ECONOMIC AND SOCIOECONOMIC BARRIERS OF HIGHER EDUCATION: A CASE STUDY OF AUTONOMOUS REPUBLIC OF ADJARA, GEORGIA

Natela Tsiklashvili Batumi Shota Rustaveli State University, 35/32, Ninoshvili/Rustaveli Str., Batumi, 6010, Georgia https://orcid.org/0000-0003-0638-7376
Tamari Poladashvili Batumi Shota Rustaveli State University, 35/32, Ninoshvili/Rustaveli Str., Batumi, 6010, Georgia https://orcid.org/0000-0002-7597-7997

Keywords: Human Capital, Higher Education, Education and Inequality, Education and Gender, Equality of Opportunity

Abstract

The given paper studies the key socioeconomic factors that influence young people to access and complete higher education (HE) in Georgia. The research focuses on regional context, mainly on Adjara, Georgia. Even though all citizens are equal to receive HE in Georgia, in practice, many students face invisible barriers long before they apply to university and during their studies too. This research examines how background social and economic conditions shape access to higher education, focusing on income level, family background, gender, place of residence etc.

The study is based on a quantitative research design, suing a structured questionnaire administered among 315 undergraduate students across six municipalities of Autonomous Republic of Adjara: Batumi, Kobuleti, Khelvachauri, Keda, Khulo and Shuakhevi.

Based on these quantitative research methods and structured questionnaires, the study analyzes how the above-mentioned factors affect students’ educational choices and their opportunities to complete HE without delays.

The findings show that financial constraints, family background and the regional disparities remain a major barrier to accessing HE. The problem is particularly evident among low-income households. The majority of respondents belong to low or lower-middle income households ad students from these groups allocate a disproportionately large share of households’ income and education-related costs.

Limited financial resources limit students to from fully engaging in their education, instead they combine studies with employment or search for other financing sources to support themselves. As a result, this process increases the risk of delayed graduation or dropout. It must be mentioned that students with full time job tend to have less time and available energy for academic work.

Gender differences are also evident as female students rely more heavily on state-finance funding programs, while male students are more frequently self-finance through employment.

Recent government reforms to restructure the HE system have caused controversial arguments. In this context, the findings of the paper underline the need for targeted policy measures aimed at reducing educational inequality, strengthening social mobility and supporting students in need. The study provides practical implications for HE managers, policymakers and local stakeholders that are involved in educational planning and social development.

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Author Biographies

Natela Tsiklashvili, Batumi Shota Rustaveli State University, 35/32, Ninoshvili/Rustaveli Str., Batumi, 6010, Georgia

D.Sc. (Economics), Professor

Tamari Poladashvili, Batumi Shota Rustaveli State University, 35/32, Ninoshvili/Rustaveli Str., Batumi, 6010, Georgia

Doctor of Business Administration, Assistant Professor

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