Abstract
Abstract
The research aims to identify the reality of private education services in the city of Najaf for the year 2017 and to identify its size and spatial distribution in comparison to the population size, as well as to know the extent to which the distribution of private schools is appropriate to the actual need of the population, in addition to the random distribution of schools, but it has a role in the increasing number of students in government schools. The study included in its introduction, the boundaries of the study area, its problem, hypothesis and purpose, in addition to the importance of the study, data sources and factors affecting it. The study also addressed the natural and human characteristics of the study area and its role in the growth of the city through the stages of its urban development. In addition to the standards of educational services and their spatial distribution in the study area, then analyzing them spatially using geographic information systems techniques. The researchers relied on two types of data to complete this study, namely (spatial data) and (descriptive data) as known in Geographic Information Systems (GIS). The spatial data prepared for this study was represented by a map that includes residential neighborhoods in the city, which amounted to (51 neighborhoods) after fixing the main streets on them, in addition to private educational service institutions (kindergartens and schools) whose locations were obtained from the Directorate of Education in Najaf Governorate. While the initial descriptive data related to the number of teaching staff, students and departments were represented, other descriptive data were derived by simple calculations carried out by the researchers, such as reaching population estimates, their numbers and density for the year 2017. It appeared that the reality of private educational services in the city is not consistent with the size of the population in it, as there is a shortage in their number with regard to the number of private educational institutions (kindergartens and schools). The number of private kindergartens amounted to (5 kindergartens) and the number of private primary schools (51 schools), including (37 original schools) and (14 guests), while the number of private intermediate schools amounted to (6 schools), including (3 original schools). And (3 guest schools). As for the private preparatory schools, including the central schools, their number reached (5 schools), including (2 guest schools) and (3 original schools). As for the private secondary schools, their number reached (28 schools), including (11 guest schools) and (17 original schools). It is clear from collecting data from the Najaf Municipality Directorate and the Education Directorate in Najaf Governorate and analyzing it that there is a large and clear shortage in the number of private kindergartens, as there is no type of clustering or regularity in their distribution in any neighborhood of the city. As for the scope of service of private primary schools, it was clear that they are concentrated in Al-Salam, Al-Hanana, and Al-Amir neighborhoods, where they are organized in neighborhoods and clustered in other neighborhoods. As for private intermediate schools, it was clear that they are concentrated in Al-Salam, Al-Hanana, and Al-Quds Al-Ula neighborhoods, and private preparatory schools were clear that they are concentrated in Al-Salam, Al-Amir, and Al-Quds Al-Ula neighborhoods. As for secondary schools, it was clear that they are concentrated in Al-Amir and Al-Salam neighborhoods, and they decrease and sometimes disappear in other neighborhoods, meaning that the distribution of private schools was irregular in some neighborhoods and regular in others. The study also addressed the efficiency of these private institutions and the services they provide and their efficiency for students according to local and international standards. As for the statistical analysis, arithmetic averages and standard deviations for the city of Najaf were used to enhance the degree of satisfaction for students with the efficiency of private education institutions. To achieve this goal, 90 questionnaires were distributed, 30 for each educational stage, distributed among a group of schools that were selected randomly using the SPSS program.