Abstract
In Concepción Metropolitan Area (CMA), the uneven geographical distribution of population, exacerbated by the recent spread of urban growth, has promoted a clear spatial inequity in the provision of quality educational facilities. The objective of this research is to systematically compare the 493 schools of existing educational opportunities in the CMA with the aim to evaluate the spatial equity in order to improve a most inclusive urban planning. Statistical and graphical analysis revealed that nearest units to the center of the metropolitan area (Concepción) had better conditions than the farthest with respect to students-teacher ratio, teaching quality and academic outcomes assessment. This center-periphery pattern shows clearly the challenges to be faced in the CMA with respect to equitable access to quality educational resources.
Highlights
According to recent reports by the Organization for the Cooperation and Economic Development (OCDE), Chile is the country where private funding has increased weight in both primary and secondary education, and where the lowest degree of socioeconomic inclusion of the students within a school is found (OCDE, 2012)
Once the results of the educational quality indicator have been placed on the 100 × 100 m grid (Figure 3) it can be observed with greater clarity the tendency to concentration of the highest values in the areas close to the urban nucleus Concepción—Chiguayante—San Pedro de la Paz, in contrast to the rest of the urban sectors of the Concepción Metropolitan Area (CMA)
Results already presented seem to confirm that there are significant differences in the spatial distribution of the pre-university schools in the CMA area and, notable contrasts in the access to this kind of facilities, especially if we consider the access to quality schools
Summary
According to recent reports by the Organization for the Cooperation and Economic Development (OCDE), Chile is the country where private funding has increased weight in both primary and secondary education, and where the lowest degree of socioeconomic inclusion of the students within a school is found (OCDE, 2012). The index allows a first approach to the distribution of the phenomenon under study, assuming that every spatial unit have weighted values of each variable, being 10 the maximum value of the scale and representing an educational quality of excellent level.
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