"We study the medium-term impacts of the Skills for Effective Entrepreneurship Development (SEED) program, an innovative in-residence 3-week mini-MBA program for high school students modeled after western business school curricula and adapted to the Ugandan context. The program featured two separate treatments: the hard-skills MBA features a mix of approximately 75% hard skills and 25% soft skills; the soft skills curriculum has the reverse mix. Using data on 4400 youth from a nationally representative sample in a 3-arm field experiment in Uganda, the 3.5 year follow-up demonstrated that training was effective in improving both hard and soft skills, but only soft skills were directly linked to improvements in self-efficacy, persuasion, and negotiation. The skill upgrade was rewarded in substantially higher earnings; 32.1% and 29.8% increases in earnings for those who attended hard- and soft-training, respectively, most of which, was generated through self-employment. Furthermore, youth in both groups were more likely to start enterprises and more successful in ensuring their businesses' survival. The program led to significantly larger profits (24.2% and 27.2% for hard- and soft- treatment arms respectively) and larger business capital investments (38.4% and 32.6% for SEED hard and SEED soft, respectively). Both SEED curricula were very cost-effective; two months worth of the extra earnings caused by the training alone would exceed the cost of the program. These benefits abstract from the job- and business-creation benefits of the program, which were substantial: relative to the control group, SEED entrepreneurs created 985 additional jobs and 550 new businesses."

"Building on Youth Business International's policy recommendations to date, this report compiles a series of case studies that each illustrate how the finance gap can be closed for young and other underserved entrepreneurs through providing non-financial support, such as training and mentoring. This integrated approach reduces the risk of lending to youth and other underserved demographics, and the value of the non-financial support substitutes for collateral and other types of guarantee."

"Esta publicação tem como objetivo relatar as experiências, os desafios e os casos de sucesso do Piloto Juventude Empreendedora, iniciativa do CIEDS, em parceria com a Fundação Itaú Social, que desenvolveu uma metodologia de educação empreendedora para estudantes de escolas públicas, de 14 a 21 anos, residentes em favelas da região metropolitana do Rio de Janeiro, ao longo do ano de 2017."

"This report by the Tony Elumelu Foundation focuses on the challenges and opportunities facing young agricultural entrepreneurs. It contains a comprehensive analysis of Africa's entrepreneurial ecosystem and discusses challenges and opportunities that African start-ups face along the agricultural value chain."

"The aim of this study is to analyze the effectiveness of early entrepreneurship education. To this end, we conduct a randomized field experiment to evaluate a leading entrepreneurship education program that is taught worldwide in the final grade of primary school. We focus on pupils' development of entrepreneurship knowledge and a set of non-cognitive skills relevant for entrepreneurial activity. The results indicate that knowledge is unaffected by the program. However, the program has a robust positive effect on non-cognitive entrepreneurial skills. This is surprising since previous evaluations found zero or negative effects. Because these earlier studies all pertain to entrepreneurship education for adolescents, our result tentatively suggests that non-cognitive entrepreneurial skills are best developed at an early age. As the entrepreneurship program has various features besides its entrepreneurship content, we must leave it to future research to determine which specific element has the greatest impact on the development of non-cognitive entrepreneurial skills."

"Can television be used to teach and foster entrepreneurship among youth in developing countries? We report from a randomized control field experiment of an edutainment show on entrepreneurship broadcasted over almost three months on national television in Tanzania. The field experiment involved more than 2,000 secondary school students, where the treatment group was incentivized to watch the edutainment show. We find some suggestive evidence of the edutainment show making the viewers more interested in entrepreneurship and business, particularly among females. However, our main finding is a negative effect: the edutainment show discouraged investment in schooling without convincingly replacing it with some other valuable activity. Administrative data show a strong negative treatment effect on school performance, and long-term survey data show that fewer treated students continue schooling, but we do not find much evidence of the edutainment show causing an increase in business ownership. The fact that an edutainment show for entrepreneurship caused the students to invest less in education carries a general lesson to the field experimental literature by showing the importance of taking a broad view of possible implications of a field intervention."