| Field | Before | After |
|---|---|---|
| Field Data Collection Complete | Before No | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After 207 schools |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After endline 2018: 2,880 students follow-up 2021 (most recent): 1,530 students |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After endline 2018: 1,447C/1,433T (students) follow-up 2021 (most recent): 765C/765T students |
| Field Public Data URL | Before | After https://doi.org/10.7910/DVN/A7UTHN |
| Field Is there a restricted access data set available on request? | Before | After No |
| Field Program Files | Before | After Yes |
| Field Program Files URL | Before | After https://doi.org/10.7910/DVN/A7UTHN |
| Field Data Collection Completion Date | Before | After August 31, 2021 |
| Field Is data available for public use? | Before | After Yes |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After We assess, via a field experiment, how a comprehensive teacher training program affects the delivery of a major entrepreneurship curriculum reform in Rwanda. The reform introduced interactive pedagogy and a focus on business skills in the country’s required upper secondary entrepreneurship course. We randomly split a sample of 207 schools into treatment and control. Both groups received the government’s standard training. In addition, the treatment group was assigned intensive training organized by an NGO for two years. The training consisted of (i) six training sessions during school breaks, ii) exchange visits each term where teachers provided feedback to their peers, and (iii) outreach and support from NGO staff at least twice per year. The control group received only the default government training, which was not specific to entrepreneurship and lacked each of these elements. The program increased teachers’ use of active instruction, consistent with the reform’s features. These effects on pedagogy did not translate into improvements in student academic outcomes or skills. While still in secondary school, treated students increased participation in their own businesses by 5 percentage points, or 17% of the control mean. Wage employment (at others’ firms) declined by a commensurate amount in response to treatment, leaving no effect on overall income. These results suggest substitution between entrepreneurship and employment among students in treated schools. |
| Field Paper Citation | Before | After Moussa P. Blimpo, Todd Pugatch, Entrepreneurship education and teacher training in Rwanda, Journal of Development Economics, Volume 149, 2021, 102583, ISSN 0304-3878, https://doi.org/10.1016/j.jdeveco.2020.102583. |
| Field Paper URL | Before | After https://doi.org/10.1016/j.jdeveco.2020.102583 |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After The persistently high employment share of the informal sector makes entrepreneurship a necessity for youth in many developing countries. We exploit exogenous variation in the implementation of Rwanda's entrepreneurship education reform in secondary schools to evaluate its effect on student economic outcomes up to three years after graduation. Using a randomized controlled trial, we evaluated a three-year intensive training for entrepreneurship teachers, finding pedagogical changes as intended and increased entrepreneurial activity among students. In this paper, we tracked students following graduation and found that increased entrepreneurship persisted one year later, in 2019. Students from treated schools were six percentage points more likely to be entrepreneurs, an increase of 19 percent over the control mean. However, gains in entrepreneurship faded after three years, in 2021. Employment was six percentage points lower in the treatment group. By some measures, income and profits were lower in the treatment group, with no robust differences in these outcomes overall. Lower incomes and profits were concentrated among marginal students induced into entrepreneurship by the program. Youth entrepreneurship programs may therefore steer some participants away from their comparative advantage. Nonetheless, the program increased university enrollment, suggesting the potential for higher long run returns. |
| Field Paper Citation | Before | After Blimpo, Moussa and Blimpo, Moussa and Pugatch, Todd, Unintended Consequences of Youth Entrepreneurship Programs: Experimental Evidence from Rwanda. IZA Discussion Paper No. 16489, Available at SSRN: https://ssrn.com/abstract=4592983 or http://dx.doi.org/10.2139/ssrn.4592983 |
| Field Paper URL | Before | After https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4592983 |