Recently, there have been thoughts about dividing subjects.
Speaking to “AzEdu.az” on the topic, “Young Teacher of the Year”, Azerbaijani language and literature teacher Aliheseyn Yaqubov noted that in developed countries, one teacher teaches only 1st and 2nd grades, while another teaches 3rd and 4th grades:
"I want to share my thoughts on the education system in Azerbaijan based on US and European experience. In foreign countries, the principle of specialization by subjects is applied. For example, in history, separate specialists are trained for each period - ancient, medieval, and modern periods, and teaching is conducted in those directions. In our country, a history teacher has to memorize the entire curriculum. It's true that a teacher passes an exam and specializes, has a worldview, but if they work more on one section, they can teach the lesson more effectively, and this would increase students' access to scientific knowledge.
The same experience exists in primary grades. For example, in developed countries, one teacher teaches only 1st and 2nd grades, while another teaches 3rd and 4th grades. There is no need for one teacher to teach 4 grades at once, as is the case with us. As a result, the teacher does not have to memorize all topics for 4 grades and take on an excessive workload for the certification exam. This kind of excessive workload also negatively affects the teacher's social life and psychological state.
Let's also take the subject of Azerbaijani language and literature. The same teacher dealing with both subjects negatively affects their innovativeness and development. At least two Azerbaijani language and literature teachers in each school can be directed so that one specializes only in Azerbaijani language and the other only in literature.
I'm not even talking about dividing subjects like geography into sections, because that would take a lot of time. But in history, Azerbaijani history and General history, as well as Azerbaijani language and literature, can be separated, and work can be done in the same direction in primary subjects. When I made this proposal once, they told me to experiment myself, but I didn't take the risk. Because if a primary school teacher only teaches 1st and 2nd grades, they won't be able to answer questions from 3rd and 4th grades in the certification exam. There must be a counterpart to the innovation we want to implement. If this is taken into account in the exam and all processes, it will give a great impetus to the development of education."
