Rationality of public policies for spatial allocation of educational resources: case of primary schools in the west region of Cameroon

This study assesses the rationality of public policies for the spatial allocation of primary schools in the West region of Cameroon, in the context of ongoing crises and economic shocks. Using cross-sectional data of 2022 from the Ministry of Basic Education, the Central Bureau of Censuses and Population Studies., and the National Institute of Statistics, the analysis applies Ripley’s K function to examine whether the spatial distribution of public primary schools follows a clustered, random, or dispersed pattern relative to population distribution. This spatial statistical approach is complemented by Monte Carlo simulations to test the significance of observed patterns. The results show that, while school locations are generally aligned with population concentration, some districts exhibit random spatial allocation. These findings suggest the need for more rational and demand-driven school placement policies, particularly through prioritizing densely populated areas to improve access and educational outcomes.