Fewer, better pathways for all? Intersectional impacts of rural school consolidation in China’s minority regions

Hannum, Emily; Wang, Fan

doi:10.1016/j.worlddev.2021.105734

Cited by 10 publications

(7 citation statements)

References 51 publications

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“…Consolidation has greatly decreased the number of rural primary schools in many locales. In Brazil, official statistics show that the number of rural primary schools dropped by 31% between 2007 and 2017, from 88,386 rural primary schools to 60,694 [36]. Meanwhile, in India, the state of Haryana merged schools by first combining same-campus schools, then integrating nearby schools having low enrollments and fewer teachers [21].…”

Section: School Consolidation In the Developing Worldmentioning

confidence: 99%

“…School consolidation processes dramatically change primary school accessibility. In China, rural primary school consolidation has led to a significant increase in the average distance to school for students, while longer travel distances negatively impact children's school enrollment and educational outcomes [16,23,36]. In recent years, increasing attention has been paid to the spatial justice of education policies [42].…”

Section: School Consolidation In the Developing Worldmentioning

confidence: 99%

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Accessibility of Primary Schools in Rural Areas and the Impact of Topography: A Case Study in Nanjiang County, China

Zhu

Zinda

Liu

et al. 2023

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In recent years, many developing countries have consolidated rural primary schools, closed small community schools, and enlarged centralized schools, which can reduce the accessibility of education to many communities. Meanwhile, expanding road networks may enable people in far-flung communities to access schools more easily. To evaluate the impacts of both trends on spatial justice in access to education, it is important to examine spatial patterns of primary school accessibility and their predictors. How do the topographic features of villages and surrounding landscapes correlate with primary school accessibility in rural upland areas? Using a digital map route planning application, this study evaluates the primary school accessibility of each village in Nanjiang County, a mountainous county in southwest China. By evaluating relationships between primary school accessibility and village characteristics, this study provides evidence corroborating frequent claims that rural remote mountainous areas have poor primary school accessibility. Additionally, by analyzing the effects of elevation and ruggedness of villages and of the zone between villages and schools as well as the mechanisms driving these effects, we find that, contrary to expectations, with increasing village elevation, a village’s primary school accessibility first decreases and then increases. The ruggedness of the terrain upon which a village is built has no significant effect. The ruggedness of the zone between a village and its nearest school exerts significant effects. These findings demonstrate that the two policies have created a pattern of spatial injustice that disadvantages peripheral villages, illustrating the need to attend to topography in efforts to provide equitable school access in rural mountainous areas.

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Section: School Consolidation In the Developing Worldmentioning

confidence: 99%

Section: School Consolidation In the Developing Worldmentioning

confidence: 99%

Accessibility of Primary Schools in Rural Areas and the Impact of Topography: A Case Study in Nanjiang County, China

Zhu

Zinda

Liu

et al. 2023

Land

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“…The second indicator is the coverage radius, which refers to the straight-line distance from the furthest settlement in a school district to the primary school, often used in a school site-selection process (Sumari et al, 2019). These two indicators, combined with the number of pupils, characterize the spatial aggregation of pupils in a school district (Hannum & Wang, 2022).…”

Section: Quantifying Resources In Each Primary School Using Entropy-b...mentioning

confidence: 99%

“…A number of school resources are required for operating a primary school and insufficiency or ineffectiveness in one resource can make a school unsustainable. So far, extensive research on school resources in China has been conducted such as studies on the shortage of high-quality teachers in rural schools Li et al, 2020), the accessibility of schools (Long et al, 2020), and the impacts of rural school consolidation (Hannum & Wang, 2022). Resource equity in urban versus rural primary schools has more significant effects on the social sustainability of a county than in other schools because of the fundamental role of primary schools in education and communities (Jing et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Urban–rural Differences in Primary School Resources in China: A Case Study of Yuncheng County

Sun

Kidd

et al. 2023

International Journal of Strategic Property Management

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Resources in primary schools can be classified into three types: campus, teaching, and community resources. Urban–rural differences in the resources of Chinese county schools, which are triggered by population migration and residents’ preference for high-quality schools, are a common phenomenon emerging in the context of rapid urbanization. Despite the negative effects of these resource differences on social sustainability and the increasing need to comprehensively analyze urban–rural differences in school resources, to date there has not been an effective analytical framework for resolving these issues. To address this research gap, this study develops a method using the entropy-based Technique for Order Preference by Similarity to Ideal Solution (TOPSIS), spatial analysis, and statistical analysis for assessing resource equity in primary schools by means of the relative proximities of resources. The resource differences between urban and rural primary schools are quantitatively investigated through taking Yuncheng County as a case study. The urban–rural differences in the three types of resources are discovered and presented according to geographical location. The research findings make contributions to understanding the unbalanced distribution of school resources, promoting equity in education, and improving the social sustainability of counties. Additionally, the analytical framework has the potential to be extended to analyzing urban–rural resource differences in secondary or high schools.

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“…Beuchert et al (2018) find a negative impact, De Haan et al (2016) find a positive impact, and Izadi (2015) and Liu et al (2010) find that consolidation has no adverse effect on achievement. There is limited work on school consolidation in developing contexts (Hannum and Wang 2022;Liu et al 2010), and none of it is based in India. To the best of my knowledge, there is no other paper that has studied the merger of grade 1-5 with grade 6-10 schools.…”

Section: Introductionmentioning

confidence: 99%

Impact of school consolidation on enrolment and achievement: Evidence from India

Varghese¹

2022

WIDER Working Paper

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analysis and policy advice with the aim of promoting sustainable and equitable development. The Institute began operations in 1985 in Helsinki, Finland, as the first research and training centre of the United Nations University. Today it is a unique blend of think tank, research institute, and UN agency-providing a range of services from policy advice to governments as well as freely available original research.The Institute is funded through income from an endowment fund with additional contributions to its work programme from Finland, Sweden, and the United Kingdom as well as earmarked contributions for specific projects from a variety of donors.

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Fewer, better pathways for all? Intersectional impacts of rural school consolidation in China’s minority regions

Cited by 10 publications

References 51 publications

Accessibility of Primary Schools in Rural Areas and the Impact of Topography: A Case Study in Nanjiang County, China

Accessibility of Primary Schools in Rural Areas and the Impact of Topography: A Case Study in Nanjiang County, China

Urban–rural Differences in Primary School Resources in China: A Case Study of Yuncheng County

Impact of school consolidation on enrolment and achievement: Evidence from India

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