Investigating the distribution of equal educational opportunities in the government primary school of Golestan province

Document Type : research article

Authors

1 Master in Educational Planning studies, Faculty of Humanities and Social Sciences, University of Mazandaran, Mazandaran, Iran.

2 Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran University, Mazandaran, Iran.

Abstract

Purpose: This research has studied the distribution of equal educational opportunities in the government primary school of Golestan province in the academic year of 2021-2022.
Methodology: The research method was a descriptive applied study. The statistical population was the compulsory education population of the cities of Golestan province and the sample was equal to the population. The research tool was a checklist including compulsory education population, registered population, educational buildings and the number of primary schools. Lorenz curve and Gini coefficient were used to calculate equal educational opportunities, gender equal opportunities were calculated using gender coefficient (GPI) and exploitation coefficient was used to calculate equal opportunities in access to educational space.
Findings: The findings showed that the Gini coefficient was close to zero in all government elementary school grades in Golestan province, In the calculation of equal gender opportunities, the findings showed that in the cities of (Bander Turkmen and Aliabad) there is gender inequality to the disadvantage of boys, and in the city of (Bandargaz) there is gender inequality to the disadvantage of girls. Also, in other cities, there was gender equality in access to public primary education. In the calculation of equal opportunities in access to the educational space, the findings showed that the value of the utilization factor for all the cities was higher than 1, which indicated the inequality in the access to the educational spaces in all the urban areas of the province.

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Main Subjects

Journal of Educational Planning Studies
Volume 12, Issue 23
July 2023
Pages 171-192

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History

  • Receive Date: 10 December 2023
  • Accept Date: 20 January 2024

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