Bases metodológicas para la incorporación de análisis geoespaciales y perspectivas sociodemográficas en proyectos de educación

Abstract

The project Socio-territorial diagnosis and survey of school infrastructure in public schools of the Dominican Republic aims to design, collect, and analyze georeferenced databases to generate thematic cartography in various educational districts of the country. The main objective is to integrate cartographic information from various sources and alphanumeric databases with educational variables and indicators. It also focuses on identifying and understanding external factors to school infrastructure that could be associated with student learning. The project involves the collection of detailed demographic and geographic data, the georeferenced survey of schools, the analysis of school infrastructure conditions, and the implementation of participatory processes with educational and local communities. The maps created from the integration of all these data highlight the distribution of educational infrastructure, the ease of access to basic services, and the socioeconomic conditions of nearby areas, among other factors. These resources are crucial for identifying inequalities and opportunities that exist in various areas of the country. The findings include relevant descriptive statistics about variables such as school infrastructure, accessibility, risk and vulnerability conditions, and the socioeconomic conditions of students. The project’s conclusions emphasize that geospatial analysis and community participation are essential for contextualized decision-making. These techniques allow for the precise identification of needs and priority areas for interventions that improve educational quality and for the design of more equitable and effective public policies.