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Except for specific measures (rehabilitation of schools, facilities for transporting pupils from isolated villages, merging of schools, equipping libraries, etc.), development plans specific to rural education cannot be highlighted. Such policies have affected equity and have led to a rural-urban disequilibrium in terms of pupils and conditions for the teaching process. This paper aims to study the trends of the HR structure within education system in Romania by areas of residence, taking into account the rural-urban imbalance that is manifested especially at the level of Romania, the rural environment comprising categories of disadvantaged pupils, being avoided by the qualified and experienced teachers