Speaker
Description
Education plays a pivotal role in shaping urban and territorial dynamics and social trajectories. For instance, well-distributed and accessible education systems can affect residential choices, stimulate local economies, and foster innovation. Conversely, inadequate education infrastructure can lead to spatial inequalities, reinforcing cycles of poverty and limiting opportunities for upward social mobility. However, disparities in access to education and the quality of school infrastructure present significant challenges with wide-ranging socioeconomic and cultural impacts at different scales (transnational, national, regional, and local).
Building on this premise, this paper presents findings from a study on educational vulnerability in Italy, focusing on spatializing current conditions and exploring future perspectives. This complex issue is examined through the lens of "educational landscapes," which encompasses physical infrastructures, accessibility, community involvement, and local governance. Collectively, these factors shape the learning environment and contribute to lifelong learning opportunities for individuals and communities.
Existing research on this topic often overlooks the critical intersection of infrastructural quality, accessibility, and governance in influencing educational equity. This study addresses this gap by introducing complex indicators to evaluate vulnerability at the municipal level, offering a more nuanced understanding of these challenges.
Using detailed municipal-level data, the study developed indicators to assess vulnerability in four areas: accessibility to schools, quality of educational landscapes, maintenance of school infrastructure, and governance of school facilities. The indicators highlight disparities in access and quality across different territorial typologies.
Findings reveal stark territorial inequalities. Beyond the evidence highlighting the marginalization of the country's inner and peripheral areas, the study reveals a variety of conditions that characterize the intermediate territories, such as polycentric urbanizations, dispersed areas, and regions with medium and low population density. While the inner and peripheral areas suffer from limited educational offerings, inadequate infrastructure, and poor accessibility, which exacerbate educational poverty and hinder equitable development, these intermediate areas present diverse challenges and opportunities that require tailored approaches. In parallel, urban and metropolitan areas and fringes reveal significant conditions of educational landscapes that pose distinct questions regarding social equity. The results underline the urgent need for sectoral and integrated educational policies that enhance school accessibility, upgrade infrastructure, and improve governance from a spatialized perspective. Addressing these issues is crucial for reducing disparities and ensuring regional and local educational equity.
The study provides operative insights for policymakers and offers a robust framework for identifying priorities in educational investment and fostering sustainable territorial development. It proposes an adaptable methodological framework that enables the precise identification of priorities in educational investments. This approach ensures that resources are allocated more effectively, maximizing the impact and long-term benefits of interventions: the study informs strategic decision-making and contributes to shaping a fair and sustainable development model for the future.
| Keywords | Educational infrastructure, vulnerabilities, policies, mapping |
|---|---|
| Best Congress Paper Award | No |
