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Developing an Inclusive Social Policy: Azerbaijan

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Developing an Inclusive Social Policy: Azerbaijan s IDP schools. Center for Innovations in Education. Vitaly Radsky – PowerPoint PPT presentation

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Title: Developing an Inclusive Social Policy: Azerbaijan


1
Developing 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

3
IDP Schools in Azerbaijan (5 regions)
4
Question 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.

5
National
?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.
7
Urban 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.
8
Rural 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.
9
Result
  • 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.

10
IDP 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.
13
IDP 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.
16
Result
  • 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.

17
Question 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.
19
IDP 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).
22
Result
  • 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.

23
IDPs Disadvantaged or Not?
24
Social 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

25
Stigma 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)

26
Educational 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)

27
Conclusion
  • 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
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