Showing Life Opportunities 2020, Data from Experiment 2: Highlands Educational Regime (Régimen Sierra-Amazonía)
Ecuador, 2020 - 2021
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ECU_2020_SLO-E2_v01_M
Showing Life Opportunities 2020, Data from Experiment 2: Highlands Educational Regime (Régimen Sierra-Amazonía)
SLO-E2 2020
| 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
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 2: Highlands Educational Regime (Régimen Sierra-Amazonía) 2020. The data from the other two experiments are also available in the catalog.
Experiment 2: Highlands Educational Regime (Régimen Sierra-Amazonía) 2020
In course of Showing Life Opportunities project we provided a randomized experiment in Ecuador as rapid fire response to the hurdles of COVID-19 for the Highlands Educational regimes schools (Régimen Sierra 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 home during the COVID-19 pandemic under teachers’ supervision. We work mostly with 14-22-year-old students (14,451 students) in 416 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. cross-randomize schools to a role model treatment of interviews with successful scientists and entrepreneurs. In addition, we provide information about career options.
Sample survey data [ssd]
Student
Version
Version 01
Coverage
Experiment 2: Highlands Educational Regime (Régimen Sierra-Amazonía) 2020
We cover students of last year of education in SchoolK12 of technical specialization (Bachillerato técnico) that study in Highlands Educational Regime (Régimen Sierra-Amazonía), suppose to finish in education in school in July 2020, 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, and 5,6,7, and 9.
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 | Abbreviation | Role |
|---|---|---|
| SIEF - World Bank | SIEF | Funder |
| Innovations for Poverty Action | IPA | Funder |
| Innovation Growth Lab | IGL | Funder |
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 |
|---|---|---|
| 2020-05-18 | 2020-12-14 | Highlands Educational Regime (Internet based) |
| 2020-11-10 | 2021-01-31 | First follow-up Highlands Educational Regime, Winter Survey (Phone Based) |
- Internet [int]
Internet, Phone Based
Data Access
| Confidentiality declaration text |
|---|
| Data have been anonymized to remove personal identifying information. |
Use of the dataset must be acknowledged using a citation which would include:
- the Identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Example:
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, Data from Experiment 2: Highlands Educational Regime (Régimen Sierra-Amazonía). Ref. ECU_2020_SLO-E2_v01_M. Downloaded from [url] on [date].
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Metadata production
DDI_ECU_2020_SLO-E2_v01_M_WB
| Name | Abbreviation | Affiliation | Role |
|---|---|---|---|
| Development Data Group | DECDG | World Bank | Documentation of the study |
2024-01-08
Metadata version
Version 01 (2024-01-08)