Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/223229 
Year of Publication: 
2020
Series/Report no.: 
GLO Discussion Paper No. 642
Publisher: 
Global Labor Organization (GLO), Essen
Abstract: 
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.
Subjects: 
entrepreneurship education
teacher training
secondary school
pedagogy
randomized control trials
Rwanda
JEL: 
I25
I26
I28
J24
O12
O15
Document Type: 
Working Paper

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