Literaturnachweis - Detailanzeige
Autor/inn/en | Rodriguez-Segura, Daniel; Kim, Brian Heseung |
---|---|
Titel | The Last Mile in School Access: Mapping Education Deserts in Developing Countries |
Quelle | 6 (2021), Artikel 100064 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Kim, Brian Heseung) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2352-7285 |
Schlagwörter | Barriers; Academic Achievement; School Location; Proximity; Developing Nations; Access to Education; Foreign Countries; Geographic Information Systems; Cost Effectiveness; Measurement Techniques; Rural Areas; Educational History; Elementary Schools; Incidence; Place of Residence; Cultural Context; Open Source Technology; Comparative Analysis; Outcomes of Education; Enrollment; Guatemala Schulleistung; Schulgelände; Lebensnähe; Developing country; Developing countries; Entwicklungsland; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Messtechnik; Rural area; Ländlicher Raum; History of education; Bildungsgeschichte; Elementary school; Grundschule; Volksschule; Vorkommen; Wohnort; Lernleistung; Schulerfolg; Einschulung |
Abstract | With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-by-kilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify "education deserts" -- localized areas where families lack physical access to education -- at unprecedented scale, detail, and cost-effectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong country-wide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of education deserts in this context. We make our entire codebase available to the public -- fully free, open-source, heavily documented, and designed for broad use -- allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally. (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |