Report on the results of the inspections conducted

in 24 schools (translated from Azeri into- 1English)

-

Prepared by Nariman Gahramanli for the Ministry of Education of the Republic of Azerbaijan. 2021
 TABLE OF CONTENTS

1. Introduction ................................................................................................................................................... 3
1.1. Inspection methodology ...................................................................................................................................... 4
1.2. Reporting methodology ....................................................................................................................................... 5

2. Inspection results ....................................................................................................................................................... 6

2.1. Quality of teaching and learning ................................................................................................................. 6
2.2. Quality of assessment ....................................................................................................................................... 7
2.3. Quality of management ................................................................................................................................... 8
2.4. School environment ......................................................................................................................................... 12

3. Recommendations ..................................................................................................................................... 13

-2-
1. Introduction

In order to implement the activity "Conduct of school inspections" included in the "Action Plan of the
Ministry of Education of the Republic of Azerbaijan for 2021", approved by the order No. F-34, dated
05.02.2021 of the education minister, inspections coordinated by the Education Quality Assurance Agency
(hereinafter - EQAA) were conducted in the following 24 schools located in Baku, Sumgayit, Absheron, Ganja,
Mingachevir, Yevlakh, Barda, Jalilabad, Masalli and Lankaran from March 10 to June 7 of the current year:
The inspections covered a total of 39,377 students and 2,582 teachers in 24 schools.

Ranking
School name* City/district
(country)
School 1 1 Sumgayit
School 2 9 Sumgayit
School 3 32 Baku
School 4 47 Baku
School 5 49 Baku
School 6 67 Ganja
School 7 76 Lankaran
School 8 92 Mingachevir
School 9 93 Baku
School 10 123 Baku
School 11 177 Ganja
School 12 294 Barda
School 13 404 Yevlakh
School 14 679 Absheron
School 15 1127 Masalli
School 16 1237 Ganja
School 17 1341 Baku
School 18 1652 Ganja
School 19 1699 Jalilabad
School 20 1721 Baku
School 21 2541 Lankaran
School 22 2688 Ganja
School 23 2974 Masalli
School 24 3522 Jalilabad

* Real names have been concealed in order to maintain confidentiality.

Inspection team
Nariman Gahramanli Head of the team (EQAA, Head of Analytics Department)
Member 1* ---
Member 2* ---
Member 3* ---
Member 4* ---

-3-
 Based on relevant international best practices and research findings, the inspections focused on
assessing key factors influencing teaching and learning. The assessment of these factors affecting the quality
of education, as well as the collection and analysis of data as part of the inspections were carried out in the
following four areas:
1. Quality of teaching and learning;
2. Quality of assessment;
3. Quality of management;
4. School environment.
Various research tools have been used to collect accurate, reliable and impartial data at schools in the
above-mentioned areas:

Tools Coverage

Lesson observations on various subjects were performed in several

478 hours
classes.
The notebooks were reviewed to assess student performance. 229 classes
2034 students
Anonymous surveys were conducted via questionnaires and SMS 1297 parents
notifications electronically. 565 teachers
112 manag. staff
Interviews were conducted with the management staff,
psychologists, heads of the Children's Union Organization, librarians, 250 persons
subject leaders and teachers whose lessons were observed.
Necessary school documents were reviewed. all schools
Infrastructure, including safety and sanitation, was inspected. all schools

Methodology of analysis. The lesson observations for each inspected school were conducted using
special lesson observation sheets grouped according to the relevant criteria. The results obtained were
assessed on a scale of 4 (four) points according to these criteria. Each criterion has been provided with
descriptive text relevant to each score of the scale. In the end, the average numerical value of results of all
lesson observations obtained according to the criteria has been calculated, and the number obtained for each
criterion has been expressed with relevant words. The results of the surveys and interviews were analyzed
together with (in relation to) the results of the lesson observations and other findings.

-4-
 This report is based on a coherent analysis of the data contained in separate reports developed for each of
the inspected 24 schools. The main purpose of the report is to provide an overview of the current state of the quality
of education in the country through the analysis of the inspection results from 24 schools located in various regions
accross the country and ranked at the upper, middle and lower levels, and also give relevant recommendations to
address the problems identified.
The information provided in the report has been grouped under 4 areas mentioned above in accordance
with the inspection methodology. The relevant recommendations by the inspection team are provided at the
end of each section in order to address the specific problems mentioned in that section, and in general, to
improve the quality of teaching and create a healthy school environment.

The explanation of the structure of the sections containing graphs and tables in the report is as follows:

-5-
 2. Inspection results

The overall results of the inspections conducted in 24 schools have been grouped under the headings
“quality of teaching and learning”, “quality of assessment”, “quality of management” and “school environment”.

Based on the results of lesson observations and interviews, we can definitely say that the quality of teaching
and learning at schools is unsatisfactory.

The level of professionalism of teachers and quality of lessons.

According to scientific research, there is a positive correlation between teachers' pedagogical experience and
the quality of teaching, but the opposite was observed while analysing the lesson observations conducted as part
of the inspections and pedagogical staff's Diagnostics Assessment (DA) scores (it should be noted that the average
pedagogical experience of teachers in 24 schools was about 18 years, while their average DA score was about 40).

 One of the main factors influencing the quality of teaching is teachers’ preparation for lessons in advance and
planning daily lessons. According to surveys and interviews conducted in 24 schools, principals and teaching
staff also agree with this statement, but observations show that the teachers come to classes either unprepared
or not prepare as planned.
 Another important factor that affects the quality of the teaching process is setting learning objectives for each
lesson and making them clear to the students at the beginning of the lesson. But, according to our
observations, the vast majority of teachers experience difficulties, lack of proper knowledge or demonstrate
indifference on this matter.
 Teachers use a superficial method of teaching in the classroom: all students in the class are asked questions
of the same level of complexity (mainly easy and medium), which does not allow to identify students with
higher cognitive and learning abilities and help them to develop further.

 There were almost no lessons in schools to develop students' creative, critical and innovative thinking. There
were no discussions that would be interesting for them; not all the students were involved in the learning
process, and special interaction with children with learning disabilities was not observed.

Attitude of students and parents to the learning process.

An analysis of the results of a survey of students (2,034 people) and parents (1,297 people) conducted in
24 schools suggests that their perceptions of the quality of school education are far from reality and quite
contradictory:

 During the surveys, the vast majority of students and parents (appr. 85%) stated that they were satisfied with
the quality of teaching and learning at school. However, the exact opposite was observed during the lesson
observations conducted as part of the inspections.

 Another interesting point is that about half of the students and parents (54%) said that students use private
tutoring services because they did not understand the lessons well or believed that the topics taught at school
needed to be explained in a more detailed fashion.

Our research found out that there is no appropriate (useful) methodological tool in the Azerbaijani language
that could help teachers to conduct formative assessment. Thus, the development of such a tool would be beneficial.

Given the need for professional development of teaching staff in lesson planning, effective lesson organization and
proper conduct of formative assessment, they should be involved with trainings in the relevant fields.
-6-
 Based on the review of the sample documents on in-school assessment (diagnostic, formative and
summative) and students’ work, as well as the results of the lesson observations, we can say that the organization
of in-school assessment process and the use of this tool are unsatisfactory in terms of teaching and learning in
the vast majority of schools.

Organization of in-school assessment. Results

1 School 1 1
 Diagnostic assessment (DA) tool is not used effectively
2 School 7 2
in planning of subjects in schools.
3 School 6 3
 Based on lesson observations, we can say that formative 4 School 11 4
assessment (FA) is not implemented properly in the vast 5 School 12
majority of schools. This, in turn, makes it impossible to School 4
efficiently use this assessment tool in the effective School 9
organization of the learning process. School 8
School 2
 According to the unanimous opinion of the inspection School 3
team, Big Summative Assessment (BSA) in schools is School 21
not organized at a satisfactory level. Moreover, the School 10
analysis of BSA results is not carried out (except for School 13
“School 1” and “School 4”). School 14
School 5
 Despite the above-mentioned, the majority of parents
School 16
surveyed (81%) believe that the assessment is organized
School 17
fairly and their results are evaluated correctly in the
School 18
schools where their children are educated.
School 19
School 20
School 22
School 23
School 24
School 15

Effective use of
assessment tools

BSA content quality

Conduct of BSA
according to the rules
Not satisfactory Satisfactory

Although in-school assessment is a useful tool designed to effectively build the teaching process, to track students'
learning and development, and encourage them to work harder and even more purposefully, pedagogical staff do not have
sufficient knowledge and skills in this field, and thus, they should be involved with relevant trainings.
The assessment content should be developed in accordance with relevant content standards in order to obtain more
accurate information about students' strengths and weaknesses, and assessment results should be analyzed by the
management and teaching staff.
There is a strong need to update (improve) in-school assessment rules. At the same time, the development of a sound
methodological toolkit on in-school assessment would prove quite useful in this area.

-7-
 Interviews with the principals and teaching staff of 24 schools, examination of documents related to the school
teaching process, and observations of the inspection team revealed that, in general, the quality of school
management is unsatisfactory.

Organization of documentation. Results

School 1
 A review of necessary educational and pedagogical School 7
documents (class registers, "a record of school orders", School 2
lesson observation plans of the management, "protocol School 3
register of the school pedagogical council", "records of School 4

missed and replaced lessons", etc.) conducted as part of School 9

the inspection revealed that the activities in the field of School 8

documentation in schools were unsatisfactory. School 10

School 16
School 6
 The activities to set any measurable goals, to make School 21
plans, to implement targeted activities and develop an School 11
appropriate action plan to improve performance in School 13
schools is unsatisfactory. School 12
School 5

 The planning of annual activities in schools is School 14

School 17
conducted merely for the sake of formality, and their
School 18
action plans are often a duplication of previous years.
School 19
Thus, these plans are almost identical to the plans
School 20
provided to them as a template by the relevant local
School 22
education authorities. School 23
School 24
School 15
Number of schools

Satisfactory Partially Not satisfactory

Satisfactory Partially Not satisfactory satisfactory
satisfactory

In order to ensure the sole and correct documentation procedure in schools, written and video instructions should
be developed and communicated accordingly.
It is important to develop training content for school management on how to develop an effective action plan and
to educate school management teams through such trainings.
The action plan of each school should be realistically based on measurable targets, and school management should
monitor the compliance with the action plan on a monthly basis.
-8-
 Organization of discipline. Results
School 1
 According to the inspection team, the organization School 7
of discipline in schools is generally unsatisfactory. School 2
School 3
 Schools do not keep accurate records of absences School 4
and tardiness, do not set goals to reduce such cases, School 9
and do not implement systematic procedures, rules School 8
and activities. School 12
School 21
 No rules and procedures governing student School 6
behavior were found in the vast majority of schools School 10
during the inspections. School 11
School 13
 The inspections revealed that a total of 30,266 hours School 5
of classes were missed in 24 schools in September- School 14
February of the 2019/2020 academic year, of which 1,026 School 15
hours were not replaced. School 16
School 17
It should be particularly noted that the inspection
School 18
team has serious concerns about the accuracy of
School 19
registration of absenteeism in the inspected schools.
School 20
Thus, the number of this kind of hours was found to be School 22
higher in schools with relatively good quality of School 23
education than in others among the 24 schools. School 24

13
Number of schools

6
5

Satisfactory
Qənaətbəxşdir Partially
Qismən Not satisfactory
Qənaətbəxş Satisfactory
Qənaətbəxşdir Partially
Qismən Not satisfactory
Qənaətbəxş
satisfactory
qənaətbəxşdir deyil satisfactory
qənaətbəxşdir deyil

School and classroom behavior rules should be developed to improve student discipline in schools. The rules
should be simple, clear and concise, explained in detail to students in the first week of the academic year and a
committee should be established to monitor its implementation. Along with the management and teaching staff, the
Parent Committee and active students are also recommended to be involved in the development of the rules.
Research shows that the time spent on teaching and learning at school is one of the main factors affecting the
quality of teaching. In this regard, the relevant education authorities should exercise special control over the number
of classes missed in schools and the proper (in accordance with the relevant instructions) registration of absenteeism.

-9-
 Assurance of the teaching quality. Results
1 School 1 1
 According to the unanimous opinion of the inspection
2 School 7 2
team, the control over the quality of education by the
School 2 3
management team in schools is unsatisfactory.
School 3

 Schools do not analyze the assessment results of School 4

students in order to measure students' knowledge of School 9

the topic, or even if they are analyzed the process is not School 8
planned and sustainable. School 5
School 11
 The activities of subject leaders are merely formal, and School 6
therefore are insufficient to have a positive impact on School 10
the quality of teaching. School 12
School 13
 The management staff in the vast majority of schools do
School 14
not carry out lesson observations and even if it is carried
School 15
out, it is not clear on what purpose and on what criteria
School 16
it is done. In addition, no analysis of lesson observations
School 17
is performed (a similar situation applies to peer lesson
School 18
observations).
School 19
School 20
 According to the observation and interviews conducted
School 22
by the inspection team, there are serious problems in
School 23
the teaching of the Azerbaijani language in the Russian
School 24
sectors of all schools.
School 21

Satisfactory Satisfactory

Partially Partially
satisfactory satisfactory

Not satisfactory Not satisfactory

Subject leaders, who are considered a middle management and are supposed to play an important role in this
regard based on international best practice, should be closely involved in improving the quality of teaching and
monitoring this process.
The development of training content based on the nature of lesson observations, on the analysis of their results
and on ways how to conduct lesson observation, and the involvement of school management in such trainings can
be very helpful to organize this work properly.
It is recommended that school principals and their deputies be seriously involved in lesson observation
activities in order to more systematically and consistently monitor the quality of lessons in schools. It is also
recommended that competent school teachers be involved in this process.
Given the serious problems in the teaching of the Azerbaijani language in the Russian sectors, it is
recommended that the school management organize more strict control in this direction starting from the lower
grades and communicate properly with parents.

- 10 -
 Professional development of management and teaching staff.

According to the unanimous opinion of the inspection team, the professionalism of the management and
teaching staff in most of the 24 schools is unsatisfactory in terms of improving the quality of education, and there
is a serious need for training in this area:

 The school management in most schools is not interested in taking the necessary steps for the professional
development of teachers;
 Based on the results of interviews and lesson observations, it has been concluded that the trainings
conducted by the relevant responsible body of the Ministry of Education for the professional development
of teachers were ineffective;
 It was obseved that school management, including subject leaders, possess limited experience, skills and
competencies to improve the quality of teaching.
 The observations by the inspection team cast serious doubt on the effectiveness of the trainings conducted
for the teaching staff.

The school management should identify the training needs of teachers (especially through the lesson observation
tool) and apply to the responsible body through local education management authority in order to organize trainings
on this issue.
It is necessary to revise the existing rules and procedures in order to organize trainings for teaching staff, to
identify training needs and training topics.
In addition to the teaching staff, ARTI (the Institute of Education of the Republic of Azerbaijan) should develop a
more advanced, up-to-date training program and trainers for the professional development of school management
and subject leaders, and organize trainings covering all regions of the country.
It is recommended to establish a training quality control mechanism to measure the effectiveness (quality and
outcome) of the trainings conducted by ARTI and to identify emerging training needs.

- 11 -
 Creating a healthy and safe environment at school is much dependant on the proper school-teacher-student-
parent relationships. Although most elements of a healthy school environment were observed in most of the schools
inspected, certain shortcomings were identified, too.

Resources and infrastructure. Results

School 1
 Although the resources and infrastructure in 24 School 2
schools can generally be considered partially School 7
satisfactory, some schools (names are listed in the School 3
table) are in dire need of renovations, especially their School 11
bathrooms. School 9
School 8
Thoughts on the school environment.
School 12
School 23
 During the surveys students, parents and teachers
School 18
expressed their satisfaction with the student behavior
School 10
at school, school-student-parent relations, the
School 4
school's health and safety situation, and the school
School 22
environment in general. School 17
School 20
 Based on focus group interviews with school
School 16
management teams and with parents in some School 6
schools, the inspection team concluded that parents School 14
almost do not get involved in the teaching process School 15
appropriately. School 21
School 19
School 5
School 13
School 24

12
11

9
Number of schools

6 6

Satisfactory Partially Not satisfactory Partially

Satisfactory Not satisfactory
satisfactory satisfactory

The Construction and Procurement Department of the MoE is recommended to inspect the schools mentioned in
this report as being in need of renovation and take appropriate measures to renovate them.
In order to establish effective work with parents, it is recommended that schools develop an additional annual
action plan based on specific goals and implement appropriate measures in accordance with this plan. It would be useful
for the persons responsible for this activity to be involved in trainings in order to improve their knowledge and skills.

- 12 -
3. Recommendations

The recommendations provided in the various sections of the report are grouped into four areas:

Quality of teaching and learning

Our research found out that there is no appropriate (useful) methodological tool in the Azerbaijani
language that could help teachers to conduct formative assessment. Thus, the development of such a
tool would be beneficial.
Given the need for professional development of teaching staff in lesson planning, effective lesson
organization and proper conduct of formative assessment, they should be involved with trainings in
the relevant fields.

Quality of assessment

Although in-school assessment is a useful tool designed to effectively build the teaching process, to
track students' learning and development, and encourage them to work harder and even more
purposefully, pedagogical staff do not have sufficient knowledge and skills in this field, and thus, they
should be involved with relevant trainings.

The assessment content should be developed in accordance with relevant content standards in order
to obtain more accurate information about students' strengths and weaknesses, and assessment results
should be analyzed by the management and teaching staff.

There is a strong need to update (improve) in-school assessment rules. At the same time, the
development of a sound methodological toolkit on in-school assessment would prove quite useful
in this area.

Quality of management

In order to ensure the sole and correct documentation procedure in schools, written and video
instructions should be developed and communicated accordingly.

It is important to develop training content for school management on how to develop an effective
action plan and to educate school management teams through such trainings.
The action plan of each school should be realistically based on measurable targets, and school
management should monitor the compliance with the action plan on a monthly basis.

School and classroom behavior rules should be developed to improve student discipline in schools.
The rules should be simple, clear and concise, explained in detail to students in the first week of the
academic year and a committee should be established to monitor its implementation. Along with the
management and teaching staff, the Parent Committee and active students are also recommended
to be involved in the development of the rules.
Research shows that the time spent on teaching and learning at school is one of the main factors
affecting the quality of teaching. In this regard, the relevant education authorities should exercise
special control over the number of classes missed in schools and the proper (in accordance with the
relevant instructions) registration of absenteeism.

- 13 -
Subject leaders, who are considered a middle management and are supposed to play an important
role in this regard based on international best practice, should be closely involved in improving the
quality of teaching and monitoring this process.
The development of training content based on the nature of lesson observations, on the analysis of
their results and on ways how to conduct lesson observation, and the involvement of school
management in such trainings can be very helpful to organize this work properly.
It is recommended that school principals and their deputies be seriously involved in lesson
observation activities in order to more systematically and consistently monitor the quality of lessons
in schools. It is also recommended that competent school teachers be involved in this process.

Given the serious problems in the teaching of the Azerbaijani language in the Russian sectors, it is
recommended that the school management organize more strict control in this direction starting
from the lower grades and communicate properly with parents.

The school management should identify the training needs of teachers (especially through the lesson
observation tool) and apply to the responsible body through local education management authority
in order to organize trainings on this issue.

It is necessary to revise the existing rules and procedures in order to organize trainings for teaching
staff, to identify training needs and training topics.

In addition to the teaching staff, ARTI (the Institute of Education of the Republic of Azerbaijan) should
develop a more advanced, up-to-date training program and trainers for the professional
development of school management and subject leaders, and organize trainings covering all regions
of the country.
It is recommended to establish a training quality control mechanism to measure the effectiveness
(quality and outcome) of the trainings conducted by ARTI and to identify emerging training needs.

School environment

The Construction and Procurement Department of the MoE is recommended to inspects the schools
mentioned in this report as being in need of renovation and take appropriate measures to renovate
them.
In order to establish effective work with parents, it is recommended that schools develop an
additional annual action plan based on specific goals and implement appropriate measures in
accordance with this plan. It would be useful for the persons responsible for this activity to be involved
in trainings in order to improve their knowledge and skills.

- 14 -
Az1060, Baku, Azerbaijan
G.Garaev avenue 2B
Phone: (+99412) 599-11-55
E-mail: info@tkta.edu.az
Web: www.tkta.edu.az

- 15 -