Educational inequality in urban settings: A spatial analysis of school distribution and double-shift system challenges – A case study

Abstract

Ensuring equity in education is crucial for sustainable development, yet it remains a global challenge. Previous research has extensively explored the spatial equity of educational resources in developed countries; however, there's a lack of adequate studies focused on cities within developing regions, like Erbil. Also, the impact of the double-shift school system on educational equity remains significantly unexplored. This study employs statistical techniques (Location Quotient and Pearson's correlation) to analyze the spatial concentration and the relationship between primary schools and population numbers. Additionally, GIS is utilized to examine factors affecting educational equity, focusing on the spatial distribution of government primary schools and their relation to population density and housing prices. These techniques include mean center, central feature, standard distance, kernel density, average nearest neighborhood, buffer zones, and Thiessen polygons to analyze schools' geographical distribution, density, patterns, accessibility, proximity, and school location assessment. Furthermore, this study analyzes the effects of different school systems on equity by examining instructional time. The results showed an uneven distribution of schools, concentrated in older areas with a scarcity on the city's outskirts, and a negative correlation between school numbers and housing prices. Notably, about 88% of Erbil's primary schools operate double shifts due to insufficient numbers, which reduces annual instruction time to 576 hours, significantly lower than in other school systems. By proposing an equity priority model for future schools and emphasizing the efficient allocation of educational resources, this study contributes to global discussions on educational disparities and suggests strategies for equitable resource distribution in urban settings.