Are internally displaced persons (IDPs) a disadvantaged group in Azerbaijani society? Looking at their educational indicators in terms of admission to university, it seems that IDP students are less likely to attend university than their non-IDP peers. Because today schools from Azerbaijan's 10 IDP districts are scattered throughout Azerbaijan, it is important to compare these schools to non-IDP schools in the same location. This presentation breaks down admission to university by geographic location, suggesting that IDP schools do send fewer students to university, and that the difference in achievement of IDP regions is largely based on the location of their schools, rather than characteristics of the regions themselves. We propose the concept of social exclusion to further investigate how and why IDPs are underachieving in Azerbaijan.

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

2. 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

3. IDP Schools in Azerbaijan (5 regions)

4. 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.

5. 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.
59%
23%
60%
27%
% of students finishing secondary school
applying to university
% of students finishing secondary school
accepted to university
IDP schools vs. National Average, 2012
IDP Average National Average

6. 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.
71%
27%
70%
31%
% of students receiving diploma applying to university % of students receiving diploma accepted to university
IDP schools vs. National Average, 2012
IDP Average National Average

7. Urban Areas
82%
34%
87%
44%
% of students receiving diploma applying to
university
% of students receiving diploma accepted to
university
Urban education: IDP vs. Non-IDP, 2012
IDP 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.

8. Rural Areas
58%
16%
58%
22%
% of students receiving diploma applying to university% of students receiving diploma accepted to university
Rural education: IDP vs. Non-IDP, 2012
IDP 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.

9. 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.

10. IDP Schools in Azerbaijan (5 regions)

11. 83%
37%
88%
46%
% of students receiving diploma applying to
university
% of students receiving diploma accepted to
university
Baku education: IDP vs. Non-IDP, 2012
IDP 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

12. 46%
42%
39%
36%* 36%*
30%*
% of students receiving secondary school diploma admitted to university
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.

13. IDP Schools in Azerbaijan (5 regions)

14. 37%
45%
% of students receiving a secondary school diploma accepted to university
Lachin Urban vs. Sumgayit and Baku, 2012
Lachin 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.

15. 17%
26%
% of students receiving a secondary school diploma accepted to university
Lachin Rural vs. non-IDP Rural, 2012
Lachin Rural Average 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.

16. 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.

17. 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.

18. 36% 36%
33%
31%
30% 30% 29%
26%
21%
18%
% of students receiving a secondary school diploma accepted to university
University Admissions by IDP Region:
National, 2012
Qubadlı rayonu Zəngilan rayonu Şuşa rayonu Kəlbəcər rayonu
Cəbrayıl rayonu Xocalı rayonu Laçın rayonu Xocavənd 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.

19. IDP Schools in Azerbaijan (5 regions)

20. 37%
35% 34% 33%
29%
% of students receiving diploma accepted to university
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).

21. 18% 17%
13%
% of students receiving a diploma applying to university
Comparison between IDP regions: Rural, 2012
Agdam 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).

22. 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.

23. IDPs: Disadvantaged or Not?

24. 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

25. 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)

26. 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)

27. 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?

28. Thank You
Center for Innovations in Education
www.cie.az
Vitaly Radsky
radsky.vitaly@gmail.com