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

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.