The Potential of Basic Education Accessibility Across Administrative Boundaries Using a Multi-Scenario Comparative Analysis: How Can Education Equity in the Qinghai–Tibet Plateau Be Better Achieved?

Yiran Du, Jinglong Duan and Yi Miao ()
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Yiran Du: College of Geography and Environment, Shandong Normal University, Ji’nan 250358, China
Jinglong Duan: College of Geography and Environment, Shandong Normal University, Ji’nan 250358, China
Yi Miao: College of Geography and Environment, Shandong Normal University, Ji’nan 250358, China

Land, 2025, vol. 14, issue 11, 1-18

Abstract: Ensuring equitable access to basic education is a core issue for promoting balanced regional development and sustainable educational outcomes. As a vast and sparsely populated region with relatively slow development, the Qinghai–Tibet Plateau faces particular challenges in ensuring educational accessibility and equity. Using a 100 m × 100 m travel time cost raster constructed from OSM road networks and the cost-distance method, together with local spatial autocorrelation, Lorenz curve, and Gini coefficients, as well as the Geodetector method, this study examines the spatial equity and factors influencing the accessibility of primary and secondary schools across 2798 townships at three time points (2016, 2020, and 2024) under three scenarios: Scenario 1 (nearby schooling), Scenario 2 (schooling within the prefecture-level city), and Scenario 3 (schooling within the county). The results show that: (1) Overall accessibility improved from 2016 to 2024, with primary schools being more accessible than secondary schools. Western townships, although initially disadvantaged, experienced the most notable gains. However, accessibility declined markedly when administrative-boundary constraints were imposed, with the greatest losses observed in ultra-high-altitude remote areas such as Ngari and Nagqu. (2) Spatial equity also improved, but when administrative boundaries were imposed, population-weighted inequities became even more pronounced than disparities in accessibility itself. Equity declined most sharply under county-level constraints, with pronounced impacts on both primary and secondary schooling. (3) Spatial variations in accessibility were jointly driven by multiple factors. In Scenario 1, road network density and population density had the strongest explanatory power. Under administrative boundary constraints, however, county type and ethnic autonomy became increasingly influential. In conclusion, in ultra-high-altitude areas where natural conditions remain difficult to overcome, improving educational equity depends less on transport expansion or facility provision and more on relaxing county-level boundary restrictions that constrain access to services. These findings may provide useful evidence to inform targeted policy interventions and resource allocation strategies aimed at promoting equitable access to basic education in underdeveloped and high-altitude regions.

Keywords: basic education; accessibility; equity; cost distance; geodetector; Qinghai–Tibet Plateau (search for similar items in EconPapers)
JEL-codes: Q15 Q2 Q24 Q28 Q5 R14 R52 (search for similar items in EconPapers)
Date: 2025
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