Interview with the EPA by Jayhun Karamov, deputy director of the State Agency for Peshawar Education:

- What are the main targets for peshawar education? What innovations are expected in the next academic year?

- The most important issue for us in the field of vocational education is the expansion of its coverage and the provision of access to vocational education for more of our citizens. Looking at the figures for the past 5 years, we can see that student enrollment in vocational education institutions has risen by more than 10 per cent each year. This tendency will continue. The Social and Economic Development Strategy of the Republic of Azerbaijan from 2022 to 2026 also includes an increase in vocational education. By 2026, the number of students will increase by about 2021 percent compared with 50. That is, the number of students will reach 28,2022. That is a very big target for us. During the 2023-19 academic year, our student enrollment was 2023,2024. We are currently planning student enrollment for 26-<>. We are in the process of agreeing with relevant institutions. This year, <>,<> seats are allocated.

The second direction is to raise the content and quality of vocational education. We are working on developing more quality content for educators while improving the knowledge and skills of educators. In the last five years, some 5 new educational programs have been developed. For example, there are IT professionals, web designers, electronics professionals, cybersecurity, clothing designers, and other new techniques. A number of new qualifications will also be offered this year. Similarly, for several years we have organized training at home and abroad in order to enhance the knowledge and skills of educators. In the past two years, some 60 of our teachers have been training in turkey. That process will continue this year.

- Does existing infrastructure allow for an increase in the number of students? Some vocational schools were built during the Soviet era and are now very low.

- To increase demand, both physical space and financial technical base need to be updated. Today, if we look at the vocational education system, we can see that there are a total of 95 vocational education institutions in the country. But not all of the opportunity to be equipped with the most modern equipment and provide vocational education in accordance with international standards should not apply. Currently, we have 5 modern vocational schools in Baku, Barbados, 1 in Kebala, and 2 in Yemen, and 1 in Ismailia. At the same time, construction of a number of new facilities has begun. We are preparing for the recent opening of a modern vocational education facility in Galilee. The facility covers agriculture and certain industries. It is the first vocational education institution to have its own animal farm, which will allow students to study modern manufacturing processes. At the same time, a new vocational training facility is under way in Lancashire. This new facility also includes many innovations. For the first time, it will have a hotel complex of its own, along with a traditional dormitory. Given the role of tourism in the Lancashire economy, it will prioritize tourism education.

Additionally, one of the most important aspects of our life in the coming years is the establishment of vocational education in areas liberated from invasion. You are probably informed. Last year, with the participation of the country's leadership, the foundation of a modern vocational education high school was laid in Fuzhou. In this facility, we have again prioritized qualifications in line with economic growth priorities. Both industrial and agricultural skills will be trained, as well as new techniques. For example, we are considering developing a technique for repairing PUAs in Fuzhou. We are developing a drone repair workshops and curriculum. We are also considering offering a number of qualifications in the direction of aviation. And finally, as part of the strategy for the coming years, we are also working towards updating vocational education infrastructure in many of our circuits. By 2026, we plan to complete the reconstruction and maintenance of vocational schools in Cuba, Kazakhstan, Tovuz, and Sumatra. This means that citizens in our country's major cities and districts will have access to quality, modern vocational education.

- There are thousands of people who graduate from high school today who can't find a place in the labour market. Will this not lead to an increase in the number of students in the field of vocational education?

- Education serves the economy. Particularly aimed at vocational education is to make sure that the cadre it grows can find a place in the labour market. A person who is educated in vocational education should be quicker and more flexible to get a job. When planning for admission to vocational education, we first need to study the current situation in the labour market and properly predict which areas of labor will be needed for the coming years.

Furthermore, the situation regarding employment and unemployment should be analyzed. Of course, competitive professions should be offered to the growth of the economy. We get this information from other agencies. The Ministry of Labour and Social Protection has a National Observatory for Education. More and more research on trends from these types of institutions will be presented to us. The first thing we need to do when the proposal is shaped is based on that data. Our main objective is to announce student enrollment there in whatever area the demand is more in. The results of recent years suggest that one area we want to increase in reception, such as tourism. In particular, growth in this area has allowed us to create new techniques for the tourism sector until the start of the coronavirus pandemic. The percentage of people who graduate from these degrees is also high. Almost 60 percent of our students in these fields are employed before the end of the school year. Similarly, there are a number of other techniques that are high in demand. In recent years, there has been a growing need for cooks, craftsmanship, electronics, and communications.

- For many years, the lack of quality of teaching in vocational schools has also diminished interest. What is being done to improve the quality of vocational education? To what extent do the projects being implemented contribute to this process?

- One of the key indicators for measuring the quality of vocational education is the success of graduates in the labor market. In that direction we place great emphasis on partnerships with the private sector. There have been a number of major events in recent years. One is the application of a dual education method. In addition to a vocational training facility, there is already a worker. We have attracted more than 3,1600 students to this model in the last 70 years and have covered nine regions with more than 9 employers. In the last 2 years, we have been implementing other new models in partnership with the private sector. For example, a pension program has been established with Azerbaijan, one of the largest companies in the non-neutral sector. In the last two years, Azerbaijan has awarded 2 monthly scholarships to 26 students. The pension is in a specialty that meets the needs of that company. Five students have already been recruited to the company. Cooperation in the international field is also one of the main priorities. We recently sent 200 of our students to an eight-month experimental program in Germany. They are students of agricultural institutions in Kebala and Barbados. For the first time this year, innovation is also being implemented in funding the vocational education sector. A goat will begin the human finance system. In the first phase, we will ensure that our 5 facilities are funded under this system.

- As you noted, a new funding mechanism will be introduced in vocational schools. What are the benefits?

- There is a widespread mechanism for human finance at all stages of education in the world. Experts determine the costs for each student, and the order is carried out in this form. Until now, the same expenses had been set aside for students without distinction in all vocational education institutions. For example, the same funds were used to prepare a hotel developer. But the cost of making a resourcer is much greater. Because there is a source apparatus, there is a lot of electricity consumption, and more funds are needed for electrodes and other supplies. Or computer technology, accessories and software licenses must be obtained to develop an IT specialist. In this case, for example, it is more expensive to develop a specialist in these techniques than the preparation of a hotel developer. Thus, the new funding mechanism will determine the annual cost of each education, and the allocated funds will also be used in a more productive way. On the other hand, this will allow us to determine which agency is able to produce a better staff and increase inter-enterprise competition in the long term. At the same time, there will be some search for institutions to be able to manage the funds they receive. If an expert can more optimally implement his or her expenses, he or she can both have the resources to improve the well-being of his or her employees and develop his or her own learning process.

- There are graduates who are taught in both higher education institutions and vocational schools. In that case, those who graduate from vocational schools lose to those with the same degree in the labor market. Is there a coordinated work involved in the training of these qualifications? So wouldn't the outcome be more effective if the same degree is taught either in a higher education institution alone or only in a vocational education institution?

- In 2018, the national qualifications framework for lifelong education was approved. There are eight points in this frame. Traditionally, the vocational education system specializes in levels 8 and 3. Level 4 is the first profession, and Level 3 is a technical profession. Beginning in 4, we are also enrolled in a master's degree in technology. Higher education, with its amazing ability to develop in some country, usually in the field of higher learning, has been developed. For example, there are a number of other fields of accounting, cybersecurity, flag technology, and IT that have similar names in higher education. We do not see it as a problem. Because these degrees give students a degree in medicine and enable them to move from one place to another. The same is true in most countries around the world. Tradition is heading for him to make sure that citizens have access to transition at all stages of education. But at the end of the day, who will be successful in the labour market depends on the quality of education that that person receives. The difference between these qualifications in vocational education is that we are doing more practice-oriented work. If you look at the higher education curriculum, you'll see that there are more theories. And we have 2021 per cent of the program practical for the most part. The high-tech vocational program has been implemented in the last three years. There will be 70 graduates from our first pilot program this year. We will monitor the results and will probably assess whether the programs are effective over the next three to five years. We are not worried about having these qualifications at both academic stages. There are numbers across the country that we should actually be worried about.

For example, about 40 percent of those who leave the general education system enter the labour market without qualifications without going to higher, secondary or vocational education. The government provides opportunities for those citizens to enter any stage of education. On the other hand, who will be successful in the labor market will depend on how effectively businesses set up their own business. We try to discuss our programs with employers every year. Any previously taught skill may not be needed two years later. The exceptions are out of order. If there are any innovations in this respect, we apply it in our programs. I don't think you have to be afraid of competition.

- You noted that some techniques are out of order. In recent years, what techniques have been discontinued in vocational training, and what are some of the ways in which new skills have been developed?

- There is a change in the definition of vocational education. We have already prepared a project proposal for this. Once agreed with other government agencies, it will be sent to the Cabinet of Ministers. This includes many new techniques. On the other hand, there are a number of specialties that we no longer take to them as students. For example, he had a casserole degree that was previously very popular. We no longer teach that degree in almost any of our institutions. There are many qualifications whose shape has changed. We are still pursuing a bachelor's degree in fashion. Again, I think there is a growing likelihood that some graduates will be out of line. It is said that up to half of existing qualifications could be out of line over the next 20 years. This is inevitable when the application of automation takes into account the expansion of artificial intelligence capabilities. A few years ago, we had about 200 degrees, but last year we gave only 129 degrees to be accepted.

This is not to say that the tendency will decline. But some techniques are being extracted and new ones are being added. IT is expected to grow in agricultural skills. As you know, ensuring a transition to green energy is one of our country's top priorities. Therefore, from next year, we would like to introduce a technical technique for installing solar energy panels. From many companies, we have received requests for these qualifications. We will probably be developing experts in wind powered turbine maintenance and exploitation in the coming years.

- Various professionals are able to obtain documents under the project of the Quality Insurance Agency (TKTA) in Education. The agency chief also revealed that the document was at the vocational school diploma level. In that case, it is reasonable to conclude that by attending a suitable course, a person can learn what he or she wants in a short time and get a document in that way. Wouldn't this negatively affect the flow of students to vocational schools?

- In fact, if we clarify the matter a little bit, we'll see that they're different. It discusses the recognition of informal and informal skills. A citizen may be able to obtain a master's degree or a bachelor's degree in medicine, but he does not have a government certificate. The main objective of recognition is to recognize the skills of citizens who gain knowledge in these two ways and to reduce the number of unskilled labour forces in the country.

TKTA gives these people a state-of-the-world certificate and a state-of-the-nation sample diploma. When a module is recognized in a particular field, a certificate is issued, and a diploma is presented in several modules. This diploma is equivalent to the first vocational degree. First vocational education is also knowledge and skills to do simple things in a particular profession. And the area where we take the most students is a technical profession. This is for more complicated and more detailed work to be done. That is, the TKTA's diploma is not equal to that of a technical and highly technical profession. We propose certain initiatives to amend the legislation to ensure that there is a minimum education in the relevant areas when an employee is employed. This is particularly true of industries with high risks. Looking at the construction site at the moment, we can see that some companies are hiring without requiring any documentation, from the builder to the boiler. I believe it is risky.

- It was also announced that students who attend technical schools could be given student loans. Have there been discussions about this?

- Already, high-tech professionals can apply for tuition student loans. The legislation allows that to happen. We have made proposals in that direction. Education student loans will also apply to those who are educated at a technical level. This is innovation. We hope that by 2023-2024, students enrolled in vocational education institutions will be able to benefit from these loans.

- Last year, a large number of highly educated people applied for vocational education. What is the landscape like today? In general, how do you appreciate higher education coming to vocational education later?

- I don't think those who come from higher education to vocational education are an indicator of success for education. But as you know, under the Education Act, every citizen has access to one unpaid education at all stages of education. Those who come from higher education are mostly those who want to change their skills. Because they can't find a job in the labor market or have been trained informally in a particular field, then they work in a certain field and want to gain a deeper knowledge. Or they may be required by employers to document the area in which they work. The main goal is to get more citizens to choose a vocational education before they go to higher education. In some countries, 40-50 percent of those in the European education system go to vocational education. And a smaller proportion goes to higher education. And we have that percentage very low. That figure varies between 60 and 8 per cent. This is a serious problem. I think more people will be directed here as the quality of vocational education grows.

- As you know, teachers are certified in universities. In the future, those who work in schools will also be involved in the process. On the one hand, it is calculated to remove educational institutions from low-level standards of knowledge and skills and to attract more educated staff, on the other hand, to provide a transition to a differential wage system. Do specialized teachers and manufacturing professionals working in vocational training institutions also have to be tested with this type of model in the future?

- Compared with the sciences taught in universities, there are plenty of vocational training institutions. Therefore, certification is a larger task and requires greater preparation. In fact, part of our form of success depends on the quality of educators. We have been conducting vocational education institutions in a centralized manner for the past two years to recruit teachers and manufacturing instructors. This trend will continue. Some of our very experienced teachers at many of our institutions have reached the age limit of working. In many cases, the lack of specialists in the regions poses a serious problem in replacing them. Given all of this, we do not have a plan for this year, such as certification and attestation for manufacturing training professionals and specialist teachers. But in the years that followed, I think the use of such tools is a label. We are going to do some work on that and make communications. The best vocational teacher is the ones who I think have some education and at the same time have experience in the industry that once we've been overwhelmed by pedagogical knowledge, we can bring out a good expert. We are considering offering a number of models for attracting skilled craftsmen to the industry.

- Work is being done to accredit educational institutions. When does accreditation begin?

- Currently, two projects are being implemented in the vocational education system with financial support from the European Union. One is a beneficiary of a vocational education. As part of this project, work is being done to establish an internal quality system for the State Agency for Peshawar and our subordinate institutions. Similarly, a project is being undertaken with the Education Quality Insurance Agency for foreign accreditation of vocational education institutions. The objective of the projects is to evaluate the institution itself and determine for itself how compatible it is before there is external quality provision. In the next phase, there will be an accreditation process for external quality assurance. There has been no accreditation of peshawar educational institutions or any program so far. For the first time, an agency is scheduled to be accredited this year.

- Because peshawar education is a practical education, students are very likely to be injured in the teaching process. Are they insured in some form in this respect?

- The law stipulates that students and students should be subject to executive insurance in cases of loss of employment skills as a result of accidents and occupational illnesses during manufacturing experiments and training. The approach here is that if a student is in the field of surgery, his insurance must be provided by the employer, if he is in an educational institution. However, there is currently no student insurance in our vocational education institutions. Or just under certain projects, students who study in the workplace have individual accident insurance. There are gaps in the law in that direction. Currently, manufacturing involves those who have a contract with an executive insurance provider. We see it as a serious problem because it doesn't cover all of our agencies. A number of proposals are being made in this direction. In the coming years, I believe that all students enrolled in vocational education should be insured. In international practice it is the same. For example, all students studying vocational training in Turkey are insured by the government.

- Jayhun Teacher, last year 920 plans for evening groups were allocated at vocational education institutions. What is the level of demand? Is that number to be increased for the next academic year?

- Yes, last year we announced student enrollment for evening groups as a pilot project. However, the number of students attracted was less than we expected. We realized from the results that either the interest in the labour market was not properly evaluated or that the programs did not serve the interests of our working citizens. The opening of evening groups was only on paid grounds and only citizens working were accepted. In that respect, we may not open the evening groups this year. In the coming years, however, it may be offered again after conducting a series of studies in a more systematic form.

- Turkey signed a treaty on cooperation in vocational education. What has been done in the framework of cooperation?

- The protocol signed with Turkey stipulates that two vocational education institutions will be jointly managed. Expert specialized training programs will be approved only in Turkey. Of course, universal science and other fields of endearments established by Azerbaijani law will be taught in the past. Here are four key qualification groups that we choose.

These include the preparation of food and drinks related to Turkish cuisine, hotel and travel services, information technology and textiles. The agreement and approach is that turkey is responsible for the maintenance of workshops in those institutions, and the establishment of a facility and other issues are carried out by Azerbaijan. Work is currently underway at the working level. Hopefully we will soon be able to take admission to that program. The joint programs have a number of components. Education programs should be prepared, books should be translated, and so on. There is a huge improvement in that direction. Currently, certain issues related to the management of schools are agreed.

- As you know, there are bilateral diplomas at the university. Does the offer of a bilateral diploma in peshawar education involve any steps in the direction?

- Students studying at a joint vocational education institution in Turkey-Azerbaijan are awarded diplomas from both Azerbaijan and Turkey. Additionally, research will be carried out on the creation of bilateral diplomacy programs with European Union countries. There is a question of standards compatibility, and even if there are no bilateral degrees, we will increase experimental programs within the framework of international cooperation.

- An audit conducted by the Accounting Palace found flaws in a number of vocational education institutions such as budgetary funds, poor composition of classes, in some cases failing to meet classroom standards, current year's expenses being funded from next year's budget, etc. In this regard, arrangements were made for the restoration of 481,<> dollars (U.S.). What measures are being taken by the agency on flaws detected in experts?

- Many of our vocational education institutions have undergone outside government inspections. The Accounting Palace has also informed the public. Auditors have a specific decision on certain gaps and disorders. Work is under way to enforce that decision. There are both reconstructions that are under way on their reconstruction, while information has already been submitted to law enforcement agencies because serious flaws have been detected at several vocational education institutions. There will be certain investigations in accordance with the requirements of the law.

Photo - Ilkin Nabievi © APA Group