Developing an Inclusive Social Policy: Azerbaijan’s IDP schools

Developing an Inclusive Social Policy: Azerbaijan’s IDP schools Center for Innovations in Education Vitaly 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.

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.

Urban Areas 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 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 • 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.

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).

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.

(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.

(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 • 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.

χ2 (9, N = 3942) = 77.53886, p <.01. There is a significant difference in the proportion of students admitted to university between IDP districts.

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).

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 Education www.cie.az Vitaly Radsky radsky.vitaly@gmail.com

Developing an Inclusive Social Policy: Azerbaijan’s IDP schools