Enhancing participant satisfaction in educational programs for poverty reduction: Insights from a regional study in Vietnam

Hai Trung Nguyen; Dung Huu Dang

doi:10.31893/multiscience.2024243

Keywords:

poverty

group education activity

livelihood

satisfaction

Abstract

This comprehensive review explores the intricate relationship between education and poverty reduction, addressing the global landscape, challenges, and transformative potential of educational interventions. With more than nine percent of the global population enduring extreme poverty, understanding the nuanced dynamics of poverty becomes paramount. Education has emerged as a pivotal catalyst for sustainable change, empowering individuals with knowledge and skills to break cycles of deprivation. However, persistent challenges such as limited access to quality education and socioeconomic disparities underscore the need for innovative and inclusive approaches. This research investigates participant satisfaction within an educational program aimed at poverty reduction, with a primary focus on the "knowledge of poverty reduction" category, which constitutes 61% of the educational content. The study assessed participant satisfaction levels in three distinct regions: Ha Long, Van Don, and Ba Che in Quang Ninh Province, Vietnam. The results revealed that the highest level of satisfaction, "Strongly Satisfied," was reported by 50% of participants overall, indicating that a substantial majority expressed high contentment with group educational activities. This endorsement suggested that the program not only met but also exceeded the expectations of a significant portion of participants. These findings underscore the regional nuances in participant satisfaction and emphasize the importance of tailored strategies for effective educational programs in poverty reduction. The study contributes valuable insights to the field, informing future endeavors to address diverse regional needs and preferences.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Nguyen, H. T., & Dang, D. H. (2024). Enhancing participant satisfaction in educational programs for poverty reduction: Insights from a regional study in Vietnam. Multidisciplinary Science Journal, 6(11), 2024243. https://doi.org/10.31893/multiscience.2024243

[1] Amri, S., & Sihotang, J. (2023). Impact of Poverty Reduction Programs on Healthcare Access in Remote Ar-eas: Fostering Community Development for Sustainable Health. Law Economics, 17(3), 170-185. https://doi.org/10.35335/laweco.v17i3.43

[2] Bok, H. G., Teunissen, P. W., Favier, R. P., Rietbroek, N. J., Theyse, L. F., Brommer, H., . . . Jaarsma, D. A. (2013). Programmatic assessment of competency-based workplace learning: when theory meets practice. BMC Medical Education, 13(1), 1-9. https://doi.org/10.1186/1472-6920-13-123

[3] Brake, J., & Misener, K. (2020). “It’sa ripple effect”: the role of intergroup contact within an inner-city youth sport for development and peace program. Managing Sport and Leisure, 25(3), 203-219. https://doi.org/10.1080/23750472.2019.1657783

[4] Buckup, S. (2012). Building successful partnerships: A production theory of global multi-stakeholder collaboration. Springer Science & Business Media.

[5] Cornwall, A., & Brock, K. (2005). Beyond buzzwords “poverty reduction”,“participation” and “empowerment” in development policy.

[6] Cremin, P., & Nakabugo, M. G. (2012). Education, development and poverty reduction: A literature critique. International Journal of Educational Development, 32(4), 499-506. https://doi.org/10.1016/j.ijedudev.2012.02.015

[7] Danilyan, O., Dzeban, O., & Kalynovskyi, Y. (2022). Social instability as a global trend of the modern world. Cogito: Multidisciplinary Res. J., 14, 141.

[8] de Klerk, E. D., & Palmer, J. M. (2021). Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity. Perspectives in Education, 39(1), 12-28.

[9] Dixon, R., Ritchie, J., & Siwale, J. (2006). Microfinance: accountability from the grassroots. Accounting, Auditing and Accountability Journal, 19(3), 405-427. https://doi.org/10.1108/09513570610670352

[10] Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: the implications for education for sustainable development. Environmental Education Research, 27(9), 1343-1359. https://doi.org/10.1080/13504622.2021.1921113

[11] Fisher, M., Thompson, G. S., & Silverberg, D. A. (2005). Effective group dynamics in e-learning: Case study. Journal of Educational Technology Systems, 33(3), 205-222. https://doi.org/10.2190/YTJ7-PLQB-VNDV-71UU

[12] Gould, J. (2005). The new conditionality: The politics of poverty reduction strategies. Zed books.

[13] Guajardo, M., Guajardo, F., & del Carmen Casaperalta, E. J. A. (2008). Transformative education: Chronicling a pedagogy for social change. Anthropology Education Quarterly, 39(1), 3-22. https://doi.org/10.1111/j.1548-1492.2008.00002.xv

[14] Jamatia, P. L. (2023). The Role of Youth in Combating Social Inequality: Empowering the Next Generation. International Journal of Social Science, Educational, Economics, Agriculture Research Technology, 2(8), 229-238.

[15] Kagan, S. L., Moore, E., & Bredekamp, S. (1995). Reconsidering children's early development and learning: Toward common views and vocabulary (Vol. 95). National Education Goals Panel.

[16] Karamaroudis, S., Poulogiannopoulou, E., Sotiropoulos, M. G., Kalantzis, T., & Johnson, E. O. (2020). Implementing change in neuroanatomy education: organization, evolution, and assessment of a near‐peer teaching program in an undergraduate medical school in Greece. Anatomical Sciences Education, 13(6), 694-706. https://doi.org/10.1002/ase.1944

[17] Koehne, F., Woodward, R., & Honig, B. (2022). The potentials and perils of prosocial power: Transnational social entrepreneurship dynamics in vulnerable places. Journal of Business Venturing, 37(4), 106206. https://doi.org/10.1016/j.jbusvent.2022.106206

[18] Lawson, H. A. (2005). Empowering people, facilitating community development, and contributing to sustainable development: The social work of sport, exercise, and physical education programs. Sport, Education and Society, 10(1), 135-160. https://doi.org/10.1080/1357332052000308800

[19] Leal Filho, W., Tripathi, S. K., Andrade Guerra, J., Giné-Garriga, R., Orlovic Lovren, V., & Willats, J. (2019). Using the sustainable development goals towards a better understanding of sustainability challenges. International Journal of Sustainable Development World Ecology, 26(2), 179-190. https://doi.org/10.1080/13504509.2018.1505674

[20] Leichenko, R., & Silva, J. A. (2014). Climate change and poverty: vulnerability, impacts, and alleviation strategies. Wiley Interdisciplinary Reviews: Climate Change, 5(4), 539-556. https://doi.org/10.1002/wcc.287

[21] Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Ascd.

[22] Maulu, S., Hasimuna, O. J., Mutale, B., Mphande, J., & Siankwilimba, E. (2021). Enhancing the role of rural agricultural extension programs in poverty alleviation: A review. Cogent Food Agriculture, 7(1), 1886663. https://doi.org/10.1080/23311932.2021.1886663

[23] Mohamed Hashim, M. A., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education Information Technologies, 27(3), 3171-3195. https://doi.org/10.1007/s10639-021-10739-1

[24] Murphey, T., Falout, J., Fukada, Y., & Fukuda, T. (2012). Group dynamics: Collaborative agency in present communities of imagination. In Psychology for language learning: Insights from research, theory and practice (pp. 220-238). Springer. https://doi.org/10.1057/9781137032829_15

[25] Murray, A., Haynes, K., & Hudson, L. J. (2010). Collaborating to achieve corporate social responsibility and sustainability? Possibilities and problems. Sustainability Accounting, Management and Policy Journal, 1(2), 161-177. https://doi.org/10.1108/20408021011089220

[26] Muttarak, R., & Lutz, W. (2014). Is education a key to reducing vulnerability to natural disasters and hence unavoidable climate change? Ecology Society, 19(1). https://www.jstor.org/stable/26269470

[27] Narayan-Parker, D. (2002). Empowerment and poverty reduction: A sourcebook. World Bank Publications.

[28] Nevis, E. C., DiBella, A. J., & Gould, J. M. (2009). Understanding organizations as learning systems. In Knowledge, groupware and the internet (pp. 43-64). Routledge.

[29] Norton, A., & Foster, M. (2001). The potential of using sustainable livelihoods approaches in poverty reduction strategy papers (Vol. 148). Overseas Development Institute London.

[30] Nutbeam, D., & Kickbusch, I. (1998). Health promotion glossary. Health Promotion International, 13(4), 349-364.

[31] Olsson, L., Opondo, M., Tschakert, P., Agrawal, A., Eriksen, S., Ma, S., . . . Zakieldeen, S. (2014). Livelihoods and poverty. In Climate Change 2014 Impacts, Adaptation and Vulnerability: Part A: Global and Sectoral Aspects (pp. 793-832). Cambridge University Press.

[32] Padilla-Rivera, A., Russo-Garrido, S., & Merveille, N. (2020). Addressing the social aspects of a circular economy: A systematic literature review. Sustainability, 12(19), 7912. https://doi.org/10.3390/su12197912

[33] Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.

[34] Prasad, S., & Tata, J. (2003). The role of socio‐cultural, political‐legal, economic, and educational dimensions in quality management. International Journal of Operations Production Management, 23(5), 487-521. https://doi.org/10.1108/01443570310471839

[35] Rashid, L. (2019). Entrepreneurship education and sustainable development goals: A literature review and a closer look at fragile states and technology-enabled approaches. Sustainability, 11(19), 5343. https://doi.org/10.3390/su11195343

[36] Reynolds, F. (2003). Initial experiences of interprofessional problem-based learning: a comparison of male and female students' views. Journal of Interprofessional Care, 17(1), 35-44. https://doi.org/10.1080/1356182021000044148

[37] Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. Issues Trends in Education for Sustainable Development, 39, 39-59.

[38] Rosenfield, P. L. (1992). The potential of transdisciplinary research for sustaining and extending linkages between the health and social sciences. Social Science Medicine, 35(11), 1343-1357. https://doi.org/10.1016/0277-9536(92)90038-R

[39] Roy, J., Tscharket, P., Waisman, H., Abdul Halim, S., Antwi-Agyei, P., Dasgupta, P., . . . Okereke, C. (2018). Sustainable development, poverty eradication and reducing inequalities.

[40] Stacey, N., Gibson, E., Loneragan, N. R., Warren, C., Wiryawan, B., Adhuri, D. S., . . . Fitriana, R. (2021). Developing sustainable small-scale fisheries livelihoods in Indonesia: Trends, enabling and constraining factors, and future opportunities. Marine Policy, 132, 104654. https://doi.org/10.1016/j.marpol.2021.104654

[41] Taylor, L. (2019). The role of non-governmental organizations in global education: a case study on Sub-Saharan Africa.

Abstract

References

How to cite