Developing an Inclusive Social Policy: Azerbaijan’s idp schools Center for Innovations in Education Vitaly Radsky Data

Developing an Inclusive Social Policy: Azerbaijan’s IDP schools

Center for Innovations in Education

Vitaly Radsky

1. Data

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

IDP Schools in Azerbaijan (5 regions)

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.

National

Urban Areas

Rural Areas

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.

IDP Schools in Azerbaijan (5 regions)

IDP Schools in Azerbaijan (5 regions)

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.

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.

IDP Schools in Azerbaijan (5 regions)

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.

IDPs: Disadvantaged or Not?

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

Stigma and Isolation

• “Some people compare Sumgait schools with Sumgait IDP school—this 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)

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)

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?

Thank You

Center for Innovations in Education

www.cie.az

Vitaly Radsky

[e-mail]