Spatial and spatial analysis of the distribution of schools in the center of Nineveh province

Alnime, Shaymaa Riyadh; Ibrahim, Radhwan Hussein

doi:10.33899/mjn.2018.162888

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Spatial and spatial analysis of the distribution of schools in the center of Nineveh province

Mosul Journal of Nursing

Article 2, Volume 7, Issue 2, 2019, Pages 75-92 PDF (2.6 M)

Document Type: Original Articles

DOI: 10.33899/mjn.2018.162888

Authors

shaymaa Riyadh alnime^* ; Radhwan Hussein Ibrahim

Abstract

The study examined the statistical analysis of educational services in Mosul city. The importance of this study is that it dealt with most important aspect of the society in which the process of progress and prosperity of education. The study relied on analytical descriptive method in analyzing the data collected from the concerned authorities e.g. Nineveh Directorate of Education by using the SPSS and GPS maps for the purpose of providing a good image of the distribution of a better place that may help decision-makers to find appropriate steps to develop the educational services. The study found that the percentage of male schools did not reach the percentage of female schools. The study also found that the number of schools in the right side of Mosul city is not proportional to the percentage of students numbers, and the percentage of teachers numbers are not suitable with the number of pupils, in contrast with the schools in the left side, which all these ratios are almost appropriate with the reality. The study recommended the need for attention by the concerned authorities to study the trends of population growth by selecting the best locations for new schools and the need to create a database for each educational institution and presented on the web pages of all schools and directorates of education.

Keywords

Spatial Analysis; distribution of schools

Full Text

Spatial and spatial analysis of the distribution of schools in the centerof Nineveh province

Dr. Radhwan Hussein Ibrahim[1] & Assistant lecturer shaymaa Riyadh[2]

abstract

Introduction:

In its efforts to enhance the educational and scientific state in Iraq, the ministry of education has put forth a strategy towards ambitious educational plans that can develop considerably education and learning. One of the suggestions was that the central government should continue providing the basic and extraordinary pack up to local governments to rehabilitate and maintain the infrastructure of schools that were totally destroyed in Nineveh governorate and especially the schools of the right side of the city and the financial status must not be a hindrance not to get the necessary means to apply these long-term plans to enhance the educational march and develop it to be better than before. Schools should be expanded and sound environment ought to be provided for students in their schools. Hundreds of schools must be rehabilitated that do need rebuilding and maintenance so that they provide a health and sound environment for the students to overcome the environmental conditions and consequently upgrade competent students (1). The question of specifying the efficiency of the spatial distribution is one of the most important subjects especially after the advance that happened in computational systems; it is important for those planners who are after decision-makers together with determining the actual need to rebuild and rehabilitate schools (1). Statistical programmes and spatial and graphic analyses make sketches and samples depending on standards to assess spatial distribution of services and selecting the spatial sites for the new schools via lessening costs’ transportations by reducing distance; the system of transportations in the city becomes better if the services are near houses and this applies to the rest of the services and spheres for the research introduces a sample for tackling the services of elementary generalization (3).

One: Research Hypothesis:- Nineveh governorate suffers from bad educational services and few primary schools in various quarters in the city of Mosul and low vocational performance in a way that goes along with advancement, population distribution, and urban expansion.

Two: Time Limit of the Study:- The study is confined to studying the educational services in the study district during (2017-2018).

Three: Research Methodology:- The vocational methodology has been adopted in this study besides the analytical one via analyzing tables and data statistically in addition to the field study in the governorate.

Four: Aims of the Study:- The study aims at employing spatial and graphic analyses in planning the efficiency of the spatial distribution of the primary schools in the centre of the city of Mosul in accordance with the population density and determining the best sites to build more schools and apply the planning standards of schools by using statistical analyses to distribute these schools according to necessity so as to serve the educational growth plan in the city.

Basics and Standards of Primary Education in Iraq:-

The educational system in Iraq falls into three stages: the primary, secondary, and preparatory. The primary stage is basic for building generations for these three stages and in it the education for children is compulsory from six to eleven years for both sexes and the study period is six years according to law and this stage aims at encouraging pupils to develop their personalities mentally, morally, and socially (4). Schools, in general, and the primary school, in particular, are given due regard in the life of the society and are paid great attention by city planners especially when selecting the suitable place for building these schools. The primary education is considered the great power that helps the society overcome poverty and ignorance besides the possibility of investing natural resources; primary education is the cornerstone to achieve prosperity and advancement in the society (5). So, the question of primary education and improving its level and its suitable distribution in various population quarters are the main goal to improve the academic level of the pupils and this is also the goal our study seeks to achieve (6). The city of Mosul is considered the centre of Nineveh governorate and the second largest city in Iraq in population after the city of Baghdad; the number of its population in 2014 was about (3.5) million and its area is (180) square kilometers. The population is distributed around the eastern and western sides in districts and towns and the river Tigris passes through the city splitting it into two sides, the left and the right ones and the map no. (1) represents the quarters of the city with the names.

Map (2) represents mosul its right and left sides

د Map (2) represents mosul neighborhoods

Spatial Distribution of Primary Schools:-

In this study we have been able to get a complete statistic for the number of the schools and the pupils in each school as well as the spatial distribution of the schools in the city of Mosul for both the right and left sides. We have been provided with these data of (2017-2018) from the department of planning and follow up in the education directorate of Nineveh governorate. Table no.(1) shows the primary schools in the right side of the city of Mosul and which are (157) schools for boys and girls most of which have double classes and triple classes. The number of the pupils in these schools is (104401) pupils, in addition to the number of the general teachers and the specialized teachers and the lecturers in each school and the supervisors.

التسلسل	اسم المدرسة	عدد الطلاب	عدد المعلمین	عدد المحاضرین	المعلمین ذکور	المعلمین اناث	معلمین الاختصاص	معلمین الاختصاص العام
1	الوطن للبنین	366	40	6	30	10	10	30
2	القحطانیة للبنین	730	45	4	40	5	12	33
3	العراقیة للبنین	290	30	4	30		15	15
4	الثورة م/	833	55	7	50	5	20	30
5	الرافدین للبنین	700	50	7	44	6	15	29
6	ابن سینا للبنین	645	22	7	22		10	12
7	المعری للبنین	436	20	2	20		12	18
8	حطین /1/للبنین	575	43	2	25	18	15	10
9	ابن زیدون للبنین	530	30	3	30		15	15
10	القدس للبنات	427	30	4	28		15	1
11	سعد بن ابی وقاص للبنین	905	44	5	39	6	15	24
12	المنصور للبنین	535	54	3	44	10	15	29
13	ابی فراس الحمدانی للبنین	725	44	3	42	2	15	27
14	الامام احمد بن حنبل للبنین	358	32	3	20	12	15	17
15	ذات الصواری للبنین	901	44	1	25	19	12	32
16	عمار بن یاسر للبنین	709	55	1	55	10	13	42
17	ابی عبیدة الجراح للبنین	933	45	2	40	45	15	30
18	الشهداء للبنین	395	33	1	33		30	3
19	العدنانیة للبنین	855	30	3	30		14	16
20	الهدى /م	291	30	3	30		20	10
21	الصدیق للبنات	956	50	7	34	16	22	28
22	موصل الجدیدة للبنات	397	32	2	32		22	10
23	المنصور للبنات	800	52	2	44	8	25	27
24	الکواکب للبنات	389	32	3		32	22	10
25	الشهداء للبنات	730	23	1		23	22	1
26	الفلاح/م	488	22			22	22
27	فلسطین /م	363	22	7		22	12	10
28	الطلیعة/1/ للبنات	483	25	لایوجد		25	2	13
29	المیثاق للبنات	495	22	2	2	18	10	10
30	کندة للبنات	590	20	2	1	19	18	2
31	الایثار للبنات	646	20	2		20	15	5
32	النهضة للبنات	769	20	2		20	15	5
34	عبدالغنی سلیمان للبنین	654	20	لایوجد		20	15	5
35	الانتصار للبنین	776	22	2	22		15	7
36	بردى للبنین	556	22	1	22		15	7
37	الجاحظ للتعلیم الاساس	595	23	لایوجد	23		15	8
38	اغادیر للبنات	760	23	1		23	15	8
39 39	سید الشهداء	613	24		20	4	15	9
40	الفارس العربی /1/ للبنین	700	22	7	22		15	7
41	شط العرب للبنات	710	32	لایوجد		32	23	10
42	المواهب للبنین	512	22	لایوجد	22		22
43	التامیم للبنات	527	22	2		22	20	2
45	صقر قریش للبنات	855	20	1	2	20	20
46	عقبة بن نافع للبنات	1309	33	1	4	29	14	19
47	القدیس عبد الاحد للبنات	791	22	لایوجد		22	15	7
48	الفاروق للبنین	714	52		40	12	30	22
49	الفراقد للبنین	440	32	2	32		15
50	میسلون للتعلیم الاساس للبنین	775	20	لایوجد	20		15	5
51	ذی قار للبنین	702	24	1	24		15	9
52	الخضراء /1/للبنات	755	28	1		28	15	13
53	الصحابة للبنات	720	55	1		55	30	25
54	الانصار للبنات	440	9	1		9	15	14
55	القرطبی للبنین	805	25	لایوجد	25		15	10
56	ابن خلدون للبنین	663	52	2	52		30	22
57	المعتصم للبنات	558	52	2	52		30	22
58	النهروان للبنین	520	32	7	22	10	15	17
59	الامام البخاری للبنین	885	33	لایوجد	33		15	18
60	الشیخ جمیل منصور للبنین	775	32	لایوجد	32		15	17
61	العامل للبنات	1017	55		4	51	15	40
62	الولاء للبنات	531	20	2		20	15	5
63	الشافعی للبنین	734	20	3	19	2	15	5
64	الکوثر للبنات	811	22	لایوجد		22	20	2
65	میمونة 1 للبنات	725	27	1		27	14	13
66	الالوسی للبنین	438	52		49	3	35	17
67	الزبیر بن العوام للبنات	494	18	1		18	16	2
68	حلب للبنین	1388	44	2	40	4	25	19
69	الثوار للبنین	708	43	2			40	3
70	حمزة سید الشهداء	687	20	7	20		18	2
71	الشهید داؤد السید خلیل للبنات	936	36	3		36	26	10
72	الشهید نافع داؤد للبنین	835	52	3	40	15	30	22
73	نبوخذ نصر للبنین	555	20	3	20		12	8
74	برکة الرحمن للبنین	731	25	3	25		10	15
75	الصحابة للبنین	655	40	3	40		30	10
76	ابی تمام /م	805	47	3	40	7	30	17
77	میسلون للبنات	778	34	3		34	30	4
78	الخضراء 2 للبنات	869	3	3		30	14	16
79	الالوسی 2 للبنین	615	25	3	25		14	11
80	العامل للبنین	716	26	4	26		14	11

81	الولاء للبنین	475	20	4	20		15	5
82	الماثر للبنات	551	22	4		20	20	2
83	سیناء للبنات	813	22	4		22	15	7
84	الفارابی 2 للبنات	510	54	4		54	40	14
85	نعیم بن مسعود للبنات	625	22	4		22	15	7
86	النهضة للبنین	901	52	4	50	2	40	12
87	دار العلوم للبنین	460	26	4	26		15	16
88	الجلیل للبنات	1382	25	4		25	15	10
89	النهروان للبنات	841	27	3	27		20	7
90	ابن الجزری للبنین	657	28	4	28		15	13
91	البشائر للبنین	353	25	3	25		15	10
92	القدس للبنین	624	32	5	25		15	17
93	البشائر للبنات	730	22	3		22	15	7
94	ذالت النطاقین/1/للبنات	596	26	5	5	21	15	11
95	الابطال /1/ للبنات	850	52	4	9	43	40	12
96	الرازی للبنین	970	29	3	29		15	14
97	الحسن بن علی للبنات	635	29	5		29	15	14
98	هشام الامام للبنین	552	28	3	20	8	15	13
99	الایثار للبنین	857	26	4	26		15	11
100	الحارث للبنات	519	28	4		28	15	13
110	ام الکتاب للبنات	991	20	3		20	15	5
102	حلب للبنات	835	20	5		20	15	5
103	برکة الرحمن للبنین	1007	5	4	52		0	12
104	میمونة 2/للبنات	485	20	4		20	15	5
105	عمر بن عبدالعزیز للبنات	735	22	2		22	15	7
106	سفیان الثوری للبنات	650	22	2		22	15	7
107	الرسل للبنات	1395	25	3	5	20	15
108	ورقة بن نوفل للبنات	750	28	4	6	22	15	13
109	ابن خلدون/2 للبنین	633	29	2	29		15	4
110	محمد مهدی الجواهری	496	28	4	28		20	8
111	التابعین/م	980	52	4	50	2	30	22
112	الابطال/2/للبنین	495	22	4	22		14	8
113	المنصورة للبنین	386	22	2	22		20	2
114	الصادق الامین للبنین	917	22	3	22		20	2
115	ام حبیبة للبنات	940	22	3		22	14	8
116	سهل بن سعد للبنین	446	25	4	20	5	15	10
117	الخلق العظیم للبنین	946	32	8	32		20	12
118	الخلق العظیم للبنات	925	28	3		28	20	8
119	الطلیعة /2/ للبنات	386	29	3	4	25	18	11
120	صفیة بنت عبدالمطلب	1052	20	4		20	10	10
121	عبادة بن الصامت للبنین	1092	52	4	50	2	40	2
122	حطین /2/للبنین	500	34	4	34		20	13
123	مسرى الرسول للبنین	1046	35	5	22		23	13
124	کعب بن مالک للبنین	491	22	6	22		20	2
125	لیلى الغفاریة للبنات	461	22	5		22	20	2
126	جویریة بنت الحارث	445	20	2	3	17	15	5
127	الجلیل بنین	865	29	2	29			14
128	هاجر للبنات	1164	34	2	4	30	15	14
129	وادی حجر للبنین	531	29	4	29		15	14
130	الذاریات للبنات	1407	32	1	2	30	15	17
131	المزمل للبنین	822	33	4	30	4	15	18
132	سهیل بن عمرو للبنین	485	22	6	22		15	7
133	الوسیلة للبنین	620	22	4	22		15	7
135	الکنوز	852	24		24		15	9
136	جبل طارق للبنین	570	25	2	25		15	10
137	الحکماء للبنین	323	25	4		20	15	10
138	الثوار للبنات	713	20	6		20	15	5
139	الساجدین للبنات	814	20	4	30	2	15	5
140	الحامدین للبنین	922	32	5	30	2	15	12
141	الافلاذ للبنات	1162	20	5		20	15	5
142	الودق للبنات	354	22	4		22	15	7
143	الوطن للبنات	170	20	5		20	15	5
144	المکاسب بنین	514	33	5	30	3	15	18
145	المکاسب بنات	730	20	1		20	15	5
146	الحدباء بنین	202	22	2	22		15	7
147	شمعون الصفا / م	430	20	2	20		15	5
148	الزهراء للبنات	335	29	2	1	28	5	14
149	الکویت /11	264	20	2	20		15	5
150	موصل السلام للبنین	595	22	2	22		15	7
151	النجاح بنین	341	22	2	22		15	7
152	العراقیة للبنات	352	22	1		22	15	7
153	حفصة للبنات	363	27	2		27	15	12
154	الاخلاص للبنین	317	28	1	28		15	13
155	الشهید سالم حسین بنات	656	32	3	32		15	17
155	الفرات بنین	395	24	2	24		15	9
157	عمرو بن الجموح	960	33	لایوجد	21		15	18

Taple (1) statistics directorate of Nineveh education in the numbers of primary scools,pupils,teachers andvlecturers in the right coast of the province

the general teachers and the specialized teachers and the lecturers in each school and the supervisors.

Table (1) statistic of the education directorate of Nineveh with the numbers of the primary schools, pupils, teachers, and lecturers in the right side of the governorate.

Map (3) represents the right side of the city or what is called the western part of Mosul which ,roughly, contains (50) inhabited quarters and it is called the ancient area of the city of Mosul.

Map (3) represents the west coast of mosul

In this study we have adopted the analysis of data via the (spss) system which aims at studying the efficiency of the educational services and determining the suitable distribution of the schools in a way that suits the density of the population and discovering the weak points of the educational process as well as improving the educational condition of the city. (7), from table no. (1), we find that the number of the schools in the right side of the city of Mosul is (157) school of which only (90) are occupied and have double classes and through our field tours in conducting this study we have noticed that (60) have triple classes in one building. Through our field tours to document some data and through the interviews conducted with a group of headmasters that works as one school in the building in a one-period-system, it has been noticed that they form a school that is well-organized and clean and is distinguished with ease and quietness that are necessary for the pupils mentally. This would enhance the scientific level for the pupils much more than the schools that adopts the double or triple classes system. (8), (9). According to statistics, it has been shown that the number of the boys who occupy these schools is (61624) distributed on (97) school and the number of girls who occupy these schools is (42777) distributed on (60) school of which are (4) that have evening classes. Table no.(2) shows a general description of the overall number of the pupils of the right side of the city.

		اعداد طلاب الایمن
N	Valid	200
Mean		691.1250
Variance		62770.954
Skewness		.619
Std. Error of Skewness		.172
Kurtosis		.342
Std. Error of Kurtosis		.342
Range		1237.00
Minimum		170.00
Maximum		1407.00
Percentiles	25	495.0000
	50	660.0000
	75	852.0000

Taples (2)general description of the numbers of pupils of the right coast

The number of the pupils in the right side of the city has been illustrated and represented in sketch no.(1). Whereas sketch no.(2) represents the number of the pupils of the right side graphically and are distributed according to the schools in the right side which shows the density of the pupils in these schools. It has been shown that there are schools with high pupil density and there are other schools, however, with no such pupil density, rather the number of the pupils in some schools is very few if compared with schools such as (Al-Watan) schools for girls in (Bab-Lagash) quarter which has only (170) pupils, whereas (Al-Thariat) school in (Wadi-Hajar) for girls has (1407) pupils. This is just one example, and there are scores of such cases.

Chart (1) represents the number of students on the right coast raphically divided by scools

Chart (1) represents the number of students on the right coast graphically divided by scools

We have been able, thanks to the photos by the GPS, to see the density of schools in some quarters in the right side of the city and rarity

Picture (1) the GPS which represents a picture of the spread of scools in some neighborhoods of the right-hand side

in other quarters and the photo no.(1) illustrates some quarters such as (Al-Najar, Al-Rifaai, and Wadi-Hajar) and the density of schools in these places.

Photo no.(1) shows that there are considerable merging among schools especially in some of these places and this means that there are quarters lying within the service of more than one school. This is due to the density of the schools in the northern part of the side and the reason behind that is that there has been a planning perspective that fits the educational reality in the city.

Spatial Distribution of the Schools of the Left Side of the City:-

The left side of the city is considered the new city of the city of Mosul, and when the city expanded the expansion in the left side was much larger than the expansion in the right side concerning the area and the population; added to that is that the streets in the left side of the city are, in general, much wider than those in the right side. Table no.(3) represents the primary schools in the left side of the city of Mosul whose number is (271) for boys and girls some of which have double and others have triple classes. The number of the pupils of these schools is (178293), along with the numbers of the general teachers and the specialized teachers and the lecturers in each school and the supervisors

التسلسل	اسم المدرسة	عدد الطلاب	عدد المعلمین	عدد المحاضرین	المعلمین ذکور	المعلمین اناث	معلمین الاختصا صالعام	معلمین الاختصاص
1	نینوى للبنین	279	21	1	21		6	15
2	المامون بنین	717	52	1	52		12	40
3	النعمانیة بنین	561	30	1	30		15	15
4	الزهور بنین	337	22		22		7	15
5	النخیل بنین	446	24	3	24		9	15
6	الحریة بنین للتعلیم الاساس	411	25	3	25		5	20
7	خالد بن الولید للبنین	616	25	3	25		5	20
8	ابی ذر الغفاری بنین	327	26	4	26		1	25
9	النیل بنین	920	28	3	28		13	15
10	الامین المسائیة للبنین	60	28	4	28		13	15
11	القعقاع بینین	642	18	3	18		3	15
12	محمد یونس السبعاوی للبنین	485	29	4	29		14	15
13	الحضارة للبنین	501	27	3	27		12	15
14	نینوى بنات	322	29	4	9		14	15
15	زبیدة / 1 بنات	533	30	3	30		15	15
16	القبس بنات	478	33	4	33		18	15
17	القادسیة بنین	675	32	3	30	2	17	15
18	عبدالقادر العبیدی بنات	364	32	4	32		17	15
19	المفاخر بنات	446	30	3	30	3	15	15
20	الفتوة بنات	565	33	4	30	33	18	15
21	المروج بنین	237	33	3		32	18	15
22	جنین للبنین	500	32	4			17	15
23	دجلة بنات	337	34	3	34		19	15
24	الثقافة بنات	605	36	2	36		21	15
25	الخمائل بنات	273	37	2	37	20	22	15
26	المثنى بنین المستندة	410	22	2	2		7	15
27	ابن رشد بنین	709	35	4	39		20	15
28	الشقئق للبنات	613	39	2	35		24	5
29	الکرامة بنات	694	35	2	36	7	20	15
30	الفیحاء بنات	534	36	1	30		21	15
31	الاربجیة بنین	996	37	2	32		22	15
32	الجحافل بنات	366	32	3	33	5	12	15
33	11 اذار للبنات	453	33	2	28		18	15
34	الاصیل بنات	568	28	2	28	40	13	15
35	اسامة بن زید بنات	1179	50	2	10	33	20	3
36	الشیماء بنین	504	33	2	32		17	15
37	الثائر بنات	797	32	1	32		18	15
38	الشهباء بنات	563	32	1	38		18	15
39	مصعب ابن	509	38	1	39	8	8	30
40	الذرى بنات	855	39	3	30		9	30
41	الزیتون بنین	735	38	3	39		8	30
42	الاکرمین بنات	701	39	3	39	5	14	20
43	التراث العربی للبنات	480	39	4	34		14	25
44	العودة للبنات	748	34	3	34	25	9	25
45	الخلیج العربی للبنین	447	25	2		32	7	25
46	یارمجة بنین	533	32	5		29	7	25
47	البواسل بنین	753	29	1			4	25
48	نابلس بنات	573	29	5	29		4	25
49	الازد المستندة	878	29	3	29		4	25
50	الخافاء للبنات	407	35	5	35		10	25
51	الفراتین بنات	574	25	4	25			25
52	ابن النفیس	1010	50	2	30	20	25	25
53	المروءة بنین	586	23	3	20	3		23
54	الجامعة بنات	421	30	2		30	5	25
55	عبدالله بن عباس	440	33	2	30	3	5	25
56	سومر بنین	800	32	3	26	6	12	25
57	حیمة السعدیة بنین	502	30			30	5	25
58	السنابل بنین	495	30	3		30	5	25
59	البیارق	437	33	3	30	3	13	20
60	ابن حزم بنین	622	32	3		32	12	20
61	الانتفاضة بنین ستندة	865	30	3		30	10	20
62	عدن بنین	1225	40	2	30	10	20	20
63	عثمان الموصلی	805	33	2	33		13	20
64	الابرار بنین	349	22	2	22		2	20
65	الماجدات بنات	476	25	2	20		5	20
66	الصفا للبنین	899	29	1	29		9	20
67	المحاربین بنین	536	27	لایوجد	21	6	7	20
68	رابعة العدویة بنین	648	25	2	25		5	20
69	زهرة المدائن	505	25	3	23		5	20
70	مارب بنین	553	25	1	25		13	12
71	المعالی بنات	514	22	2		22	9	13
72	العطاء بنات	510	24	3		24	10	14
73	المهج بنین	654	30	2	30		21	12
74	الجماهیر بنین	373	22	لایوجد	22		9	13
75	الصنادید بنین	678	33	1	30	3	10	13
76	المتوکل بنین	472	25	2	25			13
77	الفداء بنات	397	29	2		25		15
78	العابد بنات	473	29	2		29		12
79	المربد بنین	742	35	1	35			12
80	الجنائن بنین	360	22	3		22		20
81	المبادرة بنات	750	32	4		32		32
82	الامام مالک بنین	1075	39	1	39			39
83	قبة الصخرة بنین	792	23	4	23			23
84	النوار بنت مالک	296	25	2	25		1	24
85	یافا بنات	560	24	3		24	4	20
86	الکفاءات/1بنات	623	26	2		26	6	20
87	سعد بن عبادة بنین	710	27	لایوجد	27		3	24
88	عمر المختار بنین	805	29	لایوجد	29		9	20
89	الجهاد والبناء	622	27	5	27		7	20
90	اقرا بنین	505	32	5	32		12	20
91	بلال الحبشی	312	25	5	27		5	20
92	المکارم بنات	639	27	5	27		7	20
93	عتبة بن غزوان	599	28	5	28		8	20
94	بنات الحسن	450	25	5		25	5	20
95	عز الدین القسام بنات	683	25	5		25	5	20
96	عمرو بن العاص بنین	1012	56	5	50	6	24	30
97	صاحب الحوت بنین	630	26	5	26		6	20
98	عبد الوهاب الشواف بنات	810	25	5		25	5	20
99	الفراهیدی بنین	1198	49	5	40	9	16	33
100	شرحبیل بن حسنة	800	27	5	27		7	20
101	الهادی بنین	550	32		32		7	25
102	النعمان بن المنذر	729	33	2	33		9	24
103	عاصم بن ثابت بنین	661	25	2	25		2	23
104	ناظم الطبقلجی بنین	1264	45		45		15	30
105	الغفران بنین	885	33		33		8	25
106	زید بن ثابت	577	34	3	34		9	25
107	الشهید محمد الدرة بنین	460	23	5	2		3	20
108	الارقم بنین	626	23				3	20
109	الفتوةبنین	486	26	3	26		3	23
110	مارب بنات	646	25	5	25		5	20
112	الجماهیر بنات	333	26	3	26		1	25
113	سومر بنات	651	22	4	22		3	25
114	الفراتین بنین	626	25	2			25	25
115	الاسراء بنات	450	22	2	22		2	20
116	الترمذی للبنات	880	29	2	29		4	25
117	ابی ذر الغفاری بنات	285	22	5	22		2	20
118	عز الدین القسام	566	22	5			2	20
119	الجنائن بنات	608	43	5	43		18	25
120	القعقاع بنات	908	43	5	43		18	25
121	الهادی بنات	542	22	5	22		2	20
122	الیاقوت الحموی بنین	366	22	5	22		2	20
123	المروج بنات	325	25	5		25	5	20
124	المثنى بنات	480	25	5			5	20
125	نسیة النصاریة بنات	585	32	5		25	12	20
126	عبد القادر العبیدی بنین	485	22	5	22			20
127	خالد بن الولید بنات	414	22	5		22	2	20
128	الحسن البصری بنین	375	32	5	32		12	20
129	الخماءل بنین	244	23	45	23		13	20
130	المعالی بنین	778	32	4	32		12	20
131	الامام محمد الرضوانی	319	32	4	32		20	20
132	الاکرمین بنین	631	20	4			20	20
133	النعمانیة بنین	434	23	4	23			20
134	رفیدة الاسلامیة للبنات	1308	54	4		54	30	30

135	الفردوس للبنات	835	23	4		32	11	12
136	المحاربین بنات	545	43	4		43	13	30
137	عثمان الموصلی بنین	1125	45	4	45		15	30
138	رابعة العدویة	495	20	4		20		20
139	النخیل بنات	432	22	4		22		22
140	شرحبیل بن حسنةبنات	891	22	4		22	2	20
141	یافا بنین	468	22	4		22	8	14
142	الفراهیدی بنات	908	45	4		45	17	28
143	القادسیة بنات	703	44	4		44	144	30
144	المهج بنات	406	22	4		22	2	20
145	منارة الموصل بنین	480	22	4	22		2	20
146	محمد الدرة بنات	420	25	4		25	5	20
147	العطاء بنین	432	22	4	22		7	15
148	قبة الصخرة بنات	421	43	4		43	13	30
149	الزیتون بنات	650	25	4		25	10	15
150	الفداء بنین	458	26	4	26		6	20
151	ابن رشد بنات	660	20	4		20		20
152	النیل بنات	945	35	2		35	9	26
153	عمر المختار بنات	642	33	2		33	13	20
154	العابد بنین	792	33	2		33	13	20
155	عاصم بن ثابت بنات	850	33	2		33	13	20
156	عبد الوهاب الشواف بنین	766	32	2		32	12	20
157	زهرة المداءن بنات	800	34	2		34	14	20
158	الشهباء بنین	490	27	2		27	7	20
159	زبیدة 2بنات	541	29	2		29	9	20
160	الصنادید بنات	560	25	2		25	5	20
161	عتبة بن فرقد بنین	403	23	2	23		3	20
162	الاربجیة بنات	795	44	2	4	40	24	20
163	الذرى بنین	1242	45	2	45		15	30
164	اسامة بن زید بنین	832	27	2	27		7	20
165	یارمجة بنات	1219	50	2		50	10	40
166	الحور العین بنات	515	24	2		24	4	20
167	البیارق بنات	650	24	4		24	4	20
168	الانتفاضة بنات	533	25	4		25	5	20
169	اقرا بنات	636	25	4		25	5	20
170	الهاشمیة بنات	330	20	4		20		20
171	المکارم بنین	1004	50	4		50	20	30
172	المامون بنات	688	23	4		23		20
173	الشریف الرضی بنات	626	22	4		22	3	20
174	المکارم 2 بنات	810	20	4		20		20
175	موسى الکاضم م	480	22	4		22	2	20
176	البواسل بنات	510	25	4		25	5	20
177	محمد یونس السبعاوی بنات	989	22	4		22	2	20
178	مکة بنات	901	50	4		50	30	20
179	الاصالة بنات	639	20	4		20		20
180	الأزد بنات المستندة	769	38	4		38	18	20
181	الکفاءات/1 بنین	760	32	4	32		17	15
182	الصحوة العربیة للبنات	1060	39	4	39		23	16
183	المربد/2/للبنین	350	30	4	30		10	13
184	عبد الملک بن مروان بنین	770	35	4	35		15	20
185	ماریا القبطیة بنات	707	22	4	22		2	20
186	قطر الندى بنین	629	32	4	32		12	20
187	المصطفى للبنین المستندة	673	32	4	32		12	20
188	الترمذی / 2بنات	1000	50	4		50	20	30
189	المبین بنین	459	22	5	22		2	20
190	غزة العربیة بنین	696	33	5	33		19	14
191	الاخاء بنین	820	23	5	23		8	15
192	الضیاء للبنین	735	25	3	25		8	13
193	الیقین للبنات	415	25	5		25	7	12
194	العودة /2 بنات	728	23	5		23	8	12
195	النضال بنات	460	22	2		22
196	سیف الرسول للبنین	490	20	2	20		9	11
197	لبابة بنت الحارث للبنات	361	20	2		20	4	16
198	الوحدة بنین	545	20	32	20
199	المتنبی بنین	421	20	3	20			20
200	قباء بنین	792	22	3	22		2	20
201	الموصل بنات	443	25	3		25	5	20
202	الشریف الرضی بنین	721	22	3	22		2	20
203	الوحدة بنات	449	50	3	40	10	30	20
204	غزة العربیة بنات	644	20	3		20		20
205	دجلة الخیر	341	20	3	20			20
206	الحریة/2 /للبنین	411	20	3	20			20
207	الجامعة للبنین المستندة	557	22		22		5	17
208	الابرار بنات	371	20	4		20	3	17
209	المبا درة /2 بنات	806	33	4		33	14	16
210	التقوى للبنات	616	24			24	14	17
212	القبس بنین	405	23	3	23		13	17
213	الاخاء بنات	682	23	3		23	13	10
214	عبد الله بن جابر للبنین	715	22	3	22			12
215	الهدایة	348	20	3			3	17
216	اسعد بن زرارة بنین	515	20	3		20	3	17
217	الشهید نمیر نور الدین	203	20	3			3	17
218	قباء بنات	712	22	3		22	5	17
219	زید بن ثابت بنات	513	22	3		22	5	17
220	الامام الزهری للبنین	617	32	3	32		12	20
221	حراء للبنین	870	32	3	30	2	12	20
222	منى للبنات	847	20	3		20		20
223	ام الدرداء للبنات	604	20	3		20		20
224	المبراة	732	23	3		23	3	20
225	البقیع بنین	350	22	3	22		2	20
226	الاعراف بنات	393	20	3		20		20
227	البقیع بنات	354	20	3	20			20
228	عبد الله بن عمر	592	25	3	25		5	20
229	البیرونی	1037	50	7	50		25	25
230	زید الخیر	1100	45	3	45		15	30
231	سمیة بن خباط	556	45	3		45	5	40
232	الشهید عاید غازی للبنات	685	30	3		30	16	14
233	سلمى بنت قیس	797	30	3			20	12
234	البدیع بنین	997	34	3		34	20	14
235	المعراج/م	930	42	3	42		22	20
236	اجنادین/م المستندة	591	32	3	32		12	20
237	عروس الصحراء	714	22	3	22		5	17
238	القدوة الحسنة	460	29	3	29		14	15
239	سعید بن جبیر بنین	689	25	2	25		10	15
240	القدوة الحسنة للبنات	572	25		5	20	10	15
241	الطبری للبنین	754	22	2	20	2	7	15
242	الطبری للبنات	631	30	2	2	28	15	15
243	یوسف بن تاشفین للبنین	443	30	2	30		15	15
244	سبل السلام للبنات	480	30	7		30	15	15
245	الرزان للبنات	541	29	4		29	14	15
246	صناع الحیاة للبنین	640	25	6	25		10	15
247	مجمع الحدباء بنین	713	23	4	23		8	15
248	مجمع الحدباء بنات	546	32	5		32	17	15
249	ذو الفقار للبنین	450	33	4	33		18	15
250	الشهید رعد الحیالی للبنین	516	30	5	30		15	15
251	الامام الزهری بنات	415	30	4		30	15	15
252	المعراج للبنات	1259	56	4	6	50	41	15
253	عمیر بن سعد	609	25	6	25		10	15
254	المعالی/2	320	32	6	32		17	15
255	ثانویة الموهوبین	14	12	6	12			12
256	الکویت/7 بنات	240	30	4		30	10	20
257	الکویت/7 بنین	232	25	2	25		5	20
258	الکویت/8 بنات	429	29	6		29	9	20
259	الکویت9	420	20	6		20	3	17
261	الکویت/10 بنات	686	25	2		25	13	19
262	الکویت/10 بنین	568	25	5	25		13	12
263	منهل العلم بنین	457	25	3	25		13	12
264	البیت السعید بنات	505	33	4	3	30	21	12
265	الجیل الصالح	443	25	3	25		13	12
266	عراق الحضارات بنات	404	24	4		24	12	12
267	ریحانة الرسول بنات	377	25	3		25	13	12
268	الشیماء/2 بنین	433	44	5	44		24	20
269	صاحب الحوت بنین	630	22	5	22		20	10
270	نهضة الموصل	486	25	5	25		13	12
271	العقیق	801	50	5	40	10	40	10

Taple (3) statistics directorate of Nineveh education in the numbers of primary scools,pupils,teachers andvlecturers in the left coast of the province

Table (3) statistic of the education directorate of Nineveh with the numbers of the primary schools, pupils, teachers, and lecturers in the left side of the governorate.

Map no.(4) represents the left side of the city or what is called the eastern part of the city of Mosul with inhabited quarters of approximately more than (70).

Map (4) represents the east coast of mosul

From table (3), we notice that the primary school number in the left side of the city of Mosul has reached (271) school which occupied only (140) building and which have double classes. According to our field tours when conducting this study we noticed that (40) school have triple classes in one building if compared with the right side. The primary schools for boys are (150) school. According to statistics the number of boys in these schools is (88219). The number of the primary schools for girls is (121) and the number of the girls in these schools is (90074). Table no.(4) represents a general description of the numbers of pupils in the left side of the city of Mosul.

		اعدادطلابالایسر
N	Valid	270
Mean		606.2852
Variance		49164.703
Skewness		.712
Std. Error of Skewness		.148
Kurtosis		.721
Std. Error of Kurtosis		.295
Range		1294.00
Minimum		14.00
Maximum		1308.00
Percentiles	25	448.5000
	50	572.5000
	75	729.7500

Taples (4)general description of the numbers of pupils of the left coast

The number of the pupils has been represented graphically in sketch (3). Sketch no.(4) represents the number of the pupils in the left side distributed according to schools which illustrate the distribution of pupils in schools. It has been seen that there are (11) school the number of the pupils in each school is more than (900) and the rest of the schools have between (300-850) pupil.

Chart (3) represents the number of students on the right coast divided by scools

Chart (4) represents the number of students on the right coast graphically divided by scools

We have been able to see, thanks to the GPS photos, the distribution of the schools in some of the quarters of the left side and the photo no.(2) is an instance. According to the latter, one can see the distribution of schools in some quarters suitable and fits the population density of those quarters somehow.

Picture (2) the GPS which represents a picture of the spread of scools in some neighborhoods of the right left-hand side

The Conditions of Teachers and Lecturers in the Governorate:-

The number of teachers in the governorate schools in general has reached (1083) male and female teachers. These teachers are distributed on (428) school. The share of the schools of the right side has reached (4608) teacher of them are (2696) male teacher and (1912) female teacher. The number of the male and female teachers in the schools of the left side has been (7838) distributed in all schools in the left side, the number of the male teachers has been (4615) and the number of the female teachers has been (3223). The planning standard has specified that there is a teacher for every (22) student in Iraq in the governmental schools. As for the governorate of Nineveh, the number of teachers as compared with the number of the pupils is good and serves the educational process. The teachers of the right side who are distributed according to schools are illustrated in sketch no.(1) and the teachers of the left side who are distributed according to schools are illustrated in sketch no.(6).

Chart (5) repeesents teachers divided by scools on the right side

Chart (6) repeesents teachers divided by scools on the left side

The number of the lecturers of the right side has been (455) and the number in the left side has been (953). A table for both lecturers is made as in the graph table (5).

محاضرین
مجموعات			Frequency	Percent	Valid Percent	Cumulative Percent
طلاب الایمن	Valid	1.00	59	29.5	29.5	29.5
		2.00	45	22.5	22.5	52.0
		3.00	35	17.5	17.5	69.5
		4.00	32	16.0	16.0	85.5
		5.00	11	5.5	5.5	91.0
		6.00	4	2.0	2.0	93.0
		7.00	13	6.5	6.5	99.5
		8.00	1	.5	.5	100.0
		Total	200	100.0	100.0
طلاب الایسر	Valid	1.00	24	8.9	8.9	8.9
		2.00	55	20.4	20.4	29.3
		3.00	71	26.3	26.3	55.6
		4.00	70	25.9	25.9	81.5
		5.00	42	15.6	15.6	97.0
		6.00	6	2.2	2.2	99.3
		7.00	2	.7	.7	100.0
		Total	270	100.0	100.0

Tables (5)represents right and left lecturers

The number of the specialized teachers in the right side has reached (2810), and the number of the general teachers has been (1799). The number of the specialized teachers in the right side has been (4764) and the number of the specialized teachers in the left side has been (3074).

The data have been presented statistically in table (6) which shows the rates and numbers of the general and specialized teachers in both the right and left sides of the city.

Statistics
مجموعات			معلمین	محاضرین	اختصاص	عام
طلاب الایمن	N	Valid	200	200	200	200
	N	Missing	0	0	0	0
	Mean		30.5550	2.8000	18.1250	12.5100
	Range		37.00	7.00	30.00	41.00
	Minimum		18.00	1.00	10.00	1.00
	Maximum		55.00	8.00	40.00	42.00
طلاب الایسر	N	Valid	270	270	270	270
	N	Missing	0	0	0	0
	Mean		29.3444	3.2852	19.3778	11.3481
	Range		44.00	6.00	30.00	144.00
	Minimum		12.00	1.00	10.00	.00
	Maximum		56.00	7.00	40.00	144.00

Table (6) represents teachers of the year,specialists and lecturers of the right and left coast schools

Chart (7) represents students numbers on both sides

Chart (8) represents students numbers on both sides

3D Chart (9) represents students numbers on both sides

Chart (10) common scheme representing students numbers on both sides

The number of the students has been illustrated more clearly in the two sketches (8,7), in which the red colour represents the number of the pupils in the left side of the city and the blue one represents the number of the pupils in the right side of the city.

Sketch no.(9) is also a three-dimensional one illustrating the number of the pupils in both sides whereby we notice high pupil density in the right side when compared with the left side.

In sketch (10), there is an illustration of the form of the spread of schools in both sides. The red colour signifies the density of schools in the left side whereas the blue colour refers to the density of schools in the right side.

Depending on the previously mentioned tables, statistical data, and sketches we have been able through this study to come up with a graphic study between the schools of the right and the left sides of the city of Mosul. We have tackled the most prominent obstacles in both sides concerning the number of the schools and the number of the pupils who occupy these buildings. Besides, we have made a statistic with the number of the general teachers, specialized teachers, lecturers, and supervisors. Table no.(7) represents a shared analysis for the pupils of both the left and right sides of the city.

Conclusions:-

From the study we have conducted and thanks to the field visits and the data provided by the ministry of education in Nineveh governorate, also through the statistic analyses and data we have completed in addition to the graphic sketches and the illustrating photos, we have come up with results that we can discuss and we exert

Descriptives
	مجموعات			Statistic	Std. Error
اعداد الطلبة	طلاب الایمن	Mean		691.1250	17.71595
		95% Confidence Interval for Mean	Lower Bound	656.1899
			Upper Bound	726.0601
		5% Trimmed Mean		678.8667
		Median		660.0000
		Variance		62770.954
		Std. Deviation		250.54132
		Minimum		170.00
		Maximum		1407.00
		Range		1237.00
		Interquartile Range		357.00
		Skewness		.619	.172
		Kurtosis		.342	.342
	طلاب الایسر	Mean		606.2852	13.49413
		95% Confidence Interval for Mean	Lower Bound	579.7176
			Upper Bound	632.8527
		5% Trimmed Mean		595.6626
		Median		572.5000
		Variance		49164.703
		Std. Deviation		221.73115
		Minimum		14.00
		Maximum		1308.00
		Range		1294.00
		Interquartile Range		281.25
		Skewness		.712	.148
		Kurtosis		.721	.295

Table (7) represents a joint analysis of pupils on the right and left coast.

intensive efforts to put them in the hands of the responsible authorities to lessen the agony of the pupils and enhance their educational level. Among the problems we have reached at is that there is a clear shortage in primary schools in the right side of Mosul city when compared with the pupils in that area. This side contains only (157) school with (104401) pupil, also there is shortage in female schools in the right side, the number of these schools is (60) only with (42777) pupil, whilst the number of the primary schools for boys is (97) with (61624) pupil. The left side of the city, however, suffers from the same problem; the number of the pupils is (178293) occupying (271) school only. There is also a shortage in the number of the primary schools for girls in the left side of the city, the number of these schools is (150) with (90074) pupil. Added to that is that the schools that have double classes system and triple classes system are many if compared with those schools that have a one-classes-system in either sides. The ample number of schools in some quarters and the scarcity of schools in other quarters or sometimes absence of schools in some quarters. There are schools that have many pupils attending classes whereas there are other schools that have very few pupils attending classes, for instance (Al-Jaleel) school for girls in the right side has (1382) pupil, whereas (Al-Watan) school which is also in the right side has only (170) pupil; the school of (Nineveh) for boys in the left side has only (279) pupil, whilst the Islamic school of (Rufaida) has (1308) pupil (8). It has been noticed that there are many lecturers giving lessons for free in all the schools of the governorate the thing that hinders the educational process in the right manner. This has made most teachers depend on these lecturers in giving lessons. It has been also noticed that there are few specialized teachers if compared with general teachers and this especially clear in the schools of the right side of the city which noticeably weakens the educational process.

Recommendations:-

1- The building of primary schools differs from the building of other schools; because of the special conditions of the pupils of this stage and the various age groups.

2- The system of double schools, more than one school in one building, makes it possible to change the places of some schools by others to benefit from school site.

3- To benefit from the vacant areas in the right side of the city to build new schools.

4- The destruction in the right side ought to be taken into account via providing private transportations for pupils from the quarters in which there are surplus schools until building schools in the quarters that have no schools due to the destruction state.

5- There should be suitable distribution of teachers and lecturers in both sides of the city; they are greater in number in the left sie than in the right side. Also the large number of teachers in some schools and the scarce number of the teachers in other schools in a way that does not fit the number of the pupils in the one school.

6- The lecturers for free should be employed so that they continue the educational process in a good and sound manner.

7- Increasing the number of the field visits to the schools of the right side of the city for these schools are badly in need of guidance and back up, this is on the part of general supervisors and specialized supervisors.

8- There should be specialized teachers in schools in a way that suits the number of classes, pupils, and the basic materials.

9- It is necessary to make visits to schools to enhance the awareness of pupils and giving them advice and instructions from time to time for pupils in this age stage record information. The specialized authorities should invest this stage to prepare a new generation to rebuild their country and to rely on this generation so as to achieve advancement and prosperity.

المصادر:

1 – حمدان ، جمال (1997) جغرافیة المدن الطبعة الثانیة , عالم الکتب القاهرة.

2 – العانی، محمد جاسم (2009) دراسات تطبیقیة لبعض جوانب التخطیط ،عمان: دار الصفاء للنشر.

3 - عزیز، مکی محمد (2008) جغرافیة السکان ، مطبعة جامعة بغداد.

4 – Habibah,L.,Technology integrated teaching in Malaysian schools: GIS, aswot analysis, World journal on educational technology,Mallaysia,2011.

5 – فائق فاضل السامرائی ، لیث کریم السامرائی ، واقع التعلیم وحقوق المتعلم نظرة الى الماضی ورؤیة المستقبل ، المجلة العراقیة للعلوم التربویة والنفسیة وعلم الاجتماع ، المجلد 1 العدد 2 ، 2001، ص 92.

6 – جمیل عبد الهادی ، کفایة النظام فی القطر العراقی بین استراتیجیة التجدید واستراتیجیة التقلید ، مجلة الاستاذ، العدد 18 ، جامعة بغداد، کلیة التربیة ابن رشد، 2000، ص 300.

7 – chaomei.chen , Thematic maps of 19 ischools chaomei chen Philadelphia,USA,2010.

8 – الدلیمی , خلف حسین , تخطیط الخدمات المجتمعیة والبنیة التحتیة اسس – معاییر – تقنیات , الطبعة الاولى ,دار الصفا للنشر ,2009.

9 – محمد شرتوح الرحبی ,کفاءة التوزیع المکانی لمراکز الاستیطان فی محافظة نینوى ، اطروحة دکتوراه غیر منشورة مقدمة الى کلیة الاداب ,جامعة بغداد،1990, ص 267.

10 – وزارة التربیة , التربیة العامة للتخطیط التربوی ، خطة التنمیة التربویة للاعوام (2005-1994) بغداد ،جدول رقم (5) ، ص 69 .

[1] College of Nursing/ Mosul University

[2] College of Nursing/ Mosul University

References

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Al-Dulaimi, Khalaf Hussein, Planning of Community Services and Infrastructure Basis - Standards - Techniques, First Edition, Dar Al-Safa Publishing, 2009.

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chaomei.chen, Thematic maps of 19 ischools chaomei chen Philadelphia, USA, 2010.

Faeq Fadel Al-Samarrai, Laith Karim Al-Samarrai, The Reality of Education and the Rights of the Learner, A Look at the Past and Seeing the Future, Iraqi Journal of Educational, Psychological, and Sociology, Volume 1, Issue 2, 2001, p.

Habibah, L., Technology integrated teaching in Malaysian schools: GIS, aswot analysis, World journal on educational technology, Mallaysia, 2011.

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Jamil Abdul-Hadi, The sufficiency of the system in the Iraqi country between the strategy of renewal and the strategy of imitation, Al-Ustaz Magazine, No. 18, University of Baghdad, College of Education, Ibn Rushd, 2000, p. 300.

Ministry of Education, General Education for Educational Planning, Educational Development Plan for the Years (2005-1994) Baghdad, Table No. (5), p. 69.

Muhammad Shartuh Al-Rahbi, Efficiency of Spatial Distribution of Settlement Centers in Nineveh Governorate, Unpublished Doctoral dissertation submitted to the College of Arts, University of Baghdad, 1990, p. 267.

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