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Groh, M., N. Krishnan, McKenzie, D. and T. Vishwanath (2012). “Soft skills or hard cash ? theimpact of training and wage subsidy programs on female youth employment in Jordan”,Policy Research Working Paper No. 6141, World Bank, Washington D.C.Ibarraran, P., and D. Rosas. (2008). “Evaluating the Impact of Job Training Programs in LatinAmerica: Evidence from IDB Funded Operations.” Inter-American Development Bank,Washington D.C.Karlan, D., and M. Valdivia. (2011). “Teaching Entrepreneurship: Impact of Business Trainingon Microfinance Institutions and Clients.” Review of <strong>Economic</strong>s and Statistics, 93 (2).Klinger, B., and M. Schündeln. (2011) “Can Entrepreneurial Activity be Taught? Quasi-Experimental Evidence from Central America.” World Development 39 (9).Kluve, J., F. Rother, and M. L. Sánchez-Puerta. (2010). “Training Programs for the Unemployed,Low Income and Low Skilled Workers.” In Skills Development Strategies to ImproveEmployability and Productivity: Taking Stock and Looking Ahead by R. Almeida, J.Behrman and D. Robalino (Editors) World Bank, Washington D.C.McKenzie, D. and Christopher Woodruff. (2012). What are we learning from business trainingand entrepreneurship evaluations around the developing world? Policy Research WorkingPaper No. 6202, World Bank, Washington D.C.MFPE and World Bank. (2009): “Dynamique de l’emploi et adéquation de la formation parmiles diplômés universitaires. Analyse comparative des résultats de deux enquêtes (2005 et2007).” Washington, D.C., World Bank.Oosterbeek, H., Mirjam van Praag and Auke Ijsselstein. (2008). “The Impact ofEntrepreneurship Education on Entrepreneurship Competencies and Intentions: AnEvaluation of the Junior Achievement Student Mini-Company Program.” IZA DiscussionPaper No. 3641, Bonn.World Bank. 2012a. World Development Report 2013: Jobs. World Bank, Washington DC.World Bank. 2012b. Jobs in the Middle East and North Africa. World Bank, Washington DC.30
UniversityGenderTable 1: Students in the licence appliquée and entrepreneurship trackNumber ofstudents enrolledin "LicenceAppliquée"Number ofapplicants toentrepreneurshiptrackApplication rateFrequency amongstudents in"licenceFrequency amongapplicantsappliquée"Female 12,539 1,129 9.0% 67.1% 66.3%Male 6,143 573 9.3% 32.9% 33.7%Univ de Gafsa 1,060 304 28.7% 5.7% 17.9%Univ de Monastir 1,935 316 16.3% 10.4% 18.6%Univ de Sfax 2,005 284 14.2% 10.7% 16.7%Univ de Jendouba 1,550 216 13.9% 8.3% 12.7%Université Ez-Zitouna 93 10 10.8% 0.5% 0.6%Univ de Kairouan 1,237 109 8.8% 6.6% 6.4%Univ 7 Nov à Carthage 2,012 120 6.0% 10.8% 7.0%Univ de Gabès 1,798 108 6.0% 9.6% 6.3%Univ de Sousse 2,351 141 6.0% 12.6% 8.3%Univ de Tunis 1,010 61 6.0% 5.4% 3.6%Univ Tunis El-Manar 1,787 22 1.2% 9.6% 1.3%Univ de Manouba 1,659 11 0.7% 8.9% 0.6%Total18,682 1,702 9.1% 100% 100%Source : Observatoire National de l’Emploi et des Qualifications.31
Page 5: In contrast, our paper is to our kn
Page 8 and 9: twenty days of full-time intensive
Page 10 and 11: Differences in application rates ar
Page 12 and 13: dropped out of the program prior to
Page 14 and 15: Third, we analyze a series of mecha
Page 16 and 17: The first stage isolates the effect
Page 18 and 19: the rate of self-employment is low
Page 20 and 21: offer), but did not affect their re
Page 22 and 23: 6.2 NetworksTable 5 (Panel B) repor
Page 24 and 25: Table 6 (Panel B) also show that th
Page 26 and 27: Finally, in the follow-up survey, g
Page 28 and 29: the findings related to labor marke
Page 32 and 33: Table 2: Baseline Balance for Effec
Page 34 and 35: Table 3: Compliance with assignment
Page 36 and 37: Table 5: Business Skills and Networ
Page 38: Table 7: Access to credit and Robus

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