Spatial Distribution of Basic and Secondary Education Services in Sokna City and Their Service Coverage Areas in Light of Planning Standards

Abstract

This evaluative analytical study aimed to assess the spatial efficiency and geographical distribution of primary and secondary schools in Sokhna City and its surrounding agricultural outskirts (Al-Forjan and Al-Hammam) during the academic year 2024/2025, while formulating futuristic planning projections for educational needs up to 2030 and 2035. The study measures compliance with urban planning and educational criteria approved by the Libyan Urban Planning Authority, adopting an integrated methodology that combines descriptive-analytical and quantitative-spatial approaches through Geographic Information Systems (GIS) and Global Positioning System (GPS) technologies to conduct Network Analysis and Buffer Analysis.
Field data and spatial analyses reveal a severe concentration of educational facilities in Sokhna’s city center, which holds 12 schools (80.0% of the total 15 schools). Conversely, a significant service deficit is observed in peripheral agricultural zones, where Al-Forjan Neighborhood contains only 2 schools (13.3%) and Al-Hammam Neighborhood holds merely 1 school (6.7%). Statistical findings show a current student population of 3,796 enrolled across 161 classrooms and taught by 492 teachers, yielding an average classroom density of 23.6 students per class and a student-teacher ratio of 7.7 students per teacher. Although these overall indicators align with local planning thresholds, spatial disparities and capacity pressures persist in central schools due to steady population growth (projected at 13,172 inhabitants in 2025). Network Analysis demonstrates a marked decline in spatial accessibility for peripheral students, forcing them to travel distances exceeding 3.5 kilometers along paved roads.
Regarding future projections, the study anticipates the population reaching 14,204 in 2030 (4,114 students requiring 13 new classrooms and 1 new school), and expanding to 15,316 inhabitants by 2035, increasing the student cohort to 4,435 students (an absolute increase of +639 students). To accommodate this growth according to standard planning criteria, the city will require a total of 27 additional classrooms, 2 new peripheral schools, and 46 new teachers by 2035.
Consequently, the study recommends restoring spatial service equity by strategically establishing new educational institutions in expanding peripheral agricultural areas (Al-Forjan and Al-Hammam). It also emphasizes adopting {GIS}-based spatial analytical tools as a key decision-support framework for urban planners and educational authorities in the Jufra Municipality.