Reality bites: Experimental evidence on the transition from school in a low-income setting

Ingvild Almås (), Bet Caeyers (), Adrien Dautheville (), Vivian Kazi (), Sonya Krutikova () and Vincent Somville ()
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Ingvild Almås: Dept. of Economics, Norwegian School of Economics and Business Administration, Postal: NHH, Department of Economics, Helleveien 30, N-5045 Bergen, Norway
Bet Caeyers: CMI - Chr. Michelsen Institute, Postal: CMI , Christian Michelsen Institute, Jekteviksbakken 31, 5006 Bergen, Norway, https://www.cmi.no/staff/bet-caeyers
Adrien Dautheville: Dept. of Economics, Norwegian School of Economics and Business Administration, Postal: NHH, Department of Economics, Helleveien 30, N-5045 Bergen, Norway, https://sites.google.com/view/adriendautheville
Vivian Kazi: Economic and Social Research Foundation, Postal: Economic and Social Research Foundation, 51 Uporoto Street, Ursino Estate, 31226, Dar es Salaam, Tanzania, https://www.esrf.or.tz/ms-vivian-kazi/
Sonya Krutikova: Faculty of Humanities, University of Manchester, Postal: The University of Manchester, Oxford Rd, Manchester, M13 9PL, United Kingdom, https://sites.google.com/view/sonyakrutikova/home
Vincent Somville: Dept. of Economics, Norwegian School of Economics and Business Administration, Postal: NHH, Department of Economics, Helleveien 30, N-5045 Bergen, Norway, https://sites.google.com/view/vincentsomville/home

No 19/2025, Discussion Paper Series in Economics from Norwegian School of Economics, Department of Economics

Abstract: The transition from school to the labor market presents significant challenges. This is particularly the case in low- and middle-income countries where the youth population attending primary and secondary school is expanding rapidly and overoptimism combined with limited information can lead to suboptimal decision-making regarding further education and other career preparation choices. We design and test through a cluster-randomized controlled trial a scalable low-cost intervention designed to help secondary school students in Tanzania develop hopeful yet realistic career plans. This is done through a structured, edutainment podcast series and teacher-led classroom discussions. We show that treated students perform better academically, with a significant increase in national exam success and a higher likelihood of selection into further education. Additionally, self-employment rates and income levels increase. These outcomes are plausibly driven by enhanced hope—characterized by improved agency and pathway clarity—, by an increase in the likelihood of developing b-plans, and by a reduction in stress. Our findings highlight the potential of structured guidance through edutainment in improving the transition from secondary school.

Keywords: School-to-labor-market transition; Low- and middle-income countries; Decision-making; Cluster-randomized controlled trial (search for similar items in EconPapers)
JEL-codes: J15 (search for similar items in EconPapers)
Pages: 153 pages
Date: 2025-11-19
New Economics Papers: this item is included in nep-exp and nep-lab
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