The recognition of diplomas obtained abroad has doubled...

In a notable surge, the number of young Azerbaijanis pursuing higher education abroad has surpassed 40,000, marking a significant increase. While this trend signals a growing international perspective among the country's youth, a noteworthy concern emerges as some face hurdles in having their foreign-acquired diplomas recognized upon their return.

Official statistics indicate a doubling of diploma recognitions, with more than 6,500 individuals completing their studies abroad this year alone, a stark contrast to the figures of the previous year. Despite this overall positive trend, a considerable number of returning graduates find themselves grappling with the non-recognition of their academic credentials, posing serious questions about their professional prospects and the value of their investments in education.

A student from Dagestan State Technical University, who opted for anonymity, disclosed to Azadliqradios the challenges he encountered in having his diploma acknowledged in Azerbaijan. He cited the remote nature of his studies and the associated logistical difficulties of physically attending exams as major impediments. His story sheds light on the complications arising from the evolving landscape of education, where online learning, though a necessity, becomes a roadblock to diploma recognition.

The Agency for Quality Assurance in Education (TKTA) Turan agency reveals that since 2003, over 32,000 individuals have obtained certificates for foreign education. However, TKTA points out that non-compliance with stay duration rules or lack of university accreditation are common reasons for diploma non-recognition. The agency emphasizes a preference for full-time or part-time education, cautioning against potential issues associated with distance learning.

Education expert Kamran Asadov,  in an interview with Radio Azadlig, speaking to RFE, criticizes the rigid approach taken by institutions, particularly when it comes to students studying in Ukraine, Russia, and Georgia. He argues that refusal based on assumptions about a student's physical presence in the host country for a specific period is unjust, as semester durations are determined by universities, not students.

Asadov suggests a more practical solution, urging institutions to directly verify with the relevant university if a diploma has been conferred. He contends that, if confirmed, recognition should be automatic, eliminating unnecessary bureaucratic hurdles.

However, other education experts argue that considering university ratings is essential in the recognition process. They contend that ensuring the quality of education is crucial to avoid potential pitfalls associated with unqualified personnel that may compromise the nation's future. The debate over diploma recognition highlights the evolving challenges of a globalized education landscape and the need for adaptable policies to accommodate the changing nature of learning experiences.