Baku (Azerbaijan) performs worse than most other EECA countries in reading, maths and science.
Moreover, Baku (Azerbaijan) lags behind most OECD countries.
Socio-economically advantaged students and girls perform better than socio-economicaly disadvantaged students and boys.
Policies are needed to help all students succeed.
More spending could contribute to better outcomes.
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.
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.
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.
More teacher-directed instruction is generally associated with lower reading performance and more adaptive instruction is generally associated with higher reading performance.
Teachers are more likely to:
Not be well prepared for classes
Not meet individual student needs
Professional development can be important to help teachers continuously improve, but only 28% of teachers in Baku (Azerbaijan) participated in the last three months.