developing an inclusive social policy: azerbaijan's idp schools

Developing an Inclusive Social Policy: Azerbaijan’s IDP schools

Center for Innovations in EducationVitaly Radsky

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

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

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

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.

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.

Result


• Nationally, and when controlling for school location, IDP schools send proportionally fewer students to university than non-IDP schools.

% of students receiving diploma applying 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).

% 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.

% 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.


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.

Result


• 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.


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.


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).

% of students receiving a diploma applying 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).

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 Educationwww.cie.az

Vitaly [email protected]

http://www.cie.az/