Entrepreneurship education and teacher training in Rwanda

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.

Entrepreneurship education and teacher training in Rwanda

“…There are some numerical discrepancies between results inTable 2and those reported in the analogous table(Table 3)ofBlimpo and Pugatch (2019). These discrepancies arise from two sources.…”

“…How effective is comprehensive teacher training in changing teacher pedagogy, building student entrepreneurial skills, and promoting student economic activity? Our analysis follows the Stage 1 Registered Report accepted by Journal of Development Economics (Blimpo and Pugatch 2019).…”

Integritas Pendidikan Kewirausahaan dalam Mewujudkan Muslim Entrepreneurship (Studi Kasus Mahasiswa FEBI IAIN Bukittinggi)

“…Idealnya pengembangan kompetensi dosen dilakukan secara seimbang antara intelektual, social dan emosional (Spencer, L .M. and Spencer, 2003), (Goleman, 1998) (Blimpo & Pugatch, 2019). Perguruan tinggi yang bagus adalah perguruan tinggi yang memiliki pendidik dan tenaga peneliti yang berprestasi melalui inovasi (H. Setiawan, 2019), (Doiron, 2002) et al, 2019).…”

“…Perguruan tinggi yang bagus adalah perguruan tinggi yang memiliki pendidik dan tenaga peneliti yang berprestasi melalui inovasi (H. Setiawan, 2019), (Doiron, 2002) et al, 2019). Perguruan tinggi tidak akan dapat menciptakan wirausaha muda kalau tenaga pendidik tidak memiliki kompetensi (Ginting, 2018), (Blimpo & Pugatch, 2019), (Febriyanto, 2015). Dalam mengembangkan jiwa kewirausahaan mahasiswa Fakultas Ekonomi dan bisnis Islam IAIN Bukittinggi menumbuhkan kepercayaan diri, ambisi untuk selalu unggul, dan kemandirian dalam berwirausaha, serta menanamkan keyakinan untuk dapat menghadapi suatu tugas atau pekerjaan dengan baik.…”

Identifying the prospective science teachers’ understanding towards entrepreneurial skills

“…The involvement of entrepreneurship into science education programs enables them to create new jobs by instilling the ability of being creative and innovative to the individuals and by using the opportunities in science beyond their chosen career as a profession (Ejilibe, 2012;Ezeudu, Ofoegbu & Anyaegbunnam, 2013;Mbanefo & Eboka, 2017;Moemeke, 2013). When the researches on entrepreneurship in the field of science are examined, it is seen that the students are particularly focused on the development of entrepreneurial skills in professional fields such as engineering, pharmacy and agriculture (Afolabi, Kareem, Okubanjo, Ogunbanjo & Aninkan, 2017;Blimpo & Pugatch, 2019;Heinert & Roberts, 2017;Khorrami, Farhadian & Abbasi, 2018;Nwakaego & Kabiru, 2015). Increasing human capital with a qualified entrepreneurship education in science is a critical factor that drives the economic growth and sustainable development of countries (Afolabi et al, 2017;Olaniyan & Okemakinde, 2008).…”