Showing Life Opportunities 2020-2021, Data from Experiment 3: Coastal Educational Regime (Régimen Costa)
Ecuador, 2020
Identification
ECU_2020_SLO-E3_v01_M
Showing Life Opportunities 2020-2021, Data from Experiment 3: Coastal Educational Regime (Régimen Costa)
| 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 3: Coastal Educational Regime (Régimen Costa) 2020/2021. The data from the other two experiments are also available in the catalog.
Experiment 3: Coastal Educational Regime (Régimen Costa) 2020/2021
A randomized experiment conducted in high schools in Ecuador as rapid fire response to the hurdles of COVID-19 for the Coastal Educational regimes schools (Régimen Costa); Students finish the program in December 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 home during the COVID-19 pandemic under teachers’ supervision. We work mostly with 14-22-year-old students (16,441 students) in 598 schools assigned to the program. 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. 2021. Scaling up virtual learning of online learning in high schools. AEA RCT Registry. March 23
Merged datasets from the baseline, midline, endline survey for each experiment administrated through online learning platform in school during normal educational hours before COVID-19 pandemic or at student’s home during COVID-19 pandemic are documented here. The detailed information about the questioner and each item can be found in the codebooks (Baseline 1, Baseline 2, Midline, Endline 1, Endline 2) for corresponding experiments.
Sample survey data [ssd]
Student
Version
Version 01
1591848000
Coverage
Experiment 3: Coastal Educational Regime (Régimen Costa) 2020/2021
We cover students of last year of education in School K12 of technical specialization (Bachillerato técnico) that study in Coastal Educational Regime (Régimen Costa) 2020/2021, suppose to finish their education in school in March 2021 and we capable to register on the online platform. The schools in highlands educational regime covered in this experiment scatter over the next educational zones 1, 2, 3, 4, 5, 6, 7, 8, 9.
Taken together in the experiment 2,3 we offered the program across all Ecuador to schools that have technical specialization track.
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 |
|---|---|---|
| 2020-09-07 | 2020-12-14 | Coastal Educational Regime (Internet 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 2020-2021, Data from Experiment 3: Coastal Educational Regime (Régimen Costa). Ref. ECU_2020_SLO-E3_v01_M. Downloaded from [url] on [date].
Metadata production
DDI_ECU_2020_SLO-E3_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)