Abstract
Spatial equity in the delivery of educational services is a critical element in creating healthful and joyful living circumstances in cities. The spatial distribution of public elementary and middle schools for girls in El-Taif city was investigated in this study using a variety of tools. Mean Center, Central Feature, Standard Distance, Directional Distribution, Point Density, Kernel Density, Nearest Neighbor Analysis, Ripley's K Function, Moran Index, Buffer Zone, and Hotspot analysis are spatial techniques in Geographic Information Systems, which were used to analyze and show the spatial distribution of current public elementary and middle schools for females. Furthermore, the sufficiency and/or shortage of elementary and middle schools according to the criteria of the Ministry of Municipal and Rural Affairs (MOMRA) were studied to establish the regions with shortage or overcapacity. The findings reveal that the city's population and public elementary and middle school numbers were not spread equally. Some districts had an overabundance and concentration of elementary and middle schools, particularly in older, fully developed, and densely inhabited districts, while most new north and eastern districts had a scarcity of schools. Furthermore, half of the districts lack public elementary and middle schools. Consequently, the study finished by developing a spatial equality priority model for public elementary and middle schools to find and highlight problem areas that require future corrective action and are a priority for spatial equality. In order to contribute to achieving goal 4 of the UN-Habitat Sustainable Development Goals, which aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", the model recommended that decision-makers supply elementary schools and middle schools in districts where a shortage was present and improve the equal distribution of elementary schools around the city.