How does Baku (Azerbaijan) compare internationally?

Baku (Azerbaijan) performs worse than most other EECA countries in reading, maths and science.

Moreover, Baku (Azerbaijan) lags behind most OECD countries.

Education outcomes are generally more equitable in Baku (Azerbaijan) than internationally, but gaps still exist

Socio-economically advantaged students and girls perform better than socio-economicaly disadvantaged students and boys.

Policies are needed to help all students succeed.

Educational spending in the region is low (data for Baku (Azerbaijan) is missing).

More spending could contribute to better outcomes.

Students in Baku (Azerbaijan) spend less time in class than students internationally

Students spent roughly one hour less per week in class than students across the OECD.

Spending more time in class can be related to higher performance.

Students in Baku (Azerbaijan) are more likely to be truant than students internationally

66% of students skipped class or skipped school in the previous two weeks.

Truancy is related to lower academic performance and can lead to high risk behaviour such as dropout.

Teaching practices in Baku (Azerbaijan) differ from international benchmarks

Compared to the average across OECD countries:

  • Teachers in Baku (Azerbaijan) use more teacher-directed instruction (e.g. lecturing to classes)

  • And use less adaptive methods that focus on meeting students’ individual needs.

The practices commonly used by teachers in Baku (Azerbaijan) are associated with lower reading scores

More teacher-directed instruction is generally associated with lower reading performance and more adaptive instruction is generally associated with higher reading performance.

Teachers in Baku (Azerbaijan) are more likely than teachers in OECD countries to engage in behaviour that may hinder student learning

Teachers are more likely to:

  • Not be well prepared for classes

  • Be absent

  • Not meet individual student needs

Fewer teachers in Baku (Azerbaijan) participate in professional development compared to international benchmarks

Professional development can be important to help teachers continuously improve, but only 28% of teachers in Baku (Azerbaijan) participated in the last three months.