IPA implemented a follow-up survey for a randomized evaluation conducted by the Inter-American Development Bank (IDB) and the Investment Promotion Agency of Costa Rica (CINDE). The evaluation measured the impact of a public job training program that offered curated pathways of short online courses to workers affected by the COVID-19 pandemic. Participation in the job training program was low, with limited impact on employment, but course completers—particularly those without prior higher education—were 11 percent more likely to enroll in formal education.

Following the outbreak of COVID-19, the number of publicly available online courses—known as massive open online courses (MOOCs)—offered by accredited universities rose sharply.¹ This surge fueled interest in whether such programs could help improve employment, especially in countries where the pandemic had severe economic effects. For example, in Costa Rica, unemployment rose from 12 percent in 2019 to an all-time high of 16.4 percent in 2020, while employers struggled to fill positions due to skills shortages.² However, despite the growing availability of MOOCs, evidence on their impact on employment remains largely untested.

Supported by the IDB and CINDE, and with the collaboration of IPA for data collection, researchers conducted a randomized evaluation to measure whether a job training program offering short MOOCs and certificates improved employment and education outcomes for workers affected by COVID-19. Through the program, individuals received free access to online courses and certificates on Coursera. The courses, selected in consultation with private sector firms based on in-demand skills, were grouped together into distinct learning paths aligned with the hiring requirements of specific occupations. The intervention included 8,543 workers who applied to the program. The applicants were randomly assigned to the following groups:

• Access to the training program + non-personalized reminders: Workers received free access to the Coursera training program. To boost course enrollment, workers also received short, standardized weekly email reminders which emphasized that registering for, or enrolling in, a course could improve their employment prospects.
• Access to the training program + personalized reminders: Workers received free access to the Coursera training program along with the standardized email reminders. To evaluate whether personalized reminders could further boost course enrollment, they also received bi-weekly phone calls from CINDE staff. During these calls, CINDE staff underscored the career benefits of the training, offered assistance, and provided encouragement to complete the courses.
• Comparison group: Workers did not receive access to the training program on Coursera.

Consistent with broader research on MOOCs, participation in CINDE’s Coursera job training program was low. While 42 percent of individuals in the two intervention groups enrolled in a course, only 10 percent completed one. Completion rates were higher among men and those from high-income households. Moreover, the personalized phone calls had no additional impact on course enrollment and completion beyond the standardized reminders.

The intervention had minimal impact on employment. However, participants were more likely to have worked in a field related to their Coursera training in the previous year. While employment effects were limited, the program had a significant impact on education. Individuals who completed at least one course were significantly more likely to be enrolled in formal education after the program (48.4 percent vs 44 percent in the comparison group—an 11 percent increase). This effect was driven primarily by those without prior higher education and those who were not studying before the program began.

Read the academic paper here.

Sources

^1. Shah, D., 2021. By the Numbers: MOOCs in 2021. The Report, 1st December, 2021.

^2. Novella, Rafael, and David Rosas-Shady. "Demanda y brechas de talento digital en Costa Rica." (2023).

Implementing Partner