE WE NEED both students and teachers often express opinions and While I wrote this article, I had an informal conver‐ participate in groups most viable in an exclusively aca‐ sation with a few friends of mine, all of whom were demic world. I think the number of anti‐war, anti‐ exposed to both Azerbaijani and American education. abortion, anti‐government and anti‐you‐name‐it For about ten minutes we had a brainstorming session campaigns I saw in my years of US study surpass any‐ looking for disparities between the two systems of ed‐ thing I’ve seen throughout my entire life. At most US ucation. One argued that while education in Azerbai‐ universities, there are no limitations on such passion‐ jan is virtually non‐existent, it is vibrant in the US. ate civic display: there is only an interest from others Another asserted that Azerbaijani schools are some‐ or no interest at all. It is the public who gives your what reluctant to develop independent thinking and protest weight (through sheer attendance) or renders it creativity, while US institutions encourage leadership miniscule (through paying no attention). Teachers and decision making. Some contended that corruption themselves shy away from commenting on political, is the “necessary” evil in the Azerbaijani system while religious, and many other personal issues. They re‐ merit‐based relationship is the normal thing in the US. spect everyone’s right to think and behave as they feel I have only one thought to add: if we want change, this appropriate as long as it is within the law. is the place to start. In Azerbaijan the idea of expressing yourself in a classroom sounds oxymoronic. Sure, one is expected to come to school prepared but that is just a few para‐ Quarterly Journal | 31 REFLECTIONS ON EDUCATION IN AZERBAIJAN

REFLECTIONS ON EDUCATION IN AZERBAIJAN

FROM MY PERSPECTIVE cated elite of Azerbaijan are poised to play a leading There are many differences between how learn‐ role in the future of the country across spheres as ing takes place in Azerbaijan and my home in the broad as education and economics. To do that, they United States, and I intend to explore some of those must never forget to use the educational wealth they differences. After two years teaching English and have gained for the benefits of all of Azerbaijan by computer skills at School #1 in Ismayilli, I gained in‐ making connections to the youth around the coun‐ sight on the education system in Azerbaijan through try. the eyes of a dedicated teacher and the ears of an As premise for this opinion piece, let me state un‐ eager student. Now, working at an international ed‐ equivocally that I value education and the positive ucation organization in Baku, I witness the efforts of influence it can have on individuals and society. I some of the brightest Azerbaijani youth, those that define education as a lifelong process that estab‐ have been selected through a competitive process to lishes fundamental knowledge of the world and study in America. Both my students from Ismayilli gives the tools to build upon that base with a critical and the alumni of our programs are equally ad‐ eye and a skilled hand. Education can take place mirable and inspire me in my daily work – but they anywhere ‐ at home, at school, through work, or in represent different aspects of education in this coun‐ personal relations. Each society has different means try. of educating its youth, and to come from one culture For me to accurately share my reflections on edu‐ into another necessitates that you encounter the dif‐ cation in Azerbaijan, I have to juxtapose the foreign‐ ferences in how youth is prepared to address the educated elite and the potential they hold for world. I have observed many different aspects of ed‐ impacting change with the average citizen that bears ucation across this country, but I always come back the weight of the future on their shoulders. I am to two sides of the educational coin – those with op‐ able to do this because my two years of teaching in portunities and those without. Ismayilli contrast so dramatically with my current When faced with the broad topic of education in work in Baku. I feel strongly that the foreign‐edu‐ Azerbaijan, I therefore grapple with the paradoxes

32 www.aaa.org.az winter evident in that juxtaposition – ordinary vs. elite, re‐ gional vs. urban, the learning vs. the learned. I would like to walk through some of those para‐ doxes, as seen by the eyes of a foreigner who is not an academic, and discuss ways out of the tensions of unequal opportunity that I have been able to wit‐ ness.

THE PARADOXES I SAW The challenge of working as a guest within the field of education in Azerbaijan is that what is said does not match what is done. I come from a culture that values actions. Common American proverbs and sayings mirror this value. For example, we say “actions speak louder than words” and we respect a man who can “walk the walk,” not just “talk the talk.” Therefore, encountering an education system where a school director tells you proudly that his school has a computer learning center but you visit a room that does not have regular electricity, it can be very frustrating. Yes, the school does have a room with computers, but there are no actions taking place in that room that facilitate learning because the com‐ Amy Petersen is currently the puters can never be turned on. The actions of many of the educators I worked with, as viewed from long Country Director of American Coun‐ term guest in the classroom, often did not coincide with the words that they spoke. It can cause visitors cils for International Education to become skeptical of every word that people say. (ACTR/ACCELS) in Baku, Azerbai‐ It takes a long time to learn the social cues to navi‐ gate comfortably between what is heard and what jan. Amy spent two years in the first the likely reality will be. group of Peace Corps volunteers to When I first arrived in Azerbaijan as a naïve American without a deep understanding of Azerbai‐ serve in Azerbaijan from 2003 – 2005 jan, I saw missed opportunities, people cheating where she worked at School #1 in Is‐ themselves out of an education. I saw students moti‐ vated to succeed but stifled by an education system mayilli as an English and computer that does not reward effort. I saw teachers discour‐ skills teacher. Amy has her MA de‐ aged from teaching in the classroom so they can earn money by tutoring outside of class. I saw parents gree in International Education from who are proud of their children’s abilities yet facili‐ tate bribery and therefore never allow their child to George Washington University. fully develop their potential. I saw an economy that begs for skilled workers yet a curriculum that does not teach technical skills. I saw citizens who value higher education yet hold degrees devalued by cor‐ ruption. The opportunities for learning that are lost as students move through the education system was painful to witness. I saw a society that historically values education, but has not foster modern institutions to sustain learning. From Fountain Square to Ganja, and Nakhchivan to Guba, I saw children proudly reciting the ancient works of Nizami and humming the notes composed by Hajibeyov while struggling to stay

Quarterly Journal | 33 REFLECTIONS ON EDUCATION IN AZERBAIJAN

warm in frigid schools. I have wandered the rooms years working as a teacher still exist. I continue to of H. Z. Tagiyev’s mansion and learned about the feel that many aspects of the education system do school for girls he established in 1901, while at the more to hold students back from learning than pro‐ same time hearing of girls in modern Azerbaijan vide them opportunities to develop their full poten‐ taken out of school too early and never given the tial. That being said, I have had the privilege in chance to fulfill their dreams. I have visited houses Azerbaijan to work among some of the most talented in villages nestled under the peaks of the Caucus and dedicated people I have ever met in my life, and Mountains where old men recite the poems of Tol‐ I am not talking about the ones who have studied stoy and recount the dramas of Jack London’s ad‐ abroad. These remarkable people have far more tal‐ ventures, while young children have no books to ents than many of my American colleagues and are read in Azeri. Families have shelves filled with the products of the education in Azerbaijan, so the world literature written in an alphabet no longer system obviously has its strengths. Many are work‐ used and youth are not presented with enough op‐ ing to improve the education system through the portunities to read in the modern Latin alphabet. growing range of reforms. Current programs at the The paradox of rich history with a depleted present Ministry of Education and NGOs alike provide just was frustrating to encounter. such a chance for young Azerbaijanis to mature into I saw a country flush with wealth yet more fo‐ skilled citizens with pride in their country and cused on the facades of education than the core. I awareness of the world around them. saw changes in physical infrastructure and technol‐ ogy, but stagnancy in the skills of educators to make THE POTENTIAL I SEE use of the available resources. I saw students with So, what could a guest like me do in an education technology at their fingertips but few teachers able system I saw filled with paradoxes? How could I to harness the strength of the internet to enhance ed‐ move beyond the frustration of hearing one thing ucation. I saw youth craving meaningful employ‐ and seeing another? I had to learn to see the poten‐ ment yet without the skills to be of use and money tial of the future supported by the strength of the being squandered on useless projects that neglect to past. bring jobs to the people. I see potential in every student in Azerbaijan. I Many of the paradoxes I saw during my first see potential in every teacher, in every parent. Stu‐ dents are inquiring about ways to improve their skills; they seek opportunities for the best education at home and abroad. Teachers are learning new methods and engaging the Ministry of Education in the reform process. School directors are working with local ministries to test new methods of financ‐ ing their schools to provide enough resources to all students. The Ministry of Education is committed to bringing about large‐scale change in curricula to align primary and secondary education with world standards and to synchronize higher education with the European system via the Bologna process. These are all steps that look forward, and I believe they are actions that match the words of reform spoken by educational leaders. In higher education, I see students reaching out to find educational opportunities – conversation clubs, volunteer projects, language classes, skill building classes, and study abroad programs. Right now most of those opportunities are outside of the education system – students leave their university campus to build the skills they will need as they enter the workforce. When students skip class to take a job because they know they will learn more at work than at school, the university system must change.

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If the current education system is not able to pro‐ vide enough opportunities for meaningful academic and professional growth, students will seek educa‐ tional development outside of the country. Interest in study abroad programs has increased ten fold in the past years. I see education abroad as positive for Azerbaijan because returning students bring skills and experience that can be applied at home. The government recognizes the benefits of foreign educa‐ tion via the State Scholarship Program that aims to provide partial to full scholarships for 5,000 Azerbai‐ jani students to study abroad for both bachelors and masters degrees between 2007 and 2015. This is a fantastic initiative that will increase the human capi‐ tal of the country by training more skilled workers. At the same time, Azerbaijan must work to develop an education system to create similar opportunities locally and embrace the ideas and suggestions brought back by foreign‐educated students. Without the parallel growth between national educational and educational opportunities abroad, the gulf that I initially saw between the internationally educated elite and the average students will continue to grow. If I could do one thing within the education sys‐ tem, it would be to encourage the process of discov‐ ery ‐ creating a space for students to grown into men. I feel a groundswell of people that recognize critically thinking adults. Right now, outside of lim‐ the negative effects of the educational paradoxes that ited pockets of local educational excellence, study plague the system and express an urgency to make abroad offers that space. In my current position, I fa‐ changes. Thus, with this momentum and indicators cilitate the opportunity for many Azeri youth to dis‐ of a promising future, I can only envision opportuni‐ cover themselves and gain critical thinking skills ties expanding that will decrease the contradictions while discovering a new country, a new system of that hinder true progress. education, and a new civil society. I see many posi‐ As I continually reflect on education in Azerbai‐ tive changes in those students as they return to their jan, I come back to one central fact ‐ there are amaz‐ home country and engage in meaningful community ing people in Azerbaijan doing amazing things. For and professional work. I also think that same me to erase the paradoxes that mar my discussion, I process of discovery can be facilitated without cross‐ would like to see more of those amazing people as ing any borders. Experience abroad can increase a proud agents of change within their own educa‐ student’s worldview, but it should not supercede the tional system. I want anyone in the country to be value of a local degree. able to see the clear path that a young girl in a vil‐ I find the mandate “To those to whom much is lage in the Talish Mountains can take from pre‐ given, much is expected” to be a powerful inspira‐ school through university. A path where her parents tion for those in fortunate places to give back to their will not have to bribe teachers to get her into the communities. I feel some of the paradoxes that dis‐ right class or to secure the right grade and her uni‐ heartened me when I first arrived here could be alle‐ versity education will prepare her with skills for a viated if people lived by this maxim. It is hard to do career that honestly supports both her family and alone. Therefore, people moving towards change her country. I want to wipe out the paradoxes be‐ need to create networks to support each other in tween what is spoken and what is seen, to align stu‐ their endeavors of improving the education system dent ambitions with opportunities for development. and creating dialogue. Alumni of spectacular educa‐ My experience here and the people I have had the tional opportunities abroad need to coordinate to fa‐ privilege to work and share my life with, have given cilitate changes from the bottom up. In my work I me hope that beyond the paradoxes is potential for see many people collaborating in this way – from success for all students in the system. I believe that youth groups to teachers to volunteers and business‐ is possible. The question is – do you?

Quarterly Journal | 35 CHALLENGES AND OPPORTUNITIES FOR FACULTY DEVELOPMENT IN AZERBAIJAN

CHALLENGES AND OPPORTUNITIES FOR FACULTY DEVELOPMENT IN AZERBAIJAN1

Twenty years ago I was a brand new middle units and strategies. During these workshops, I school teacher in a poor district school facing the met and learned from other new teachers like my‐ first class that would be all mine2. Textbooks had self, as well as from teachers in their middle years not yet been distributed, materials were lacking in and teachers on the verge of retirement—a wealth the classroom, and I was looking at six hours a day of experience and stories and support. Importantly, with 30 noisy twelve‐year‐olds. “What to do?” as I we were encouraged to participate by the state hear so frequently in Azerbaijan. We had paper school system and received “professional develop‐ and pencil and my knowledge of our subject areas, ment credits” that would help advance our but not much else. salaries. Luckily, I’d had a good teacher preparation pro‐ I now teach at the university level. But the same gram with plenty of practical mentoring in the process of teacher development and collaboration classroom; I relied heavily on the methods of the sustains my work now as then. At my university in master teachers with whom I had worked to bring the United States I participate in a regular lunch subjects to life with my students that year. I also time colloquium on teaching writing. At confer‐ had the good fortune to participate in a weeklong ences I attend each year there are special sessions teacher development colloquium just before the on new teaching strategies for different subjects school year started during which experienced and groups of students. Unfortunately, at the Uni‐ teachers gave workshops on their favorite teaching versity level, we too often privilege the develop‐

36 www.aaa.org.az winter ment of subject area knowledge at the expense of teaching and learning methods. Somehow, we think that with adult learners—even the young adults at University—we don’t need to pay atten‐ tion to how we teach, only what. This can be true in the United States as well as in Azerbaijan. How‐ ever, my work in Azerbaijan during 2007‐8 as a lec‐ turer at public and private universities reminded me how important the process of teaching is. I had many wonderful students in my classes in Baku. However, while many had in their heads a wealth of memorized facts, they had little sense of how to order and use these facts to create new un‐ derstandings. For example, some knew the titles and publication dates of everything John Steinbeck had written but had never read one of his books, much less written an essay independently analyz‐ ing his work. Many knew the capitals of every country in the world or even had entire chapters from history books memorized, word for word, but they had little sense of how to theorize about his‐ torical patterns in how nations form. Most knew the grammar “rules” of English, but many of these Alison Mandaville, MFA, PhD, students could hardly speak or write for basic com‐ munication. When I assigned a simple, short liter‐ Visiting Professor at Pacific Lutheran ary analysis essay, only five out of seventy students in my fourth year class in American Literature at University, was a Fulbright Scholar to public university turned one in; it was clear they Azerbaijan in 2007‐8. She taught had never written anything like it before. In short, most of my Azerbaijani university students saw American Literature, Ethnic Studies themselves only as receivers, not as makers of and Critical Theory in Azerbaijan uni‐ knowledge. Where do they learn this is so? From us, their mentors and teachers. versities. She has presented and pub‐ In January and February of 2008, I organized lished articles on topics in literature, and offered a weeklong professional development workshop in teaching methods for language and women studies, and education. Build‐ literature teachers. We worked on a huge range of ing on her childhood Turkish, she topics—probably too many for one week: design‐ ing a strong syllabus (rarely the teacher’s responsi‐ studies Azerbaijani language and to‐ bility in Azerbaijan, but this will change); using internet technology and web discussion forums; gether with colleagues in Baku, has developing students’ critical thinking and writing translated Azerbaijani poetry and fluency; and expanding evaluation strategies be‐ yond the standard “exam” format. short stories for forthcoming publica‐ What was fascinating to me was the degree to tion in the US. In addition to her which many of the faculty wanted to be exactly like their students at this workshop, that is, sit, lis‐ scholarly work, she is also a poet, pub‐ ten, receive information, and then, go away. Sev‐ lished in more than a dozen journals eral were more active, but frustrated, having expected I would hand them, ready‐made, brilliant in the US. new lessons for their particular subject areas. An‐ other very small group was more engaged, inter‐ acting with the material and immediately considering how to apply it in their own classes.

Quarterly Journal | 37 CHALLENGES AND OPPORTUNITIES FOR FACULTY DEVELOPMENT IN AZERBAIJAN

Like my Azerbaijani students, these Azerbaijani The students at both universities were very similar. teachers were often not inclined to listen to each “What to do?” I quickly re‐structured my writing other’s comments on workshop material. When assignments. Knowing students had access to a one of the teachers spoke (in reference to the work‐ computer lab on campus and that many used shop material), they usually directed their com‐ email, I set up a google group online and required ments only to me, while the other teachers chatted my students to post short, analytical response pa‐ with each other, ignoring the teacher speaking— pers to the assigned readings each week before not unlike my students! Most of the Azerbaijani class. I also required them to read each other’s teachers obviously saw the faculty development writing and post short, online responses to each workshop as a kind of “direct instruction” model— other. I told students that each week’s writing me to them. Instead, I was trying to engage them in would be graded and a large portion of their final a “workshop” model, where participants discuss grade would reflect this work. Remarkably, by the and try things out together in a structured, but col‐ end of the first semester, although students had laborative, environment. Most of the teachers did never done anything like this before, more than not see themselves as makers of either knowledge 90% were participating—and doing a good job. or of teaching methods3. Other teachers at this private university started The teachers not only were behaving just like asking me about this strategy and the following se‐ my students when speaking in class, they also mir‐ mester, two others began to try it out. Why did it rored my students’ resistance to writing. When I work and what can it tell us about addressing the asked the faculty in the workshop to write, to re‐ challenges of faculty development? flect on some point or brainstorm ideas (I gave First of all, this strategy was successful because them the option of writing in any language in it built on what the students were already very which they were comfortable) it was as if I had good at: socializing. They loved to talk with each asked most of them to perform hard labor. Indeed, other. They just weren’t used to doing it to analyze only a few took any notes the entire week. This and debate class readings. The google group pro‐ was a great group of teachers; most were clearly in‐ vided a structured way—in writing—for them to terested in and knowledgeable about their subjects build on their strength and speak and listen to each and, for the most part, interested in strengthening other without interruption. Second, I tried to their teaching. But they had developed a static model the idea of reading and analyzing texts to‐ sense of teaching and learning. gether in the classroom. I modeled thinking about Participation in professional conversations, my ideas out loud—and listening to them think through both speaking and writing, is critical to about them. I gave them class time to do this in the collaboration which is the basis of all good fac‐ groups. Finally, I built on a relationship with the ulty development. Without speaking and listening students over time, developing mutual respect and to each other, Azerbaijani teachers cannot use their a positive dynamic learning environment where I most precious resource—each other—to “grow” made it clear I was learning from them as much as their teaching. Without regularly using writing as a they were learning from me. tool both for exploration and manipulation of This project was far more successful at the pri‐ ideas, and to share those ideas with others beyond vate university than it was at the public one, where face to face communication, Azerbaijani teachers I was unsuccessful in getting enough of the stu‐ cannot evolve their teaching to help students meet dents on the internet to make it work at all. The the ever changing conditions and demands of the reasons for this were multiple. First, at private uni‐ larger world. To teach in isolation is like research‐ versity, I worked with classes of about 30 students ing in isolation; it will go nowhere new. versus more like 70 at the public. Secondly, proba‐ Despite challenges, stronger faculty develop‐ bly for socioeconomic reasons, nearly all of my stu‐ ment in Azerbaijan is quite possible. My Azerbai‐ dents were able to get access to a computer either jani students at private university offer an example at school or home. Most importantly, at this private of how quickly progress can be made to develop a university, I had much more power when it came more dynamic learning model in the classroom, to grading. With the full backing of the department even when students are not used to it. At the be‐ in which I taught, I was given absolute final say on ginning of the school year, I assigned to my stu‐ all curricular choices and the grades I gave. Stu‐ dents the short literary essay I mentioned above. dents who appealed to the chair were told to talk Just as at the public university, at private one, I re‐ with me. Therefore, students knew they had to go ceived only a handful of essays on the due date. through me to get the grade—and the only way to

38 www.aaa.org.az winter get the grade was through the work I assigned. In faculty development. The administrators at the fact, at this private university, I did fail some stu‐ public university kept track of who was and was dents who then had to attend a summer session or not attending my workshop—am I’m sure atten‐ return the following year. This experience offers a dance was better for it. Next time I will offer cer‐ powerful lesson for faculty development—faculty tificates. must have institutional support for their authority However, even without certificates, by the end as a teacher or else students won’t respect changes of the week, those teachers who were still coming in educational strategies. If students know they can faithfully were willing to work in groups and always appeal a grade or assignment, or get it began to use the information and practice from our changed somehow, suddenly their work matters a activities together to plan their own new lesson whole lot less. Students need to be able to respect ideas. For example, one teacher in practical English and trust that the work they do for their teachers planned a unit using news stories to study current counts. events, developing students’ socio‐political vocab‐ The same is true for teachers. I was surprised ulary and discussion skills. Another began to con‐ when several Azerbaijani teachers asked me if they sider how he might overcome students’ lack of would receive a “certificate” for their participation practice with contemporary English language texts in the workshop I led. Although we do give certifi‐ by teaching his students to use his personal meth‐ cates of participation at times in the US, it is not ods of language learning, including reading Eng‐ common for faculty development activities at the lish language magazines aloud in front of a mirror university level. However, teachers at all levels in and practicing dialog from English language TV the U.S. do receive credit for professional develop‐ shows. Both of these teachers were starting to see ment activities, increasing their rank as well as themselves as creators of their own effective cur‐ salary. At a teaching institution, all faculties are ex‐ riculum and teaching strategies. I can only imagine pected to participate in teaching development that a year‐long colloquium in teaching methods throughout their careers. Just as institutional sup‐ might produce a much more engaged, and dy‐ port was key to the success of my project at private namic teachers. university in student response writing, so it is for Professional development for University teach‐

Quarterly Journal | 39 CHALLENGES AND OPPORTUNITIES FOR FACULTY DEVELOPMENT IN AZERBAIJAN

ers in Azerbaijan must build on what is already here and working. I met, in many fields, teachers doing great work—teachers who recreate what they do in the classroom every day based on changes in students, outside events and materials; teachers who know when students are interested, when they seem to respond, when they leave classes better able to analyze and create in their subject areas. Teachers in Azerbaijan need only to begin to pay attention to their own teaching—and there is no better way to become aware of and ac‐ countable for one’s own teaching methods than to explain and show them to someone else—to one’s fellow faculty. Without collaboration, there is no cross‐fertilization and even good teaching will die out, for no one is sharing. Without collaboration, there is no sustainable accountability, and bad teaching will continue. Remember the colloquium I attended my first week as a “real” teacher? It was taught by other teachers and attended by teachers both young and old; it was like a good research conference, where no one cares whether you have this title or that title, and everyone just goes by their name and ex‐ pertise. It gave us all a sense of being a profes‐ sional learning community, not separated by titles of “professor” and “lecturer” or “expert” and “am‐ ateur.” After two days into my workshop here, sev‐ eral of the older teachers stopped coming, perhaps thinking they had little to learn from someone younger than them (me), perhaps impatient with their other younger colleagues in the group. They did not realize that I expected them not only to be receivers, but creators of our work together. If teachers have a sense of their own authority as expert facilitators for learning in their chosen fields, if they are backed up by institutions who support their expertise, and finally, if they draw on each other’s best practices in a collaborative model, then faculty development in Azerbaijan will be successful. There are many challenges to faculty development in teaching in Azerbaijan, but based on my observations, through sustained collabora‐ tion and strong institutional support from universi‐ ties and organizations like AAA, each is surmountable. Azerbaijani teachers and students are clearly ready.

1 Based on a presentation at the “Enhancing Academic Quality Assurance: Needs and Challenges.” An International Conference Baku, Azerbaijan. 10 April, 2008. 2 I taught all subjects (math, science, language arts etc.) to one class of students daily. This is common for schools in the United States up to grade six or seven (twelve year olds). 3 In addition to the current conditions for education in Azerbaijan, there are many his‐ torical reasons for teachers who feel separated from knowledge production—for exam‐ ple, the separation of research from teaching institutions and the suppression of particular areas of critical work under the USSR.

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