Future-oriented Dual Vocational Qualification in Armenia, Azerbaijan and Georgia - The Potential for Dual Vocational Education and Training in ...
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Future-oriented Dual Vocational Qualification
in Armenia, Azerbaijan and Georgia
The Potential for Dual Vocational Education and Training in Azerbaijan
Implemented by:
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Future-oriented Dual Vocational Qualification in Armenia, Azerbaijan and Georgia The Potential for Dual Vocational Education and Training in Azerbaijan Elaborated by: Zaur Aliyev and Amin Charkazov, national experts Stefan Wolf, international expert Sonia Fontaine, GIZ Country Director Azerbaijan
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Contents
Executive summary.................................................................................................................................. 7
Abbreviations........................................................................................................................................... 8
Background of the study.......................................................................................................................... 9
Conceptual approach of the study..........................................................................................................10
The administrative-institutional order of the VET system.................................................................................................11
Education system and vocational education and training (VET)...........................................................11
Pathways to the labour market................................................................................................................11
Policy and Strategy in Education and VET............................................................................................13
Law regulation of IVET.........................................................................................................................15
VET regulation institution.....................................................................................................................17
VET providers........................................................................................................................................21
Enrolment and financing of VET...........................................................................................................21
Private sector involvement and relation to the labour market...................................................................................... 22
Work-based learning approaches in agriculture and tourism sectors...................................................... 22
Relation to the private sector................................................................................................................. 23
On the job training and participation of the private sector .................................................................. 23
Participation in the development of learning content ........................................................................... 24
Adult training and lifelong learning .................................................................................................... 24
Bringing the employers closer to educators and enhancement of work-based learning ......................... 24
Detailed Analysis of VET programme (curricula).................................................................................................................. 25
The structure of the curriculum in the VET education.......................................................................... 26
The specific curricula for Professions in Azerbaijan................................................................................ 27
The relation between general and professional education programmes in secondary VET.................... 28
Analysis of existing teaching material in IVET..................................................................................... 28
Work regime in companies in the two sectors........................................................................................................................ 29
The constitution of the social actors and the social partnership................................................................................ 29
Social partners in agricultural/tourism IVET........................................................................................ 30
Self-governing bodies in agriculture/tourism......................................................................................... 30
Interest of social partners to IVET.........................................................................................................31
Legislation for involvement of social partners.........................................................................................31
5The system of social security............................................................................................................................................................31 The social insurance system of the country.............................................................................................31 The system of social assistance in Azerbaijan..........................................................................................32 Active and passive labour market programs............................................................................................32 Advantages offered by social security system to skilled labourers............................................................32 Single Tariff Scale ................................................................................................................................. 32 Relation between the health care system and the labour force: any advantages for skilled labourers .... 33 Relation between the unemployment insurance and the VET ............................................................. 34 The labour law....................................................................................................................................... 34 Development and use of technology and machinery in the sectors specifically in the agriculture.......... 35 Analysis of Agriculture sector................................................................................................................ 36 Company structure in agriculture.......................................................................................................... 37 Production priorities and specialization................................................................................................. 38 Resource allocation in agriculture - workforce, land, livestock, machinery, etc..................................... 39 Analysis of the used interactive methods, i.e. interview, group discussions and expert debates............ 40 Summary of interviews and focus group discussion with stakeholders in the field of initial vocational education in Azerbaijan from the tourism industry ............................................................ 40 Summary of interviews and focus group discussion with stakeholders in the field of initial vocational education in Azerbaijan from the agriculture industry ....................................................... 42 Focus group discussion and the findings .............................................................................................. 44 Provisional recommendations for developing a model of Azerbaijan dual VET system ....................... 44 VET financing at the national level ...................................................................................................... 45 Summarizing notes for recommendations from macro to micro level....................................................................... 45 Annex 1 Theoretical Approach of the study.............................................................................................................................. 48 General remarks on the approach.......................................................................................................... 48 The work culture approach.................................................................................................................... 48 Annex 2: Coherence with other projects in the field............................................................................................................ 50 Review of implemented projects in VET............................................................................................... 50 Annex 3: Partner mapping TVET sector in Azerbaijan ...................................................................................................... 52 6
Executive summary
The study on “The Potential for Dual Vocational Education The study concludes that there is high potential for promoting
and Training in Azerbaijan” is giving an in-depth overview work-based learning (WBL), especially in the highly employ-
about the current legal and institutional framework and setup ment relevant sectors tourism and agriculture, in order to sup-
of the VET system in Azerbaijan in order to determine where port closing the gap between the demands of the labor market
and how dual-like VET approaches can be anchored in the and the existing qualification of the workforce. However, due
prevailing system. The study has also analyzed the national to weak competition in the market, poor infrastructure and
market with regard to the skills needed, especially in the agri- management of VET institutions, as well as the low quality
culture and tourism sectors. The aim of the is to identify pos- of education the development of WBL in the country remains
sibilities as well as gaps and necessary fields of intervention a challenge. In order to facilitate its development, respective
with regard to the legal and institutional framework in order reforms need to be made as well as improving the cooperation
to further promote the establishment elements of a dual-like with the private economic sector.
VET system in Azerbaijan. Based on the in-depth analysis of the existing framework
The VET system, as other forms of education, is highly and challenges, recommendations on how to improve the
centered with a predominant role of the government, more VET system in Azerbaijan regarding the inclusion of Dual-
precisely the Ministry of Education and the recently estab- like elements were formulated. Those include aspects like
lished VET agency. The VET Agency is expected to share bridging the gap between labor market requirements and the
roles with the ministry in the areas of curricula, training and current qualification offers of VET providers, which would
infrastructure development regarding initial Vocational edu- need an exchange platform for the relevant stakeholders in
cation and Training (IVET). The Azerbaijani VET related VET as well a consequent promotion of the work-based learn-
policies are mainly based on improving quality and develop- ing concept. There is need of clearly defined tasks and respon-
ing standards as well as investing in modern TVET infra- sibilities for the relevant stakeholders in a market and demand
structure. The main pillars for the development of the edu- oriented VET system. Additionaly, there is a need of capacity
cational sector are laid out in three policy documents, which improvement of the managerial and teaching personnel of the
are: “Azerbaijan-2020: The Vision of the Future”, “The State vocational schools in order to improve and ensure the quality
Strategy on Development of Education” and “The Action Plan of education. Further recommendations are focused on the
on the implementation of the National Strategy for the Devel- development of competence-based curricula and their ongo-
opment of Education“. ing demand oriented adaptation, the financing mechanisms
Within the VET system of Azerbaijan the involvement of for VET providers and the involvement of businesses in shap-
the private sector and it´s representing unions into the pro- ing the VET system and implementation.
cess of development of quality standards, delivery and man- In the frame of the reform path of the Azerbaijani Gov-
agement of education, as well as in control of quality is not ernment in VET the newly established VET agency will have
yet developed. The lack of involvement is mainly due to low a significant role in all aspects of initial vocational training
capacities of VET providers, lack in quality and knowledge of and thus needs to be provided with the capacities to imple-
trainers, outdated learning contents, as well as the missing of ment their given responsibilities.
functional and institutionalized platforms for exchange and The dedication and openness of the Ministry of Education to
cooperation. At the same time, Azerbaijan lacks a qualified substantially improve the current VET system and to orient it
workforce with the adequate skills and knowledge to meet the consequently to the market needs in order to contribute to a
growing demands of the labor market. sound, diversified and future oriented national economy creates
Another challenge is the perception of vocational education a right momentum to support this reform path and support the
and training by the population of the country, which is mainly establishment of the needed cooperation mechanisms between
shaped by the former Soviet Union. Vocational Education is the relevant VET stakeholders that will lead to a functioning
still regarded as low level education and thus neglected by the and demand oriented VET system.
majority of people.
7Abbreviations EU European Union GDP Gross domestic product IVET Initial Vocation Education and Training MoA Ministry of Agriculture MoE Ministry of Education SME Small and medium-sized enterprises TVET Technical Vocation Education and Training VET Vocational Education and Training WBL Work-based learning ETF European Training Foundation MLSPP Ministry of Labour and Social Protection OJT On the Job Training ICT Information and Communication Technology AZN Azerbaijan New Manat (Currency of the country) 8
Background of the study
The Governments of the three South Caucasus Countries Azer- little in planning and carrying out vocational training. In many
baijan, Armenia and Georgia acknowledge the importance cases, both sides still need to gain an awareness of this issue and
of developing an education system that satisfies the growing establish the requisite formal framework and conditions. This is
demand for qualified and skilled labor. They are committed to why it is particularly important to ascertain the relevant actors
the process of the national education system reform and have and the legal and institutional framework on the government and
declared education as one of the main priority areas for state private-sector side to be able to outline efficient dual vocational
policy. A particular emphasis is laid on the technical and voca- training mechanisms for the various sectors.
tional educations system that meets the increasingly diversified The core problem therefore is: So far, government and the
and specialized labor demand of the private sector. The govern- private sector have not cooperated sufficiently in planning and
ment of Azerbaijan aims to increase education's share of GDP developing cooperative (dual) vocational training. The objec-
annually, so that it reaches the level of developed countries by tive of the TC project, “Modern Dual Vocational Training in
2020. The countries´ Ministries of Education operate the voca- Azerbaijan, Armenia and Georgia”, is therefore: Conditions have
tional schools and colleges. The VET reforms have so far been improved for dual and innovative vocational training in South
driven by the state programmes in each country. The regional Caucasus.
Programme “Private Sector Development in South Caucasus” In order to prepare a systemic and focused intervention for
looked into optimization of the network of VET schools, started dual vocational education in all three countries it is necessary
enhancing the content of vocational training, improved manage- to have an in-depth overview about the legal and institutional
ment of the selected VET schools and developed some structures framework for (technical) vocational education and training in
and specific short term trainings along the value chains beverages each country as well as an overview about the needed skills in
(wine and fruit juice) and tourism on the basis of a successful the various sectors.
partnership between the VET sector and employers. Private sector oriented VET has become an increasingly
To narrow the urban-rural divide and reduce poverty in rural important topic to diversify and thus strengthen the national
regions especially, the three South Caucasian countries Azerbai- economies. Especially for Azerbaijan the economy of which is
jan, Armenia and Georgia are faced with the challenge of gener- mainly depending on the oil sector, diversification and competi-
ating inclusive growth. There are insufficient business and insti- tiveness of the economy and especially SMEs is becoming crucial
tutional resources to develop export-dedicated economic sectors in the light of the global oil price decrease.
for pro-poor and sustainable growth. Above all in Azerbaijan, the Demand driven VET has in this regards an important role
reasons for this in particular are the lack of economic diversifica- for the development of a well-established, competitive and diverse
tion and competitiveness, but also the insufficient capacities of economic landscape. Currently none of the three south Cauca-
institutions engaged in economic and vocational training policy sus countries has demand driven, cooperative vocational educa-
and a lack of concerted, forward-looking planning. tion and training system in place. Also there is a lack of strate-
This affects small and medium-sized enterprises (SMEs) in gic approach towards the development of such a system, which
particular, which account for more than 95% of the economies includes the knowledge about the market´s needs for skills, the
in the three South Caucasian nations. Labour-market employ- cooperation potential with the private sector and additionally the
ment opportunities are, however, on the decline for less quali- understanding of the embeddedness of VET within the society
fied sections of the population, with growing demand for well- and its interlinkages with other subsectors of society.
trained skilled labour. There is a particular lack of qualifications In order to support the filling of these gaps, and to provide
in production, quality, procurement and sales and also human the national economies with properly skilled labor force, there
resource management/development, innovation management is a need to establish an overview about the current legal and
and resource efficiency. The vocational training systems cannot, institutional framework and setup of the VET system in all
however, meet these needs. In part, this makes starting up new three countries in order to determinate where and how dual
competitive SMEs or developing existing ones difficult or impos- VET approaches can be anchored in the prevailing systems.
sible, because the shortage of qualified skilled labour hampers Furthermore there is a need to analyze the national markets
positive development. regarding the skills needed in agriculture and tourism sectors
Although all three countries have taken discernible initiatives as well as export-dedicated industries. Within these sectors, pri-
to promote vocational training, the systems are still government- ority will be attached to production, quality, procurement and
planned, underfunded, dominated by school-type training and sales/logistics as well as human resource management/devel-
geared too little to private-sector needs. Non-formal training is opment, innovation management and resource efficiency and
only provided sporadically. The private sector is still involved too possibly finance.
9Conceptual approach of the study
General theoretical assumption: As we know since longer the we will interpret as “socially desirable response behavior”
existing VET system of a society is not a simple answer of based on the interviewee’s assumption that the answer could
skills demands or to the need of provision of human capi- be important for future funds if the international expert was
tal for wealth but it is a high complex answer of the society part of the interview situation. Second, the interpretation of
to solve core problems of the society’s reproduction i.e. the the data was supported by field visits, not systematically due
reproduction of the work force capacities to feed and to ser- to the limited time resources but to do an observation in the
vice the existence of that society. Work culture approach give relevant fields to get an impression of the “What” we have
us a tool for better understanding the interrelation between found. And third, we do the interpretation in a common way
societal sectors of society and the existing VET system. In of communication and reflection of national experts, the two
contrast to the mainstream economic understanding of what colleagues from Azerbaijan with a deep understanding of the
means VET and what is its function the approach of work situation but also with some predetermining assumption of
culture used here debates on the societal functionality of any the findings and with the more open assumption to the local
VET system more holistic. As we know, every VET system situation of the international expert. The mutual interpreta-
is not a reduced function of the economic part of the soci- tion and the common discussion gave us the possibilities not
ety, but rather more an answer towards some problems to be to fall into the trap of reduced interpretations.
solved by societies. Very often it develops via more complex
attempts and try-and-error procedures that by a clear govern-
mental and/or economical endeavor.
The work culture approach with its six dimensions give us
a tool to reduce properly the high complex entanglement of
VET with society better than it will give us the reduction to
a solely economic function of human capital provision. For
a deeper inside in the work culture approach, please look at
the Annex 1 to get detailed information about the concept.
The work culture approach we use it as a heuristic toolkit to
better understand the intertwining of VET system with other
subsystems of the society.
The methodology of this study is dominated by a quali-
tative, not quantitative research, with the two main compo-
nents of (1) secondary data collection by analysis of existing
studies, grey papers, laws and legal regulations of the coun-
try and other documents and (2) dialogical research process
of expert talks, interviews and group discussions with main
stakeholders from the two sectors (agriculture and tourism).
The latter is done also for the purpose of getting a feedback
from the stakeholders in the fields to use as a kind of com-
municative validation. The group discussion is used addition-
ally as a means to bring the stakeholders deeper involved and
stronger motivated to the process of future development of
Azerbaijan VET towards an Azerbaijan model of Dual edu-
cation and training. From a methodological perspective we
have to cope with several problems of data getting and of data
interpretation. First the qualitative study were conducted in
a specific political field of development policy. Several times
we must note that the interviewee gives us specific answers
1
(1) administrative-institutional order, (2) the work regime, (3) the social actors, (4)the social security, (5)the labour law, (6) application processes of new
techniques and procedures
10The administrative-institutional order of the VET system
Education system and vocational education and training (VET)
Total area of Azerbaijan is 86.600 km2 and population The existing legislation, gaps in its enforcement, weak capacity
was around 9.6 million (50.3% female) by the end of 2014. and low interest of workers’ and employees’ unions largely sup-
Around 47% of the total population resides in rural areas. ported such a situation and lead to almost purely school-based
Around 77% of the population lives in the regions and 23% learning. For example, the legislation attaches a leading role in
in Baku. Formal education system is created and established development of educational standards and unique role in qual-
in the soviet time. Main change in education system after ity assurance (accreditation of training providers) to the Min-
the collapse of the soviet system in Azerbaijan took place in istry of Education. Occupational standards still do not have a
higher education area. robust legislative basis.
Initial vocational education and training (IVET) in Azer- The work culture formed during the soviet times as well as
baijan is an integral part of the secondary level of Azerbaijani in the transition period also facilitated isolation of formal learn-
education system. ing from the world of work. Expectations of the society (e.g.
In Azerbaijan, the VET system, as other forms of educa- families) from the VET system in general, became “a place to
tion is highly centered with the overwhelming role of the gov- spend a few years of youth to prevent them from bad habits”.
ernment. The Ministry of Education is responsible for both Initial VET is largely seen as a type of education for the low-
development and implementation of VET policy, including est performing pupils (graduates) of secondary schools. VET’s
curricula, training and infrastructure development. The new role as a shortest way to the labour market with preparation
VET Agency being established is expected to share these roles for work positions is not acknowledged by the society, because
with the Ministry. such a role is often missing.
Currently, there are 113 initial vocational
education institutions in the country. 3 of
them are under the Ministry of Education PhD
of Nakhchivan Autonomous Republic, 2 are
High education
University
Master
private and 1 is under the Ministry of Cul- (4 Semester)
ture and Tourism. The control of the Min-
istry of Culture and Tourism over the VET Bachelor
(8 Semester)
schools is mostly administrative; educational
and training issues are regulated by common
VET 2-3 year
regulations usually approved by the Cabinet Lyceum
of Ministers and the Ministry of Education. 1 year
Secondary edu. II
Private VET institutions also operate on the 3 1 year
basis of common educational regulations. years 3-4 year
2 year
Lyceum (9-11 class)
In the existing education system quality VET
standards are developed and quality is moni- Lyceum VET school College
tored by the education authorities. Initiatives
for involvement of businesses, their unions
Secondary edu. I
and communities into the process of devel-
compulsory education
opment of quality standards are quite new
(within the process of development of occu- Middle school (5-9 class)
pational and qualification standards). Their
involvement into the delivery and manage-
ment of education, as well as in control of
Primary education
quality is still quite weak. Primary school (1-4 class)
Figure 1: Education system in Azerbaijan and position of VET
in education system
11VET in Azerbaijan is the formal education system available to education is offered at the VET institutions and obtained skill
students after general education and entails the world of indus- level is in line with ISCED level 3.
try and work. The following formal VET providers currently Post-secondary vocational education is offered in colleges and
operate in Azerbaijan: is completed with a sub-bachelor specialist degree (comparable to
• 113 initial VET (IVET) institutions - 2 private, 111 public level 5 of the European Qualifications Framework, post-second-
(subordinated to the Ministry of Education, 1 to the Min- ary VET or short-cycle higher education). The duration of study
istry of Culture and Tourism); in secondary specialized education institutions is form three to
• 61 post-secondary vocational education institutions – col- four years for students enrolled on the basis of general secondary
leges (1 private, 47 subordinated to the Ministry of Educa- education programs, and from two to three years for students
tion, 13 institutions subordinated to other authorities). enrolled on the basis of full secondary education.
Pathways to the labour market
Bachelor
IVET College
(1 year) (2-2,5 year)
35801
4096 5426
Labour market
2014/15
31501 42869 (51%)
2014
Secondary College
IVET
school II (3-4 year)
(1-3 year)
10215
11000
83892
2012
15000 (12%)
Secondary
school I
120175
2003/04 Figure 2: Student admission by various education levels
137052
According to the existing regulations, the term of study at ini- Azerbaijan lacks a qualified workforce with the adequate skills
tial vocational education is three years for students enrolled on and knowledge to meet the growing demands of the labour
the basis of general secondary education and from one to two market. The number of graduates of vocational schools (as well
years for students enrolled on the basis of full secondary educa- as their skill levels) is significantly below the demand required
tion depending on the complexity of the profession. Students by the economy. In recent years, only 11% of students attend-
admitted to vocational schools have the right solely to an ini- ing general schools choose to go to vocational schools, indi-
tial vocational education. Vocational lyceums, however offer a cating a low interest in VET and its lack of attractiveness for
full secondary education certificate (Certificate of Maturity) young people.
in addition to vocational qualification. Certificate of Maturity According to statistic data, every year about 120 thousand
provides the right for admission to university and is considered students graduate from the 9th grade in Azerbaijani schools.
the basis for further education. In general, initial vocational The Figure 2 shows education pathways selected by students
12after the 9th class. About 11 thousand students continue their Policy and Strategy in Education and VET
education in IVET institutions and 10 thousand students con-
tinue their education in secondary specialized institutions (col- The following documents are the main policy and strategy doc-
lege). About 84 thousand students continue their education in uments of government for development of education sector in
secondary school and graduate from secondary schools with Azerbaijan:
full secondary education certificate (Certificate of Maturity or A) The “Azerbaijan–2020: The Vision of the Future" Develop-
Matura). About 30 thousand graduates from this level enroll ment Concept,
at higher education institutions, about 4 thousand at IVET, B) The State Strategy on Development of Education in the
about 5.5 thousand at secondary specialized education and Republic of Azerbaijan (24th October 2013),
the rest goes to the labour market without any specialization. C) The Action Plan on the implementation of the National
Around 50-60 % of graduates from secondary education enter Strategy for the Development of Education (19th January
the labour market without any work-specific qualifications, 2015).
male graduates pass military service and look for job possibili-
ties in the labour market. (A) The “Azerbaijan–2020: The Vision of the Future" is a devel-
Educational standards for various levels of education, opment concept of Azerbaijani economy for the next 5 years
including VET are prepared by the Ministry of Education in with defined priorities and goals. The Concept identifies the
line with the Law on Education. The Ministry of Labour and establishment of diverse, efficient and innovation-oriented
Social Protection of Population has developed with technical economy in Azerbaijan as the main goal for development at the
assistance of the World Bank in the last years 275 occupational new stage. The main subject of the development concept is fur-
standards for the country. Unfortunately, these standards are ther development of the non-oil sector, establishment of inno-
not linked to the development of educational standards in VET, vative and competitive national economy, development of
which are currently under development, nor to the different human capital substantiated by the direct interrelations of the
levels of VET qualifications. development dynamics with the human capital and establish-
According to the Law, state educational standards are aggre- ment of an education system complying with international
gate of general norms prepared on the basis of scientific-ped- standards. Growing GDP to reach the level of developed coun-
agogical principles in line with needs of a person, the society tries is the main economic goal of the concept. The concept
and the state, while reflecting single state activities for certain identified the main objectives and priorities in the field of edu-
period of time (not less than 5 years). The standards define con- cation. The main aim of the concept in the education is the
tent, management, material-technical basis, training frame- integration of Azerbaijani education into the World and Euro-
work, infrastructure of education, as well as quality indicators pean environments and increasing the quality of education. The
for trainers, level of skills and knowledge of trainees at each State Strategy and Action Plan for Development of Education
level of education. Relevant state education standards are taken were adopted in line with the Development concept.
as guidance in assessment of performance of education facili-
ties, level of education and attainments of trainees, as well as (B) The State Strategy on Development of Education was
in accreditation and attestation procedures. Based on educa- approved by Presidential Decree in October 2013. State strat-
tional standards, education providers develop their curricula. egy identified five strategic areas for development.
The government has started using learning outcomes widely
in the new education standards and curricula. However, the 1) Establishing education content which is person-oriented
standards cover too many other issues as well, including input and competence-based
criteria, which is controversial with the aim of standards to • Development of educational standards and curricula
focus on outcomes. Learning outcomes are thought to reflect for initial and higher vocational education;
the demand of businesses, individuals and the society for com- • The development of new standards for all levels of edu-
petences, which can be satisfied through various forms of learn- cation;
ing, including non-formal and informal learning. The aim of • Development of curricula for training and retraining
using learning outcomes in the standards is ensuring a common of teachers and staff of educational institutions.
view to various types of competences in order that the world of
work and the world of learning speak the same language. This 2) Forming highly reputable education provider which ensures
serves for comparability and compatibility of qualifications. The effective digestion of the education content through inno-
idea is to give flexibility to learners and deliverers of education vative training methods and technologies which take into
and training in achieving outcomes of learning. In this context account individual features of learners
the identification of criteria only for supply side of learning in • Development of new system to increase the profession-
the standards could usually lead to limitations in acceptance alism of education providers;
of alternative pathways.
13• Development of new wagesystems, which is perfor- (C) The Action Plan on the implementation of the National
mance and result-oriented and provides competitive- Strategy for the Development of Education was approved by
ness on the labour market; Order of the President of the Republic of Azerbaijan on 19th
• Usage of “Internatura” (sov. expression of teacher on January 2015. The action plan identifies strategic targets, twoof
probation) (preparation) system in teacher education; which are in the sphere of VET (Table 1).
• Establishment of a new system of student assessment;
• Creation of inclusive education methodology, which The development of new standards and curricula and building
will reveal talents of students and support those who of new modern vocational training centers and complexes are
need special care. main strategic targets of the action plan for thenext 4-5 years.
3) Forming new education management system which is The previous strategy, which addressed the needs of developing
responsible for results, involves transparent and effective the VET system in Azerbaijan was the State Programme for
regulatory mechanisms, has public and social nature, and Development of Technical Vocational Education and Train-
is based on public-business partnership ing (2007-2012). This programme was adopted in 2007 with
• Modernization of regulation and management in edu- presidential order and was the first state strategic development
cation system in line with international experience; document in VET. Action plan of the programme identified
• Establishment of results-oriented and transparent man- 25 activities for implementation and was implemented by the
agement model at education institutions; MoE. Development of new legislation and regulations and
• Ensuring one year compulsory preschool education; modernization of infrastructure of VET providers was main
• Transition to 12-year general education system with focus of the programme. 19 VET providers in Baku and Ganja
gradual transition to 10 years of compulsory and last 2 cities were modernized with 6.5 million Manats of investment
years of full secondary education; throughout implementation. The State Programme was evalu-
• Development and implementation of the national quali- ated by the European Training Foundation (ETF) after imple-
fications framework; mentation2. The evaluation showed a diverse picture of the
• Establishing public-private business partnership systems results of this programme (ETF, 2014):
in the education system; • The restructuring of 28 state VET schools (20 of them by
• Creation of new information and reporting systems for means of the State programme) makes a positive difference
education quality assurance and management. to the rest of the 108 VET schools;
• Insufficient results in improving the staff capacities in the
4) Establishing education infrastructure which provides mod- VET schools. Many teachers have not been in companies
ern lifelong education for quite some time and it is important that they become
• Establishment of education infrastructure which meets familiar with modern production processes. The current
modern requirements and ensures lifelong education; system of the supply driven courses for teachers by the Azer-
• Establishment of modern-equipped vocational com- baijan Teachers Institute is not successful in meeting the
plexes and centers; specific needs of VET schools and “it is unlikely that a
• Rationalization of education institutions network; move towards a modular based retraining system that is
• Establishment of regional advisory services for voca- outsourced to different providers will actually change that”
tional education and career matters. (ETF, 2014, p.6).
• More autonomy to the VET schools was limited to closer
5) Establishing new financing mechanism which is sustain- cooperation to companies, but not to more financial auton-
able and uses multiple financing sources omy. “There are many examples of closer cooperation with
• Establishing an economically sustainable education enterprises, in particular with larger companies, but these
financing model (gradually bringing education expendi- have been developed through the VET department in the
ture to 5-6 percent of GDP); MoE, rather than through local cooperation” (ETF, 2014,
• Transition to per student-based financing mechanism p.6). Most of these activities are driven by the needs of
of educational institutions (per capita financing); having formal cooperation to bring the students formally
• Establishing the Educational Development Fund in an internship at the end of the VET courses as a formal
formed through non-budgetary resources; condition to deliver the final certification to the students.
• Improving financial motivation of teachers; increasing Many other activities for improving the cooperation with
their annual salary to GDP ratio by 1.8 – 2 times in the economy are conducted without any inter-ministerial
phases, by differentiating on the basis of competence coordination (ETF, 2014, pp. 6-7). It gives a picture of weak
and results. coherence and coordinating with low level of matching to
the needs of the society (communities and companies).
2
ETF (2014), The evaluation of the State programme for the development of technical and vocational
14Table 1: Strategic targets of the National Action Plan
Strategic Targets Measures Necessary Principles for Implementation Imple-
Implementation of the Period (years) menters
Measure
1. Creating content of competency-based personality-oriented education
1.5.1. Development and peer 2015– 2016 MoE3
review of vocational and profes-
sional education standards
1.5. Develop com-
1.5.2. Approval of vocational 2017 CM
petency-based
and professional education
vocational and pro-
standards
fessional educa-
tion standards and 1.5.3. Development of a model 2017–2018 MoE
curricula in accor- curricula for vocational and pro-
dance with the fessional education
requirements of the
1.5.4. Organizing trainings on Approval of national con- 2017– 2019 MoE
society
model curricula for vocational tent standards by the Cabi-
and professional education, cur- net of Ministers, allocation
ricula implementation of funds for the curricula
implementation
4. Creation of modern education infrastructure that ensures lifelong learning
4.4.1. Working out draft state 2015–2016 MoE, ME
program on establishing voca-
tional training centers and com-
plexes
4.4.2. Submission for approval 2016 CM
4.4 Establishing
of the state program on estab-
modern vocational
lishing vocational training cen-
training centers
ters and complexes
and complexes
4.4.3. Implementation of the Approval of the state pro- 2016–2024 MoE, ME
state program on establishing gram on establishing voca-
vocational training centers and tional training centers and
complexes complexes, allocation of
financial means
Law regulation of IVET
Education system and VET are regulated by public documents • Decrees and orders of the President of the Republic of
– laws and regulations at various levels. The most primary leg- Azerbaijan
islative and regulatory documents for VET sector are: • Resolutions and orders of the Cabinet of Ministers
• Constitution of the Republic of Azerbaijan (right to edu- • Normative documents of the Ministry of Education
cation)
• Laws approved by the National Parliament
3
MoE –the Ministry of Education, CM – the Cabinet of Ministers, ME –the Ministry of Economy.
15The right to education of every Azerbaijani citizen is stipulated Education law identifies the state standards and regulations
in article 42 of the Constitution of the Republic of Azerbai- for all levels of education. Section 6 of this document identify
jan pointing out the state’s responsibility for guaranteeing the general education standards for the education.
rights of citizens. Azerbaijani government organizes and regu-
lates the education system.
Article 42. Right to education Article 6. National Standards of Education
I. Every citizen has the right to education. 6.1. National standards of education are a set of com-
II. The state guarantees free obligatory secondary edu- prehensive norms developed in accordance with the sci-
cation. entific and pedagogic principles, meeting the demands
III. The system of education is under the state control. of an individual, the society, and the state. They contain
IV. The state guarantees continuation of education for common state requirements for a certain period of time
most gifted persons irrespective of their financial posi- (not less than 5 years).
tion. 6.2. National standards of education are determined
V. The state establishes minimum educational standards. by taking into account the internationally established
progressive criteria in education, national and univer-
sal values.
Azerbaijani government is in charge of identifying educational 6.3. Development, approval, and effectiveness of national
standards and controlling the education system and ensures standards of education are determined by the respective
favorable conditions for citizens to continue their education. executive authority.
The main legislative document regulating the education system 6.4. National standards of education determine the aca-
is the Law on Education of the Republic of Azerbaijan. This demic content, management, its material, technical, and
legal document regulates all levels of education. Section 20 of teaching foundation, infrastructure, teachers’ quality
this document concerns vocational education. indicators, knowledge, skills, and aptitude of the learn-
ers at each level of education.
6.5. The organization of education is arranged in accord-
Article 20. Initial vocational-professional education ance with respective state standards in all educational
20.1. Initial vocational-professional education is carried institutions.
out in order to train professional labor force in various 6.6. Respective national standards of education are taken
vocations and popular professions based on the basis as the foundation while assessing the operations of an
of general secondary education, in compliance with the educational institution, the quality of education, grad-
labor market demands. uates’ achievements, accreditation and the final attesta-
20.2. Regardless of its form of ownership, initial voca- tion of the graduates.
tional-professional education is provided in professional- 6.7. Special national standards are developed for the edu-
vocational educational institutions and various organi- cation of individuals with physical restrictions.
zations, agencies, labor exchanges, employment offices,
and educational units of other respective organizations,
and concludes with issuance of initial professional degree Legislation of vocational education in Azerbaijan Republic is
to the graduates in respective areas. implemented through the following legal documents:
20.3. Initial vocational-professional education is imple-
mented on the basis of respective educational programs.
20.4. Graduates, who are admitted to initial vocational-
professional education following general secondary edu-
cation, enjoy the right to receive full secondary education
along with the professional major.
education in the Republic of Azerbaijan (2007-2012)
http://www.etf.europa.eu/webatt.nsf/0/2FDC9706347220ADC1257CD700522DB3/$file/Azerbaijan%20TVET%20state%20programme%20evaluation.pdf, 28.04.2016
16Table 2: Primary legislation of VET
Nr. Title in Azerbaijani language Title in English Approving Date/No
Institution
Təhsil haqqında Azerbaycan Education Law of the Parliament 19 June 2009
1
Respublikasının Qanunu Republic of Azerbaijan
İlk peşə-ixtisas təhsili pilləsinin dövlət State standards and pro- Order of the Cabi- 23 April 2010,
2 standartı və proqramı (kurikulum) grams (Curricula) of initial net of Ministers # 77
vocational education
Təhsil müəssisələrinin Regulation of accreditation Order of the Cabi- 28 September
3
akkreditasiyası qaydaları of the education institution net of Ministers 2010, # 167
“İlk peşə-ixtisas təhsili üzrə ixtisasların Ratification of the “Classifi- Order of the Cabi- 31 October 2011,
4 Təsnifatı”nın təsdiq edilməsi haqqında cation of occupations in first net of Ministers # 178
vocational education”
“İlk peşə-ixtisas təhsili müəssisələrinin Ratification of the "Meth- Order of the Cabi- 17 August 2010,
büdcə təminatı normativlərinin odology of calculation of net of Ministers # 150
5 hesablanması metodikası və tətbiq budget norms and operat-
olunma Qaydaları”nın təsdiq edilməsi ing regulation in initial voca-
haqqında tional education school"
Təhsil proqramlarının (kurikulumlarının) Execution term for educa- Order of the Cabi- 3 June 2007,
6
yerinə yetirilməsi müddəti tional programs (curricula). net of Ministers # 104
Təhsil haqqında dövlət sənədlərinin Templates of state docu- Order of the Cabi- 29 April 2010,
7 nümunələri və onların verilməsi ments on education and net of Ministers # 82
Qaydaları rules of their issuance
İlk peşə-ixtisas təhsili müəssisəsinin Sample Charter for Initial Order of the Cabi- 29 December
8 Nümunəvi Nizamnaməsi Vocational Education Insti- net of Ministers 2013, # 359
tution
One of the normative documents important for regulating the The regulatory document (standard) identifies the guidance
education process in the VET area is the document for state in assessment of performance of education facilities, level of
standard and program (curriculum) for initial vocational edu- education and attainments of trainees, in accreditation and
cation level. This document is the summary of general nor- attestation procedures.
mative acts, which have been in effect for the last five years List of specializations for IVET is identified in the “Clas-
and this document applies to all initial vocational education sification of occupations in initial vocational education”. This
institutions functioning within the territory of the Repub- document is developed by the Ministry of Education in coop-
lic of Azerbaijan regardless of their form of subordination, eration with other sector ministries and approved with an
ownership, organizational and legal form. The state standards Order of the Cabinet of Ministers. The document includes
reflected in the present document comprise the followings: 720 occupations in 220 professional areas. Occupations for
• Content of initial vocational education and training agriculture sector are reflected under section III. This section
• Management of initial vocational education and training includes 87 occupations in 20 profession groups (areas) and
• Material-technical resources and training basis of initial 38 occupations related directly to agriculture. Occupations for
vocational education tourism sector are reflected undersection II "Economy, Ser-
• Infrastructure of education vice, Automation and Management". This section includes 55
• Quality indicators of education providers (trainers) occupations in 18 profession groups (areas) and 11 occupations
• Level of knowledge, skills and competences of learners related directly to tourism.
17In addition to the above mentioned main legal documents, a lot • Sector ministries – the Ministry of Economic Development,
of secondary legal documents (regulations) prepared by Min- the Ministry of Agriculture (for the agro-food sector), the
istry of Education are also used in regulating vocational edu- Ministry of Culture and Tourism (for the tourism sector),
cation and training in Azerbaijan. These documents regulate etc.
VET provider's activities. The most important secondary legal • Institute of Education Problems;
documents are the followings: • IVET providers –vocational schools and lyceums.
• Regulation of pedagogical council in VET schools and
lyceums Public authorities in Azerbaijan play a leading role in VET,
• Regulation of internal control in VET schools and lyceums which is hierarchically organized (ETF, 20124), but we see again
• Regulation of organization of internship in VET schools a very complex weave of different governmental actors with a
and lyceums clear need of shared responsibility and governance regulations.
• Regulation of examinations in VET schools and lyceums
• Regulation of final attestation (examination) in VET The Ministry of Education and local government institutions
schools and lyceums (Executive Powers) share managerial control over the VET
system in Azerbaijan. Other Ministries also have jurisdiction
Despite the availability of certain number of legal documents over several vocational education institutions. These include
for regulation of VET in the Republic of Azerbaijan, it is impor- the ministries of Healthcare, Agriculture, Culture and Tour-
tant to adopt a separate law on VET for holistic regulation in ism, Sports and Youth Affairs, Economy, and Labour and
this area. Social Protection of Population. The Ministry of Education
Another important document for the VET sector is the is responsible for VET policy and regulation, school manage-
national qualification framework. The concept of national qual- ment, student enrollment planning, VET content development
ification framework (NQF) had been discussed since 2005 and and approval and certification of learning outcomes. The Min-
new vocational and higher education curricula based on learn- istry of Education is also responsible for accreditation of all
ing outcomes were developed as pilot. The draft AzQF consist- VET institutions.
ent with the Qualifications Framework of the European Higher
Education Area (QF EHEA) and the European Qualifications VET Agency under the Ministry of Education is being estab-
Framework (EQF) for life-long learning (LLL) has been devel- lished as a new government institution regulating VET by Pres-
oped and submitted to the Cabinet of Ministers for approval. idential Decree dated 20 April 2016. The VET Agency will take
Legal regulatory documents in VET in the Republic of Azer- main responsibility areas of the Ministry of Education in the
baijan are developed by the Ministry of Education and the sphere of VET and will be established as a main administra-
Institute of Education Problems and submitted to national tive institution regulating VET. According to the Statute the
government for analysis, approval and implementation. These Agency, it has the following main activity areas:
documents should undergo a number of consultations and dis- 1. Organization of management of IVET providers within
cussions with other related ministries (for instance, the Minis- its own authority (all IVET providers of MoE);
try of Finance, Ministry of Labor and Social Protection of Pop- 2. Organization of accessible, competence and career oriented
ulation, the Ministry of Economic Development, etc.), business vocational education and training;
entities, institutions of vocational education and other relevant 3. Realization of activities for improvement of infrastructure
bodies and organizations. capacity of VET providers;
4. Development and implementation of IVET programme
with employers in the framework of public-private part-
VET regulation institutions nership;
5. Preparation of methodology for reorganization and imple-
Vocational education and training are part of the mainstream mentation of non-formal and informal learning;
education system and are mostly responsibility of various gov- 6. Coordination of international projects and programs in
ernment institutions. The following organizations have shared the field of IVET.
responsibilities regarding initial vocational education and train-
ing in Azerbaijan:
• Ministry of Education (MoE);
• Initial Vocational Education and Training Agency under
the MoE;
• Ministry of Labour and Social Protection (MLSPP),
4
ETF (2012): Good multilevel governance for vocational education and training; http://www.etf.europa.eu/webatt.nsf/0/5C0302B17E20986CC1257C0B0049E331/$
file/Multilevel%20governance%20x%20VET.pdf, 06.04.2016
18Table 3: Responsibility of the different public bodies in VET
Ministry of VET Ministry of Sector Institute of State Training
Education Agency Labour and minis- Educa- Students providers
Social tries tional Admission
Protection of Problems Commission
Population
Labour market analysis x x x x x x
Development of occupa-
x x x x
tional standards
Approval of occupa-
x
tional standards
Development of educa-
x x x x x x
tion standards
Development of cur-
x x x x x
ricula
Approval of education
x x
standards and curricula
Education and training
x x x x x x
provision
Assessment of learning
x x x
outcomes
Validation of learning
x x
outcomes
Certification of learners x x x
Quality assurance of
x x x
training providers
The Institute of Educational Problems is the methodological At the regional level, 86 employment offices and regional
support unit for the education system in Azerbaijan. Its activi- departments of education are operating in the districts (ray-
ties cover all educations levels. Institute develops the stand- ons). 113 VET institutions facing rather different infrastructure
ards for VET and teachers’ training, and the educational cur- conditions and labour market demands deliver IVET.
ricula. There are 250 full-time employed personnel, among The Management and regulation of VET is conducted by
which 16 are engaged in VET. the Ministry of Education in cooperation with other sector
The Ministry of Labour and Social Protection of Popula- ministries. It cooperates with the Ministry of Justice in the
tion conducts studies of the labour market needs on an annual development of respective regulations. The following table
basis with regards to the needs of qualifications of all levels shows the main functions of various government institutions
including VET. The MLSPP is in charge of optimization of in the sphere of regulation of VET.
existing occupational standards and development of new ones.
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