Análise de acessibilidade geográfica às instituições públicas de ensino usando sistemas de informação geográfica, caso de estudo: distrito de Matutuíne

Abstract

Access to education, particularly in rural areas, remains a significant challenge for many communities in Mozambique. This study analyses the geographical accessibility of public educational institutions in the district of Matutuíne, using Geographic Information Systems (GIS). The methodology was based on the collection and processing of spatial data such as terrain, land use and land cover, road networks, and natural barriers like rivers, applying cost-distance analysis techniques. Three main modes of travel were considered: on foot, by bicycle, and by motorised transport. The study employed digital elevation models to calculate terrain slope, estimated travel speeds based on land type and means of transport, and a location-allocation model (MCLP) to propose optimal sites for new schools. Kernel density techniques were also applied to identify areas with a higher concentration of communities lacking adequate school access. The results reveal that many communities must travel long distances—often over an hour on foot—to reach a school, posing a serious barrier to the right to education. Through this integrated approach, the study proposes more realistic and locally adapted solutions. Beyond being a technical tool, GIS has also proven to be a valuable aid in promoting fairer educational infrastructure planning in Mozambique