Odediran Omotayo O., Ehisienmhen Nicholas O., Aribilola Toba R., Olaoluwa Idayat.A, Aluma Collins C., Hena Charles B., Benson Adeyinka G., Isa I., Ogunmola Pius.O., Ogunleye Funmilayo D., Adeyemi Samson S., Ashiru Kolawole. S.
Any nation's economic, social, and cultural empowerment depends greatly on its formal education system. However, the poor distribution of educational facilities in underdeveloped nations has made access more challenging in terms of both time and distance. Schools are frequently placed incorrectly because no scientific method is used in their placement. The spatial distribution of schools in the Lugbe neighbourhood of Abuja and their accessibility to students were the main subjects of this study. Primary information for this study came from the point locations of schools, which were located using a handheld GPS, and a shapefile of the study area, which was created from Google Earth imagery. The road network, which was derived from Open Street Map, and the Google Earth imagery, which served as a base map for gathering data on residential areas and other landmarks, were examples of secondary data. The spatial distribution was examined using tools for spatial statistics like point distance and nearest neighbour. The findings indicated that schools within the locality are unevenly distributed across the geographical region and are more concentrated within a specific zone at a distance of not more than 2 km from one another. Additionally, 10 schools were located within a 1000-meter radius of a market, which is inappropriate because the market place negatively impacts the learning environment of the schools through traffic and noise pollution. The network analysis method was used to investigate how easily accessible schools are from residential areas. Schools shouldn't be more than 2 km away from students, according to UNESCO. An extensive number of students have lower accessibility to schools because they must travel twice the distance recommended by planning guides, according to the network analysis, which found that more than 80% of schools are located more than 2 km from students' homes. As a result, the majority of residents do not have adequate access to secondary school education, according to the overall results, which showed that neither national nor international standards were followed when deciding where to locate schools. This study demonstrated that remote sensing and geographic information systems are a cutting-edge method for decision-makers and analysts to evaluate a wide range of socioeconomic issues. By supplying details about the secondary school accessibility situation right now and assisting in future planning, it aims to promote academic excellence.
Spatial Analysis, Distribution, Education, Institution