School accessibility assessment for walking and cycling; the role of street connectivity and land use variables

Abstract

Walking and cycling are not just physical activities; they are essential transport modes for students in most rural parts of Africa. Therefore, calling for their promotion without critically examining accessibility in a context where the effect of distance-related land use variables and streets -a major active transport infrastructure - are assessed, leads to a futile agenda in the continent. This study seeks to address this by applying the three-step catchment floating method to assess education/school accessibility through walking and cycling in the Ayawaso East Municipal Assembly (AEMA) and Tamale Metropolitan Assembly (TaMA) in Ghana. Additionally, the differences in accessibility, along with the association of street connectivity and land use variables such as the number and density of schools and catchment areas with education/school accessibility are determined by correlation and Mann–Whitney’s U-tests. The findings revealed a poorly connected dendritic road network system at both locations and shortcomings in school and street network planning that have left some communities vulnerable to low education opportunities. Without policy and planning interventions to address school siting and improve street connectivity, walking and cycling will not only be hindered, but education for some communities, particularly in TaMA may be compromised.

Keywords

• Accessibility
• walking
• connectivity
• schools
• cycling
• streets