Abstract:
It is universally agreed concept that education is a corner stone for socio economic transformation. Education has been recognized as weapon to fight backwardness, poverty and illiteracy for ages. Experience have shown that all the good benefit of education has been assured only when there is quality education. However, there are visible indicators that education quality has not been still achieved in the entire world. Particularly, education quality in developing countries is perceived as discouraging. Hence, the sharp decline of education quality is becoming major concern for developing countries like Ethiopia. This is also more serious concern in emerging regions like Gambella regional state where most people share pastoralism way of life. It is also understandable fact that there are locally known spatial and non-spatial factors that affect education quality. Therefore, the main objective of this study was to identify spatial and non-spatial factors that influence educational quality of primary schools in emerging regions. As methodological approach, the study was used descriptive design approach with mix of qualitative and quantitative method. The main data sources were both primary and secondary data. Primary data were collected from spatial and non-spatial data sources. The spatial information was mainly collected from GPS reading, aerial photo and land use plan. Non spatial primary data were collected using interviews and discussions. The perceptions and reflections of key informants (teachers, students, principals and parents) were entertained by using focus group discussion, key informant interview and public hearings. The secondary data sources were collected by means of desk review. As result, the study was found that education quality in the city is weakening. The underlying causes are, low teachers motivation level, high students- teacher ratio, high students- section ratio, lack of instructional materials, lack of infrastructure and facilities. From the spatial perspective, the education institutions are an unevenly distributed that students from the central part of the city are more advantageous.
Machine summary:
Analysis of Educational Services Dis tribution and Accessibility as Education Quality Indicators: Evidence from Geospatial Analysis and Adminis trative Time Series Data (Case Study: Gambela City, Gambella Regional State, Ethiopia, East Africa) 1*Abraha Tesfay 1Department Of Urban Land Development, College Of Urban Development And Engineering, Ethiopian Civil Service University, Ethiopia Recieved 27.
Therefore, the main objective of this study was to identify spatial and non-spatial factors that influence educational quality of primary schools in emerging regions.
Distribution; Emerging Region; Elementary; Gambela; Quality; School; Service Area {مراجعه شود به فایل جدول الحاقی} INTRODUCTION Education is the main driving factor for economic, social, and political transformation since human civilization.
Therefore, this s tudy was aimed to analyze spatial and non-spatial factors that influence educational quality in primary schools of emerging regions.
Meanwhile, spatial factors were focused on analyzing dis tance to school, spatial dis tribution, accessibility and service area coverage of education ins titutions using Geographic Information Sys tem (GIS) and adminis trative time series data.
Analysis Approach This s tudy was conducted on the spatial and non-spatial factors affecting the provision of quality education in primary schools of emerging regions.
The existing service delivery was analyzed in terms of education quality indicators such as pupil-teacher ratio, class- student ratio, served population, availability of school infrastructures (toilet, bath, water supply, electric city, IT room, and library and compatibility location of the schools).
, 2016) However, spatial distribution of primary school has been generally uneven in most developing countries and thus limits the level education accessibility and education quality (Fabiyi & Ogunyemi, 2015).