Scandinavian Working Papers in Economics
Discussion Paper Series in Economics,
Norwegian School of Economics, Department of Economics
No 19/2025: Reality bites: Experimental evidence on the transition from school in a low-income setting
Ingvild Almås (), Bet Caeyers (), Adrien Dautheville (), Vivian Kazi (), Sonya Krutikova () and Vincent Somville ()
Additional contact information
Ingvild Almås: Dept. of Economics, Norwegian School of Economics and Business Administration, Postal: NHH, Department of Economics, Helleveien 30, N-5045 Bergen, Norway
Bet Caeyers: CMI - Chr. Michelsen Institute, Postal: CMI , Christian Michelsen Institute, Jekteviksbakken 31, 5006 Bergen, Norway
Adrien Dautheville: Dept. of Economics, Norwegian School of Economics and Business Administration, Postal: NHH, Department of Economics, Helleveien 30, N-5045 Bergen, Norway
Vivian Kazi: Economic and Social Research Foundation, Postal: Economic and Social Research Foundation, 51 Uporoto Street, Ursino Estate, 31226, Dar es Salaam, Tanzania
Sonya Krutikova: Faculty of Humanities, University of Manchester, Postal: The University of Manchester, Oxford Rd, Manchester, M13 9PL, United Kingdom
Vincent Somville: Dept. of Economics, Norwegian School of Economics and Business Administration, Postal: NHH, Department of Economics, Helleveien 30, N-5045 Bergen, Norway
Abstract: The transition from school to the labor market presents significant challenges. This is particularly the case in low- and middle-income countries where the youth population attending primary and secondary school is expanding rapidly and overoptimism combined with limited information can lead to suboptimal decision-making regarding further education and other career preparation choices. We design and test through a cluster-randomized controlled trial a scalable low-cost intervention designed to help secondary school students in Tanzania develop hopeful yet realistic career plans. This is done through a structured, edutainment podcast series and teacher-led classroom discussions. We show that treated students perform better academically, with a significant increase in national exam success and a higher likelihood of selection into further education. Additionally, self-employment rates and income levels increase. These outcomes are plausibly driven by enhanced hope—characterized by improved agency and pathway clarity—, by an increase in the likelihood of developing b-plans, and by a reduction in stress. Our findings highlight the potential of structured guidance through edutainment in improving the transition from secondary school.
Keywords: School-to-labor-market transition; Low- and middle-income countries; Decision-making; Cluster-randomized controlled trial
JEL-codes: J15
Language: English
153 pages, November 19, 2025
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