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EMERGING HIGHER EDUCATION IN AZERBAIJAN: VARIETIES OF INTERNAL CORRUPTION AND PROPOSED REMEDIES “WHAT WE’RE DOING IS INTELLECTUAL GENOCIDE.” ––VASIF MOVSUMOV, EXECUTIVE DIRECTOR, FUND OF STRUGGLE AGAINST CORRUPTION

Journal Name:

  • Khazar Journal of Humanities and Social Sciences

Publication Year:

  • 2009
Author NameUniversity of Author
Abstract (2. Language): 
While the attention of Azerbaijani stakeholders and concerned outside parties such as European and American universities –– not to mention such august international bodies as UNESCO, the World Bank, and the WTO –– has overwhelmingly been focused on the prevalence of bribery in exchange for grades and to problems associated with student admissions processes and institutional licensure, I identify herein an extensive variety of corrupt practices that persist inside Azerbaijan‟s institutions of post-secondary education. Led by the Ministry of Education and the State Student Admissions Commission, reform initiatives in other areas of higher education have in the past three or four years made slow but significant advances. However, both singly and as a whole internal forms of corruption continue to exert a corrosive influence upon the quality and, ultimately, the value of higher education in Azerbaijan. These practices present obstacles to the necessary progress of Azerbaijani universities and hinder their full integration into the European and world higher education communities. They harm students as well as teachers, psychologically and in many other ways, and inhibit their respective capacities for intellectual growth, professional advancement, and the potential to make valuable contributions to improving the quality of life in Azerbaijan. Consequently, at the most fundamental levels these objectionable practices seriously undermine the country‟s political, economic, and social well-being. In Section 1 I delineate the range of topics to be discussed in this paper. In Section 2 I highlight the experiences of my recent 12-month posting as a Fulbright Scholar in Azerbaijan and throughout the ensuing three years, during which time I have worked closely on numerous aspects of higher education reform with virtually all major stakeholders, internal as well as external. On the basis of this experience, in Section 3 I provide nearly two dozen examples that cover several major areas of concern. Not all of these will be news, but it is likely that some have not heretofore been identified. In Section 4 I offer some thoughts as to specific, concrete ways that these types of malpractice can be reduced in scale and, within a reasonable period of time, eliminated to the point of negligibility. Key among these is strict adherence to the principles and points articulated in the statutes of the Bologna Process –– in particular those that pertain to university autonomy and student rights. Naturally, any successful course of action depends in the first place upon a genuine state commitment to eradicating all forms of corruption. But real change cannot be sustained by a top-down approach merely; students, parents, and families can and ought to play a major role in the accomplishment of reforms, by making known their concerns and collectively imposing their will upon the processes already underway.
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