Authors: 

Nurana Mammadova 
DPhil candidate, University of Oxford, United Kingdom

Naila Ismayilova
M.Ed Adult Education 
University of British Columbia, Canada
Co-Founder of Education HUB Azerbaijan

Rauf Rajabov
Editor-in-chief of 3rd View (Think Tank),
Founder of Public Union of Azerbaijan History Educators, Azerbaijan

Narmin Rajabova
PhD in History,
Vice-Chairman of the Board of Public Union of Azerbaijan History Educators (PUAHE), Azerbaijan 

Namaz Karimov 
MPA candidate, University of Missouri, USA

Elmurad Mammadov 
Educator, Consultant and Researcher in the Youth Field
SALTO EECA and EENCE, Azerbaijan 

Content: 

1. Background information 

2. Definition of citizenship education  

3. Ecosystem of the non-formal citizenship education

4. Legal environment   

5. Stakeholders 

6. Challenges 

7. Footnotes

1. Background information 

Although there are various approaches and opinions regarding citizenship education (CE), its roots in Azerbaijan run deep. Throughout history, several unique initiatives have significantly influenced the development of citizenship education in the country. Among these, a few historical milestones stand out.

In the late 19th century, Nariman Narimanov founded the first public library in Baku, which provided valuable resources and a space for open discussion. This library quickly became a vibrant hub for intellectual and political discourse in the region [1]. Within a short period, Narimanov’s reading room gained popularity not only in Transcaucasia but also throughout the entire Russian Empire. In October 1898, the tsar’s government closed the library for being a “suspect political institution,” which was believed to be endangering the impressionable young people who visited the reading room.

In the early 20th century, societies like “Nidzhat” and “Saadet” were formed to promote education, literacy, and cultural development among the Azerbaijani population. In 1906, an educational society called “Nidzhat” (“Salvation”) was established in Baku. The society’s membership demonstrated that its main tasks were the enlightenment of the population and the provision of financial support to university students, students at secondary schools and primary schools, and the development of the country’s native language and literature. The primary purpose of this society was to provide books and textbooks. The organisation had its own library and branches in the provinces of Bakinskaya, Yelisavetpolskaya (now Ganja), and Irevanskaya guberniya (now Yerevan). A year later, the Baku Muslim Spiritual Society “Saadet” (“Happiness”) was established to support the educational process by opening new schools, libraries, and reading rooms for the local population. The head of the society, Akhund Aga Alizadye, noted, “Our people need enlightenment. Only through education can we help society flourish on our path to the future. If you are interested in the future, support schools” [2].

During this period, citizens’ enlightenment through satiric approaches gained wide popularity. The satiric magazine “Molla Nasreddin” (1906–1933), which was published under the editor-in-chief Jalil Mammadgulizadeh, played a significant role in provoking critical thinking [3].   

During the Azerbaijan Democratic Republic (1918-1920) and after regaining independence in 1991, efforts focused on promoting education. Over the last 30 years, innovative methods were introduced to transform traditional education into civic education, with facts monitored, systematized, and theoretical concepts proposed. Despite high literacy rates and school enrolment, the broader goal of helping individuals find their place in the economy and society is still not fully achieved.

It is important to note that over the past 15 years, teachers have participated in numerous training programs aimed at mastering practical teaching methods. However, the timeliness of the approval process for civic education systems in Azerbaijan has been hindered by several factors outlined below:

• change of the essence of the Azerbaijani nationhood after the restoration of the territorial integrity of the Republic;
• awareness of citizens’ values and the intention of creating a civil society in the Republic;
• end of the creation of a national idea held together by shared national ideology.

It is worth noting that projects by the Heydar Aliyev Foundation are aimed at changing the worsening situation in the citizenship education system. In particular, programs regarding “Bring Azerbaijan up to date – New School,” “Educational support,” “Development of children’s homes and boarding schools,” and other projects by the Foundation may play an important role in the development of this sector [4]. 

2. Definition of Citizenship Education

In the law of the Republic of Azerbaijan entitled “On education,” dated June 19, 2009, there is no official definition of citizenship education. The following text appears in Article 4 of the Law: “The main goal of education in the Republic of Azerbaijan is:

• raising awareness of citizens’ responsibility to the Azerbaijani government; 
• respecting national traditions of the people and democratic principles, human rights and the freedom of individuals, true ideals of patriotism and Azerbaijan;
• preparing independent and artistic-minded citizens and individuals; 
• preparing defensive and developmental national spiritual and human values;  
• encouraging a broad world view, creating the ability to value initiatives and innovation; 
• absorbing theoretical and practical knowledge, promoting contemporary thinking and competitive expert departments; 
• the ability to assimilate systematised knowledge, abilities, and skills and continuously improve qualifications, preparing learners for life in society and effective work” [5]. 

By incorporating the following elements, the definition of citizenship education in Azerbaijan can become more comprehensive and grounded in the specific context of the country, considering the restoration of territorial integrity and the need to support ethnic integration in liberated territories. 

• Cultural and Historical Context: Citizenship education in Azerbaijan should consider the country’s rich cultural heritage, historical experiences, and ongoing socio-political developments.
• Multiculturalism: Azerbaijan’s diverse population necessitates a curriculum that promotes embracement and sensitivity toward different cultures and ethnicities.
• Regional Geopolitics: The country’s strategic location in the Caucasus region requires a focus on international relations and geopolitical awareness.

3. Ecosystem of Non-formal Citizenship Education

Non-formal education in Azerbaijan plays a vital role in enhancing skills, qualifications, and interest-driven learning, offering courses aimed at preparing students for high school and university entrance. Although it does not confer formal academic qualifications or guarantee admission to higher education, many young people are actively involved in non-formal education, and university teachers, especially those with civil society experience, incorporate these methods into teaching. Non-formal education aims to provide equal lifelong learning opportunities, individualized knowledge, and skills for productive community participation.

Extracurricular civic education has received support from non-governmental organisations (NGOs), student organisations, social organisations and youth centres. Problems associated with the performance of the law include the bureaucracy of civil servants and the existence of a legal basis, which complicated the processes of registering new NGOs and, for this reason, they have significantly decreased in number in recent years [6]. The “Law on Government Registration and the Government Registration of Legal Entities” of 12 December 2003 did not change the situation significantly. Nevertheless, the accelerated development of youth centres and youth houses under the Ministry of Youth and Sports and, later, centres for young people, development, and careers under the Youth Foundation was the subject of a new discussion with regard to extracurricular development and offset the weak participation of NGOs, especially in the regions [7]. In this way, these institutions created the conditions for working with international organisations and also for supporting the active participation of young people in civil society. However, due to the lack of clear role division between youth houses and centres for young people, development, and careers, the second one shrank its scope of activities and started to close its 44 centres across the country since 2023, leaving only 11 regional centres [8].  Youth houses and centre expanded their scope of activities, and at the moment there are 35 active youth centres and houses in the country, whereas the newest one was opened in Fuzuli in 2022 [9].

It is worth noting that the UN supports the development of professional education in Azerbaijan [10]. From the perspective of human potential, supporting formal and non-formal education is a priority for the UN. The European Union and the UN Development Programme (UNDP) continued to support the enhancement of vocational education and development capacity in Azerbaijan as part of the EU-funded initiative on ‘Modernising Vocational Education and Training (VET) centres in Azerbaijan’. The vocational education and training (VET) system agenda for Azerbaijan’s southern region was launched in Jalalabad [11]. 

In connection with this, it is worth mentioning that, over the past 20 years, western foundations have created dozens of programmes of this kind in the Republic of Azerbaijan, as well as supported translations of literature and international documents. Programmes by western donors provided various layers of civil society in the Republic of Azerbaijan with the opportunity to acquire a minimum level of knowledge in the field of law and basic human rights and democratic freedoms. In line with this, up to 2014, American foundations demonstrated the most active involvement: the NDI, NED, Republican Institute, Soros Fund, IFES, Friedrich Naumann Foundation, Heinrich Böll Foundation, Friedrich Ebert Foundation, and also the embassies of the USA, Great Britain, Norway, and Germany.

With support from the Norwegian Refugee Council, the first human rights study centre was established in 2001 at school no. 18 in Baku. By 2002, similar centres were set up in various towns and rural areas, eventually expanding to nine more centres. A joint project for teachers and students produced seven human rights textbooks, including teaching manuals, study aids, and materials for parents. The “Teaching Human Rights” project conducted over 100 seminars involving 2,950 teachers, and 42,000 copies of educational materials were distributed to schools.

The “School Democracy” project was carried out in the 2007-2008 period. From 2009 to the present day, the Baku School of Political Studies has been active and entered the European Council’s network of political schools.

Following the 2018-2021 period Council of Europe Action Plan for Azerbaijan, the new action plan for 2022-2025 was adopted by the Committee of Ministers on 16 February 2022 and officially launched in Baku on 5 April 2022. The Action Plan has been prepared in close consultation with the Azerbaijani authorities and is a strategic cooperation framework to support key national reforms and ultimately bring the country’s legislative and regulatory frameworks, institutions, and practice further in line with European standards. The total budget is approximately €9.6 million [12]. In the frames of the action plan, multiple trainings of trainers have been organised since 2021, covering the topics of human rights and youth work. The cooperation was slowed down after Azerbaijan suspended its participation in the Parliamentary Assembly of the Council of Europe in January 2024 [13]. 

4. Legal environment   

In accordance with the law “On education” of June 19, 2009, the modern educational system provides for formal (culminating in the receipt of a state educational qualification), informal (acquisition of knowledge for the purpose of self-education), and non-formal (knowledge acquired on various courses, in groups, and in private activities and not accompanied by the receipt of government qualifications) education.

In October 2013, the President of the Republic of Azerbaijan approved the “Government Strategy for the Development of Education in the Republic of Azerbaijan.” In particular, this document notes the interconnection between educational curriculums and requirements and also the priorities associated with the social/economic development of the country.

In 2016, on the order of the President of the Republic of Azerbaijan, the State Agency on Vocational Education was created as part of the country’s Ministry of Science and Education, and a strategic road map emerged for the development of professional education and training [14]. 

After amendments to the 2015 legislation regulating NGO activities and foreign grants, implementing grant programs became difficult, as registering foreign donors and receiving grants grew more complex. While local grants support some initiatives, many NGOs have seen their operations reduced. However, the Youth Foundation, unique in the Caucasus, has supported over 4,550 projects in the past decade, helped more than 650 students study abroad, and promoted youth participation in 330 international events [15]. Thus, this gave young people the opportunity to directly participate in shaping new trends in the field of civic education. 

5. Stakeholders 

Schools, universities, NGOs, youth organisations, youth houses, centres for young people, development and careers, hubs, student associations, and public unions are the most active stakeholders that shape civic education in Azerbaijan. In recent years, these stakeholders have been able to demonstrate a few successful examples of coordination: by means of combining knowledge and exchanging experience, it has been possible to create a sufficient collection of successful practices for implementing the methodology of non-formal education into formal education. Non-formal education methodologies were actively contributing to the capacity building of various state agencies, such as DOST, the Agency of Employment, etc., in frames of projects implemented in cooperation with the World Bank. With regard to international actors in the field of civic education actively working at a local level, we can list UNICEF, UNDP, Erasmus+, SALTO EECA Resource Centre, Bosch Foundation, programmes like EU4Youth, Policy Labs, Young European Ambassadors, etc. It is worth mentioning that all of the stakeholders that have been mentioned work closely with governmental structures, especially with the Ministry of Science and Education and the Ministry of Youth and Sports, and they also consult with local NGOs and other organisations working in the regions whilst creating an educational programme or project for young people. In actual fact, young people are key stakeholders in the development and expansion of civic education among all age groups. And secondary education plays a vital role in the development of young people as key stakeholders in civic education. Currently, according to the Ministry of Youth and Sports, there are 65 active local and international organisations and public unions working on various topics [16]. It also should be mentioned that after departmental staff changes at the Ministry of Youth and Sport in 2023, the work with youth organisations and in general cooperation on youth projects with youth houses was drastically limited, and this impacted negatively the development of youth work in the country. 

At the moment, Karabakh University is offering the most inclusive educational support for students. The educational process started at the Karabakh University in Azerbaijan’s Khankendi city on September 23, 2024.  Efforts are being made to attract qualified and experienced teachers, both from Azerbaijan and abroad, to enhance the academic environment. This initiative particularly focuses on Azerbaijani scholars living overseas and young individuals studying at prestigious foreign universities through relevant state programmes [17]. 

6. Challenges

Nowadays, the educational system in Azerbaijan has the following challenges:

• It lacks more effective use of government funds to finance educational organisations. 
• There is a discontinuity between paid and free secondary schools. 
• There is a lack of authority on the part of schools and teachers. 
• There is a “brain drain” abroad. However, thanks to the long-lasting state scholarship program that was prolonged until 2026, citizens get a chance to study at the world’s top universities at all academic levels and are required to transmit gained knowledge by working in the country for 5 years after graduation [18].

Civic education in Azerbaijan currently exhibits a formal and predictable structure, yet it lacks both practical relevance and academic rigor. The field grapples with several challenges, including inadequate methodological foundations and a weak integration of civic education within academic programs, such as “Human and Society,” which often fail to command the necessary respect.

Reforms in both higher and secondary education have introduced additional complexities, particularly concerning non-formal education and the delegation of authority. Furthermore, a pervasive lack of trust in NGOs and government agencies significantly hampers progress in this area.

Secondary schools are struggling to fulfil their intended roles, hindered by poor infrastructure and a disconnect from NGOs and businesses. Only a select few elite schools are actively engaging with modern educational trends, such as collaboration with international organizations and the adoption of open, contemporary educational models.

The mission of civic education is to cultivate active citizenship and cultural awareness, empowering individuals to adapt to and engage with an ever-evolving environment.

Research in sociology indicates that individuals today often change their specialties and professions multiple times throughout their lives [19]. Consequently, it is vital for secondary schools to equip students with the knowledge and skills necessary to navigate these transitions successfully. Civic education plays a pivotal role in empowering citizens to realize their aspirations.

In Azerbaijan, it is essential to establish fundamental criteria and values that reflect the national ideology, incorporating shared human values into the curriculum of secondary schools. Civic education should be seen as a key component of the national economy, providing services that address the needs of the Azerbaijani populace. To enhance its effectiveness and competitiveness, this educational system requires both investment and professional guidance.

In today’s world, skills such as communication, self-organization, and conflict resolution are indispensable.

Their development hinges on the implementation of appropriate educational programs and the readiness of teachers. The methodological expertise of educators, along with the support of voluntary school organizations, is crucial for nurturing these essential abilities in citizens.

It is worth noting that the education system is currently undergoing a comprehensive modernization process, which is increasingly attracting
international students to the country. As a result of these efforts, nine universities were included in the European Best Universities Ranking in 2024, marking a significant achievement [20].

7. Footnotes

1. Riga L. The Bolsheviks and Russian Empire. Cambridge University Press, 2012, p. 199.
2. “Kaspii” newspaper 31 January 1914.
3. A. Pashayev, Jalil Mammadguluzadeh and Molla Nasreddin – Political satire comes East, 2011, pp. 92-97.
4. Ilham Aliyev participated in the opening ceremony of a new building for school/lyceum no. 20 named after Arif Husseinzad. [https://ru.president.az/articles/25232]. Accessed July 9, 2021.
5. Official document: Law of the Republic of Azerbaijan on Education. Baku, 19 June 200, p. 6-7.
6. Report on the registration procedure for non-governmental organisations / OSCE Office in Baku. [https://www.osce.org/files/f/documents/2/5/14613.pdf]. Accessed September 9, 2024.
7. Youth Foundation official web-page  [https://youthfoundation.az/44402/?lang=en]
8. Centre for Youth, Development and Careers. [https://gikm.az/]. Accessed September 9, 2024.
9. Ministry of Youth and Sports of the Republic of Azerbaijan: Youth Houses: [https://www.mys.gov.az/az/gencler/gencler-evi/obyektler/gencler-evleri] Accessed September 9, 2024.
10.  The UN supports the development of informal and non-formal education in Azerbaijan. [https://report.az/elm-ve-tehsil-xeberleri/bmt-azerbaycanda-informal-ve-qeyri-resmi-tehsilin-inkisafini-destekleyir/]. Accessed September 9, 2024.
11.  EU-UNDP modernisation of  Vocational Education and Training in Azerbaijan [https://www.undp.org/european-union/press-releases/towards-knowledge-based-economy-eu-undp-investing-vocational-education-azerbaijan]. Accessed September 9, 2024.
12. Council of Europe and Azerbaijan Action Plan 2022-2025 [https://www.coe.int/en/web/programmes/azerbaijan]. Accessed September 9, 2024.
13. Azerbaijan Leaves PACE [https://oc-media.org/azerbaijan-leaves-pace-after-vote-to-exclude-their-delegation/ ]  Accessed September  9, 2024.
14. Official document: Development concept “Azerbaijan – 2020: view of the future”.
15. Youth Foundation. [https://youthfoundation.az] Accessed September  9, 2024.
16. Ministry of Youth and Sports of the Republic of Azerbaijan: Youth Houses: [https://www.mys.gov.az/az/gencler/gencler-evi/obyektler/gencler-evleri] Accessed September 9, 2024.
17. Academic Year Starts at Karabakh University [https://caliber.az/en/post/academic-year-starts-at-karabakh-university] Accessed September 9, 2024.
18. State Scholarship Programme [https://edu.gov.az/az/2022-2026-ci-iller-uzre-dovlet-proqrami/2022-2026-ci-iller-uzre-dovlet-proqrami] Accessed September 9, 2024.
19.  Why change profession and is it worth doing so at an older age. [https://style.rbc.ru/health/59f9c4ae9a794710be1ec786]. Accessed September 9, 2024.

9 Universities in Azerbaijan Were Included in the Ranking of the Best in Europe [https://spubl.az/en/blog/9-universities-in-azerbaijan-were-included-in-the-ranking-of-the-best-in-europe] Accessed September 9, 2024.