Pedagogy (pèd-e-go´jê) literally means the art and science of educating children and

often is used as a synonym for teaching. More accurately, pedagogy embodies teacher-focused
education.

 In the pedagogic model, teachers assume responsibility for making decisions about
what will be learned, how it will be learned, and when it will be learned. Teachers direct
learning.
 The great teachers of ancient times, from Confucius to Plato, didn't pursue such
authoritarian techniques. Major differences exist between what we know of the great
teachers' styles, yet they all saw learning as a process of active inquiry, not passive
reception. Considering this, it is surprising that teacher-focused learning later came to
dominate formal education.
 One explanation for the teacher-focused approach goes back to the Calvinists who
believed wisdom was evil. They espoused that adults direct, control, and ultimately limit
children's lear-ning to keep them innocent.
 Another theory maintains that seventh century schools, organized to prepare young boys
for the priesthood, found indoctrination an effective approach to instill beliefs, faith, and
ritual.
 John Dewey believed formal schooling was falling short of its potential. Dewey
emphasized learning through various activities rather than traditional teacher-focused
curriculum.

 He believed children
learned more from
guided experience
than authoritarian
instruction. He held
that learning is life
not just preparation
for life.
 Unfortunately, only some of Dewey's and Lindeman's theories seeped into modern
classrooms for children or adults. A century after Dewey proposed learner-focused edu-
cation, most formal education still focuses on the teacher.
As a result, many learners leave school having lost interest in learning. Even good-intentioned
educa-tors can squelch naturally inquisitive instincts by controlling the learning environment. By
adult-hood, some people view learning as a chore and a burden.
Andragogy
 In an attempt to formulate a comprehensive adult learning theory, Malcolm Knowles, in
1973, published the book The Adult Learner: A Neglected Species. Building on the
earlier work of Lindeman, Knowles asserted that adults require certain conditions to
learn. He borrowed the term andragogy (and-rè-go´jê) to define and explain the
conditions.
 A. F. Lange claimed that the purpose of education should be to produce rational, cultured
citizens. The question was how to produce such citizens. Lange tried to show that turning
to both the history of education and the history of pedagogy would throw light on this
question of means.
 The history of education would help us under-stand the way in which social, cultural and
politi-cal conditions interact to affect the kind of educa-tion that occurs in a parti-cular
historical context (Lange 1855).
  It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
---

Albert Einstein
THE EDUCATION SYSTEM IN AZERBAIJAN
Statistics & General Overview
Azerbaijan's educational system includes approximately:
 1,650 kindergartens, 4,600 primary and secondary schools, 180 technical lyceums, 61
colleges, 53 institutions of higher education.
 About 200,000 professors, teachers, and lecturers are involved in education.13,000 of
them at universities, about 1,000 university educators have earned highest degree, Doctor
of Science , and more than 6,000 of them have earned their Doctor of Philosophy
(Doctorate Degree).
 There are approximately 108,000 children enrolled in kindergarten, 1.367 million in
primary and secondary school, about 100,000 college and technical lyceum students and
140,000 university students.
 Secondary education is compulsory and is guaranteed by the state.
 The state also ensures free higher education on the university level for talented young
people.
 Universities currently train students in 270 fields, though the potential exists to offer
education in about 360 fields .
 Educational diplomas from Azerbaijan are recognized in more than 50 countries.
Some Historical Facts
 Azerbaijan did not appear to show a lot of interest for education in the beginning of the
20th century. In 1917 only 10% of its inhabitants could read and write.
 In the beginning of the twenties, after the Soviet Union took control of the country a
school building program was started, as the Soviet Union valued education.
 In 1959 elementary education was free and obligatory.
 In 1966 universal secondary education was introduced as well as the Russian language
 The conflict in the late 1980s and early 1990s damaged the education system in
Azerbaijan. 616 general education schools reportedly were captured and destroyed by
Armenian forces. This led to the displacement of over 100,000 pupils and 10,000
educational staff members, according to the government of Azerbaijan, with 85,000
displaced children served by 707 schools established in the densest areas of refugee and
IDP concentrations.

STRUCTURE OF EDUCATION SYSTEM

PRE-HIGHER EDUCATION:
 Primary education: (in this stage students in each class are taught by a teacher who
progresses with them each year up through the four primary grades)
 Length of program in years: 4 (age level from: 6 to: 10)
 Basic Education: (main education)
 Length of program in years: 5 (age level from: 10 to: 15)
 Certificate/diploma awarded: Certificate of Primary Education
 Secondary Education: (students receive their final two years of state-provided schooling)
 Type of school providing this education: High School
 Length of program in years: 2 (age level from: 15 to: 17)
 Certificate/diploma awarded: Certificate of General Education
GRADING SYSTEM
 Usual grading system in secondary school:
 Full Description: 1-5:
• 5- excellent;
• 4- good;
• 3- pass;
• 2- unsatisfactory;
• 1- totally unsatisfactory

• Highest on scale: 5
• Pass/fail level: 3
• Lowest on scale: 1
Curriculum Development
• Began in 1999 (With the World Bank's Education Reform Project)
 Includes:
• New textbooks- improved and more responsive for children
• New teaching methods- transition from passive learning to active, more student-
focused,more attention to the skills than learning facts.
HIGHER EDUCATION
• Education in Azerbaijan before the Soviet rule
• Higher Education in Soviet Azerbaijan
• Higher Education in Azerbaijan after Gaining Independence
• European Higher Education Area and Azerbaijan
 Types of higher education institutions:
• University
• Academy
• Institute
• College
• Conservatoire
Three-tiered education
University level first stage: Bachelor’s degree (4 -5 years) - During this period, students may
study the Humanities and Natural Sciences as well as the basis of the chosen specialty. They get
The Diploma of Specialist in the end
University level second stage: Master’s degree (1.5-2 years) - Students acquire in-depth
knowledge and professional training in the Humanities and in Natural Sciences
University level third stage: Doctoral degree (PhD) (2-3 years)
Bologna System
In 1992, Milli Meclis (the parliament) of Azerbaijan passed the Law on Education, which
constituted a legal basis for the establishment of the two-cycle higher education system in
Azerbaijan, namely the system composed of bachelor and master degree studies. Later on all
higher education institutions and programs in Azerbaijan, with few exceptions (for medical
studies and the like), adopted this system.
Framework:
The basic framework adopted is of three cycles of higher education qualification. Students study
courses which have certain credit value and they receive a corresponding number of credits for
each course they pass.
European Credit Transfer and Accumulation System (ECTS)
1st cycle: typically 180−240 ECTS credits, usually awarding a Bachelor's degree.
• 2nd cycle: typically 90−120 ECTS credits (a minimum of 60 on 2nd-cycle level) Usually
awarding a Master's degree
• 3rd cycle: Doctoral degree. No ECTS range given.

One academic year corresponds to 60 ECTS-credits that are equivalent to 1,500-1,800 hours of
study.
Questions
1. Why our scientists and scholars have not been able to keep current with literature in their
respective fields nearly 6 years?
2. What are the differences between “one-tiered” & “three-tiered” educational system?
3. What do students acquire during I (Bachelor) & II (Master) period?

1. The material basis isn’t enough because:

a) Not all books reprinted in Latin
b) Books haven’t been developed for a three-level educational system

2. Why importing educational equipments was easier in Soviet times?

a) The Soviet Union has strong links for that
b) Azerbaijan had enterprises at that times

3. Unless many books aren’t reprinted in Latin:

a) There will be great loss of resources
b) It becomes harder for older generation to get Latin
What is education?
The word education is derived from educare (Latin) "bring up", which is related to educere
"bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".
What is Education?
Natural learning environments inspire a burning desire to learn, the key to a productive lifestyle.
What is education; knowledge in basic skills, academics, technical, discipline, citizenship or is it
something else?
Our society says only academic basics are important and that is based on collecting knowledge
without understanding its value.
How about the processing of knowledge, using inspiration, visionary ambitions, creativity, risk,
ability to bounce back from failure, motivation? Most education institutions don’t consider these
skills. These skills are associated with understanding the value of knowledge. There is a huge
disconnected gap and this is a problem for high school students in particular.
Education refers to the process of learning and acquiring information. Education can be divided
into two main types: formal learning through an institution such as a school and self-taught
learning or what is often termed life experience.
Generally, education is important for learning basic life skills, as well as learning advanced
skills that can make a person more attractive in the job market.
It is possible for man to educate himself without help or support from others. In fact, when we
learn the art of self-education (learning how to learn versus how to be taught) we will find, if not
create, opportunity to find success beyond our wildest dreams. Self-educated people are not
dependent on others for knowledge. If they need a specialized skill, they know how to acquire it
without dependence on authority.

Three things mark out education: the intention to foster learning; a concern with environment;
and certain values
Intention. Sometimes, such as when teaching in a classroom, we may have a detailed idea about
what we are trying to achieve. We might even have written down a lesson plan with some
objectives. We may have a script and a syllabus - we know there are certain things about which
we need to talk and things we wish to teach. However, a lot of the time we may not have such a
clear idea of where things are headed. All we have is a picture of the general direction that we
want to go in. However, we set out to foster learning - and this intention is a key characteristic of
education.
Environment. John Dewey made the point that we are not able to plug directly into another
person's brain. ‘We never educate directly, but indirectly by means of the environment’. He
continued, ‘Whether we permit chance environments to do the work, or whether we design
environments for the purpose makes a great difference’.
The physical environment - the shape of the room, the way chairs are laid out, lighting and
heating will influence the way we feel and think about the activities we are engaged in. In turn,
our social relationships will affect the way we view these things.

Commitment. Educators do not act in a value free way. In our view, for something to be called
'education', whether it takes place in the classroom or the canteen, it must be informed by certain
values.
There is a dividing line between education and indoctrination. Education, unlike the latter,
embraces a commitment to:

• Respect for persons

• The promotion of well-being.
• Truth.
• Democracy.
• Fairness and equality.
These values should inform both the content of conversations and encounters, as well as our
behaviour and relationships as educators. Julius Nyerere once summed these concerns up when
he talked of the purpose of education as being the liberation of humans from the restraints and
limitations of ignorance and dependency. ‘Nothing else can be properly called education.
Teaching which induces a slave mentality or a sense of impotence is not education at all - it is an
attack on the minds of men’.
 METHODOLOGY
There are three main types of reading activities: pre reading, while-reading, post-reading.
Pre-reading ---- these precede presentation of the text. If there are key words in the text, they can
be taught through the pre- reading activity. Pre-reading questions should be related to the text.
Their aim is to give students a hint of the text they are going to read. Teachers can prepare pre-
reading questions for the reading materials taken from their textbooks.
It is important to introduce the theme of the text before we ask students to read it. This serves
two purposes:
• to help students in their reading, by giving them some idea what to expect;
• to increase their interest and to make them want to read;
A teacher can use her own additional pre-reading activities: a class discussion, Think-Pair-Share
or role play about the theme, show them illustrations or pictures that go with the story ,etc.
While-reading – tasks might be different depending on the aim of the lesson. A teacher can give
students scrambled sentences or sections of the text and ask them to reassemble them to form a
coherent text. Using true-false questions to check comprehension, filling in the gaps are also a
while reading activities– After students have understood the general meaning of the text a
teacher goes through the text again, checking detailed comprehension and also focusing on
important new vocabulary
Post-reading - Students can be asked to create a story chart or character graph after
brainstorming the components of the story and/ or qualities of the characters. It can be writing
and speaking activity whereby learners use general ideas from the text, “give your views on”
(GYVO)
1 Text organization To read a passage quickly in order to give a title, to grasp
a main idea;
2 Skimming To read a passage to find facts, to complete detailed
comprehension (vocabulary, details ),
to transfer information
3 Passage completion To read a passage to guess the words, synonyms,
antonyms;
4 Scanning Making guesses about the meaning of words by looking at
the surrounding words or situations;
5 Meaning from context Inserting back the sentences or paragraphs back into the
text, re-order the scrambled pieces of the text;
6 Inferring Finishing a reading passage , predicting a logical
or suitable conclusion based on a through understanding
of the text
LEARNING OUTCOMES
By the end of this session participants will be able to:
• distinguish the different components involved in lesson plans
• establish advantages of lesson planning
• apply lesson components to this session
KEY CONCEPTS
• Components
• procedure
• anticipated problems
• class profile
• timetable fit
• assumptions
• Aims
• Variety
 • Timing
• materials and resources

• Class profile Age, level and gender of the learners. How many there are, their strengths
and weaknesses. Any problems with individual students, class dynamics, - who does and
doesn’t work well together.
• Timetable fit How the lesson fits into the syllabus – what the class have studied recently
– how it links back and forwards.

• Aims What learners will be able to do by the end of the lesson that they couldn’t do at the
start.
• Assumptions What linguistic knowledge, skills, etc, learners will be able to bring to the
lesson.
• Anticipated problems and solutions Items learners may have difficulties with, or be
unsure about. Issues for teachers, such as classroom management etc. How the teacher
will deal with these.
• Materials and resources What the teacher will use to support learning aims, e.g. pictures,
games, tapes, DVDs etc.
• Procedure The lesson plan stages the teacher will follow, e.g., lead-in, speaking practice
etc.
• EvaluationThe teacher’s thoughts about the lesson after he/she has taught it. E.g. What
went well? What would the teacher do differently if he/she taught the lesson again?
Why plan?
• Helps teachers to think through what learners will achieve in the lesson
• Provides a framework for organizing ideas, methodology, materials etc
• Helps teachers to know where they are going and how they are going to get there
• Helps make the lesson coherent
• Avoids over-domination of coursebooks
• Demonstrates to learners that teacher knows what s/he is doing
• Being prepared boosts teacher confidence
• Helps to identify any problems or difficulties which may arise during the lesson
• Helps teachers to adapt to different classes
• Developmental – a learning document for teachers to reflect on after the lesson
• Helps to identify the kinds of activities and materials to include to achieve aims
• A plan can link the lesson explicitly to syllabus objectives
Module 1 - Speaking
LEARNING OUTCOMES
 By the end of this session YOU will be able to:
 explain key concepts in oral communication
 discuss issues concerning accuracy and fluency in speaking practice
KEY CONCEPTS
 Fluency
 Productive skill
 intonation
 accuracy
 appropriacy
 Interaction
 Inference (of attitude, feeling, mood)
 body language
 connected speech
Which of these skills is receptive or productive
  Reading
 Writing
 Listening
 Speaking
Appropriacy
 Using a level of formality when speaking or writing which suits the situation and
audience.
Connected speech
 Spoken language in which words are joined to form a connected stream of sounds.
Features include: contractions, linkage, vowel shortening in unstressed words, dropped
sounds, etc.
Accuracy
 Using the correct form of the language. In other words, not making any grammatical or
phonological mistakes.
Fluency
 The ability to speak confidently at a normal speed without overuse of ‘thinking pauses’,
hesitation devices and false starts.
Body language
 Using gestures and facial expressions to reinforce what we say with words.
Interaction
 This is two way communication using language and body language to keep our listener
involved in what we are saying and to check that they understand what we mean.
Inference (of attitude, feeling, mood)
 To decide how a speaker feels about something from the way that they speak rather than
from what they actually say or the words they use.
 Accuracy and fluency are important distinctions, but the teacher’s reasons for using
speaking activities with students may often incorporate elements of both concepts.