Entrepreneurship Education and Teacher Training in Rwanda

Arbeitspapier

We assess, via an experiment across 207 secondary schools, 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. In addition to the government's standard training, a random sample of schools received 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 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. Treated students increased their participation in businesses by 5 percentage points, or 17% of the control mean, with a commensurate decrease in wage employment, and no effect on overall income. These results suggest substitution between entrepreneurship and employment among students in treated schools.

Object Details

• Language: Englisch

References and Relationships

• Bibliographic citation: Series: IZA Discussion Papers ; No. 13634

Classification and Topics

• Classification: Wirtschaft ; Education and Economic Development ; Returns to Education ; Education: Government Policy ; Human Capital; Skills; Occupational Choice; Labor Productivity ; Microeconomic Analyses of Economic Development ; Economic Development: Human Resources; Human Development; Income Distribution; Migration
• Subject: pedagogy ; secondary school ; teacher training ; entrepreneurship education ; randomized control trials ; Rwanda

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Blimpo, Moussa P. ; Pugatch, Todd
• Event: Veröffentlichung
• (who): Institute of Labor Economics (IZA)
• (where): Bonn
• (when): 2020

Further information

• Handle: http://hdl.handle.net/10419/227161
• Last update: 10.03.2025, 11:44 AM CET