A framework for measuring the implementation of the Sustainable Development Goal 4.2 (Quality Preprimary Education) at the local scale: an empirical study in Nanjing, China

Abstract

Equalizing preprimary education is vital for promoting social welfare and aligns with the UN's 2030 Agenda Sustainable Development Goals, particularly SDG 4.2 which advocates equal and adequate access to quality preprimary education for all children. We developed an accessibility‐based analysis framework to assess the SDG 4.2 progress at local scale, providing improved policy recommendations for local governments by considering spatiality, equality, and adequacy across different spatial scales. The Huff–G2SFCA model was used at the grid scale to capture progress and spatial heterogeneity in preprimary education facilities and parental preferences. We used the Gini coefficient to measure the resource distribution equality at the subdistrict and district scales. The adequacy of resources across districts was evaluated using the supply–demand ratio. Our findings in Nanjing highlight challenges due to inadequate and unequal allocation of preprimary education resources, hindering SDG 4.2 advancement. Approximately 8% of children face difficulties accessing quality preprimary education, and a Gini coefficient of 0.52 indicating educational inequality. Despite positive progress in Nanjing's central urban area, suburban, and rural regions, especially the Gaochun and Lishui Districts, face significant challenges of preprimary education resource adequacy and equality in their pursuit of SDG 4.2.