Search Results (6)

This article examines the relationship between human capital accumulation, household income, and shared prosperity using 2005–2018 household surveys in Cameroon, Ethiopia, Kenya, Nigeria, and Uganda. Human capital is found to be positively and significantly correlated with household wellbeing in all five nations. Health’s indirect benefits in Cameroon, Ethiopia, and Kenya augment its direct benefits. Education has monotonic welfare benefits from primary to tertiary levels in all countries. Human capital and labour market participation are strongly associated with household wellbeing. The equalization of human capital endowments increases income for the 40% of the least well-off groups in three of the sample countries. All countries except Uganda record a decrease in human capital deprivation over the period studied. Redistribution is associated with a reduction in human capital deprivation, although less systematically than in the growth scenario. These results suggest that sizeable reductions in human capital deprivation are more likely to be accomplished by interventions that focus on boosting general human capital outcomes than those that redistribute the human capital formation inputs. In countries with declining human capital deprivation, the within-sector interventions seem to account for this success. Substantial heterogeneity in human capital poverty exists within and across countries and between rural and urban areas. Full article

Previous studies have fully discussed the relationship between family socioeconomic status (SES) and achievement, but few of them regarded urban–rural differences as the moderating factor, which is an essential issue in urban–rural educational equalization in terms of educational outcomes. This study discusses the urban–rural heterogeneous effect of family SES on achievement and manifests the mediating role of education-related cultural factors. Based on the China Education Panel Survey data of 18,672 junior high school students, this study found the following: (1) family SES had a weaker positive effect among rural children than among urban children; (2) the urban–rural heterogeneous effect could be mediated by education-related cultural factors, i.e., learning environments and beliefs; and (3) in this regard, contemporary China is experiencing cultural reproduction rather than a cultural mobility mode. In Conclusion, although the urban–rural achievement gap will be maintained or even expanded in China, improving rural children’s learning environments and beliefs opens up the possibility of alleviating disadvantages in achievement resulting from family socioeconomic disadvantages. Therefore, narrowing down the urban–rural achievement gap from a cultural perspective provides policy implications for educational development in rural areas. Full article

Primary education services are a key component of public infrastructure. These services exert significant impacts on public activity, sustainability, and healthy socio-economic development. This research applies the concept of a ‘living circle’ in order to evaluate the spatial equilibrium of education services in existing primary schools. This has enabled equilibrium planning schemes to be proposed for primary schools as well as the promotion and construction of livable and defensible living spaces. This area remains a key issue, however, one that urgently needs to be addressed in terms of the layout of public infrastructural services to facilitate livable living space construction. Thus, from the perspective of livable and defensible living space construction, the aim of this study was to construct a primary education equalization assessment method based on the walking living circle method. An equilibrium index was also designed based on the number of primary school students; this was then combined with the standard construction of new primary schools to optimize the spatial equilibrium of these education services. The city of Zhangjiakou City was then used as a case study; the spatial equilibrium of primary education services was evaluated across four living circle scenarios (i.e., 15 min, 20 min, 25 min, and 30 min). Results reveal that the city of Zhangjiakou currently offers dramatically spatially negative non-equilibrium primary education services (i.e., supply < demand) across four living circle scenarios, but most notably in rural areas away from urban areas and towns, especially in the counties of Shangyi, Chicheng, Chongli, Kangbao, and Guyuan. It is interesting to note that all living circle scenarios could enable positive non-equilibrium primary education services (i.e., supply > demand), mainly within the urban districts of Qiaodong, Xuanhua, Qiaoxi, Wanquan, and Xiahuayuan. It is also clear that equilibrium living circles are distributed across all counties. A spatial optimization proposal for primary school services should therefore be presented that alleviates the issues inherent to non-equilibrium primary education services. The results of this study offer a number of suggestions for education service optimization across the city of Zhangjiakou as well as for other cities in China. We also provide further scientific foundations for research on livable space and defensible unit construction as well as the spatial equilibrium evaluation of other public infrastructural service facilities Full article

Imbalances in allocating public service resources are a universal problem worldwide, especially in urban and rural areas. As a developing country with a significant imbalance between urban and rural areas, China is representative of the unbalanced allocation of public service resources. Presently, China has entered the county urbanization stage. Therefore, this study can provide a new way to realize the equalization of urban and rural public services with the county as the basic unit. Taking counties as the primary study area, this paper analyzes the new trends of population mobility in China’s counties. It combines large-scale questionnaires and field surveys to investigate the new demand of rural residents for public services and the shortcomings of public service resource allocation. First, the county seat attracts a concentration of the county’s rural residents and returning population, whose high expectations for the county seat’s education and medical services have not yet been met. Second, the township assumes the vital function of elementary school education and medical services in rural areas, and the rural children have a great demand for elementary school education services in the township. However, there are still apparent shortcomings in support of teaching facilities and the quality of education services. Third, the problem of aging and hollowing out in rural areas is serious, and the education, medical and elderly service needs of left-behind children and the elderly are difficult to be guaranteed. Finally, this paper proposes targeted planning strategies and policy recommendations for allocating county public service resources at three levels based on the “county–town–village” hierarchy. Full article

This study proposes a subjective poverty line for each household to quantify the vulnerability to poverty in urban and rural households by considering residents’ expectations and their propensity to compare their perceived welfare level with those of other community members. The findings show that the overall vulnerability incidence in urban households is lower than in rural households. The regional differential in terms of vulnerability to poverty continues to exist, but the western province in both urban and rural households has not shown a significantly higher vulnerability rate than in other regions. Educational qualification is a determinant of the vulnerability of rural residents, whereas it does not have remarkable positive effects on urban households. Meanwhile, the impacts of welfare systems upon both urban and rural households are larger than expected, while the coverage of them is incomplete and calls for government to implement more social reforms in order to mitigate the risk and buffer the vulnerability, and to adopt a more equalising approach (instead of unrestrained growth). Full article

Equalization of education facilities, which means the balanced distribution of human and material resources under limited resource conditions, is one of the goals of sustainable development. In the process of rapid urbanization in China, there are apparent discrepancies between urban and rural areas because of different land and household registration systems. Primary schools with three types of different administrative affiliations also have significant distinctions. This study is aimed at assessing and comparing the configuration of primary schools with three different administrative affiliations, including cities, towns, and villages. After building an indicator system, the entropy weight method is applied to calculate the overall and category configuration scores of each school. Based on a spatial database, the ArcGIS thematic maps display the geography characteristic of each school in different geolocations. Moreover, the Kruskal–Wallis test identifies if the configuration of primary schools with different administrative affiliations is equal. The results indicate that the allocation of primary schools with three different administrative affiliations showed a ternary development. Moreover, although primary schools with city affiliation had significant advantages in education quality and convenience, their supply–demand conditions were not optimistic. In addition, the quality of the primary schools subordinate to towns was better, but convenience was generally lower. Finally, the quality of primary schools subordinate to villages and some towns was still poor. The results provide facts and a basis for policymakers to achieve an equity configuration in the sustainable development context. Full article