Disparity in Spatial Access to Public Daycare and Kindergarten across GIS-Constructed Regions in Seoul, South Korea

Kim, Hyun‐Joong; Wang, Fahui

doi:10.3390/su11195503

Cited by 9 publications

(6 citation statements)

References 40 publications

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“…The spatial accessibility of preprimary education is a crucial factor for parents when choosing preprimary education services (Kim & T A B L E 1 SDG target 4.2 with relevant indicators, within SDG 4 "Quality Education". Wang, 2019). However, as preprimary education is not compulsory in many countries, research on accessibility assessment and analysis of preprimary education remains limited.…”

Section: Accessibility Assessment Of Preprimary Educationmentioning

confidence: 99%

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

Luo,

Zhao,

Zhang

et al. 2024

Sustainable Development

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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.

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Section: Accessibility Assessment Of Preprimary Educationmentioning

confidence: 99%

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

Luo,

Zhao,

Zhang

et al. 2024

Sustainable Development

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“…social services, healthcare facilities, and schools) and its unequal distribution in Western cities. Deprived neighborhoods tend to have low accessibility to healthcare facilities (Luo and Wang, 2003;McLafferty and Grady, 2005;Neutens, 2015), fresh food markets (Saunders et al, 2015), schools (Lee and Lubienski, 2017;Pacione, 1989), daycare facilities or kindergartens (Kim and Wang, 2019), and recreational facilities (Talen, 1997). For example, affluent suburban neighborhoods in Vancouver have substantial access to childcare, whereas poor and innercity areas in the same city are deficient in space (Prentice, 2007).…”

Section: Accessibility To Service Facilities and Its Measurementmentioning

confidence: 99%

Spatial accessibility to kindergartens using a spectrum combinational approach: Case study of Shanghai using cellphone data

Chen

Zhou

Yeh

2020

Environment and Planning B: Urban Analytics and City Science

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Spatial accessibility to kindergartens is a critical issue related to the transport safety of children. Young children should be escorted to kindergartens by adults, and trips to kindergartens are occasionally dependent on parents’ home–work trips because parents may escort their children to kindergartens en route to work. Many types of school trip can be categorized into two main types: “Home–School” and “Home–School–Work” trips. However, existing studies have tended to focus on only one type of school trip and have disregarded the other type in the assessment of accessibility. The present study examines accessibility to kindergartens by considering both types of school trips. The basic two-step floating catchment area method is used to measure the accessibility of “Home–School” trips and the commuter-based two-step floating catchment area is used for “Home–School–Work” trips. This study proposes a spectrum combinational approach, which combines both types of trips according to their actual percentages, to provide a realistic assessment of accessibility to kindergartens. An empirical study is conducted in Shanghai by combining cellphone big data and traditional data from a census. Results indicate that, compared with the spectrum combinational approach, the inequality of accessibility would be underestimated if we only focus on “Home–School” trips in the measurement of accessibility, but overestimated if we only focus on “Home–School–Work” trips. The proposed spectrum combinational approach, by modifying the trip assumptions on which accessibility evaluation is based, constitutes a novel and more realistic accessibility measurement of spatial accessibility to kindergartens.

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“…Horizontal equity also known as absolute equity, refers to equal opportunities for everyone in society to travel and access transportation resources. Kim and Wang. (2019) analyzed the accessibility of children to their kindergartens in Seoul, South Korea from the perspective of horizontal equity and observed significant spatial variation in children's school accessibility.…”

Section: Introductionmentioning

confidence: 99%

Children from High-income families may not be happy in commuting to school-- evidence from China

Mou,

Wang,

Kong

et al. 2024

Preprint

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The uneven distribution of high-quality education resources leads to an increasing number of children choosing schools far from their homes, resulting in longer commuting times. This not only occupies the rest time of parents and children, but also reduces their happiness. Taking Lixia District of Jinan as a research area, this paper uses the Thiessen Polygon Method to define school districts, introduces the actual weight of children's school selection based on children’s OD data of commuting to school, combines the 4×1767×62 travel planning data obtained from Autonade API platform to jointly build the model of actual accessibility to commuting to school and the model of accessibility to commuting to school within school districts, and then studies the accessibility and transportation equity of households with different income in commuting to school. The results show that there are great differences in flow characteristics, accessibility and transportation equity of households with different income, and the dynamic spatial characteristics of children's commuting to school are affected by household income. Specifically, the actual accessibility of high-income households is smaller than that of other households, indicating that the children from high-income households spend longer time in commuting to school, and take up more of their rest time, which reduces their senses of satisfaction and happiness. Compared with the actual commuting to school, in commuting to school within school districts, the difference between households with different income has a greater impact on transportation inequality. Therefore, promoting reasonable and organized school selection processes can effectively reduce transportation accessibility gaps among households. This research contributes to enhancing urban accessibility and travel efficiency, and provide a basis for governments to formulate fairer and more rational transport policies.

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Disparity in Spatial Access to Public Daycare and Kindergarten across GIS-Constructed Regions in Seoul, South Korea

Cited by 9 publications

References 40 publications

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

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

Spatial accessibility to kindergartens using a spectrum combinational approach: Case study of Shanghai using cellphone data

Children from High-income families may not be happy in commuting to school-- evidence from China

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