Disproportionate Representation of Rural School Graduates in Higher Education Institutions in Azerbaijan

Abstract

In Azerbaijan, where this study was conducted, equal access to higher education for graduates from rural areas is a top objective for government authorities. This qualitative study aimed to investigate the experiences and perceptions that influence the disproportionate representation of rural school graduates in higher education institutions. The study addressed the problem of rural school graduates' perceptions of not pursuing higher education institutions and the perceived factors for rural school graduates that led to low admission scores in entrance exams. During the research, semi-structured interviews and focus group interviews were used as qualitative research methods to explore graduates, teachers, and principals' perceptions. Nine graduates from three rural schools and three school principals were individually interviewed. Also, five teachers participated in one focus group interview. The study provided a better understanding of challenges and factors experienced by rural school graduates and led to the disproportionate representation of rural school graduates in higher education institutions. Despite the different perceptions revealed by graduates, teachers, and principals on the low admission scores in entrance exams and in not pursuing higher education institutions, the four main themes arose: 1) the essential skills for academic success 2) low-income families and child labor 3) students with low educational attainment 4) long-distance commuting. The findings of this study may assist in conducting future research on rural education in Azerbaijan and help organizations and governments enhance rural educational development initiatives.