THE PATH TO QUALITY

Azerbaijan's education system is undergoing a period of significant transformation. In connection with the start of the academic year, Minister of Science and Education Emin Amrullayev held a briefing. He noted that the quality of education has been raised to a satisfactory level in recent years and that the impact of several initiatives is already being felt in schools and kindergartens. The goal now is to reach a "good" level. The reforms are aimed at ensuring pupils receive modern knowledge in a safe and comfortable environment, and that educational institutions themselves become centres of opportunity, not merely places for classes.

Safe schools

Among the most significant steps is the renewal of infrastructure. In the coming years, there are plans to build approximately 600 new schools, while more than 400 outdated buildings will be replaced or modernised. This is particularly important for regions where a safe and modern school is a rarity, and pupils dream of spacious classrooms and comfortable conditions.

No less notable is the "School Bus" project, which reduces barriers for children. It is currently being tested in select schools located in areas with heavy road traffic. In Baku and its surrounding territories, the introduction of school buses is planned as part of the state programme for 2025-2030. This initiative, it should be noted, is a powerful tool for promoting regional equality. Route development and pilot projects are already underway, and the initiative will gradually be expanded to new districts.

The reforms also concern the content of education. The minister emphasises the importance of clear and understandable textbooks for history and other subjects. According to him, the language must be adapted so that children can absorb the material easily and with interest, and the school curriculum should stimulate an interest in learning and an understanding of national history.

Last year, rationalisation initiatives were carried out in 147 institutions, aimed at optimising the educational process and increasing the efficiency of resource use.

Special attention is being paid to specialised education. Secondary and specialised education is becoming a vital link between school and university. Amrullayev notes that this allows pupils to form the necessary knowledge and skills, and universities to admit well-prepared students who are ready for further in-depth study. Such an approach ensures a natural continuity between the stages of education and makes the entire process more effective.

Regarding the development of the network of gymnasiums and lyceums, the minister stated that the number of pupils in these institutions has doubled over the last four years. This year, 4,784 pupils were admitted to specialised educational institutions. Currently, there are 39 educational lyceums and gymnasiums operating in the country, and their number is planned to increase in line with the growing needs of the population.

Personnel is everything

The education system is also developing through digitalisation and the modernisation of pedagogical practices. The implementation of new methods, teacher certification, and the professional development of staff are creating a foundation for the long-term improvement of teaching quality. A balance is essential here: reforms must consider the interests of all participants in the process—pupils, parents, and educators.

Azerbaijan is also gradually strengthening its position on the international stage: the country has become one of the leaders in the Caucasus in the global QS university rankings, which reflects not only an increase in metrics but also the efforts to modernise the system as a whole. This helps to build a reputation as an educational country where attention is paid to infrastructure, teaching quality, and the development of new approaches.

Today's changes show that the educational system in Azerbaijan is in a process of dynamic renewal. The reforms are aimed at creating an environment where learning becomes interesting, safe, and modern, and where children acquire knowledge that will be useful in school, at university, and in life.

However, it is important to recognise that the country is already facing a severe shortage of qualified staff and an unsatisfactory quality of teaching—issues that certification alone cannot resolve. The minister notes that even after certification, some teachers "still teach poorly". This means that tests are no substitute for high-quality methodological support, mentorship, and oversight. As an example, one can point to the reduction of Russian-language sectors in schools due to low enrolment and a lack of qualified educators—despite Amrullayev's assertion that closing the Russian sector in Azerbaijan has never been discussed.

Meanwhile, as part of the ministry's personnel policy, 28 school directors and 18 kindergarten heads who failed to cope with their duties have been dismissed.

Thus, without systemic preparation for new requirements, dismissals and fines will only be symptomatic measures. Furthermore, the paid MIG exam (for teacher recruitment) — which increases the "cost of entry" into the teaching profession—could create greater barriers for teachers from low-income regions if certain subsidies and benefits are not provided. It would be more practical to introduce mandatory professional development courses with free access and mentorship from top educators for those who do not pass the standard. The task is not only to filter candidates but also to raise professionalism.

A balance of optimism and caution

The ministry's announced initiatives appear ambitious and, in essence, correctly identify the key problems: infrastructure, access, teacher accountability, and the content of educational materials. Their success depends on implementation: on whether it will be possible to ensure the training and support of teachers, equitable educational funding across regions, and careful handling of ethno-cultural aspects.

In conclusion, it should be noted that the total number of pupils in the new academic year was approximately 1.6 million. Of these, 552,000 children are in primary school (grades 1-4), 796,000 are in general secondary school (grades 5-9), and 246,000 are in upper secondary school (grades 10-11).