Education In Azerbaijan: A Comprehensive Overview

Azerbaijan's education system has undergone significant changes throughout history, notably during the Soviet era and following independence. The system is currently divided into three main levels: primary school, general secondary school, and full secondary school, followed by higher education or vocational training. The Azerbaijani language is the primary medium of instruction, with English and Russian often taught as second languages. The country has a high literacy rate, and education is compulsory for children between the ages of six and fifteen. Azerbaijan's education system is regulated by the Ministry of Education, which oversees curriculum development and implements structural changes. While the system has retained some elements of the Soviet model, such as state control of educational institutions, it has also embraced international cooperation and initiatives like the Bologna Process to enhance the quality of higher education.

Islamic religious training was a key part of education before the Soviet era

Before the Soviet era, Islamic religious training was a key part of education in Azerbaijan. Children would begin their religious instruction around the age of five, attending madrasahs—education institutions affiliated with mosques. In major cities during the 17th and 18th centuries, madrasahs were established as separate education institutions. However, the religious component of education remained significant.

During this pre-Soviet period, the majority of ethnic Azerbaijani children did not receive any education, and literacy rates were very low, especially among women, who were rarely allowed to attend school. The Azerbaijani literacy rate remained low until the Soviet era, when it rose dramatically.

In the post-Soviet era, Azerbaijan has re-established religious education, which had been banned during Soviet rule. While the country is considered the most secular in the Muslim world, with a relatively small role for Islam in politics and everyday life, the government has enshrined freedom of religion in its constitution.

Literacy rates and education levels improved dramatically during the Soviet era

Before the Soviet era, the Azerbaijani education system placed a heavy emphasis on Islamic training. Children would begin their religious training at around five years old in institutions with close links to mosques. The literacy rate was very low, especially among women, and the majority of children received no education.

During the Soviet era, literacy and average education levels rose dramatically from this low starting point. The Azerbaijani education system was modelled on that of Moscow, with state control of all educational institutions. Literacy rates and education levels increased rapidly, despite two changes in the script—from Arabic to Latin in the 1920s, and from Latin to Cyrillic in the 1930s.

The Soviet Union recognised the importance of an educated population and the development of broad fields of study. The new policy of likbez (liquidation of illiteracy) was introduced, and a new system of universal compulsory education was established for children. In addition, millions of illiterate adults across the country were enrolled in special literacy schools. In the Azerbaijan Soviet Socialist Republic, the women's literacy campaign was largely carried out by members of the Ali Bayramov Club, a women's organisation founded by Azeri Bolshevik women in Baku in 1920. By 1937, the literacy rate was 86% for men and 65% for women, with a total literacy rate of 75%.

Another important aspect of the early campaign for literacy and education was the policy of "indigenisation" (korenizatsiya). This policy, which lasted from the mid-1920s to the late 1930s, promoted the development and use of non-Russian local and regional languages in government, media, and education. This was intended to counter the historical practices of Russification and to ensure that future generations were educated in their native language.

By 1970, according to Soviet data, 100% of males and females (aged nine to forty-nine) were literate.

Azerbaijan has made few structural changes to its education system since independence

Azerbaijan has implemented few structural changes to its education system since gaining independence in 1991. One of the first laws passed by the country's parliament was to adopt a modified-Latin alphabet to replace Cyrillic. The Azerbaijani system has otherwise undergone little structural change.

Initial alterations have included the re-establishment of religious education, banned during the Soviet period, and curriculum changes that have re-emphasised the use of the Azerbaijani language and eliminated ideological content. The education system in Azerbaijan is divided into three main levels: primary school, general secondary school, and full secondary school, followed by higher education or vocational training.

Primary education in Azerbaijan generally begins for students at the age of six and spans the first four years of their schooling. The primary school curriculum emphasizes the importance of reading, writing, and computing, as well as helping students develop basic understandings about society and logical reasoning.

General secondary education is compulsory and covers the fifth through ninth years of schooling and ages 10 to 14. The main objectives of general secondary school include developing proficient writing skills, using oral speech to present ideas and exchange information, strengthening logical thinking abilities, and using modern technologies and communication tools to facilitate learning.

Full secondary education comprises the 10th and 11th years of classes and ages 15 to 16. It is during this stage that students may begin the specialization of their individual educational track. Broad areas of specialization include technical, humanitarian, and natural subjects. Students are also expected to gain proficient communication skills in one or more foreign languages.

The Azerbaijani government has implemented some reforms in recent years, including the introduction of an innovative training programme for teachers called TEMEL (Foundation) and structural reforms to efficiently involve children with disabilities in education.

The Azerbaijani education system is divided into three main levels: primary, general secondary, and full secondary school, followed by higher education or vocational training

Primary education in Azerbaijan typically begins when students are six years old and spans the first four years of their schooling. During this stage, the curriculum focuses on developing foundational skills such as reading, writing, and basic arithmetic. It also aims to foster a basic understanding of societal norms and logical reasoning abilities in young learners. The importance of this foundational level of education cannot be overstated, as it lays the groundwork for a child's academic journey.

Following primary education, students transition into general secondary school, which covers grades five to nine, usually from ages 10 to 14. This phase of education is compulsory in Azerbaijan, ensuring that all children receive a certain level of education. The main objectives of general secondary education include refining writing skills, encouraging oral expression for presenting ideas and exchanging information, strengthening logical thinking capabilities, and incorporating modern technologies and communication tools to enhance learning.

Upon completing general secondary school, students advance to full secondary education, which encompasses grades 10 and 11, typically from ages 15 to 16. This stage is crucial as it marks the beginning of specialisation in a student's educational track. Broad areas of specialisation include technical, humanitarian, and natural subjects. Additionally, students are expected to develop proficient communication skills in one or more foreign languages during this period.

After completing full secondary education, students have the option to pursue higher education at universities, academies, colleges, institutes, or conservatoires, which can be either private or state-run institutions. Alternatively, they may opt for vocational training to acquire specific job-related skills. The Azerbaijani government has implemented reforms to align the country's higher education system with European standards through the Bologna Process, which it joined in 2005.

Azerbaijan joined the Bologna Process in 2005

The Bologna Process is named after the University of Bologna, where the Bologna declaration was signed by education ministers from 29 European countries in 1999. The process was opened to other countries in the European Cultural Convention of the Council of Europe, and Azerbaijan joined in 2005, along with Armenia, Georgia, Moldova and Ukraine.

Since joining the Bologna Process, Azerbaijan has implemented education reforms to meet common European standards. An Action Plan covering the period 2006-2010 was approved for the implementation of the Bologna Declaration, with the process initially being implemented in certain specialties in several higher educational institutions. Now, the process is implemented in all higher education institutions in Azerbaijan.

The main requirement of the Bologna Process is to organise the educational process in accordance with the European credit transfer system, which allows students to continue their education at other institutions of higher learning, and thus increases competitiveness in the labour market.

The Bologna Process has four key elements: degree structure, quality assurance, mobility and social dimension.

In terms of degree structure, Azerbaijan introduced a three-cycle degree system in 1993, with a Bachelor's degree (four years), a Master's degree (two years) and a Doctoral degree. However, the Doctoral degree was not initially reformed, and there is currently no credit system in place for Doctoral degrees. Azerbaijan has yet to abolish the second Soviet doctorate, and there is no other title of Doctor of Science in Europe or the US.

Regarding quality assurance, Azerbaijan has made progress in its quality assurance system, but there is still work to be done to involve students in the process. Students are advised to take part in the governance structure of National QA agencies, and to participate in external review teams and follow-up procedures. However, they must fully participate in the preparation of self-evaluation reports.

Mobility of students is considered another important sign of the successful implementation of the Bologna Process. Student mobility should be understood as the number of incoming and outgoing students, and the internationalisation of higher education institutions through policy documents and strategies. Azerbaijan does not have a formal national strategy for the internationalisation of higher education, and there are no mobility targets for higher education institutions.

Finally, the social dimension of the Bologna Process focuses on equal access to education, developing learning opportunities for socially and physically disadvantaged groups by providing them with aid or counselling services. In Azerbaijan, handicapped students, orphans, people displaced by military conflict, and students whose parents died during the war with Armenia over Nagorno-Karabakh receive scholarships in the form of free study in state higher education institutions. However, the institutions do not have special departments or designated people to provide counselling, psychological help, mentorship and other services.

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