the probability of having acquired a tertiary diploma and/or college degree.<sup>16</sup> Both our ITT and ATT estimates showed a significant positive increase in participation in skill training and internship programs among program participants compared to similar youths in the control group, but we found no effect on the probability of holding a tertiary education diploma or college degree.

Table 12 also presents results for financial behavior outcomes, showing that the program had a positive impact on the probability of opening a bank account (both males and females) and on accumulating savings (females). Our assumption is that the life skills, core business, and entrepreneurship training delivered through the KYEP program informed the young participants about the usefulness of having a formal bank account to save as well as making them less risk averse (in the case of males). This result is also consistent with KEPSA‘s efforts to encourage young people to open bank accounts to access their stipends.

# _Differential Impact on Employment by Age and Education Attainment_

Impact evaluations of similar programs in Latin America found that these programs had stronger effects on females than males, including Colombia’s _Jovenesen Accion_ (Attanasio et al, 2011), Panama’s PROCAJOVEN 2002, and Peru’s Projoven (Ibarraran and Rosas, 2009). However, a more recent evaluation of the ISKUR training course in Turkey showed that the course had had the greatest impact on males aged 25 and over (Hirshleifer et al, 2014).

To analyze whether the KYEP program had heterogeneous effects or whether certain groups of beneficiaries benefitted more than others from the program, we estimated the following regression by interacting the assignment to treatment dummy based on the lottery (Ti) with education level and age separately.

where �� was the outcome of interest for individual _i_ at endline, Ti was a binary variable for being randomly assigned to the treatment group, Ci was the interacting variable at the baseline, Xi was a set of baseline characteristics to control for any remaining baseline imbalances, and sj were the 12 strata fixed effects. Table 13 presents the heterogeneous ITT effects by education levels (used in the stratification) and age for the male and Mombasa sub‐samples as these are unbiased and robust to Lee bounds.

In the male sub‐sample, we found differential effects by initial education attainment on labor market activity. Less educated males (those with a completed primary education or less) were significantly likely to be engaged in self‐employment activities, while more educated candidates (those with some tertiary education or who had completed either college or university) were more likely to be wage employees and to work more hours. In the Mombasa sub‐sample, we found that the program had a significant impact on youths with lower initial levels of education (those with a completed primary education or less) in terms of almost all employment outcomes, including both labor supply and earnings from wage employment.

> 16We found no impact on the use of cognitive skills measured by different indicators taken from the STEP survey methodology, including the use of reading and writing skills at work, the use of literacy skills at work, the use of computers, contact with clients, solving and learning at work, autonomy, and repetitiveness.

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