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
• 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)
% 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).
% 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.
IDP Schools in Azerbaijan (5 regions)
% 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.
% 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.
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.
% 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.
IDP Schools in Azerbaijan (5 regions)
% 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).
% 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).
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?