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.

1. 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

2. 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

3. Social Exclusion: What is the IDP story?

4. 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)

5. 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)

6. Are IDP students disadvantaged? A
Data Discussion
3 University Admissions Indicators, 2012
1
0.9
0.8
0.7
0.6
National Average
0.5
0.4
IDP Average
0.3
0.2
0.1
0
% Hsgrads receiving % Hsgrads applying % Hsgrads admitted
diploma to univ.

7. TQDK Score
0.4
Distributions, 2012
0.35
0.3 IDP
Distribution (%)
0.25
0.2 National
0.15
0.1
0.05
0
0-100 100-200 200-300 300-500 500-700
TQDK exam range

8. Qubadli: Schools in Baku and
Sumgayit
2 indicators of univ. admissions, 2012
1.0
0.9
0.8
0.7 Qubadli schools in
0.6
Baku
0.5
0.4
Baku Schools
0.3
0.2
0.1
0.0
% w/ HS diploma applying to university diploma accepted to university
% w/HS

9. 2 indicators of univ. admissions
(Sumgayit), 2012
1
0.9
0.8 Qubadli IDP schools
in Sumgayit
0.7
0.6
0.5
Sumgayit City
Schools
0.4
0.3
0.2
0.1
0
% w/ HS diploma applying to % w/HS diploma accepted to
university university

10. IDP schools in Baku
Comparison of Qubadli, Susa, Fuzuli schools in
Baku, 2012
1
0.9
0.8 Baku Average
0.7
National Average
0.6
0.5
Qubadli schools in
0.4 Baku (10 schools)
0.3 Susa schools in Baku
(13 schools)
0.2
Fuzuli schools in Baku
0.1 (10 schools)
0
% w/ HS diploma applying to university
% w/HS diploma accepted to university

11. 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.

12. Positioning Children with
Disabilities in National Human
Capital:
Review of Relevant National Policies and Practices

13. 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?

14. 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”

15. 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)

16. 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

17. CWD in Education
Data retrieved from SSC; 2011-2012
1%
special schools and
10% boarding schools
home-based
15% education
no education
74%
general education
schools

18. 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)

19. 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)

20. 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

21. 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

22. Thank you.