Showing Life Opportunities 2019-2020, Data from Experiment 1: Municipality of Quito and Educational Zone 2
Ecuador, 2019 - 2021
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ECU_2019-2020_SLO-E1_v01_M
Showing Life Opportunities 2019-2020, Data from Experiment 1: Municipality of Quito and Educational Zone 2
| Name | Country code |
|---|---|
| Ecuador | ECU |
The study comprises three experimental trials provided Before and during COVID-19 pandemic in different regions of Ecuador.
Experiment 1: Municipality of Quito and Educational Zone 2 - 2019-2020
Experiment 2: Highlands Educational Regime (Régimen Sierra-Amazonía) 2020
Experiment 3: Coastal Educational Regime (Régimen Costa) 2020/2021
Opportunity-focused, high-growth entrepreneurship and science-led innovation are crucial for continued economic growth and productivity. Working in these fields offers the opportunity for rewarding and high-paying careers. However, the majority of youth in developing countries do not consider either as job options, affecting their choices of what to study. Youth may not select these educational and career paths due to lack of knowledge, lack of appropriate skills, and lack of role models. We provide a scalable approach to overcoming these constraints through an online education course for secondary school students that covers entrepreneurial soft skills, scientific methods, and interviews with role models.
The study comprises three experimental trials provided Before and during COVID-19 pandemic in different regions of Ecuador. This catalog entry includes data from Experiment 1: Educational Zone 2/Municipality of Quito 2019-2020. The data from the other two experiments are also available in the catalog.
Experiment 1: Educational Zone 2/Municipality of Quito 2019-2020
In course of Showing Life Opportunities project we conducted a randomized control trial in high schools in Educational Zone 2, Ecuador and Municipality of Quito, Ecuador in 2019-2020; Students finish the program in July 2020. The intervention is an online education course that covers entrepreneurial soft skills, scientific methods, and interviews with role models. This course is taken by students at school (some students finish the program at school during COVID-19 outbreak). We work with mostly 14-19 year-old students (16,570 students). The experimental program covers 126 schools in Educational Zone 2 and 11 schools in Municipality of Quito. We randomly assign schools either to treatment (and receiving the entrepreneurship courses online), or placebo-control (receiving a placebo treatment of online courses from standard curricula) groups. We also cross-randomize the role models and evaluate set of nimble interventions to increase take-up.
The details of intervention can be found in AEA registry:
Asanov, Igor and David McKenzie. 2020. Showing Life Opportunities: Increasing opportunity-driven entrepreneurship and STEM careers through online courses in schools. AEA RCT Registry. July 19.
Sample survey data [ssd]
Student
Version
Version 01
1591848000
The previous version of baseline datasets (ECU_2019_SLO-BL_v01_M) has been replaced with baseline datasets that have been further cleaned, reorganized and standardized, as well as midline, endline Zone 2 survey data, and phone survey data.
Coverage
Experiment 1: Municipality of Quito and Educational Zone 2
Educational Zone 2 has its administrative headquarters in the city of Tena, Napo province. Its covers provinces of Napo, Orellana and Pichincha, 8 districts (15D01, 22D01, 17D10, 17D11, 15D02, 17D12, 22D02, 22D03), its 16 cantons and 68 parishes. It has an area of 39,542.58 km². The educational zone 2 spread from east to the western border of the Ecuador. We cover students of age 14-18 in schools that has sufficient access to the internet and classes of the K10, K11, or K12. We included the municipality of Quito in the study to enrich the coverage of program by having large (capital) city in the sample.
Producers and sponsors
| Name | Affiliation |
|---|---|
| David McKenzie | World Bank |
| Igor Asanov | University of Kassel |
| Francisco Flores | University of Kassel |
| Thomas Astebro | HEC Paris |
| Mona Mensmann | Warwick Business School |
| Bruno Crepon | ENSAE |
| Guido Buenstorf | University of Kassel |
| Mathis Schulte | HEC Paris |
| Name | Role |
|---|---|
| SIEF - World Bank | Funder |
| Innovations for Poverty Action | Funder |
| Innovation Growth Lab | Funder |
| Name | Affiliation | Role |
|---|---|---|
| Ministry of Education of Ecuador | MINEDUC | Partner |
Sampling
All students in selected schools who were present in classes filled out the baseline questionnaire
Survey instrument
Questionnaires
We execute three main sets of questioners.
A. Internet (Online Based survey)
The survey consists of a multi-topic questionnaire administered to the students through online learning platform in school during normal educational hours before COVID-19 pandemic or at home during the COVID-19 pandemic. We collect next information:
- Subject specific knowledge tests. Spanish, English, Statistics, Personal Initiative (only endline), Negotiations (only endline).
- Career intentions, preferences, beliefs, expectations, and attitudes. STEM and entrepreneurial intentions, preferences, beliefs, expectations, and attitudes.
- Psychological characteristics. Personal Initiative, Negotiations, General Cognitions (General Self-Efficacy, Youth Self-Efficacy, Perceived Subsidiary Self-Efficacy Scale, Self-Regulatory Focus, Short Grit Scale), Entrepreneurial Cognitions (Business Self-Efficacy, Identifying Opportunities, Business Attitudes, Social Entrepreneurship Standards).
- Behavior in (incentivized) games: Other-regarding preferences (dictator game), tendency to cooperate (Prisoners Dilemma), Perseverance (triangle game), preference for honesty, creativity (unscramble game).
- Other background information. Socioeconomic level, language spoken, risk and time preferences, trust level, parents background, big-five personality traits of student, cognitive abilities.
Background information (5) collected only at the baseline.
B. First follow-up Phone-based Survey Zone 2, Summer (Phone Based).
The survey replicates by phone shorter version of the internet-based survey above. We collect next information: - Subject specific knowledge tests.
- Career intentions, preferences, beliefs, expectations, and attitudes.
- Psychological characteristics
C. (Second) Follow-up Phone-Based Survey, Winter, Zone 2, Highlands Educational Regime.
We execute multi-topic questionnaire by phone to capture the first life-outcomes of students who finished the school. We collect next information:
- Life Outcome 1- Education. The set of questions that aims to measure the learning success, career/study intentions, propensity to plan and approach others with studying tasks, entrepreneurial intentions.
- Life Outcome 2- Labor. The set of questions that aims to measure employment status and income, job searching behavior, time devoted for working/business, salary expectations and knowledge about the careers, self-initiated contribution to the family.
- Personal Initiative/Negotiations related and other measures. The set of questions that aim to measure level of personal initiative, negotiation strategies, pregnancy rate, gender stereotypes, math/STEM self-efficacy, gender attitudes, parent-student communication effects.
Data collection
| Start | End | Cycle |
|---|---|---|
| 2019-09-23 | 2020-12-14 | Educational Zone 2 (Internet based) |
| 2020-06-30 | 2020-09-07 | First follow-up Phone Survey Zone 2, Summer (Phone Based) |
| 2020-11-10 | 2021-01-31 | Second Follow-up Phone Survey Zone 2, Winter Survey (Phone Based) |
Internet, Phone Based
Data processing
Data Editing
A. Internet, Online-based surveys.
We extracted the raw data generated on online platform from each experiment and prepared it for research purposes. We made several pre-processing steps of data:
- We transform the raw data generated on platform in standard statistical software (R/STATA) readable format.
- We extracted the answer for each item for each student for each survey (Baseline, Midline, Endline).
- We cleaned duplicated students and duplicated answers for each item in each survey based on administrative data, performance and information given by students on platform.
- In case of baseline survey, we standardized items/scales but also kept the raw items.
B. Phone-based surveys.
The phone-based surveys are collected with help of advanced CATI kit. It contains all cases (attempts to call) and indication if the survey was effective. The data is cleaned to be ready for analysis.
The data is anonymized but contains unique anonymous student id for merging across datasets.
Depositor information
| Name | Affiliation |
|---|---|
| David McKenzie | World Bank |
Data Access
| Is signing of a confidentiality declaration required? | Confidentiality declaration text |
|---|---|
| yes | Data have been anonymized to remove personal identifying information. |
Public use access, to be used for academic research purposes only, provided no attempt is made to re-identify any individual in the study.
Igor Asanov (University of Kassel); Thomas Åstebro (HEC Paris), Guido Buenstorf (University of Kassel), Bruno Crépon (ENSAE), Francisco Flores (University of Kassel) , David McKenzie (World Bank), Mona Mensmann (Warwick Business School), Mathis Schulte (HEC Paris) (2020). Showing Life Opportunities 2019-2020, Data from Experiment 1: Municipality of Quito and Educational Zone 2. Ref. ECU_2019-2020_SLO-E1_v01_M. Downloaded from [url] on [date].
Metadata production
DDI_ECU_2019-2020_SLO-E1_v01_M_WB
| Name | Affiliation | Role |
|---|---|---|
| Development Economics Data Group | The World Bank | Documentation of the DDI |
2021-08-31
Metadata version
Version 01 (August 2021)
This DDI replaces DDI_ECU_2019_SLO-BL_v01_M_WB and includes Zone 2 baseline datasets that have been further cleaned, reorganized and standardized, as well as midline, endline Zone 2 survey data and phone survey data.