Developing an Inclusive Social Policy: Azerbaijan’s idp schools Center for Innovations in Education Vitaly Radsky Data



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Developing an Inclusive Social Policy: Azerbaijan’s IDP schools

Center for Innovations in Education

Vitaly Radsky

1. Data

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





Urban Areas



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)







IDP Schools in Azerbaijan (5 regions)







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.





IDP Schools in Azerbaijan (5 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


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