Poverty Education Research Articles

Environmental School Clubs in Tanzania: Learning to blame the "poor" and "uneducated"

In East Africa, environmental school clubs play an important role as an extension of conservation efforts, and have done so since the beginning of the post-colonial period. There is a lack of critical research on what students are taught at these clubs. Based on fieldwork at two clubs in northern Tanzania, this article reveals how students highlight narratives of poverty and low levels of education as the main reasons for environmental degradation. Drawing on political ecology and the emerging sub-field of the political ecology of education, I discuss what these narratives reveal about the environmental subjects formed through environmental school clubs. I examine the coloniality of these clubs, and I reveal how students learn to blame the 'poor' and 'uneducated' through the education system. It reproduces an apolitical development narrative that limits students' critical engagement with broader environmental issues.Education,conservation, development, political ecology of education, narratives,Tanzania, Africa

Policy Recommendations for the Educational Poverty Alleviation Predicament in Pingwu County from a Collaborative Governance Perspective

Policy Recommendations for the Educational Poverty Alleviation Predicament in Pingwu County from a Collaborative Governance Perspective

Effective Strategies Utilizing Street-Smart Wealth to Bridge the Educational Poverty Gap in Accounting Education in the United States

Educational poverty refers to the lack of access to quality education, which can perpetuate socioeconomic disparities. Street-smart wealth refers to the knowledge, skills, and experiences gained outside formal educational settings. Evidence is presented which shows the specific strategies and practices that educational institutions and policymakers can implement to bridge the educational poverty gap. The findings emphasize the importance of recognizing and valuing street-smart wealth as a valuable resource in accounting education. They represent another step toward integrating street-smart wealth into accounting education can enhance students’ learning experiences, improve their understanding of real-world applications of accounting concepts, and increase their employability in accounting. The study concludes by providing recommendations for accounting educators and policymakers, which may contribute toward reducing the educational poverty gap in the United States. By implementing the proposed strategies to effectively utilize street-smart wealth in accounting education, the study aims to contribute to developing inclusive and equitable accounting education, ensuring that individuals from all backgrounds have equal opportunities to succeed in the accounting profession and contribute to economic growth.

Tra povertà educativa digitale e competenze interculturali: il caso dei figli di coppie miste

Since 2021 the Research Center on Media, Innovation and Technology Education (Cremit) of the Catholic University and Save the Children has been proposing to use the new construct of ‘digital educational poverty’, which expands and updates the one of ‘digital divides’. This perspective is the basis of the “Digital Connections project” (2021-2024), which involved 99 schools integrating the fight against digital educational poverty into the civic education curriculum of the second and third year of middle school. Through the survey of the Digital Competence Score (PCD) submitted to 6.415 respondents in 2022-23, it emerges that the results of children of mixed couples are higher than those of children with both parents born abroad and of those with both parents born in Italy. From this perspective, the article proposes a focus on the children of mixed couples, identifying a socio-cultural photograph with attention to technological uses, and theorizes the elements of mutual enrichment between digital and intercultural competences, underlining the dynamism, the need for contextualization and the collective component of such literacies.

Household Poverty and Gender Inequality in Education: A Case Study of District Layyah (Pakistan)

The study uses logistic regression on the primary data collected through the Layyah district field survey to investigate the relationship concerning gender inequality in education and poverty. This study found that gender differences in educational attainment negatively impacts household poverty. When the proportion of females enrolled in elementary, secondary, and postsecondary education increases, the likelihood of household poverty declines. The likelihood of a home being poor is further refuted by the intensification in the female-to-male literacy ratio. The likelihood of poverty is positively correlated with the size of the household and the number of children under five but negatively correlated with the qualifications of the household head, age of the household, specialized or methodical abilities of the household head, and possession of the home.

Analysis of the Factors Influencing the Participation of University Students in Rural Education for Poverty Alleviation

The principle of “poverty alleviation first helps the poor” is fundamental to poverty alleviation through education in rural areas. It serves as an important foundation for improving the soft power of rural culture and promoting the development of rural cultural construction. However, college students, being one of the main participants in educational poverty alleviation, have not been equipped with a well-established institutionalized participation mechanism and a sufficient awareness of participation. To enhance college students’ awareness and participation in rural education and poverty alleviation and to improve the institutionalization, this research focuses on college students as a group, delves into the current situation and willingness of college students to participate in rural education and poverty alleviation, and analyzes the influencing factors affecting college students’ participation in rural education and poverty alleviation by means of a questionnaire and a computerized statistical algorithm. Lastly, based on mathematical and statistical analysis, the research puts forward corresponding optimization countermeasures and suggestions from the perspectives of the government, colleges and universities, and villages, so as to provide decision-making guidelines for solving the problems of rural education development and talent constraints.

Poverty and the Role of Islam in Reducing Poverty

Poverty is one of the greatest concerns in all societies and economic systems. It is a negative phenomenon that threatens life. Economic schools of thought have presented various approaches to overcome poverty, but so far have not succeeded in eradicating it from human life. This occurrence is referred to as an unpleasant complication. Poverty is one of the most significant and persistent problems in both developed and developing countries, including Islamic countries. The purpose of this research is to examine the role of Islam in reducing poverty. The research method used in this study is descriptive-analytical, and the necessary information was gathered from library sources and through the use of the Delphi method. The research findings indicate that in this study, the concept of poverty and its impacts are analyzed through verses from the Quran and Hadith. Findings include the definition of poverty and the gap between the rich and the poor, which is a major concern in the fields of economics and public policy. Despite being widespread, poverty is not limited to economic aspects alone but also encompasses cultural, social, and educational poverty. Analysis from the perspective of financial development highlights the importance of understanding its overall impact.

The Financial Expenditure in the Field of Rural Teacher Construction Under the Background of Poverty Alleviation Through Education ---Take Educational Poverty Alleviation in Poverty-stricken Counties in Shaanxi Province as an Example

As a fundamental solution to block the intergenerational transmission of poverty, poverty alleviation through education is still the direction and focus of Chinese poverty governance in the post-poverty era. Faced with the existing problems in poverty alleviation through education concerning the young and middle-aged rural teachers could be introduced but cannot stay, as well as various psychological and living needs problems of rural teachers. In order to ensure the continuous inflow of fresh blood in the construction of rural teachers, it urgently needs strong and precise support from financial policies. This paper takes an example of education poverty alleviation in poor counties of Shanxi Province. With the help of literature review and interviewing methods, this paper demonstrates the actual internal and external problems faced by the construction of rural teachers, such as the personal promotion of rural teachers, psychological problems, and the organizational structure of teachers. From the perspective of financial solutions, this paper explores the basic ideas of the construction of rural teachers and then puts forward new ideas on the construction of rural teachers in terms of structural adjustment of fiscal policy implementation.

Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

ObjectiveAs changes to higher education following the rapid transition to online learning resulting from the COVID-19 pandemic impacted students and their perceptions of what is possible in scheduling their daily lives around school, this study investigates trends in student access to online asynchronous courses.MethodsThis study utilized course reports of student access from the learning management system for thirty-one sections of eleven different online asynchronous communication courses taught by ten different faculty members over the fall and spring semesters at a large research university in the southwestern United States. A total sample size of 1,201 students were involved in the study.ResultsProfile Analyses indicate clear curvilinear trends for time of day and day of the week in student course access. Repeated Measures ANOVA results indicate those trends vary significantly from a no effect condition, suggesting that students: (a) schedule their course activities around personal schedules, and (b) that time bound synchronous course may not work for them.ConclusionRecommendations for class management by instructors relating to student time poverty need regardless of teaching modality, and future directions for research on time poverty in higher education, are provided.

Exploring the Path of College Students' Participation in Education Poverty Alleviation under the Background of "Internet+": Taking "A Class in Childhood" as an Example

Since the 19th National Congress of the Party, China has been paying more attention to education as well as emphasizing education equity. In order to respond to the national call, the traditional offline teaching mode is combined with the Internet to build an Internet+ education poverty alleviation model with university students as the main teachers, online teaching as the main focus, and offline field research as the supplement. This paper takes the online teaching platform A Class in Childhood as an example and explores the path of college students participation in education poverty alleviation. In summary, the platform is committed to using the sufficient, professional, and high-quality educational resources and teachers power of universities to alleviate poverty in education and culture for elementary schools in remote and poor areas. Meanwhile, the platform has alleviated the contradiction between the educational resources in rural areas and urban areas, helped the psychological health development of local children, and brought new inspiration to the way of education poverty alleviation in poor areas.

A Case Study of Farmers’ Behavioral Motivation Mechanisms to Crack the Fractal Multidimensional Relative Poverty Trap in Shaanxi, China

China’s approach to addressing rural poverty has evolved from a thorough resolution of absolute poverty to a focus on providing essential support for vulnerable individuals and improving the income and welfare conditions of those who are relatively poor, taking into account multiple dimensions. This study utilizes a dataset consisting of 526 research sets collected from the central region of Shaanxi Province. The research employs structural equation modeling to examine the fractal multidimensional relative poverty trap experienced by farm households. Additionally, the study investigates the behavior motivation mechanism that can potentially alleviate the multidimensional relative poverty trap at the farm household level. The study found that (1) farm households in the central Shaanxi region are caught in a multidimensional relative poverty trap, with education poverty and health poverty having a conduction and amplification effect; health poverty and education poverty amplify employment poverty; and consumption poverty amplifies education poverty and health poverty, and education poverty further amplifies information poverty. (2) Multidimensional relative poverty in farming households creates a self-reinforcing poverty trap, and community relative poverty amplifies the multidimensional poverty trap in farming households. (3) Farmers can overcome the multidimensional relative poverty trap through the behavior motivation mechanism.

CAUSES AND EFFECTS OF HUMAN TRAFFICKING IN PAKISTAN

A complex interplay of socioeconomic factors, including poverty, gender inequality, and lack of education, fuels human trafficking in Pakistan. Vulnerable populations, especially women and children, are targeted by traffickers who exploit their desperation for a better life. The effects are devastating, encompassing physical and psychological trauma, loss of freedom, and perpetual cycles of exploitation. Pakistan’s porous borders and insufficient law enforcement contribute to the problem, allowing traffickers to operate with impunity. Additionally, cultural norms and societal stigma often hinder reporting and prosecution.Addressing thisissue requires a multifaceted approach involving legal reforms, economic empowerment, and awareness campaigns to dismantle the root causes and support survivors. The battle against human trafficking demands international collaboration, stringent law enforcement, and sustained efforts to dismantle the networks profiting from human misery

Exclusion within exclusion: The experiences of internally displaced older adults in Lugbe camp, Abuja

As the Boko Haram insurgency-induced conflict in Northeast Nigeria lingers and more people are made homeless, Displaced older persons who have lost their social networks, support systems, status, and roles as a result may experience new challenges at the internally displaced persons (IDPs) camps. Our study explored older adults' experiences of exclusion in the Lugbe IDP camp in Abuja. Data was collected through semi-structured interviews with 14 displaced older adults aged 60 and above who have lived in the camp for five years. The collected data were subsequently transcribed and analysed thematically using NVivo 12. Findings showed that displaced older adults suffered social, economic, and political exclusions. They were also excluded from participating in training programmes that could equip them with the skills to survive in their new environment. Similarly, it was found that the displaced older adults in the study had difficulty connecting with friends and families outside the camp due to their lack of experience in utilising digital technology, resulting in feelings of increased loneliness. Poverty and lack of education were identified as the main predisposing factors for exclusion. Exclusion affected displaced older people's health and life satisfaction. We recommend that organisers/managers of IDP camps ensure that policies and programmes are sufficiently inclusive of and sensitive to the physical and mental well-being of older Internally Displaced Persons. This would be in accordance with the African culture of support and consistent with the United Nations Sustainable Development Goals.

An Assessment of Multidimensional Poverty Trends in Ghana

This study aims at establishing the trends in multidimensional poverty in Ghana from 2011 to 2020 using intertemporal and counting approach. Alkire and Foster methodology was applied to identify and analyse the data. The study adopted the global multidimensional poverty indicators made up of three dimensions – health, education, and standard of living – and the ten indicators of which equal weights are attached to each dimension, and the same weights for the indicators within each dimension. It was found that Ghana did very well in reducing multidimensional poverty in all the six indicators within the standard of living dimension both in absolute and relative terms. However, the nation increased its multidimensional poverty in education and health dimensions. The Northern region continues to be the poorest region with the lowest reduction in multidimensional poverty in absolute and relative terms. Overall, multidimensional poverty reduced significantly both in absolute and relative terms at the national and regional levels. As compared with Sub-Saharan Africa, Ghana performed better in decreasing multidimensional poverty than the mean of the sub-region in almost all the dimensions and indicators, both in absolute and relative terms. Government should sustain this feat and improve upon it to eliminate poverty in all its forms by 2030 as envisaged by Sustainable Development Goal 1. Government must invest heavily in education and health as well as agriculture and rural development to reduce poverty. Strategy that targets the poorest regions should be implemented to reduce poverty. Keywords: Multidimensional poverty, Headcount poverty, Monetary poverty, Trends, Ghana.

Research on China's Education Poverty Alleviation Policy

In the new generation, China has implemented the "Socialist Poverty Alleviation" strategy, characterized by Chinese features. In this phase, it is essential to reduce poverty by educating people, and it is also the basis for achieving the goal of reducing poverty. The policy has effectively solved the issue of the prevalence of poverty in low-income families. This study analyzes Chinese poverty-relief policies and reviews the residual shortcomings of implementing these policies. At last, it is recommended that China takes measures to reduce education poverty in China to improve national education and advance social equity. Based on the theory of harm policy, this article proposes several methods and recommendations to enhance the precision, effectiveness, and science of reducing education poverty. For policymakers, it is necessary to recognize the social constructiveness of poverty, pay attention to the reform of school education structure, and create favorable conditions for "poor families to bring out rich children" through the structural reform of the education supply side.

Assessing the effectiveness of targeted poverty alleviation policies in Xinjiang, China

To consolidate and expand the effective connection between the achievements of poverty alleviation in Xinjiang’s deeply impoverished areas and rural revitalization, it is necessary to study the effects and mechanisms of poverty alleviation policies. In this paper, the value of night light is used to measure regional economic development, and the panel data of 32 national key counties for poverty alleviation in Xinjiang and the remaining 48 counties in the province under its jurisdiction are analyzed by using the dual difference method to evaluate the promotion effect of poverty alleviation policies on regional economic development. The indirect impact of different poverty alleviation measures on economic development is explored by using the intermediary effect model. The study found that the implementation of the policy significantly promoted the development of the county economy, and the poverty alleviation policy in minority counties in the region had a stronger role in promoting the economy than that in nonminority counties. Further analysis of the mechanism shows that industrial poverty alleviation and education poverty alleviation have a significant role in county economic development, and the promotion of education poverty alleviation is lower than that of industry poverty alleviation.

ADVANCEMENT OF INDIAN-CRAFTED WORKS USING MODERN SHOWCASING STRATEGIES

One of the most abundant handicrafts in the world comes from India. It has its own significance and demand around the world, but because of subpar marketing tactics and a lack of market awareness, the craftsmen' conditions are appalling. Because of their poverty, ignorance, and lack of education, artisans are dependent on the intermediary for finances, raw materials, and markets for the finished products. The success of handicrafts depends on how well the artisans can create the products and introduce them to the market since they are welcomed by all cultures and people. This research paper focuses on improving the enthusiasm of the craftspeople and commercial promotion of the handcrafted goods.

Modeling the impact of energy poverty on income poverty, health poverty, educational poverty, and environmental poverty: a roadmap towards environmental sustainability.

Energy poverty has gained considerable attention worldwide, adversely affecting income, education, health, and the environment. However, no study has examined the linkages among these dimensions and especially during COVID-19 in the Pakistani perspective. To bridge this research gap, we scrutinized the relationship among these variables to measure the hypotheses. The study analyzed the survey data collected from university students to meet the research objectives. We employed SPSS 26 for statistical description and correlation analysis and AMOS 26 to construct structural equation modeling to test the proposed hypotheses. The findings disclose that COVID-19 pandemic boosts energy poverty in Pakistan. Moreover, energy poverty positively and significantly influences income poverty, health poverty, educational poverty, and environmental poverty. Finally, relevant practical suggestions are provided based on the study findings.

Teachers Who are Stuck in Time: Development and Validation of Teachers' Time Poverty Scale.

Time poverty has been shown to adversely affect individuals' development as well as organizations and countries, which is also a widespread problem among teachers, affecting work performance, mental health, and even the development of students and schools. However, the advancement of education research on time poverty has been stymied by the lack of a validated measure. Therefore, to fill the theoretical gap of time poverty in education and to compensate for the absence of an instrument for measuring teachers' time poverty and the challenges of using objective measures, it is necessary to develop and verify a domain-specific measurement instrument among teachers. An online questionnaire is designed through a Chinese data collection platform (Questionnaire Star). Study 1 and Study 2 are a cross-sectional study included 713 teachers in China and the descriptive statistics, correlation analysis and analyses of exploratory and confirmatory factors are used to develop the Teachers' Time Poverty Scale. Study 3 and Study 4 are a longitudinal study included 330 teachers, while the Time Confusion Tendency Scale and Life Satisfaction Scale is used to verify the measurement tool. SPSS 26.0 and Mplus 8.3 are used to analyze the data. Teachers' Time Poverty Scale with the single-factor structure exhibits good psychometric properties based on seven items. And teachers' time poverty can negatively and significantly predict life satisfaction and teachers' time poverty can be positively and significantly predicted by time confusion tendency. Teachers' Time Poverty Scale is a useful tool that can be used in actual investigations to provide empirical support for teachers, schools, and education policy makers.

Towards transforming teaching and learning in higher education: interrogating poverty through a decolonial perspective

This paper aims to address three questions relating to the imperatives of knowledge transformation, the impact of poverty broadly and material poverty in particular, and questions of pedagogy or approaches to delivering knowledge in higher education institutions. Transformation of teaching and learning in higher education is at a crossroads in South Africa. A major driver of this is the recently emerged student-led protests on decolonisation. At these crossroads are a number of factors with the potential to facilitate or inhibit the decolonisation process. First is a conceptual paralysis regarding understanding of the idea in the country’s higher education. Second are competing ideological imperatives which confound universities’ strategic choices. Third is the fact that the academy has a high proportion of staff who themselves are products of the system they hope to transform. The paper utilises conceptual and theoretical arguments to explore the state of teaching and learning in South Africa and to learn how the protests have enhanced or/and diminished educational gains among students who are poverty stricken and facing deprivation. The paper argues for a theory of decoloniality to shape thinking and practices which enable higher education institutions to transform teaching and learning and specially to drive the type of transformation which enhances poor students’ epistemological access. The paper recommends investment in further research to explore the impact of material poverty in higher education and how the transformation of knowledge and pedagogy could be better understood for the majority of students who live with poverty in higher education.