Last year, the British government announced that it would discontinue funding for the International Baccalaureate programme in state schools. In purely financial terms, this decision amounted to savings of just £2.5 million per year – a negligible fraction of the national education budget. Its consequences, however, were anything but negligible. Overnight, some of the world’s most prestigious academic pathways became less accessible for many students, and at a time when education systems should be expanding opportunity, choice was instead narrowed.
More serious questions about the future of education in Azerbaijan
The impact of this decision has been felt well beyond the borders of the United Kingdom. It compels us everywhere – including here in Azerbaijan – to ask more serious questions about the future of education. In a modern world that demands adaptability, independent action, and critical thinking, what kind of education are we truly preparing our young people for?
The International Baccalaureate is not a marginal experiment. It is taught in more than 6,000 schools across 160 countries and is recognised by thousands of universities worldwide. In the United Kingdom, students who complete the International Baccalaureate Diploma are three times more likely to gain admission to top-20 universities, and they are 40 percent more likely to graduate with first-class or upper-second-class degrees. These outcomes are not the result of narrow exam-focused preparation, but of an educational programme that stimulates curiosity, reflection, and intellectual confidence.
What does the International Baccalaureate teach?
At its core, the International Baccalaureate does not teach students what to memorise, but how to think. Students develop critical thinking, communication, and research skills, learn to connect knowledge across disciplines, and achieve a deeper understanding of what they study. Through a pedagogical approach that nurtures curiosity, self-awareness, and a lifelong love of learning, they grow into internationally minded young people who appreciate diverse cultures and perspectives.
Universities consistently report that International Baccalaureate graduates are better prepared for student life than their peers, more confident in research, more resilient in challenging circumstances, and more effective at managing their time.
The example of the European Azerbaijan School
At the European Azerbaijan School, we see these benefits clearly. Our students have achieved outstanding results thanks to the International Baccalaureate’s holistic approach to education. One hundred percent of our graduates have been admitted to leading universities, both in Azerbaijan and abroad. Yet the value of the International Baccalaureate lies not only in where students continue their education, but also in how it encourages schools to prioritise what truly matters in learning.
A simple example is the issue of schoolbags. In many education systems, including in Azerbaijan, students carry heavy bags filled with textbooks, notebooks, and workbooks back and forth between home and school every day. This physical burden is added to an already significant mental load created by lengthy homework assignments, reducing time for rest, family life, and extracurricular activities.
At the European Azerbaijan School, we approach this differently. By encouraging students to complete most of their work during the school day, we reduce the need to carry heavy bags home and help students maintain a healthier balance between learning and wellbeing.
This is not merely a practical adjustment to circumstances, but a reflection of the broader philosophy underpinning the International Baccalaureate. When learning is built on independence, free thinking, and purposefulness, students understand that demonstrating knowledge and commitment does not require exhaustion or burnout. Instead, they develop responsibility in more sustainable ways, learn to manage their time effectively, ask for help when needed, and build confidence in their own abilities.
Such approaches reveal the deeper strengths of the International Baccalaureate model and open new horizons for national education systems. To benefit from international experience, a system does not need to adopt an international programme wholesale. However, there are real opportunities to incorporate methods whose effectiveness has already been proven. Embedding critical thinking, fostering independent research skills, and integrating community service into education can help students connect knowledge with their real-world environment and grow into well-rounded individuals.
Education systems that encourage problem-solving and reflective learning tend to produce strong international outcomes, demonstrating that these are not abstract ideals, but a practical foundation for raising capable, adaptable, and resilient citizens.
Recognising the International Baccalaureate diploma within the national education environment
This issue is particularly relevant for Azerbaijani students. As the country strengthens its education system and expands international engagement, the question is no longer one of choosing between national and international models, but of combining the best of both. The International Baccalaureate shows that it is possible to balance academic achievement with student wellbeing, and that high performance does not require excessive pressure. When young learners are taught how to apply their knowledge and skills, their capacity for independent learning and sense of autonomy grow significantly.
For this reason, the Ministry of Science and Education of the Republic of Azerbaijan should officially recognise the International Baccalaureate diploma as part of the national education environment. Such a step would enrich the education system and create new bridges between state schools and the private sector. As a result, students in both public and private schools would gain access to world-class approaches to teaching and learning.
A large part of our education system still rests on a model inherited from the Soviet era, which prioritised the accumulation of fragmented knowledge over critical thinking, creativity, and independent research. The International Baccalaureate offers a strong alternative, complementing academic rigour with the skills required in the modern world.
This is ultimately a question about the future of education itself – a reality underscored once again by the debate that began in the United Kingdom. Financial and curriculum decisions cannot be treated as purely technical matters. Who gains access to educational opportunity, and how societies succeed in the future, depend on these choices. The experience of the International Baccalaureate shows that the issue is not which education system is stronger, but that education becomes stronger when it is holistic, human-centred, and future-oriented.
In a world that is changing faster than ever, only students who can think critically, act independently, and communicate constructively with others will be able to move forward. By studying the core principles of the International Baccalaureate, drawing lessons from them, and applying them within Azerbaijan’s education sector, we move closer to a system that prepares young people not only for today’s exams, but also for tomorrow’s challenges.
Tale Heydarov
Founder of the European Azerbaijan School, TEAS Press Publishing House, and Libraff Bookstores
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