Abstract
Given the high rate of unemployment in most countries in Sub-Saharan Africa policy makers innovate by fostering job creation and self employment through entrepreneurship education. We build on the Theory of Planned Behavior developed by Ajzen (1991) and use Probit regression to investigate the marginal impact of entrepreneurship education on entrepreneurial intent using survey data gathered in Côte d’Ivoire in 2015. We find that an ecosystem of entrepreneurship increases entrepreneurial intent by 50% while an entrepreneurship awareness course does not have any statistically significant impact. This result suggests reframing higher education in order to favor the entry into the private sector by the youth.
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Notes
- 1.
International Labor Organization (ILO) http://www.ilo.org/global/statistics-and-databases/meetings-and-events/international-conference-of-labour-statisticians/19/lang--en/index.htm.
- 2.
Exactly 8321 public jobs opening by may 2016.
- 3.
African Development Bank (AfDB). “Appraisal Report” http://www.afdb.org/fileadmin/uploads/afdb/Documents/Côte_d_Ivoire_-_Youth_Employability_and_Insertion_Support_Programme__PAAEIJ__-_Appraisal_Report.pdf.
- 4.
European Union, http://ec.europa.eu/growth/smes/ See definition of SME by the EU: https://ec.europa.eu/growth/smes/business-friendly-environment/sme-definition_en.
- 5.
The book is titled «Annuaire Statistique de l’Enseignement Supérieur de Côte d’Ivoire 2013–2014».
- 6.
I am very grateful to two students Jaël Konan from the Jesuit University Institute (CERAP-INADES) and to Gnougon Ouattara (from the National School for Applied Economics and Statistics, ENSEA) who helped in the data collection. Gnougon Ouattara wrote an M.A. dissertation at the ENSEA, using the same data. I am also greatful to Monde Muyangwa (Woodrow Wilson Center, Washington DC) for very insightful ideas on reframing higher education in Africa.
- 7.
CAMES stands for «Africa and Malagasy Council for Higher Education», Conseil Africain et Malgache pour l’Enseignement Supérieur. The countries of CAMES engaged in a reform called «LMD reform» that organises studies at university in three degrees: a BA, a MA and a Doctorate. This reform builds on the «Bologna Process» in higher education which took place in Western Europe.
- 8.
A weakness of this variable though is that we cannot control for quality (content), quantity (number of credit hours) and type (compulsory or elective) of the course across institutions and programs.
- 9.
See the study by BNP Paribas Bank at https://www.tradesolutions.bnpparibas.com/fr/implanter/cote-d-ivoire/investissement on FDI in Côte d’Ivoire, consulted January 26th, 2017.
- 10.
Note that in the business world, a typical experience or exposure with entrepreneurs with the aim of becoming an entrepreneur will be termed as coaching rather than internship.
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Kabore, P.F. (2018). Entrepreneurship, Education and Youth Employment in Africa: Reframing Higher Education. In: M. F. Kebe, C., Gueye, A., Ndiaye, A. (eds) Innovation and Interdisciplinary Solutions for Underserved Areas. CNRIA InterSol 2017 2017. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 204. Springer, Cham. https://doi.org/10.1007/978-3-319-72965-7_13
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