As you know, this year history teachers will be involved in the certification process for the first time. However, there is an important point that stands out in this process: history teachers will take exams not in just one subject, but effectively in two subjects - Azerbaijani history and world history. This is not the same as the examination system applied to teachers of other subjects.
From this perspective, a question arises: could the current approach create additional difficulties for history teachers?
Regarding the topic, the Secretary of the Public Council under the Ministry of Science and Education, English language teacher Günay Əkbərova spoke to AzEdu.az.
She noted that the inclusion of both directions in the exam is logical and justified:
"In the certification model for the history subject, the joint assessment of Azerbaijani history and world history is not a coincidental approach. This decision stems from the essence of the history subject. History is not a collection of isolated facts, but a scientific field built upon a unified timeline and cause-and-effect relationships. Evaluating Azerbaijani history outside of world history, in an isolated manner, would not align with the scientific logic of the subject.
The certification process serves not to check topics covered in a specific class, but to assess the teacher's historical thinking skills, methodological preparedness, and overall competence in the subject. A history teacher must be able to explain events in both national and world historical contexts, draw parallels, and foster a holistic historical perspective in students. From this perspective, the inclusion of both directions in the exam is logical and justified".
The application of a different approach compared to other subjects is also related to the specificity of the subject:
"Structurally, the history subject consists not of several independent fields, but of complementary content blocks. Therefore, drawing direct parallels with subjects like biology, chemistry, or physics would not be appropriate.
As for the exam duration and question distribution, the main principle is balance and adequacy. The assessment model should be structured such that the teacher's knowledge and skills in both directions are measured by the same criteria, and that the focus is on the assimilation of concepts and analytical thinking, rather than factual overload.
I believe that the purpose of this approach is not to create an additional burden for history teachers, but to establish a unified professional standard for the subject. The certification system aims to comprehensively assess the professional profile of a history teacher, and within this framework, the chosen model is justified, consistent, and aligned with the essence of the subject".
