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Differences of educational reforms
Initiatives and discussion on educational reforms in Estonia started in late 1980s, when in 
1987 Estonian Teachers Conference held whose main purpose was decentralisation of school 
curricular into central, national and local. Furthermore, the new curricular should be mainly 
focused on leaners not the subject. However, in Azerbaijan the beginning of 1990s was 
characterised with Nagorno-Karabakh conflict and economic decline, which hindered the 
reforms.
Legal framework of Estonian educational system is more developed and comprehensive, 
which includes the following documents: the Law on Education; the Law on Basic and 
Secondary Schools (September, 1993), the Law on Adult Education (November, 1993), the Law 
on Universities ( January, 1995), the Law on Organisation of Research and Development Activity 
(March, 1997), the Law on Vocational Education Institutions (June, 1998), Law on Private Schools 
(June, 1998), the Law on Applied Higher Education Institutions (June, 1998), the Law on Pre-
School Childcare Institutions (March, 1999). Azerbaijan has the Law on Education firstly evolved 
in 1992 and amended in 2010 [26]. This document is more concise and do not cover all necessary 
issues for example concrete curriculum requirements for secondary schools. Study of 
mathematics and natural sciences in secondary schools in Estonia unlike in Azerbaijan is focused 
on more basics and intermediate level of knowledge, in addition students can choose among 
elective courses more concrete courses related to their interest and future career. 
As a matter of fact, the education of IT developments and computer sciences in Estonia is 
among one of the developed countries, which is immensely and especially different from 
Azerbaijan. The motivation behind the IT instruction is for the learners to become a person who 
is all that much organised toward advancement and who knows how to use contemporary 
technologies in a target arranged way, who adjusts to the rapidly changing imaginative living, 
learning and workplace. Upper secondary schools in Estonia offer classes as “technology and 
society”, “mechatronics and robotics”, “3D Modelling” as well as “Basics of programming”. 
Azerbaijan secondary school curriculum only adds information sciences as one year program in 
secondary schools[3]. 
Estonian national curriculum for secondary schools underlines certain criteria, which do not 
especially mentioned in Azerbaijani curricular reform held in 2007. It sets general goals, which 
are divided into three parts – (1) general attitudinal goals (creation respect and love towards the 
most important concepts such as home, family, life etc.); (2) affective goals (love their homeland 

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