(Caspian crossroads” Volume 6, Issue 2, Summer 2002 The US-Azerbaijan Council)[:de]The Caspian Crossroads, Band 6, Heft 2, Sommer 2002 Die US-Azerbaijan Council)
Professor Isaxanli is the founder and president of Khazar University located in Baku, Azerbaijan. Khazar University was founded in 1991 and was the first private university to be established in the former Soviet Union. Khazar University is a research-oriented university with strong and innovative programs geared towards educating a new gen¬eration of leaders for a new and open model of society based on a market economy.
Q) Prof Isaxanli could you please give us an overview of the state of the education system in Azerbaijan (a) prior to independence and (b) in the aftermath of independence?
An overview of the state of the education system in Azerbaijan during the period defined as “prior to independence” leads us to look back at Azerbaijan’s history. Before the division of Azerbaijan between the Russian and Iranian empires that occurred in 1828 there was basically one Azerbaijan, and its educational system was like that in much of the Middle East – most schools were religious. The main languages of instruction were Persian and Arabic. During the late Middle Ages Azerbaijani Turkic was introduced in some schools. Starting in the 14th cen¬tury Azerbaijanis began composing poetry in Azerbaijani, which vied with Farsi for dominance in Azerbaijani culture, progressively achieving the leading role. Around that time in Maragha, near Tabriz, a university, research and training center with an observatory existed that distinguished itself in non-Euclidian geometry, trigonometry, astronomy, physics, and ethics. However, a general decline in scientific research and education began in the Muslim world during the 14th century, just as religion became more central in school curricula. The number of high quality schools declined, and higher learning institutions continued to exist only in important urban centers of the Muslim East. Later, in the period of the Azerbaijani khanates (principalities) in the 18th and first decade of the 19th centuries the role of the Azerbaijani lan¬guage became more visible in schools. After the Turkmanchay treaty of 1828 between Russia and Iran, the northern section of Azerbaijan became part of Russia, and South Azerbaijan remained with Iran (Northern Azerbaijan is where the modern Republic of Azerbaijan is located today). Educational development in Northern Azerbaijan from 1828 to 1918 was defined by Russia’s policy to replace Persian with increased use of the Azerbaijani language, while at the same time making Russian the primary language of instruction. Academic programs and curricula were developed in a cooperative effort between Azerbaijani intellectu¬als and Russian educators. The following types of schools arose: • Religious, but with introductory courses in secular subjects; • Secular, but with compulsory religious subjects; • Russian-Tatar schools, secular and bilingual; these schools contributed to the rise of the modern Azerbaijani intelligentsia. For higher education, students would mainly go to Russia and Europe. Azerbaijan’s two-years of independence (1918-1920) before the country became part of the Soviet Union was not long enough for it to develop a national system of education, but three things were established: 1. A strong presence of the Azerbaijani language; 2. Minority rights education policy; 3. Azerbaijan State University (founded in 1920). About one hundred students were sent to Europe for higher education. The Soviet period brought rapid advances in literacy, which rose to almost 100{bfc55336e4ff6222fdefd37e4796b835df7d7e7d448a9434ed0d1257ecb5bff8} within 10-15 years. Under the Soviet Union, there were two types of higher-learning institutions: 1. Universities offering 5-year programs resulting in something like an M.A. or M.S. degree – each Soviet Republic had at least one University, comparable to an American college of arts and sciences (in many cases with Law); 2. Specialized higher learning institutions (such as institutes of Fine Arts, Economics/Finance, Civil or Petro-Chemical Engineering, Agriculture, Pedagogy/Teacher Training, etc.); some of these offered 4 or 5-year programs leading to something like a B.A. or B.S. After graduating from these universities and insti¬tutes, scholars could continue with a 3-year graduate program (“aspirantura”), leading to the Candidate of Science degree, akin to the American Ph.D. and then, a few of them could continue in pure research for a degree-doctor of science in certain fields.
One of the most important reforms of the Soviet period was the progressive language policy. Most students could get educated from start to finish in their own language. A student, say, with native Azerbaijani language in Georgia could attend pri¬mary and secondary schools in Azerbaijani, study Russian as a second language, English/French/ German as a foreign language, and have classes in Georgian. The language of instruction in higher learning insti¬tutions in Azerbaijan was mostly Azerbaijani, with Russian in second place. For every 100 students majoring in Mathematics and studying in Azerbaijani, there would be a group of 25 or 50 math students studying in Russian. In the five Central Asian Republics, in comparison, the language of instruction at higher education was primarily Russian. The learning process was otherwise uniform across the Soviet Union: there was one textbook in each subject for the entire country and one curriculum for each course of study (Physics, Calculus, etc.) in the primary and secondary schools. The positive aspect of this system was that the textbooks were of high quality and often updated. On the negative side, it was difficult to inspire initiative and impossible to make changes. National identity (non-Russian) was not reflected sufficiently in the curriculum. In the 1970s and 80s especially, corruption and bribery penetrated educational activities, for example in entrance examinations. In the aftermath of independence the education sys¬tem in Azerbaijan has experienced changes, particu¬larly in higher learning.
(Q) Similarly could you give us an overview of where the education system stands today in Azerbaijan?
Post-Soviet Azerbaijan’s education system has expe¬rienced changes, particularly in higher learning. There are now 28 public universities (with Soviet-like structures) and 15 private universities. Public universities get about half their money from the state budget, and the other half from tuition. Private uni¬versities do not get any public funding. There are a number of factors at present that have had a negative impact on the educational system, these include: • An economy in transition, plagued by corruption and bribery; • A poor tax system, at least as it concerns the edu¬cational system; • Poor libraries, weak access to knowledge and the development of knowledge; On the other hand, globalization has had a positive impact on education.
(Q) What are the main strengths of Azerbaijan’s education system?
The current features of Azerbaijan’s education sys¬tem are twofold- inherited from the Soviet past are quality curricula in fields like Natural Sciences, Applied Sciences, Engineering, but in general it is a strongly centralized educational system. The main strengths are: • Compulsory 11-year high-school education; • Existence of private universities along with the state (public) ones; • Ongoing reform in Education.
(Q) Similarly what are the main weaknesses in the education system and what is being done or should be done to address it?
The Azerbaijani education system is undergoing important changes. Independence by Azerbaijan demands that we have a modern and quality educational system. The main weaknesses, which impede the process of change, are rooted in a strongly centralized system, which suffers from corruption and the influence of kinship. Private universities are controlled by the state and regulated heavily even though regulation is not based on the established rule of law. The notions of an “Independent University” as well as “Academic Freedom” are almost not present. Political biases are still strongly considered and do influence the success of an educational institutions development. There are now many centers providing training in information technologies for librarians, students, etc., organized by individual universities as well as international foundations.
(Q) How would you compare the system of education in rural areas to urban areas in Azerbaijan?
High schools in the rural areas of Azerbaijan compared to the urban ones are deprived of certain basic conditions, including the lack of textbooks, teaching materials, poor facilities, power cuts, etc. Rural areas with concentrated Internally Displaced Peoples (IDPs) are provided with some support by the international humanitarian institutions.
Out of a total of 43 Azerbaijani public and private universities, more than 30 are located in Baku, the capital city of Azerbaijan. The rural population would mainly come to Baku to apply to the university and thus they suffer a disadvantageous level of preparation for state entrance exams.
(Q) With the Russian Cyrillic alphabet no longer in use what transition issues have Azeris encountered as the education system has passed onto using the Latin script?
Transition issues Azeris have encountered as the education system switched onto using the Latin script are concentrated around the local book indus¬try. The core issue here is publishing, including the development of books. Lack of textbooks and other resources still occur both at high schools and univer¬sities. Library collections are missing books in Latin Azeri. Important undertakings have been made through funding by US and European organizations, which bring money into the country to translate and publish the most important titles in different fields of Social Sciences, Law, Education, Journalism, Economics, Business, etc.
(Q) What is the state of affairs concerning state funding for education in Azerbaijan and is it ade¬quate to meet current and future needs?
Funding is done by the state at the high school level with very few private schools. Generally it is very low and does not cover even basic operational and maintenance expenses. State universities get about half of their money from the state budget, and the other half comes from tuition. Private universities do not get any public funding. To meet current and future needs of the education system in Azerbaijan funding for high schools should be a priority for the state.
(Q) Are any international organizations such as the World Bank involved in Azerbaijan’s educational system today?
And if so what are these organizations doing to help Azerbaijan? Since early 1990s when Azerbaijan got its independ¬ence many international organizations have been contributing to the reform of education in Azerbaijan. Among those the World Bank, European Union, UNICEF, Soros Foundation, IREX, Eurasia Foundation should be mentioned. Their involvement in today’s educational system varies from direct grants and/or credits for technical assistance to launching research and training pro¬grams focusing on different issues of reform.
(Q) Are Azeri students today being taught the skills that will enable them to compete in the international economy?
Different educational institutions provide different curricula. While some universities are still using out-of-date programs, texts and materials, there are many providing their students with contemporary knowledge and skills. Some private universities, like Khazar University, invite international profes¬sors to help in curriculum development and special skills training. Modern cases are being developed with the use of authentic local data.
(Q) How would you rate the state of training in information technologies in Azerbaijan?
Both state and private educational institutions are paying a good deal of attention to training programs in information technologies. The most recent suc¬cess to mention is the launching of the AzNet -Azerbaijani Academic Institutions Network, which is founded by five public and private universities under the auspices of the American Public Affairs Section Internet Access Training Project, IREX and Soros Foundation. This network provides connec¬tivity, local content Web development, and intensive training programs. Another important benefit is that AzNet is working on providing connectivity for rural educational institutions. So far Internet centers have been started in 6 different regions of the country. There are now many centers providing training in information technologies for librarians, students, etc., organized by individual universities as well as international foundations. Another benefit of this activity is making possible new projects in distance education.
(Q) As the founder of the first private university in the former Soviet Union, you clearly believe that the private sector has a great role to play in the educa¬tion system and in education policy, what would you identify as key elements for cooperation between governments in the FSU and the private sector as they seek to strengthen the education system of their respective countries?
Current development of the education policy in some FSU countries is in fact influenced by the private sector. Thus, the public sector in education in Azerbaijan has become a less direct producer on the education market. Almost 50{bfc55336e4ff6222fdefd37e4796b835df7d7e7d448a9434ed0d1257ecb5bff8} present higher edu¬cation institutions in Azerbaijan are newly estab¬lished entities. Though currently there is almost no cooperation between government and the private sector (few exceptions can be mentioned, like Khazar University internships with the Ministry of Foreign Affairs) it is very important. The private sector should act as a clearinghouse for projects intended to have a wide impact on education in Azerbaijani primary and secondary schools and institutions of higher learning. The current change is embedded within different stages of the education system. Quality inconsistencies affect all layers of performance from individual to institutional. The development of new curricula, textbooks, teaching methods, special training programs, testing process¬es, evaluation mechanisms, accreditation system, etc. could be undertaken by private institutions. At the same time these activities should be run in close cooperation with the government under state support and assistance.
(Q) Could you tell us how you came to found Khazar University?
Starting in the middle 1980s I was teaching as a vis¬iting professor in Western Europe, Canada, Turkey, and then in the US and other countries. My experi¬ence helped me to compare different systems of edu¬cation. I understood that reform in Azerbaijan’s sys¬tem of education was necessary and could be done in two ways:
(1) by enacting gradual reform of the entire higher education system or
(2) by starting from ground zero – establishing a small university with new models.
The latter could have been done as a kind of a synthesis between an international per¬spective and national values. Government officials liked the idea of starting a new university. Although the government could not offer money, it did give permission to try. For details please refer to my article In Search of Khazar, Journal of Azerbaijani Studies Khazar University Press, 1998, vol.1, N 4
(Q) What were the main challenges you encountered in setting up the university?
Starting a new private English language research and educational institution under the Soviet regime was a big challenge. Among the main challenges I would mention attaining the following: academic freedom, strong student and faculty body, quality academic programs, no corruption, cooperation with North American and West European academic institutions, resistance to cultural imperialism, and university-industry relations.
(Q) It has been ten years since Khazar University was founded what would you say have been your biggest achievements?
The challenges we encountered in setting up the University turned to be our achievements. The biggest ones are recognition, including at the inter¬national level, and respect.
(Q) Finally professor Isaxanli could you kindly tell us what your aspirations are for the future of educa¬tion in Azerbaijan?
As my country Azerbaijan brings together West and East, I would like my University to serve as a lead¬ing research and educational institution, a center for excellence in education for the Central Eurasia region and of course the same goes for Azerbaijan. Thank You.[:de]
Professor Isaxanli ist der Gründer und Präsident des Khazar-Universität in Baku, Aserbaidschan. Khazar Universität wurde 1991 gegründet und war die erste private Hochschule in der ehemaligen Sowjetunion. Khazar Universität ist ein Forschungs-Universität mit starken und innovativen Programmen zur Erziehung einer neuen Generation von Führungskräften für eine neue und offene Modell der Gesellschaft, die auf Marktwirtschaft ausgerichtet ist.
Q) Prof Isaxanli could you please give us an overview of the state of the education system in Azerbaijan (a) prior to independence and (b) in the aftermath of independence?
An overview of the state of the education system in Azerbaijan during the period defined as “prior to independence” leads us to look back at Azerbaijan’s history. Before the division of Azerbaijan between the Russian and Iranian empires that occurred in 1828 there was basically one Azerbaijan, and its educational system was like that in much of the Middle East – most schools were religious. The main languages of instruction were Persian and Arabic. During the late Middle Ages Azerbaijani Turkic was introduced in some schools. Starting in the 14th cen¬tury Azerbaijanis began composing poetry in Azerbaijani, which vied with Farsi for dominance in Azerbaijani culture, progressively achieving the leading role. Around that time in Maragha, near Tabriz, a university, research and training center with an observatory existed that distinguished itself in non-Euclidian geometry, trigonometry, astronomy, physics, and ethics. However, a general decline in scientific research and education began in the Muslim world during the 14th century, just as religion became more central in school curricula. The number of high quality schools declined, and higher learning institutions continued to exist only in important urban centers of the Muslim East. Later, in the period of the Azerbaijani khanates (principalities) in the 18th and first decade of the 19th centuries the role of the Azerbaijani lan¬guage became more visible in schools. After the Turkmanchay treaty of 1828 between Russia and Iran, the northern section of Azerbaijan became part of Russia, and South Azerbaijan remained with Iran (Northern Azerbaijan is where the modern Republic of Azerbaijan is located today). Educational development in Northern Azerbaijan from 1828 to 1918 was defined by Russia’s policy to replace Persian with increased use of the Azerbaijani language, while at the same time making Russian the primary language of instruction. Academic programs and curricula were developed in a cooperative effort between Azerbaijani intellectu¬als and Russian educators. The following types of schools arose: • Religious, but with introductory courses in secular subjects; • Secular, but with compulsory religious subjects; • Russian-Tatar schools, secular and bilingual; these schools contributed to the rise of the modern Azerbaijani intelligentsia. For higher education, students would mainly go to Russia and Europe. Azerbaijan’s two-years of independence (1918-1920) before the country became part of the Soviet Union was not long enough for it to develop a national system of education, but three things were established: 1. A strong presence of the Azerbaijani language; 2. Minority rights education policy; 3. Azerbaijan State University (founded in 1920). About one hundred students were sent to Europe for higher education. The Soviet period brought rapid advances in literacy, which rose to almost 100{bfc55336e4ff6222fdefd37e4796b835df7d7e7d448a9434ed0d1257ecb5bff8} within 10-15 years. Under the Soviet Union, there were two types of higher-learning institutions: 1. Universities offering 5-year programs resulting in something like an M.A. or M.S. degree – each Soviet Republic had at least one University, comparable to an American college of arts and sciences (in many cases with Law); 2. Specialized higher learning institutions (such as institutes of Fine Arts, Economics/Finance, Civil or Petro-Chemical Engineering, Agriculture, Pedagogy/Teacher Training, etc.); some of these offered 4 or 5-year programs leading to something like a B.A. or B.S. After graduating from these universities and insti¬tutes, scholars could continue with a 3-year graduate program (“aspirantura”), leading to the Candidate of Science degree, akin to the American Ph.D. and then, a few of them could continue in pure research for a degree-doctor of science in certain fields.
One of the most important reforms of the Soviet period was the progressive language policy. Most students could get educated from start to finish in their own language. A student, say, with native Azerbaijani language in Georgia could attend pri¬mary and secondary schools in Azerbaijani, study Russian as a second language, English/French/ German as a foreign language, and have classes in Georgian. The language of instruction in higher learning insti¬tutions in Azerbaijan was mostly Azerbaijani, with Russian in second place. For every 100 students majoring in Mathematics and studying in Azerbaijani, there would be a group of 25 or 50 math students studying in Russian. In the five Central Asian Republics, in comparison, the language of instruction at higher education was primarily Russian. The learning process was otherwise uniform across the Soviet Union: there was one textbook in each subject for the entire country and one curriculum for each course of study (Physics, Calculus, etc.) in the primary and secondary schools. The positive aspect of this system was that the textbooks were of high quality and often updated. On the negative side, it was difficult to inspire initiative and impossible to make changes. National identity (non-Russian) was not reflected sufficiently in the curriculum. In the 1970s and 80s especially, corruption and bribery penetrated educational activities, for example in entrance examinations. In the aftermath of independence the education sys¬tem in Azerbaijan has experienced changes, particu¬larly in higher learning.
(Q) Similarly could you give us an overview of where the education system stands today in Azerbaijan?
Post-Soviet Azerbaijan’s education system has expe¬rienced changes, particularly in higher learning. There are now 28 public universities (with Soviet-like structures) and 15 private universities. Public universities get about half their money from the state budget, and the other half from tuition. Private uni¬versities do not get any public funding. There are a number of factors at present that have had a negative impact on the educational system, these include: • An economy in transition, plagued by corruption and bribery; • A poor tax system, at least as it concerns the edu¬cational system; • Poor libraries, weak access to knowledge and the development of knowledge; On the other hand, globalization has had a positive impact on education.
(Q) What are the main strengths of Azerbaijan’s education system?
The current features of Azerbaijan’s education sys¬tem are twofold- inherited from the Soviet past are quality curricula in fields like Natural Sciences, Applied Sciences, Engineering, but in general it is a strongly centralized educational system. The main strengths are: • Compulsory 11-year high-school education; • Existence of private universities along with the state (public) ones; • Ongoing reform in Education.
(Q) Similarly what are the main weaknesses in the education system and what is being done or should be done to address it?
The Azerbaijani education system is undergoing important changes. Independence by Azerbaijan demands that we have a modern and quality educational system. The main weaknesses, which impede the process of change, are rooted in a strongly centralized system, which suffers from corruption and the influence of kinship. Private universities are controlled by the state and regulated heavily even though regulation is not based on the established rule of law. The notions of an “Independent University” as well as “Academic Freedom” are almost not present. Political biases are still strongly considered and do influence the success of an educational institutions development. There are now many centers providing training in information technologies for librarians, students, etc., organized by individual universities as well as international foundations.
(Q) How would you compare the system of education in rural areas to urban areas in Azerbaijan?
High schools in the rural areas of Azerbaijan compared to the urban ones are deprived of certain basic conditions, including the lack of textbooks, teaching materials, poor facilities, power cuts, etc. Rural areas with concentrated Internally Displaced Peoples (IDPs) are provided with some support by the international humanitarian institutions.
Out of a total of 43 Azerbaijani public and private universities, more than 30 are located in Baku, the capital city of Azerbaijan. The rural population would mainly come to Baku to apply to the university and thus they suffer a disadvantageous level of preparation for state entrance exams.
(Q) With the Russian Cyrillic alphabet no longer in use what transition issues have Azeris encountered as the education system has passed onto using the Latin script?
Transition issues Azeris have encountered as the education system switched onto using the Latin script are concentrated around the local book indus¬try. The core issue here is publishing, including the development of books. Lack of textbooks and other resources still occur both at high schools and univer¬sities. Library collections are missing books in Latin Azeri. Important undertakings have been made through funding by US and European organizations, which bring money into the country to translate and publish the most important titles in different fields of Social Sciences, Law, Education, Journalism, Economics, Business, etc.
(Q) What is the state of affairs concerning state funding for education in Azerbaijan and is it ade¬quate to meet current and future needs?
Funding is done by the state at the high school level with very few private schools. Generally it is very low and does not cover even basic operational and maintenance expenses. State universities get about half of their money from the state budget, and the other half comes from tuition. Private universities do not get any public funding. To meet current and future needs of the education system in Azerbaijan funding for high schools should be a priority for the state.
(Q) Are any international organizations such as the World Bank involved in Azerbaijan’s educational system today?
And if so what are these organizations doing to help Azerbaijan? Since early 1990s when Azerbaijan got its independ¬ence many international organizations have been contributing to the reform of education in Azerbaijan. Among those the World Bank, European Union, UNICEF, Soros Foundation, IREX, Eurasia Foundation should be mentioned. Their involvement in today’s educational system varies from direct grants and/or credits for technical assistance to launching research and training pro¬grams focusing on different issues of reform.
(Q) Are Azeri students today being taught the skills that will enable them to compete in the international economy?
Different educational institutions provide different curricula. While some universities are still using out-of-date programs, texts and materials, there are many providing their students with contemporary knowledge and skills. Some private universities, like Khazar University, invite international profes¬sors to help in curriculum development and special skills training. Modern cases are being developed with the use of authentic local data.
(Q) How would you rate the state of training in information technologies in Azerbaijan?
Both state and private educational institutions are paying a good deal of attention to training programs in information technologies. The most recent suc¬cess to mention is the launching of the AzNet -Azerbaijani Academic Institutions Network, which is founded by five public and private universities under the auspices of the American Public Affairs Section Internet Access Training Project, IREX and Soros Foundation. This network provides connec¬tivity, local content Web development, and intensive training programs. Another important benefit is that AzNet is working on providing connectivity for rural educational institutions. So far Internet centers have been started in 6 different regions of the country. There are now many centers providing training in information technologies for librarians, students, etc., organized by individual universities as well as international foundations. Another benefit of this activity is making possible new projects in distance education.
(Q) As the founder of the first private university in the former Soviet Union, you clearly believe that the private sector has a great role to play in the educa¬tion system and in education policy, what would you identify as key elements for cooperation between governments in the FSU and the private sector as they seek to strengthen the education system of their respective countries?
Current development of the education policy in some FSU countries is in fact influenced by the private sector. Thus, the public sector in education in Azerbaijan has become a less direct producer on the education market. Almost 50{bfc55336e4ff6222fdefd37e4796b835df7d7e7d448a9434ed0d1257ecb5bff8} present higher edu¬cation institutions in Azerbaijan are newly estab¬lished entities. Though currently there is almost no cooperation between government and the private sector (few exceptions can be mentioned, like Khazar University internships with the Ministry of Foreign Affairs) it is very important. The private sector should act as a clearinghouse for projects intended to have a wide impact on education in Azerbaijani primary and secondary schools and institutions of higher learning. The current change is embedded within different stages of the education system. Quality inconsistencies affect all layers of performance from individual to institutional. The development of new curricula, textbooks, teaching methods, special training programs, testing process¬es, evaluation mechanisms, accreditation system, etc. could be undertaken by private institutions. At the same time these activities should be run in close cooperation with the government under state support and assistance.
(Q) Could you tell us how you came to found Khazar University?
Starting in the middle 1980s I was teaching as a vis¬iting professor in Western Europe, Canada, Turkey, and then in the US and other countries. My experi¬ence helped me to compare different systems of edu¬cation. I understood that reform in Azerbaijan’s sys¬tem of education was necessary and could be done in two ways:
(1) by enacting gradual reform of the entire higher education system or
(2) by starting from ground zero – establishing a small university with new models.
The latter could have been done as a kind of a synthesis between an international per¬spective and national values. Government officials liked the idea of starting a new university. Although the government could not offer money, it did give permission to try. For details please refer to my article In Search of Khazar, Journal of Azerbaijani Studies Khazar University Press, 1998, vol.1, N 4
(Q) What were the main challenges you encountered in setting up the university?
Starting a new private English language research and educational institution under the Soviet regime was a big challenge. Among the main challenges I would mention attaining the following: academic freedom, strong student and faculty body, quality academic programs, no corruption, cooperation with North American and West European academic institutions, resistance to cultural imperialism, and university-industry relations.
(Q) It has been ten years since Khazar University was founded what would you say have been your biggest achievements?
The challenges we encountered in setting up the University turned to be our achievements. The biggest ones are recognition, including at the inter¬national level, and respect.
(Q) Finally professor Isaxanli could you kindly tell us what your aspirations are for the future of educa¬tion in Azerbaijan?
As my country Azerbaijan brings together West and East, I would like my University to serve as a lead¬ing research and educational institution, a center for excellence in education for the Central Eurasia region and of course the same goes for Azerbaijan. Thank You.