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Curriculum Review of Azerbaijan Mathematics Curriculum

Industry: Ministry of Education

Client: Ministry of Education, Azerbaijan

Summary

Marshall Cavendish Education (MCE) worked closely with the Ministry of Education, Azerbaijan to focus on the ministry’s vision to be able to benchmark its students against international reference points such as TIMSS and PISA and high-performing education systems, including Singapore. This is to ensure that an adequate plan can be executed to implement international best practices while supporting Azerbaijan’s national education vision. 

Challenge

The K–12 Mathematics curriculum and associated teaching and learning resources in Azerbaijan required stronger alignment with international benchmarks such as TIMSS and PISA. MCE has identified key gaps in the coherence between curriculum intent, assessment frameworks, and instructional materials. In addition, there was a need to strengthen the capacity of curriculum specialists and textbook writers to design, review, and implement high-quality, standards-aligned materials that support improved student learning outcomes.

Solution

Marshall Cavendish Education (MCE) conducted a comprehensive, evidence-based review of the K–12 Mathematics curriculum through focus group interviews and detailed analysis of official documentation. This was complemented by benchmarking against international frameworks and high-performing education systems, including Singapore. MCE produced a gap analysis report with actionable recommendations to strengthen curriculum alignment and assessment practices.

In parallel, MCE reviewed teaching and learning resources across Grades 5 to 9, covering textbooks, teachers’ guides, schemes of work, lesson plans, and digital programmes to ensure system-wide coherence. To ensure sustainability, MCE delivered targeted capacity-building programmes for: Curriculum specialists – on curriculum review using international benchmarks Textbook writers – on developing high-quality instructional materials aligned with curriculum and assessment expectations These programmes also formally qualified participants to contribute to national curriculum and textbook development efforts.

Impact

The solutions strengthened the alignment of the Mathematics curriculum with international benchmarks and best practices and improved coherence across curriculum, assessment, and instructional resources. Schools also had enhanced the capacity of curriculum specialists to conduct rigorous, standards-based curriculum reviews. Furthermore, the development of a qualified pool of textbook writers capable of producing high-quality, nationally aligned materials.

In totality, this increased the readiness for system-level improvements in teaching, learning, and assessment practices and established a strong foundation for future initiatives.