Exploring the relationship between child deprivation and access to schools in Tanzania

Abstract

Educational access remains highly unequal in low-income countries, where physical distance to schools reinforces poverty, gender inequality, and rural disadvantage. This study integrates high-resolution (100-metre) travel time modelling with nationally representative Demographic and Health Survey (DHS) data to examine how geographic barriers and household factors shape educational deprivation in Tanzania. Using least-cost path algorithms, travel time surfaces to the nearest primary and secondary schools were generated and linked to DHS data for over 24,000 children aged 7 to 19. Educational deprivation was defined as never having attended school, based on indicator HV121.

Logistic regression models showed that children living beyond recommended thresholds (45 minutes for primary, 60 minutes for secondary) had significantly higher odds of non-attendance, particularly in rural and low-income households. Maternal education was a strong protective factor across both age groups. Spatial analysis identified regional clusters of deprivation in southern and western Tanzania. Reintegration of excluded cross-border schools corrected anomalies near international boundaries and restored expected trends among wealthier groups.

The findings highlight the importance of addressing both spatial and socioeconomic inequalities in education policy. Limitations include the use of a binary attendance measure, lack of quality indicators, and omission of seasonal disruptions. Future work should incorporate dynamic environmental data and more detailed educational indicators to better support inclusive and equitable service delivery.