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Analysis of Spatial Accessibility for Rural School Redistricting in West China - Best School Kumbakonam

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School planning is the main role of local education administrations, and is related to providing fairness in education. This paper uses GIS technology to analyze the distribution of rural primary schools in a mountainous county of China. Analyzing population, school distribution, relevant education resource databases, and combined altitude map, allowed us to calculate the spatial accessibility of every administrative village in the county. The main evaluation factors for school distribution are spatial accessibility, fairness, and efficiency. Using a spatial accessibility index, we constructed a Gravity Model and an Improvement Gravity Model to explore the spatial distribution of rural schools. Through our analysis, we found there were differences in regard to education resources, school distribution, and spatial accessibility in Zhenyuan County, where our study was conducted. In some villages, the education resources are inadequate, some villages the distance to school is too far, more than half of the villages were poorly for the accessibility to school. We suggest that when school adjustments are being made, instead of merely considering efficiency alone, fairness should also be taken into account. Providing rural students with a school near their home is the most suitable and beneficial situation for rural families.
 Best School in Kumbakonam
With the advance of urbanization and family planning policy, some rural student transfer to urban areas and rural school-age populations have decreased. As a result, many schools in rural areas have been reduced to just one teacher or have been closed entirely. Such schools are mainly distributed irregularly in mountainous areas, with poor quality teaching, high operating costs, and low economies. In order to improve the education quality of such rural schools, China began a massive of adjustment of rural school layouts. This movement was executed from 2001 to 2012, and, during this period, the number of rural schools in China had decreased by 229,400 (52.1%), and the number of small schools had decreased by 11,100 (60%), meaning every day 63 school and 30 small schools had closed [1]. Large quantity and small scale problems in rural schools were solved through rural school consolidation, and this also brought an improvement in school economies and education quality. However, this consolidation also created many problems.

The result of the school consolidation is that schools are now concentrated in more populated villages or areas of counties, and these school are now large with big classes[2]. People in rural areas live in widely dispersed settlements, and this concentration of schools is inconvenient for them, not only in regard to the distance and, security risks on road (i.e., traffic accidents), but also because of the economic burden on rural families, which is an important reason why many students drop out of school[3][4]. Research on school distribution has mainly been conducted in the education domain, and the research method usually involves surveys and interviews, using simple technology. Research on educational facilities’ spatial distribution, assessments, and planning is sparse. Employing the Geography Information System (GIS) that is widely used in business, service, and planning, we want use ArcGIS to explore the distribution of rural schools and, establish a geographic spatial database on population distribution, school distribution, transportation, and terrain. Using the mountainous counties of western China for our case study, we assess spatial accessibly and the problems involved, and then give some advice on how school adjustment should be conducted in this area.

Through these analyses, we can see that school distribution is uneven. z The spatial distribution of education resources is not balanced, education resources in Zhentai and Zhedong village are the most scarce, not suited with the local population. z For some villages the distance students must travel to school is too far, the farthest distance from village to school is 12.07km. In mountain area, people were living scattered, the actual distance for some student is longer. z Gravity Model and Improvement Gravity Model shows that high accessibility villages always have a school, and village with poor accessibility have no school there. The accessibility of more than half of the villages to school is unsatisfactory. z GIS technology can visually represent the spatial distribution and find weak area of education resources, and can improve education management efficiency.

The numbers of schools are decreasing, and they are being centralized in main towns. The cost of education for rural students is increasing, and the traffic accident increasing too. Most rural students are required to board in school, away from their family, which creates an alienation of affection, a rising dropout rate, and results in education unfairness. Therefore, in this paper we suggest that school adjustment should not just consider efficiency, but also fairness; giving rural students a school that is close to their home is more suitable for rural families. For Zhenyuan County school planning, we suggest that following be considered: z For villages at the edges of towns, or villages in mountains or near high mountains, that their schools should remain open, so that children have short distances to travel to school . z If consolidation means that students’ journeys to school become too long, such as in the case of 196 Wenjiu to Bolie School, and Pinghe to Guihuajia School, even if the number of students is very small, local schools should stay open. z The reasonable distance for home to school is 2-3km; however, in Zhenyuan County, 47.25% of villages are over 3km away from their nearest school. This means that students will feel too tried to study after they reach to school, and may have to board in school; however, it is not good for young children to board in school. Hence, when planning schools the actually distance and travel conditions should be considered. According to Yu and Qin’s research, small schools benefit rural villages. Small schools can provide more opportunities for students to interact and participate in school and, they promote students’ social development, allowing them to have more confidence, self-respect and a greater sense of responsibility [15]. When student numbers are few, teachers can pay attention to every student. Small schools in rural areas allow students to study near their homes and reduce the risk of students dropping out because of expense, and transportation and safety issues. Hence, we shouldn’t consider small schools in rural areas as unused, but we should give them more attention and more help to develop, this is a basic fundamental for rural education.



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