August 2, 2025 – Baku
Starting August 11, university applicants in Azerbaijan will begin selecting their fields of study—but this year comes with a notable change: a sharp reduction in the number of teacher training programs across all academic groups. In some universities, entire education departments have been shut down.
The move reflects a broader strategy by the Ministry of Science and Education. Minister Emin Amrullayev previously announced plans to gradually eliminate pedagogical programs from vocational colleges. Meanwhile, teacher recruitment has shifted to a competitive exam-based system, with incentives offered to educators in rural areas. Yet, the shortage of teachers—especially outside urban centers—remains unresolved.
Oversupply in Urban Areas
According to education expert Elchin Efendiyev, Azerbaijan currently has more aspiring teachers than available positions. “Each year, 8,000 to 11,000 teaching jobs open up, while 60,000 to 65,000 candidates apply,” he explains. “We’re producing about 5,000–6,000 new teachers annually. If this trend continues, we could soon see over 100,000 people vying for a limited number of jobs.”
Efendiyev says the decision to reduce teaching-related admissions is a necessary step to balance supply and demand. Additionally, the country’s education system is undergoing structural changes—school consolidation, in particular. The number of schools has dropped from roughly 4,440 to around 4,000, decreasing the overall need for teaching staff.
Rural Shortages Linked to Social Factors
Despite the teacher surplus in cities, remote rural areas continue to suffer from staff shortages. But the issue, Efendiyev emphasizes, isn’t a lack of qualified personnel—it’s a matter of conditions. “Teachers don’t want to work in isolated or underserved communities due to poor infrastructure, low living standards, and limited career prospects.”
To address this gap, experts are calling for targeted recruitment policies, incentive packages, and support programs tailored to rural regions.
The education ministry’s reforms are aimed at creating a more efficient, balanced system—but unless living and working conditions improve across the country, the urban-rural divide in education access is likely to persist.
