Education for Azerbaijan's children with disabilities and internally displaced
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Developing an Inclusive Social Policy: IDP children and children with disabilities CIE Policy Unit Center for Social Policy Development (CSPD) Ulviyya Mikayilova, Elmina Kazimzade, Aynur Nabiyeva, Vitaly Radsky
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This presentation explores social exclusion in the context of Azerbaijan's children with disability and internally displaced persons. In the case of IDP and CWD groups in Azerbaijan, the social exclusion concept is useful because it allows us to explain how social relationships and institutions impact the relative deprivation of these groups. In these two cases, an unequal societal relationship has developed between mainstream society and displaced persons and the disabled, respectively. The unequal relationship is characterized by stigmatization in society and the state’s inability to move beyond strictly monetary measures of deprivation and medical models of disability to provide for better integration of these groups.
Transcript of Education for Azerbaijan's children with disabilities and internally displaced
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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13 University Admissions Indicators,
2012
National Av-erage
IDP Average
0-100 100-200 200-300 300-500 500-7000
0.05
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0.15
0.2
0.25
0.3
0.35
0.4
TQDK Score Distributions, 2012
IDP
National
TQDK exam range
Dis
trib
uti
on (
%)
Qubadli: Schools in Baku and Sumgayit
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0.8
0.9
1.0
2 indicators of univ. admissions, 2012
Qubadli schools in Baku
Baku Schools
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0.1
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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0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
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.
