Entrepreneurship Education and Teacher Training in Rwanda
Moussa P. Blimpo and
No 642, GLO Discussion Paper Series from Global Labor Organization (GLO)
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.
Keywords: entrepreneurship education; teacher training; secondary school; pedagogy; randomized control trials; Rwanda (search for similar items in EconPapers)
JEL-codes: I25 I26 I28 J24 O12 O15 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-edu, nep-ent and nep-ure
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Working Paper: Entrepreneurship Education and Teacher Training in Rwanda (2020)
Journal Article: Entrepreneurship education and teacher training in Rwanda (2019)
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:glodps:642
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