Mapping School Accessibility in Africa: High‐Resolution Spatial Analysis Uncovers Inequalities in Education Access

Journal article

Education is a cornerstone of sustainable development, yet large disparities in access persist across and within countries—particularly in Africa, where millions remain underserved. Among several factors influencing educational participation, physical accessibility to schools (in terms of travel time) is not comprehensively understood, especially in data‐scarce contexts. This study presents 90‐m resolution maps of school accessibility in Africa, offering a detailed and systematic view of spatial variability. Leveraging advances in geospatial data and modeling, the analysis highlights substantial inequalities, especially in rural areas where many live more than a 3‐h walk from the nearest school. Comparisons with national statistics reveal substantial gaps in existing school datasets, while model validations demonstrate the results' rigor. A case study in Malawi illustrates how accessibility intersects with wealth and educational attainment, and elucidates model sensitivities. The results provide tools to inform evidence‐based planning, prioritize interventions, and advance progress toward equitable and inclusive education.

Authors: Jaramillo‐Araujo, D; Hall, JW

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Wiley
• Journal: Sustainable Development
• Article number: sd.70920
• Publication date: 2026-03-09
• Acceptance date: 2026-02-26
• DOI: 10.1002/sd.70920
• EISSN: 1099-1719
• ISSN: 0968-0802
• Language: English
• Keywords: education planning; geospatial analysis; Africa; school accessibility; spatial inequality