Evaluation of the Voltaic Arc
Welding Training at Codesa, Esmeraldas: Diagnosis and
Recommendations
Evaluación de la Capacitación en Soldadura por Arco
Voltaico en Codesa, Esmeraldas: Diagnóstico y
Recomendaciones
Holger
Arturo Intriago Mairongo
Universidad Luis Vargas
Torres de Esmeraldas Ecuador https://orcid.org/0000-0003-3694-1219
holger.intriago@utelevte.edu.ec
Ángel
Enrique Mesias Simisterra
Universidad Luis Vargas
Torres de Esmeraldas Ecuador https://orcid.org/0000-0002-8365-4514
Luis
Jheovanny Reyna Tenorio
Universidad Luis Vargas
Torres de Esmeraldas Ecuador https://orcid.org/0000-0002-1415-1833
luis.reyna.tenorio@utelevt.edu.ec
Johnny
Gervi Montaño Roldán
Universidad Luis Vargas
Torres de Esmeraldas https://orcid.org/0000-0002-1337-2896
johnny.montano@utelvt. edu.ec
The scientific article “Evaluation of the Training in
Voltaic Arc Welding in Codesa, Esmeraldas Youth
House: Diagnosis and Recommendations”, conducted by the Mechanical Engineering
career of the Technical University Luis Vargas Torres of Esmeraldas, analyzes
the impact of the activities of linkage with society in the technical training
of young people and local entrepreneurs. The methodology used was quantitative
and non-experimental, based on surveys and direct observation using the Likert
scale tool to evaluate the level of acceptance of the training, which was
carried out during four practical days. Indicators such as participant
satisfaction, effectiveness of the methodology, application of knowledge and
impact on working conditions were evaluated. The data were analyzed using
descriptive statistics, making it possible to identify knowledge gaps and areas
for improvement. The conclusions reveal a high level of satisfaction among
participants, especially in terms of organization, classroom conditions and instructors'
attention. However, challenges related to course duration and the inclusion of
vulnerable groups, such as women and the elderly, were identified. The study
recommends adjusting schedules, expanding coverage and encouraging greater
diversity in participation. Overall, the trainings proved to be an effective
tool for community development, highlighting the importance of continuing to
strengthen these initiatives in collaboration with educational institutions and
local organizations.
Key words: Training, Insertion, Development, Education, Linkages.
Resumen
El
artículo científico "Evaluación de la Capacitación en Soldadura por Arco
Voltaico en Codesa, Esmeraldas: Diagnóstico y
Recomendaciones", realizado por la carrera de Ingeniería Mecánica de la
Universidad Técnica “Luis Vargas Torres” de Esmeraldas, analiza el impacto de
las actividades de vinculación con la sociedad en la formación técnica de
jóvenes y emprendedores locales. La metodología empleada fue de tipo
cuantitativo no experimental, basada en encuestas y observación directa
empleando la herramienta escala de Likert para evaluar el nivel de aceptación
de la capacitación; que se ejecutó durante cuatro jornadas prácticas. Se
evaluaron indicadores como la satisfacción de los participantes, la efectividad
de la metodología, la aplicación de conocimientos y el impacto en las
condiciones laborales. Los datos se analizaron mediante estadística
descriptiva, permitiendo identificar brechas de conocimiento y áreas de mejora.
Las conclusiones revelan un alto nivel de satisfacción entre los participantes,
especialmente en cuanto a la organización, las condiciones del aula y la
atención de los instructores. Sin embargo, se identificaron desafíos
relacionados con la duración del curso y la inclusión de grupos vulnerables,
como mujeres y personas de mayor edad. El estudio recomienda ajustar los
horarios, ampliar la cobertura y fomentar una mayor diversidad en la
participación. En general, las capacitaciones demostraron ser una herramienta
efectiva para el desarrollo comunitario, destacando la importancia de continuar
fortaleciendo estas iniciativas en colaboración con instituciones educativas y
organizaciones locales.
Palabras
claves: Capacitación, Inserción, Desarrollo, Educación, Vinculación.
Introduction
According to Carrasco (2025), access to
decent employment represents a significant challenge for young people in
Ecuador, reflecting structural deficiencies in guaranteeing the right to work
and youth employability. According to data from the Ministry of Labor and the
National Institute of Statistics and Census, a high percentage of young people,
particularly those between the ages of 18 and 29, face precarious working
conditions or underemployment. This situation limits their socioeconomic
inclusion and affects their personal development (p. 2). In the context of Codesa in Esmeraldas, the Youth Center seeks to generate
opportunities that contribute to improving the labor market insertion of young
people, promoting alternatives for their growth and well-being.
The Codesa
neighborhood is located in the city of Esmeraldas, on the northern coast of
Ecuador. It is an area of great urban dynamism, characterized by its cultural
diversity and proximity to strategic points in the city. Codesa
is located in a residential and commercial sector, with access to basic
services and main roads that connect it to the center of Esmeraldas and other
important areas. Its community is made up of working families and young people
in search of development opportunities, making it a key space for social and
educational initiatives.
The Casa de la Juventud, located in the Codesa sector of Esmeraldas, belonging to the urban parish
of 5 de Agosto, is a space dedicated to the training and development of young
people in the community. It offers a wide range of free courses and workshops
in areas such as hairdressing, barbering, cell phone repair, first aid,
entrepreneurship, and more, with the aim of providing tools that facilitate job
placement and personal growth for participants. In addition, it promotes
recreational and sports activities, fostering the integration and well-being of
Esmeraldas' youth. Currently, the Youth Center is directed by Darío Robinzon
Ribera, who, in coordination with Mayor Vicko Villacís
Tenorio, works to make the dreams of young people in Esmeraldas come true.
The Youth Center in Codesa,
Esmeraldas, has become a key space for the development of technical skills in
young people, offering training in welding that promotes their entry into the
labor market and strengthens their capabilities. These initiatives are in line
with the provisions of Ecuador's Organic Law on Youth (2010), specifically
Article 9, which guarantees young people's right to participate in programs
that seek their development and well-being. In this way, full youth
participation is encouraged, allowing young people not only to benefit from
these opportunities, but also to contribute to the design and evaluation of
policies that positively impact their community.
According to Robinzon (2025), coordinator of
the Esmeraldas Youth Center, this year, in coordination with the mayor's
office, more than 3,000 young people were trained through activities that
connected them with society. The Luis Vargas Torres Technical University played
a key role in this process, especially through its mechanical engineering
program. Training in electric welding was particularly important, as it
improved the skills of young people over the age of 15 from more than 60
neighborhoods in the city of Esmeraldas.
According to the Decentralized Autonomous
Government of Esmeraldas (2023), “the city, located on the northern coast of
Ecuador, is distinguished by its natural, cultural, and ethnic diversity, but
faces challenges that limit its socioeconomic development and affect the
well-being of its inhabitants” (p. 105). In this sense, the youth center
focused on cultural diversity serves young people who are looking for a way to
obtain job skills.
According to Vera & Cuenca (2024), in
Ecuador, the diversity of established enterprises has arisen from the need to
generate income, as a result of an economy that lacks job opportunities.
Informality and a lack of knowledge about entrepreneurship are emerging as the
main causes that have given rise to most of these ventures. However, their
implementation has contributed to the economic and social development of
Ecuadorian families, as evidenced in Esmeraldas, specifically in Codesa, which belongs to the urban sector of Esmeraldas. In
this context, residents seek to earn their daily livelihood by acquiring skills
in electric welding.
According to Bergamasco (2024), training in
electric arc welding is one of the most common fusion processes for joining
metals. This method involves the application of intense heat, which causes the
metal at the joint between the two parts to melt and mix directly, or more
frequently, with an intermediate molten filler metal. In Codesa,
the development of these skills would offer the opportunity to carry out metal
constructions in the field of locksmithing, as well as repairs in domestic
installations. In addition, it would allow for the welding of equipment such as
agricultural machinery, which is widely used in the locality.
The Luis Vargas Torres University of
Esmeraldas, in full harmony with the principles promoted by UNESCO, addresses
this issue rigorously, highlighting the importance of the “social
responsibility” of higher education institutions and, especially, the concept
of “social relevance of education.” It stresses the need for society to
participate more actively in university work, while recognizing that
universities have a greater responsibility to the society they serve. This
implies a mutual commitment, where the university and the community support and
collaborate with each other to achieve an education that is truly relevant and
beneficial to all involved (Villavicencio et al., 2014, p. 89).
The Continuing Education and Technical
Assistance project, led by the Mechanical Engineering program, has as its main
objective the promotion of socioeconomic development in the province of
Esmeraldas. This project focuses on providing training and technical support in
fundamental areas covering social, technological, and environmental aspects,
with the aim of promoting the comprehensive progress of the Esmeraldas
community. The Luis Vargas Torres Technical University, in its commitment to
regional progress, has conceived this initiative as a significant contribution
to enhancing the skills and knowledge of the province's inhabitants. Through
this community outreach project, the aim is to stimulate active and positive
participation in society, guiding the community towards a horizon of growth and
comprehensive improvement (community outreach project of the Luis Vargas Torres
University of Esmeraldas).
To identify needs and gaps in knowledge
related to arc welding, information can be effectively collected using
quantitative methods, such as surveys, which allow for accurate measurement of
participants' knowledge and skill levels. According to Sarmiento-Martínez
(2022), “through quantitative analysis, it is possible to segment and analyze
in detail the different levels of learning and skills acquired during the
training process.” This approach facilitates a deeper understanding of the
areas that require attention and improvement, which, in turn, contributes to
the design of more specific and effective training strategies.
The main purpose of this article is to carry
out a detailed analysis of the social impact indicators used to evaluate the
arc welding training activities at the Codesa Youth
Center, aimed at the community. These training sessions included four practical
workshops, in which a tangible demonstration was given of how voltage is
applied to the workpiece and the 6011 welding
electrode to generate an arc between the two elements. According to Yuquilema
(2023), the results obtained in this study will make it possible to determine
the relevance and social significance of the training developed through
community outreach projects, demonstrating their positive impact on the lives
of the beneficiaries and on the social environment in general.
Methodology
This study follows a non-experimental
quantitative research design, carried out in a field setting through direct
observation. It is classified as exploratory, as it examines a scenario in its
natural state without intervention or manipulation of variables. The study
focused on evaluating the impact of arc welding training in the province of
Esmeraldas, specifically in Codesa, and how the outreach program contributes to
improving the working conditions of local entrepreneurs. Both the level and
type of training were analyzed within the context of a social outreach project
(Garofalo et al., 2022).
The methodological approach is based on
deductive reasoning. Initially, it starts from the contextualization of the
current situation in terms of knowledge and practices of electric arc welding.
Then, the skills acquired were quantitatively measured using a Likert scale.
This analysis is applied with the purpose of objectively evaluating the level
of competence in welding, specifically among those participating in training at
Codesa in the canton of Esmeraldas (Castañeda, 2022).
The target population of this study is
composed of participants or beneficiaries who previously registered through a
Google platform. Initially, there was a group of 30 pre-registered
participants. However, at the time of conducting the questionnaire, 28 of these
registrants participated, as detailed in Table 1. These participants make up
both the population and the sample to which the questionnaire will be applied.
The choice of this sample is based on social impact indicators previously used
for the evaluation of social outreach projects, which were developed by Cioppo
and Bello at the Agrarian University of Ecuador (2018).
Participants were informed that the Luis
Vargas Torres University, responsible for arc welding training at Codesa, will
publish a scientific article based on the results obtained from this outreach
activity. In this context, consent was obtained from the authorities and the
community for the application of the questionnaire. It is important to note
that the confidentiality of the respondents' answers was guaranteed, and at no
time will personal data be collected on the form.
This approach strictly adheres to the human
rights and well-being of the individuals involved, who are treated as research
subjects with the utmost responsibility and respect for ethical values. This
approach reflects a commitment to cause no harm to participants, maintaining
the principles of justice, impartiality, and equity throughout the survey
process as a research tool (Regulations on Bioethics and Biosafety in
Scientific Research at the Technical University “Luis Vargas Torres” of
Esmeraldas).
A questionnaire consisting of 18 questions is
used, designed to evaluate various dimensions that form part of the variables
that impact the beneficiaries of the outreach project. These dimensions include
participation, organization, human resources, and continuing education.
Participants express their responses in the survey using a five-point scale: 1
(Strongly agree), 2 (Somewhat agree), 3 (Neither agree nor disagree), 4
(Somewhat disagree), and 5 (Strongly disagree). In addition, data related to
gender and age indicators are collected for a more comprehensive and
contextualized analysis of the results.
Within the methodology used to process the
survey results in the context of Codesa's outreach, the Likert scale is used as
an essential tool. This scale allows participants to express their opinions and
assessments in relation to various aspects, providing a quantitative structure
for data collection. Each survey question is presented with a series of
statements, and respondents select their level of agreement or disagreement on
a scale ranging from “strongly disagree” to “strongly agree.” “The development of
questionnaires and scales shows that thinking in purely quantitative or
qualitative terms is an increasingly theoretical exercise and less consistent
with the search for a deep understanding of social phenomena; thus, the Likert
scale is essential for cataloging qualitative data” Costa et al. (2024).
To process the survey results in the context
of Codesa's outreach, Microsoft Excel is used as a fundamental tool. This
software allows for the efficient organization, tabulation, and analysis of the
data collected through the survey. The results are entered into spreadsheets,
where statistical calculations can be performed, graphs and comparative tables
can be generated, and trends and patterns in respondents' answers can be
evaluated. In addition, Excel facilitates the generation of reports and visualizations
that help to understand the survey findings in a clear and concise manner,
which in turn contributes to informed decision-making and the formulation of
recommendations in the context of community engagement (Mairongo, et al.,
2023).
Results
The results are presented in a consolidated
table, compiled from the survey instrument, covering various dimensions such as
citizen participation in electric welding, educational development, and
training activities. In addition, aspects related to human resources, both
trainers and students, as well as the gender, age, and ethnicity of the
participants are included. The training impact indicators are presented
clearly, expressed in absolute values and percentages. This detailed
structuring of the data facilitates an effective understanding of the results,
which in turn simplifies the interpretation and analysis of participants'
perceptions of the training and its impact on the Codesa
community.
Table 1. Results of the survey of beneficiaries in Codesa.
|
Nro |
PREGUNTAS |
Muy de acuerdo |
Algo de acuerdo |
Ni de acuerdo Ni
en desacuerdo |
Algo en desacuerdo
|
Muy desacuerdo |
Total |
|
1 |
¿Cómo
califica el lugar donde se llevó la actividad de capacitación y su
accesibilidad? |
21 |
6 |
1 |
|
28 |
|
|
2 |
¿Qué grado de satisfacción genera el medio y
tiempo de antelación con el que fue convocado a esta actividad? |
17 |
10 |
|
1 |
|
28 |
|
3 |
¿Trabajo
en equipo durante la capacitación? |
18 |
6 |
4 |
|
|
20 |
|
4 |
¿Participó de forma activa en grupos de trabajo? |
20 |
6 |
2 |
|
28 |
|
|
5 |
¿Como
valora la organización del curso realizado por la Universidad Técnica Luis
Vargas Torres de Esmeraldas? |
20 |
4 |
3 |
|
1 |
28 |
|
6 |
¿Cómo califica las condiciones de aula para el
aprendizaje? |
18 |
7 |
2 |
1 |
28 |
|
|
7 |
Duración
y horarios del curso |
10 |
9 |
5 |
4 |
|
28 |
|
8 |
Existió la debida atención del instructor a los
participantes. |
24 |
3 |
1 |
|
28 |
|
|
9 |
¿Cómo
califica los conocimientos adquiridos? |
23 |
3 |
2 |
|
|
28 |
|
10 |
Metodología empleada durante las prácticas |
17 |
9 |
1 |
|
1 |
28 |
|
11 |
Cree
usted que se cumplió con los objetivos de la capacitación |
28 |
7 |
2 |
1 |
|
28 |
|
12 |
Se realizo la aplicación de los contenidos en las
actividades practicas |
21 |
5 |
1 |
1 |
28 |
|
|
13 |
Considera
que es necesario recibir otra capacitación en nuevos temas |
22 |
5 |
1 |
|
|
28 |
|
14 |
¿Cuáles son sus expectativas positivas frente a
la vinculación de la Universidad con la comunidad? |
22 |
2 |
4 |
|
|
28 |
|
15 |
La
realización del presente curso ha brindado la oportunidad de capacitarse en
Soldadura Eléctrica por Arco Voltaico. |
20 |
5 |
1 |
2 |
|
28 |
|
16 |
Genero |
Masculino |
22 |
Femenino |
6 |
|
28 |
|
17 |
Marque
el rango de edad en que se encuentra |
18-25 |
26-35 |
36-45 |
46-60 |
61 o mas |
0 |
|
|
20 |
7 |
1 |
|
28 |
||
|
18 |
Etnia
|
Mestizo |
Montubio |
Afroecuatoriano |
Indígena |
Blanca |
0 |
|
|
|
25 |
3 |
|
|
28 |
The results regarding citizen participation
in CODESA Esmeraldas's engagement with society reflect a positive perception on
the part of participants. Regarding the first question, on the rating of the
venue where the training activity took place and its accessibility, 75% of
respondents (21 people) said they “strongly agreed,” while 21.4% (6 people)
said they “somewhat agreed,” and only one person (3.6%) remained neutral.
Regarding the second question, related to the degree of satisfaction with the
means and the time in advance with which they were summoned, 60.7% (17 people)
expressed “strong agreement,” 35.7% (10 people) were “somewhat in agreement,”
and one person (3.6%) was “somewhat in disagreement.” These results show a high
level of acceptance and satisfaction with the logistical and organizational
conditions of the training activities promoted by Codesa.
The results regarding citizen participation
in Codesa Esmeraldas's engagement with society show a
collaborative and active attitude on the part of the participants during the
training sessions. In relation to the question about teamwork, 90% of
respondents (18 people) expressed “strong agreement,” while 30% (6 people)
indicated “some agreement,” and 20% (4 people) remained neutral. Regarding
active participation in working groups, 71.4% (20 people) said they “strongly
agree,” 21.4% (6 people) “somewhat agree,” and 7.1% (2 people) did not express
a definite position. These results reflect a high level of commitment and
collaboration among participants, which demonstrates the effectiveness of the
group dynamics implemented by Codesa to encourage active participation and
teamwork.
The results regarding the level of
organizational training development at Codesa Esmeraldas reflect a positive
assessment of the training activities carried out in collaboration with the
Luis Vargas Torres Technical University of Esmeraldas. Regarding the
organization of the course, 71.4% of participants (20 people) indicated that
they “strongly agree,” while 14.3% (4 people) “somewhat agree,” and 10.7% (3
people) remained neutral; only one person (3.6%) stated that they “strongly
disagree.” Regarding the classroom conditions for learning, 64.3% (18 people)
expressed “strong agreement,” 25% (7 people) expressed “some agreement,” and
7.1% (2 people) did not express a definite position; one person (3.6%)
expressed “strong disagreement.” Regarding the duration and schedule of the
course, 35.7% (10 people) “strongly agreed,” 32.1% (9 people) “somewhat
agreed,” 17.9% (5 people) were neutral, and 14.3% (4 people) “somewhat
disagreed.” These results show a high level of satisfaction with the
organization and conditions of the course, although areas for improvement in
duration and schedules were identified in order to optimize the training
experience.
The results regarding the level of
organizational training development at Codesa Esmeraldas highlight a very
positive perception of the attention provided by the instructors during the
training sessions. 85.7% of participants (24 people) said they “strongly agree”
with the statement that the instructor provided adequate attention, while 10.7%
(3 people) indicated they “somewhat agree,” and only one person (3.6%) remained
neutral. These results reflect a high level of satisfaction with the
performance and commitment of the instructors, which is essential for the
success of the training activities and the achievement of the learning
objectives at Codesa.
The results regarding the training activity
indicator at Codesa Esmeraldas show a highly positive assessment by the
participants. Regarding the knowledge acquired, 82.1% (23 people) rated their
experience as “strongly agree,” while 10.7% (3 people) were “somewhat agree,”
and 7.1% (2 people) remained neutral.
Regarding the methodology used during the
training, 60.7% (17 people) expressed “strong agreement,” 32.1% (9 people)
“some agreement,” and one person (3.6%) was neutral; only one person (3.6%)
“strongly disagreed.” Finally, regarding the fulfillment of the training
objectives, 71.4% (28 people) indicated that they “strongly agree,” 25% (7
people) “somewhat agree,” 7.1% (2 people) are neutral, and one person (3.6%)
“somewhat disagrees.” These results reflect a high level of satisfaction with
the training activity, highlighting the effectiveness of the knowledge
imparted, the methodology used, and the fulfillment of the objectives set.
The results regarding the training activity
indicator at Codesa Esmeraldas show a positive perception of the application of
the content in practical activities. Seventy-five percent of participants (21
people) said they “strongly agree” with the statement that the content was
applied appropriately, while 17.9% (5 people) said they “somewhat agree.” One
person (3.6%) remained neutral, and another (3.6%) said they “somewhat
disagree.” These results reflect that the majority of participants considered
the transfer of theoretical knowledge to practice to be effective, which is
essential for consolidating learning and ensuring the usefulness of training in
real contexts.
The results regarding the human
resource-trainers (students) indicator at Codesa Esmeraldas reflect a high
rating and positive expectations for the training activities. Seventy-eight point six percent of participants (22 people)
consider it necessary to receive further training on new topics, while 17.9% (5
people) “somewhat agree” and one person (3.6%) remains neutral.
Regarding positive expectations regarding the
University's connection with the community, 78.6% (22 people) expressed “strong
agreement,” 7.1% (2 people) “some agreement,” and 14.3% (4 people) were
neutral. In addition, 71.4% (20 people) stated that the course provided an
opportunity to receive training in electric arc welding, while 17.9% (5 people)
“somewhat agreed,” 3.6% (1 person) were neutral, and 7.1% (2 people) “somewhat
disagreed.” These results highlight the relevance of training, the importance
of university-community links, and the need to continue strengthening these
training processes.
The results regarding the gender variable at
Codesa Esmeraldas show greater male participation in training activities. Of
the total of 28 participants, 78.6% (22 people) are male, while 21.4% (6
people) are female. These data reflect a gender gap in participation,
suggesting the need to implement strategies that encourage greater inclusion of
women in training programs, thus promoting equity and equal access to training
and development opportunities.
The results regarding the age variable at
Codesa Esmeraldas indicate that the majority of participants are in the 18-25
age range, representing 71.4% of the total (20 people). This is followed by the
26 to 35 age group with 25% (7 people), while 3.6% (1 person) corresponds to
the 36 to 45 age range. No participants were registered in the 46 to 60 age
range or 61 years and older. These data reflect that training activities are
predominantly aimed at a young audience, highlighting the importance of designing
inclusive programs that also cater to older people, thus promoting
intergenerational participation.
The results for the ethnicity variable in
Codesa Esmeraldas show a predominance of participants of mestizo origin,
representing 89.3% of the total (25 people). This is followed by the
Afro-Ecuadorian ethnicity with 10.7% (3 people), while no participants from the
Montubio, indigenous, or white ethnicities were registered. These data reflect
a predominantly mestizo ethnic composition in the training activities,
suggesting the need to implement strategies that promote greater inclusion and
participation of other ethnic groups, thus strengthening cultural diversity in
training programs.
Conclusions
The study “Evaluation of Arc Welding Training
at Codesa, Esmeraldas: Diagnosis and Recommendations”
identified that the outreach activities carried out by the Mechanical
Engineering program at the Luis Vargas Torres Technical University have had a
positive impact on the community. Participants expressed a high level of
satisfaction with the organization, classroom conditions, and methodology used
during the practical sessions. The application of theoretical content in
practical activities was viewed favorably, reflecting the effectiveness of the
training approach and its contribution to the development of technical skills
in arc welding.
In terms of citizen participation, there was
evidence of active engagement by attendees, who highlighted the importance of
teamwork and collaboration during the training sessions. However, the results
also revealed a gender gap and limited ethnic diversity among participants,
with a predominance of mestizo men and low representation of women and other
ethnic groups. This suggests the need to implement inclusive strategies that
promote greater equity in access to these training opportunities.
With regard to human resources, the trainers
were highly valued for their attention and dedication, which contributed to the
achievement of the course objectives. Participants expressed their interest in
receiving further training on related topics, reflecting the importance of
continuing to strengthen these community outreach programs. In addition, the
importance of the partnership between the Casa de la Juventud in Codesa and the
Luis Vargas Torres Technical University was highlighted as an effective mechanism
for promoting community development and labor market integration.
However, areas for improvement were
identified, such as the duration and schedule of the course, which were pointed
out by some participants as aspects that could be optimized. It was also
recommended that the coverage of the training be expanded to include older
people and people from different ethnic groups, thus ensuring a more inclusive
approach that is representative of the cultural diversity of Esmeraldas.
In conclusion, arc welding training has
proven to be an effective tool for developing technical skills and improving
the working conditions of local entrepreneurs. The results obtained reinforce
the importance of continuing to promote this type of initiative, adapting it to
the specific needs of the community and promoting greater equitable
participation. This study provides valuable recommendations for strengthening
future outreach activities, contributing to the socioeconomic development of
the province of Esmeraldas.
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