developing an inclusive social policy: azerbaijan's idp schools
DESCRIPTION
Are internally displaced persons (IDPs) a disadvantaged group in Azerbaijani society? Looking at their educational indicators in terms of admission to university, it seems that IDP students are less likely to attend university than their non-IDP peers. Because today schools from Azerbaijan's 10 IDP districts are scattered throughout Azerbaijan, it is important to compare these schools to non-IDP schools in the same location. This presentation breaks down admission to university by geographic location, suggesting that IDP schools do send fewer students to university, and that the difference in achievement of IDP regions is largely based on the location of their schools, rather than characteristics of the regions themselves. We propose the concept of social exclusion to further investigate how and why IDPs are underachieving in Azerbaijan.TRANSCRIPT
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Developing an Inclusive Social Policy: Azerbaijan’s IDP schools
Center for Innovations in EducationVitaly Radsky
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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
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IDP Schools in Azerbaijan (5 regions)
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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.
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National
χ2 (1, N = 86857) = 38.148, p <.01. Students at IDP schools are less likely to be accepted by universities than
students at non-IDP schools.
% of students finishing secondary school applying to university
% of students finishing secondary school accepted to university
59%
23%
60%
27%
IDP schools vs. National Average, 2012IDP Average National Average
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χ2 (1, N = 74779) = 28.053, p <.01. Students at IDP schools are less likely to be accepted by universities than
students at non-IDP schools.
% of students receiving diploma applying to university % of students receiving diploma accepted to university
71%
27%
70%
31%
IDP schools vs. National Average, 2012IDP Average National Average
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Urban Areas
82%
34%
87%
44%
Urban education: IDP vs. Non-IDP, 2012IDP Urban Average National Urban Average
χ2 (1, N = 28962) = 47.268, p <.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.
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Rural Areas
% of students receiving diploma applying to university
% of students receiving diploma accepted to university
58%
16%
58%
22%
Rural education: IDP vs. Non-IDP, 2012IDP Total (Rural) National Rural Average
χ2 (1, N = 44294) = 26.667, p <.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.
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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.
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IDP Schools in Azerbaijan (5 regions)
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% of students receiving diploma applying to university
% of students receiving diploma accepted to university
83%
37%
88%
46%
Baku education: IDP vs. Non-IDP, 2012IDP Average (Baku) Baku Azerage
χ2 (1, N = 21067) = 21.668, p < .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).
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% of students receiving secondary school diploma admitted to university
46%42%
39%36%* 36%*
30%*
IDP Schools in Baku, 2012
Baku Azerage Lachin (in Baku) Qubadli (in Baku) Susa (in Baku)Fuzuli (in Baku) Agdam (in Baku)
χ2 (1, N = 21067) = 27.493, p < .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.
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IDP Schools in Azerbaijan (5 regions)
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% of students receiving a secondary school diploma accepted to university
37%
45%
Lachin Urban vs. Sumgayit and Baku, 2012Lachin Urban (Sumgayit and Baku) Sumgayit and Baku Average
(z = -3.07, p < .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.
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% of students receiving a secondary school diploma accepted to university
17%
26%
Lachin Rural vs. non-IDP Rural, 2012Lachin RuralAverage of the rural regions where Lachin schools are located
(z = -2.933, p < .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.
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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.
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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.
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% of students receiving a secondary school diploma accepted to university
36% 36%33% 31% 30% 30% 29%
26%
21%18%
University Admissions by IDP Region: National, 2012
Qubadlı rayonu Zəngilan rayonu Linear (Zəngilan rayonu) Şuşa rayonuKəlbəcər rayonu Cəbrayıl rayonu Xocalı rayonu Laçın rayonuXocavənd rayonu Ağdam rayonu Füzuli rayonu
χ2 (9, N = 3942) = 77.53886, p <.01. There is a significant difference in the proportion of students admitted to university between IDP districts.
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IDP Schools in Azerbaijan (5 regions)
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% of students receiving diploma accepted to university
37%35% 34% 33%
29%
Comparison between IDP Regions: Urban, 2012
Lachin Urban Susha Urban Qubadli Urban Fuzuli Urban Agdam Urban
χ2 (4, N = 1156) = 3.836, p >.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).
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% of students receiving a diploma applying to university
% of students receiving diploma accepted to university
18% 17%
13%
Comparison between IDP regions: Rural, 2012Agdam Rural Lachin Rural Fuzuli Rural
χ2 (2, N = 1339) = 4.3695, p >.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).
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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.
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IDPs: Disadvantaged or Not?
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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
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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)
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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)
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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?