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Hybrid model of inclusive education development in Azerbaijan
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This paper presents an analysis of inclusive education reform in Azerbaijan. Using the UNESCO education policy planning framework, the author examines how social, educational, and cultural factors have
contributed to limited progress in national education policy. As result
of a “pragmatic” approach, the idea of inclusion of children with disabiliti...
Similar publications
This paper presents an analysis of inclusive education reform in Azerbaijan. Using the UNESCO education policy planning framework, the author examines how social, educational, and cultural factors have
contributed to limited progress in national education policy. As result
of a “pragmatic” approach, the idea of inclusion of children with disabiliti...
Citations
... Inclusive Education is not a new concept in Azerbaijan. Following the United Nations Educational, Scientific, and Cultural Organization (UNESCO) education policy planning framework (Haddad & Demsky, 1995), the history of inclusive education in Azerbaijan can be conditionally divided into development cycles (Mikayilova, 2019). ...
... From 2003 to 2011, Azerbaijan heavily invested in inclusive education reform in terms of ensuring technical assistance, establishing partnerships, strengthening human capacity, and allocating financial and administrative resources (Mikayilova, 2019). The reform efforts were intense due to efforts led by multiple governmental and nongovernmental players such as Ministry of Science and Education (MSE), Ministry of Labor and Social Protection, World Vision Azerbaijan, Early Childhood Program Open Society Foundation, the United Nations Children's Fund (UNICEF), the Center for Innovations in Education (CIE), and other nongovernmental organizations (NGOs). ...
... Inclusive education course for preservice teacher training was introduced in the Azerbaijan State Pedagogical University (ASPU). By 2011, three pilot projects successfully included 268 children with mild and moderate disabilities in preschool, primary, and lower general education classrooms in 30 pilot schools and kindergartens across the country (Mikayilova, 2019). However, the reform had a limited impact upon the national education policy and in achieving the main goal of inclusive education: to allow all children with special needs the opportunity to attend any regular school within their community. ...
This chapter discusses the current state of inclusive education in Azerbaijan and builds connections to the realization of Sustainable Development Goal 4 (SDG4). It focuses on Azerbaijan's progress toward SDG4 targets, such as early childhood development, general education, and pedagogical higher education. In this article, the history of inclusive education in Azerbaijan is described, relevant education policies are reviewed, definitions of inclusiveness and inclusive education are provided, compared with international standards, and the main challenges are pointed out. Moreover, the chapter discusses the challenges of the reform process and inclusive education during pandemics and war crises.
... There are special publications and books devoted to the Azerbaijan Education system in Azerbaijani, Turkish and Russian. There are also works about Azerbaijan's education policy [11,12,13], its development history [14,15], applied projects, examination system [4], children with special needs [16], curriculum implementation [17], and reports of international organisations related to Azerbaijan's education system progress [1,3,17,18]. However, there is limited research on the SEE, final admission scores, and postsecondary outcomes. ...
Introduction. The Ministry of Education (MOE) of the Azerbaijan Republic requires that students take an exit exam at the end of secondary schooling. The school exit exam (SEE) is administered to graduating students in 11 th grade (i.e., high school equivalent) in three core subjects: (1) mathematics, (2) instructional language, and (3) foreign language. The State Examination Centre (SEC) has administered the SEE for over five years and recently changed the format, impacting university admissions (UA). In 2019, admission to a university was in two stages: (1) the SEE and (2) the university admissions exam. The current study used publicly available SEC data (N = 73) from Azerbaijan’s 2019/2020 academic year by region.
Aim. The current research aims to examine the cultural, economic, and educational predictors of the school exit exam (SEE) in Azerbaijan’s cities/regions according to the 2020 data. The article intends to demonstrate the relationship between economic, educational, and cultural precursors for successful versus unsuccessful SEE results.
Methodology and research methods. This correlational study used Multivariate (MANOVA) and Univariate (ANOVA) Analyses of Variance (RQ1) and Multiple Regressions (RQ2 and RQ3).
Results. For cultural predictors of the SEE, the Northern region had significantly higher Instructional Language (p = .010), English (p = .020), and Total scores (p = .010) compared to other regions. For economic indicators of the SEE, the average monthly salary was significantly predictive of Foreign Language (p = .035). For educational variables, the percentage of outstanding graduating students was predictive of all outcomes (p < .000 for all).
Scientific novelty and practical significance. Literature supports that the percentage of outstanding students and a family’s annual income are strong positive predictors of SEE scores for all four D.V.s. Thus, this study claims that regions with exceptional academic performance and high family income tend to produce higher SEE scores. This substantive finding highlights the inter-rater reliability between the MOE and the SEC, as academic achievement is assessed by the MOE and the exit exam by the SEC.
... Works are based on Azerbaijan education policy (Ahmadov, Huseynov, 2012;Mammadov & Abasli, 2019), its history of development (Mahmudov, 2013;Mardanov, 2010), and applied projects. Also, examination system (Kazimzade & Silova,2009), children with special needs (Mikayilova, 2019), curriculum implementation (Karimova et al, 2014), and reports of international organizations related to Azerbaijan education system progress (UNESCO, 2011;European Commission, 2017;PIRLS, 2016;World Bank Group, 2016) have been well discussed. However, one of the most actual and relevant topics related to exam preparation and its relationship with exam scores and university choice was rarely brought into the discussion, nor was it adequately investigated. ...
THE IMPACT OF THE EXAM PREPARATION ON STATE GRADUATION AND ADMISSIONS TEST SCORES, AND UNIVERSITY TYPE IN AZERBAIJAN
