Young people are a constant source of innovation and renewal for the economy. Several examples show how they developed technologies that can profoundly transform our way of working and connecting us. Therefore, investment in human capital is fundamental. In 2024, according to 18.5% of young people between 15 and 29 years old stated not being occupied or studying or participating in qualification courses, which is worrying.
Brought it even more. In a country as unequal as ours, where many had restricted access to the internet, distance learning became even more difficult. In addition, Brazil was one of the countries in which, which was negatively reflected in educational indicators.
For high school students who decide to enter the job market soon after completing this educational cycle, the transition can be challenging, leading many young people to work on their own. This scenario can stimulate managers to idealize training that facilitate this path. The question then arises: Is it possible to get good results in entrepreneurial activity through a youth training program?
In today’s column, I bring the case of a gamified online entrepreneurship training offered to young people in Rwanda during the pandemic (January and February 2021). In the article authors Jeanne Lafortune, Todd Pugatch, Jose Tessada and Diego Ubfal investigate the short -term effects of this six -week training among high school students.
The intervention aimed to stimulate the mentality, intentions and entrepreneurial actions. The program brings together about 40 modules, called “challenges”, applied over six weeks. These challenges deal with aspects of business development and socio -emotional skills. To increase youth engagement, the program makes use of gamification resources.
One of the advantages of online training is the reduced cost, as well as the time saving with travel. However, according to empirical literature, the results of virtual education often have limited or mixed effects when compared to face -to -face training. In this context, the effects found in the study seem promising.
A month after training, students from schools who received the intervention had a significantly higher probability of conducting their own business, even in a period when restrictions on Covid were still in force. According to the authors, the program also encouraged participation in school business business clubs, which act as a gateway to entrepreneurship in many schools in the country.
Internet access in schools can reduce the difficulties that many face about this one that is often the biggest obstacle to online training policies, which allows young people to be able to overcome this barrier and actively participate. In addition, the study presents evidence that the program has encouraged entrepreneurial actions, more importantly, fostered interaction with other young people and family members to discuss business ideas, as well as a greater preference for entrepreneurship courses at school. This can be a type of intervention that allows new possibilities for young Brazilians.
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