The fixed effect estimate indicated that building resilience capacity, commercialization, literacy, saving, wage labor participation, and having more economically active members can open up opportunities and enable sustained pathways out of multidimensional deprivation. The major pillars in explaining resilience are adaptive capacity, income and food access, and stability. However, there has been an uneven observation, with gains in the most populated and regions where poverty was highest earlier. The study finds a steady decline in poverty as a response to slight increases in resilience capacity. This study addresses the role of household resilience capacity on multidimensional poverty reduction using the Ethiopian Socioeconomic Survey data collected by the Central Statistical Agency in collaboration with the World Bank Living Standard Measurement Study (2011/12 - 15/16). The empirics are limited to ascertain the linkages between resilience and multidimensional poverty and implications for policy uptake in Ethiopia. These findings constitute an advance because they identify the benefits of applying WIL in knowledge fields where the acquisition of professional skills is crucial for graduates’ entry into the labor market.Įnhancing resilience capacity holds the key to curbing multidimensional poverty. Furthermore, they had an increased understanding and acquisition of the concepts, as well as a greater perceived ability to manage companies and a comprehension of theĮconomic environment. The results revealed that the students who took part in the WIL program experienced increased motivation, enjoyment,Īnd interest in the subject. Learned the content only through traditional lectures from the college instructor).
During a semester, perceived personal, academic, and professional outcomes were assessed in two groups of students of the same module, one of which participated in the WIL program (i.e., they received lectures by professional marketing experts who were invited to the classroom and explained, through real examples, the content of the subject being taught), and the other served as a control (i.e., they
We evaluated the effects of the WIL methodology on university students in a marketing degree course through self-administered questionnaires. This research aims to reduce this gap between the university and business by applying the active teaching methodology of work-integrated learning (WIL), which consists of providing students with knowledge and experiences directly from pro�fessionals that are invited to the classroom. The teaching methodology in university marketing subjects has traditionally been based on “lecture classes”, which have proved to be insufficient for providing students with professional skills that can be directly applied in the workplace.
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