Exploring the Equity and Spatial Evidence of Educational Facilities in Hangzhou, China
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Exploring the Equity and Spatial Evidence of Educational Facilities in Hangzhou, China Yizhou Wu1 · Xiaohong Zheng1 · Li Sheng2 · Heyuan You3 Accepted: 17 June 2020 © Springer Nature B.V. 2020
Abstract Inequity in education is a serious social problem in developing countries. This study aims to explore an integrated model and evaluate the spatial equity of primary school facilities based on GIS technology in terms of three perspectives including accessibility, facility quality and supply–demand relationship. In this study, an integrated equity evaluation was established. Then an ideal spatial distribution of schools was described, and the equity of primary schools in Hangzhou’s urban central area was measured. Meanwhile, the relationships among the equity of primary schools and urban population change, urban land expansion, housing price distribution and urban spatial structure were analyzed. The results revealed the spatial inequity of primary schools in Hangzhou. Specifically, (1) the high-quality educational outcome significantly related to student–teacher ratio, per capita financial expenditure for education, and land cost. (2) The accessibility of primary schools did not match the population suburbanization. (3) Inequality in the quality of education worsened social stratification since the quality of primary schools affected regional housing prices. (4) The population flow based on the quality of educational facilities influenced the supply–demand relationship of educational facilities. Our study is believed to deepen the understanding of spatial equity in education based on the urban spatial structure in urban planning. It offers new insights for educational facility planning. Keywords Spatial equity · Education facilities · Integrated equity evaluation framework · China
* Heyuan You [email protected] Yizhou Wu [email protected] Xiaohong Zheng [email protected] Li Sheng [email protected] 1
Department of Urban Planning, Zhejiang University of Technology, Hangzhou, China
2
Institute of Digital Agriculture, Zhejiang Academy of Agricultural Sciences, Hangzhou, China
3
School of Public Administration, Zhejiang University of Finance and Economics, Hangzhou, China
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1 Introduction Education is becoming a focus issue due to social progress and development. A good education system is important to eliminate social inequity (Partanen 2011; Hu et al. 2020). Countries all over the world promote the implementation of educational equity through different educational systems and policies. However, the rational allocation of educational resources has brought serious challenges to urban planning and urban management. Meanwhile, educational equality can help provide educational resources to every student (Wood et al. 2011). However, with the rapid growth of population in metropolitan areas, the demand for infrastructure greatly exceeds the service capacity of existing service facilities (Cohen 2008; Wu et al. 2020). The shortage of educational facilities in the suburbs oft
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