The Ministry of Education and Science of the Republic of Tajikistan has started preparatory work for a phased transition to a 12-year general education system in the country. In Azerbaijan, a number of discussions have been held in recent years regarding the 12-year education model. However, no concrete decision has yet been made in this direction.
So, should the 12-year education system be implemented in our country as well? What advantages and disadvantages might this model have? In general, is a transition to a 12-year education system possible in Azerbaijan in the coming years?
Günay Əkbərova, English language teacher and Secretary of the Public Council under the Ministry of Science and Education, spoke to AzEdu.az on the topic.
She noted that if the 12-year system is implemented correctly, the curriculum can be lightened, and students can develop more comfortably:
"The 12-year education system is a model that has proven itself in global practice, and sooner or later, this issue will come to the forefront more seriously in Azerbaijan. Because in the modern era, school is not just a system that completes a curriculum, but a fundamental platform that prepares students for life, fostering their thinking, communication, social, and academic skills. From this perspective, the implementation of a 12-year system can, in principle, be a correct approach.
Looking at global practice, we see that the longer duration of education in many developed countries is not accidental. This allows students to assimilate topics more comfortably and for the curriculum to be structured in a phased and more balanced manner. In Azerbaijan, one of the main problems is the excessively heavy curriculum. Students sometimes try to merely cover topics rather than learning them in depth. This affects quality. If the 12-year system is implemented correctly, the curriculum can be lightened, and students can develop more comfortably".
This model can create conditions for students to be better prepared in terms of career and specialization choices:
"Because after the 9th grade, many students are still unable to precisely determine their future direction. Within the framework of the 12-year system, it would be possible to implement profile education, career-oriented directions, and enhance practical skills in higher grades. At the same time, the issue of international compatibility is also important. For students wishing to study abroad, the 12-year system creates more convenient opportunities in terms of document recognition and curriculum alignment.
Here, one important point also needs to be specifically noted.
We should also note that a preschool preparation stage is implemented for 5-year-old children in Azerbaijan. This stage is a very important step that effectively ensures the child's adaptation to school and forms initial skills. However, since this preparatory stage is currently not included in the official years of general education, the system is still legally considered an 11-year education. If a transition to a 12-year education system is discussed in the future, then the status of preschool preparation should also be reconsidered, and the issue of its formalization as part of general education should be more precisely determined.
At the same time, it must be frankly stated that the implementation of the 12-year education model does not only come with advantages. If this system is merely formally applied, and the curriculum content, methodology, and assessment mechanisms remain unchanged, it will simply mean an additional year of burden and stress. Because the main issue is not the duration of education, but its quality".
A full transition to a 12-year system in Azerbaijan does not seem realistic in the next 1-2 years:
"Furthermore, the transition to a 12-year system requires significant resources: teacher training, school infrastructure, classrooms, textbook provision, financial burden, and management mechanisms. If these areas are not strengthened in parallel, problems in the transition process will be inevitable. At the same time, the approach of parents and society must also be considered. Because the public might perceive this as “children are already tired, and it will be extended by another year”. Therefore, this step must be implemented with extensive explanation, in a phased and justified manner.
In my opinion, a full transition to a 12-year system in Azerbaijan does not seem realistic in the next 1-2 years. However, a phased transition is possible. For this, the curriculum must first be lightened, preschool preparation must be organized more effectively, and profile and skill-oriented education in higher grades must be strengthened. Only after this can the 12-year system yield truly beneficial results for society.
Overall, I believe that the 12-year education system should be implemented in Azerbaijan, but this step should be taken not merely to increase the duration of education, but to change its essence. If planned correctly, this model can make a significant contribution to student development, educational quality, and international compatibility. Otherwise, it will simply add one year, but the expected outcome will not change".
