Title: Developing an Inclusive Social Policy: Azerbaijan
1Developing an Inclusive Social Policy
Azerbaijans IDP schools
- Center for Innovations in Education
- Vitaly Radsky
2- 1. Data
- Is there a difference in educational achievement
between IDP and non-IDP schools and regions? - 2.How and Why?
- - Social exclusion concept
- 3. Policy
3IDP Schools in Azerbaijan (5 regions)
4Question 1 Is there a difference between the
school achievement of IDP and non-IDP regions?
- H0 There is no difference between the university
admission rate of IDP and non-IDP schools in
Azerbaijan. - HA There is a significant difference between the
university admission rate of IDP and non-IDP
schools in Azerbaijan.
5National
?2 (1, N 86857) 38.148, p lt.01. Students at
IDP schools are less likely to be accepted by
universities than students at non-IDP schools.
6?2 (1, N 74779) 28.053, p lt.01. Students at
IDP schools are less likely to be accepted by
universities than students at non-IDP schools.
7Urban Areas
?2 (1, N 28962) 47.268, p lt.01. Students at
IDP schools located in urban areas (including
Baku) are less likely to be accepted by
universities than students at non-IDP schools
studying in urban areas.
8Rural Areas
?2 (1, N 44294) 26.667, p lt.01. Students at
IDP schools located in rural areas are less
likely to be accepted by universities than
students at non-IDP schools studying in rural
areas.
9Result
- HA There is a significant difference between the
university admission rate of IDP and non-IDP
schools in Azerbaijan. - Nationally, and when controlling for school
location, IDP schools send proportionally fewer
students to university than non-IDP schools.
10IDP Schools in Azerbaijan (5 regions)
11?2 (1, N 21067) 21.668, p lt .01. There is a
significant difference between the proportion of
students accepted to university from IDP schools
based in Baku and non-IDP Baku schools. The
difference in proportion of students accepted to
universities were significant between Baku and
Susa, Fuzuli, and Agdam (but not Lachin and
Qubadli).
12?2 (1, N 21067) 27.493, p lt .01. There is a
significant difference between the proportion of
students accepted to university between Baku
non-IDP schools and Baku-based Susa, Fuzuli, and
Agdam schools.
13IDP Schools in Azerbaijan (5 regions)
14(z -3.07, p lt .05, one-tailed) There is a
significant difference between the proportion of
students accepted to university between Lachin
Baku and Sumgayit based schools and non-IDP
schools In Baku and Sumgayit.
15(z -2.933, p lt .05, one-tailed) There is a
significant difference between the proportion of
students accepted to university between Lachin
rural-based schools and non-IDP schools based in
the rural regions where Lachin schools are
located.
16Result
- HA There is a significant difference between the
university admission rate of IDP and non-IDP
schools in Azerbaijan. - When controlling for school location, IDP schools
send proportionally fewer students to university
than non-IDP schools.
17Question 2 What role does geography have in the
differing results of IDP schools?
- H0 There is no difference in the university
admission rate in schools in different IDP
regions in Azerbaijan. - HA There is a significant difference in the
university admission rate between schools in
different IDP regions in Azerbaijan.
18?2 (9, N 3942) 77.53886, p lt.01. There is a
significant difference in the proportion of
students admitted to university between IDP
districts.
19IDP Schools in Azerbaijan (5 regions)
20?2 (4, N 1156) 3.836, p gt.1. There is no
significant difference between the proportion of
students accepted to university among students
studying in urban-based IDP schools (5 IDP
regions).
21?2 (2, N 1339) 4.3695, p gt.1. There is no
significant difference between the proportion of
students accepted to university among students
studying in rural-based IDP schools (5 IDP
regions).
22Result
- Ho There is not a significant difference in the
university admission rate between schools in
different IDP regions in Azerbaijan, once
location of school is controlled. - What separates overall lower achieving IDP
regions such as Agdam and higher achieving
regions such as Qubadli is school location,
rather than something like regional education
management.
23IDPs Disadvantaged or Not?
24Social Exclusion
- a way of conceptualizing society, including (and
with a focus on) the processes of deprivation
that are an integral part of that society. - -de Haan, 2000
- 1) Multidimensionality
- 2) Causation (how and why)
- interactions, processes, actors, and institutions
that include some groups and exclude others. - -de Haan, 2000
25Stigma and Isolation
- Some people compare Sumgait schools with Sumgait
IDP schoolthis is not fair. They have richer
parents, we have a IDP status label, that is why
there is a small number of students who want to
come to our school. (Qubadli teacher, FGD,
2011)
26Educational Human Resources
- a good young teacher will never chose an IDP
school over a regular school when choosing a
job. (Baku Education Inspector, Interview,
2011)
27Conclusion
- 1. Disadvantaged or Not?
- We need more data comparing educational results
of IDP and non-IDP students. - 2. Why and How?
- Social exclusion offers a new way to look at
deprivation and inequality in Azerbaijan. - 3. What Policies?
28- Thank You
- Center for Innovations in Education
- www.cie.az
- Vitaly Radsky
- radsky.vitaly_at_gmail.com