Azerbaijan education Compulsory Education

Textbooks—Curriculum Development
With the World Bank's Education Reform Project begun in 1999, special attention was directed toward revising and improving Azerbaijani textbooks and the curricula used in Azerbaijani schools. As already indicated, significant problems existed with the textbook situation in the 1990s.
Textbooks were neither sufficiently plentiful nor of adequate quality to provide students with the necessary instruction in subjects that would have direct applicability in their lives, nor were students given the type of instruction that would enable them to transfer school learning to everyday situations or to competently solve problems in the real world. For this reason, the World Bank education project concentrated heavily on developing new norms for the production and improvement of texts and curricula in the country. A leftover from the Soviet era, two state-sponsored publishing houses essentially had complete control over the production of texts, a situation that demanded reform so that teaching materials could be made more responsive to the needs of contemporary Azerbaijani students preparing for jobs in a globalizing labor market no longer dominated by the Soviet-style centralized economy of the past.

Curriculum—Development
The teaching style in Azerbaijan emphasizes passive learning and generally speaking is not adequately individualized to the needs of each student. Although in some schools, administrators and teachers were ready to implement a more student-focused and active-learning style of teaching by the late 1990s, a lack of appropriate resources on contemporary teaching methods hindered progress in updating teaching methodology in the country. Emphasis during the Soviet era had been placed on learning facts rather than the skills needed to solve problems and apply school-based learning to real-life situations. Consequently, one of the major reforms attempted by the Azerbaijani government in tandem with the World Bank starting in 1999 centered on training and retraining teachers in more child-focused, active styles of teaching involving student projects and activities.