Comprehensive Sexuality Education

The Republic of Azerbaijan is a country in the South Caucasus on the Caspian Sea, sharing borders with Iran, Armenia, Georgia and Russia. It has an estimated population of over 10 million (2023), with about 16% of the population aged between 10–19 years. While access to basic education is high, the enrolment rate decreases after the compulsory education years, especially girls’ enrolment in secondary education. The rate of adolescent fertility in Azerbaijan has decreased since 2010. However, in 2023, 43 out of every 1,000 girls aged 15–19 gave birth, which is higher than the average rate in peer countries in the same income group and twice the average for the region. Young people have limited access to contraceptives and to sexual and reproductive health (SRH) information.  

The Ministry of Science and Education approved a decision that, as of September 2007, all primary and secondary schools should provide an optional subject called ‘Life Skills-Based Education’. The subject covers four areas: individual development, interpersonal relations, social development, and health. From 2010 onwards, the State Standards and Curricula for General Education introduced Life Skills Education into the curriculum for primary and secondary schools as part of the compulsory Life Skills subject.

According to the 2009 Law of the Republic of Azerbaijan on Education (as amended in 2017), general education must enable learners to develop physically and intellectually, provide them with the required knowledge, develop civic-minded thinking based on a healthy lifestyle and values, respect national and secular values, and understand his/her rights and responsibilities within the family, society, state and environment. In addition, section 11.3 states: ‘In order to prevent HIV infection and sexually transmitted diseases among young people and to raise the level of knowledge in this sector, certain portions are incorporated into the curricula of educational institutions. The content, scope, and technique of HIV infection prevention training at each level of school are based on age-appropriate and accurate scientific facts, with these arguments and references to human rights.’ 

The 2006 General Education Concept in Azerbaijan Republic explains the rationale for the Life Skills subject as follows: ‘delivery of this subject ensures mastery of the necessary information on human rights and freedoms, moral and spiritual values, safety of practical activity, nature, people-nature and individual-community relationships, transferring of initial skills for distinguishing and commenting on items and events based on their nature, and implementing of economical, ethological, and political principles.’ 

The 2010 State Standards and Curricula for General Education establishes as a priority that students acquire life skills, that there are equal opportunities for all to receive quality education and it includes Life Skills as a subject to be implemented in primary and general secondary education.  

The 2013 State Strategy for the Development of Education in the Republic of Azerbaijan encompasses several strategic directions for the educational system in the Republic of Azerbaijan. Specifically, the Strategy notes the importance of human capital for the country’s development; the need to have rigorous education standards; the need to establish new organizations to facilitate the physical and mental development of children; and the importance of training women. However, no specific mention is made about comprehensive sexuality education are included.  

No specific law for comprehensive sexuality education was found.

The 2006 General Education Concept in Azerbaijan Republic establishes the following as the main outcomes for the students to develop in the Life Skills subject: i) Shows understanding of his (her) rights, respect for rights and freedoms of other people, sensitive attitude towards people around him (her), and provides his (her) personal opinion on these; ii) Explains the most necessary safety rules related to human life and health protection; iii) Shows correctness, fairness, humanism and mercy, clarifies his (her) considerations related to the nature of these spiritual qualities; iv) Uses economics knowledge in private life; v) Shows a sensitive and careful approach to nature and the environment and observes and comments on natural phenomena; vi) Comments on events taking place in the wider community based on perception peculiar to his (her) age. 

According to the 2010 State Standards and Curricula for General Education, Life Skills Education aims for students to acquire skills and knowledge on: human rights, self-respect and respect for other people’s rights; a healthy lifestyle; harmful habits and their consequences; and the ability to express personal opinions.  

General learning outcomes for primary education as stated in the 2010 State Standards and Curricula for General Education include to: communicate, cooperate, act as part of a team and collective; observe simple cultural behaviour, personal hygiene and necessary safety rules; master physical movements and cultivate an artistic-aesthetic within the framework of established norms; defend one’s own rights and respect the rights of others; be sensitive to people, nature, private and state property, other people's work; and show caring and fair treatment. General learning outcomes for secondary education include to: observe appropriate public behaviour, as well as relevant safety and medical-hygiene rules and healthy lifestyle norms; demonstrate national, moral, legal, ethical, aesthetic values, good citizenship values, and leadership qualities; work together in solving problems, evaluate the performance of oneself and others in the process of collective work; communicate in a foreign language; and demonstrate written and oral communication skills in their mother tongue, and relevant information about the country's literature, history, culture, art, its significant personalities, and the forces standing against their homeland.