The average graduate does not master 40–77% of the educational program.
“Elchi” reports that this information is included in the scientific-statistical materials on student admission for the 2025/2026 academic year and the results of graduation exams for general education institutions, published in the 12th issue of the State Examination Center’s “Abituriyent” magazine.
The magazine notes that an average statistical profile of applicants who took exams for higher education institutions has been determined separately for the Azerbaijani and Russian sections.
Thus, in the Azerbaijani section, the average applicant answered 57.05% of test items correctly in the language of instruction, 31.38% in mathematics, and 43.59% in English in the first stage; in the second stage, they answered 56.75% in the language of instruction, 55.18% in literature, 28.96% in mathematics, 36.27% in physics, 30.36% in chemistry, 53.66% in biology, 29.26% in history, 37.94% in informatics, and 25.99% in geography correctly.
In the Russian section, the average applicant answered 54.20% of test items correctly in the language of instruction, 34.08% in mathematics, and 59.60% in English in the first stage; in the second stage, they answered 53.36% in the language of instruction, 48.41% in literature, 29.81% in mathematics, 34.39% in physics, 31.83% in chemistry, 47.92% in biology, 24.36% in history, 34.06% in informatics, and 23.01% in geography correctly.
It is clear from the applicants’ response indicators that the average applicant answered only 23-60 percent of the subject tests correctly. Considering that the test items are prepared within the framework of the educational program and do not go beyond this framework, and that those participating in the entrance exam are selected students from schools, it can be concluded that the average graduate does not master 40–77% of the educational program. This stems from the fact that the teaching process is not conducted properly in a large part of our general education institutions, the lack of high standards, and most importantly, the low level of professionalism of many teachers and their inability to use new teaching methods and technologies in the teaching process.
Therefore, along with other measures that are important to implement in this area, issues such as improving the qualifications of teachers based on modern scientific principles, raising the level of pedagogical staff training in higher education institutions, and instilling the necessary pedagogical-methodological knowledge and skills in future teachers should be in the spotlight. In addition to the above, the advanced experience of leading districts and schools whose applicants achieve high results, as well as teachers who distinguish themselves with high results, should be studied and disseminated.