GIS-Based Location-Allocation Modelling of School Accessibility in the Bojanala Platinum District Municipality, South Africa

Abstract

School accessibility modelling performs a crucial part in guaranteeing that educational institutions are physically and practically reachable by every student, irrespective of their abilities, disabilities, or socioeconomic status. Neglecting school accessibility perpetuates inequality, reinforces negative stereotypes, and isolates affected students. Therefore, the principal goal of this research was to evaluate the distribution of schools across the Bojanala Platinum District Municipality, focusing on their accessibility to local communities. The study employed an integrated approach, combining geostatistical techniques, location-allocation modelling, and multicriteria decision analysis. By considering both quantitative data and spatial relationships, these methodologies contributed to robust decision-making and informed policy recommendations. The study utilized population data and school-related information sourced from the Department of Education and the HUMDATA websites, both dated to the year 2020. The study examined the distribution of schools in the Bojanala Platinum District Municipality. It was discovered that the schools were clustered, with a concentration in the Rustenburg local municipality, followed by Madibeng. However, a significant inequality in school access was evident. Secondary school students faced the greatest vulnerability, as most accessible schools primarily served primary students. To address this, potential school sites were proposed across the district. The study emphasizes the need for effective interventions by educational administrators and policymakers to eliminate this inequality. This study recommends the establishment of new schools in underserved regions, strategically enhance existing schools, and maximize school accessibility for all residents. Adequate school provision promotes equity, reduces travel burdens, and strengthens community bonds.