Developing an Inclusive Social Policy: IDP children and children with disabilities

CIE Policy UnitCenter for Social Policy Development (CSPD)

Ulviyya Mikayilova, Elmina Kazimzade, Aynur Nabiyeva, Vitaly Radsky

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

Social Exclusion: What is the IDP story?

Separate Identity and Stigma•“Our schools are beautiful, but they are labeled as

IDP schools. That is why capable children are leaving to get education in Lyceums and we are left with lower achieving students.” (Qubadli educational administrator, FGD, 2011)

• “A good young teacher will never chose an IDP school over a regular school when choosing a job.” (Baku Education Inspector, Interview, 2011)

Separate Services

• “Some people compare Sumgait schools with Sumgait IDP schools—this is not fair. They have richer parents, we have an IDP status label, that is why there is a small number of students who want to come to our school.” (Qubadli teacher, FGD, 2011)

Are IDP students disadvantaged? A Data Discussion

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0.9

13 University Admissions Indicators,

2012

National Av-erage

IDP Average

0-100 100-200 200-300 300-500 500-7000

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

TQDK Score Distributions, 2012

IDP

National

TQDK exam range

Dis

trib

utio

n (%

)

Qubadli: Schools in Baku and Sumgayit

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0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1.0

2 indicators of univ. admissions, 2012

Qubadli schools in Baku

Baku Schools

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0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

2 indicators of univ. admissions (Sumgayit), 2012

Qubadli IDP schools in Sumgayit

Sumgayit City Schools

IDP schools in Baku

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0.2

0.3

0.4

0.5

0.6

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0.9

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Comparison of Qubadli, Susa, Fuzuli schools in Baku, 2012

Baku Average

National Average

Qubadli schools in Baku (10 schools)

Susa schools in Baku (13 schools)

Fuzuli schools in Baku (10 schools)

Conclusion

We need more data comparing educational results of IDP and non-IDP students.

Social exclusion offers a new way to look at deprivation and inequality in Azerbaijan.

Positioning Children with Disabilities in National Human

Capital: Review of Relevant National Policies and Practices

Research Questions•Are CWD included into national human capital?•What leads to CWD’s exclusion and how does

exclusion of CWD happen?•How to remove barriers?

Social Inclusion in National Development Policies

• Azerbaijan 2020: The Vision of the Future: “full ensuring of all human rights and freedoms”

• State Program on Poverty Reduction and Sustainable Development in the RoA for 2008-2015:

“implementing activities for social protection of disabled and children with limited health"

• 2011-2015 UN Development Assistance Framework: “improved and equal access to quality health, education and

social protection services”

Background Statistics•Annual loss in worldwide GDP as a result of

exclusion of PWD from employment: USD 1.37- 1.94 trn. (ILO)

•Unemployment of PWD aged 16-64 in Azerbaijan: 74% (UNICEF- 2011).

• Proportion of PWD involved in labor activity in Azerbaijan: 8.8%- 6.7% during 2001-2010 (WB)

Assessment Issues: CWD in Official Statistics

•The Ministry of Education of the Azerbaijan Republic – 48,500

•Azerbaijan NGO Alliance for Children’s Rights-56,000

•State Statistics Committee – 61,693

CWD in Education

10%

15%

74%

1%Data retrieved from SSC; 2011-2012

special schools and boarding schools

home-based education

no education

general edu-cation schools

Medical Model of Disability

“As parents do not know this system [inclusive education], they doubt about it. Sometimes parents do not allow their children to go to school and they prefer home education in order to control their children themselves.”

(A leader of NGO working for the rights of people with disabilities, 2011)

Holistic Approach • “Lack of special equipments is another serious

problem…Home school is inherited from the Soviet times (special schools and home education)… Their abilities are not revealed and no mechanism exists for this. This results in nonattendance in upper classes. Very few, nearly 10% of children graduate 9th grade.”

(Representative of an NGO in inclusive education, CIE FGD 2011)

Social Model of Disability

•Full provision of all human rights and freedoms without discrimination based on disability

•Equal access and opportunity: a fundamental human right vs. a charity impulse

Conclusion•Human capital development should include all

groups of society

• Medical model of disability is a barrier to inclusive policy

•Social model can ensure meaningful and effective results of social reforms and spent resources

Thank you.