Person:
Roseth, Viviana V.
Author Name Variants
Fields of Specialization
Skills development,
Workforce development,
Technical and vocational education and training,
Education
Degrees
Departments
Education Global Practice
Externally Hosted Work
Contact Information
Last updated
January 31, 2023
Biography
Viviana V. Roseth is a consultant on skills and workforce development at the World Bank Group’s Education Global Practice. In her work on the Systems Approach for Better Education Results (SABER) initiative, she has engaged with more than 15 country teams across the globe to assess workforce development systems, identify priorities for reform, and provide technical assistance on inter-agency coordination and training provider management. In her work on the Skills Toward Employability and Productivity (STEP) Skills Measurement she has analyzed household surveys from 12 countries and produced diverse publications on educational attainment, cognitive, socio-emotional and job-relevant skills, and labor market outcomes. Before joining the World Bank in 2012, Ms. Roseth worked with non-governmental organizations in Latin America and the United States on entrepreneurship education, civics education and training, afterschool literacy programs for vulnerable youth, and university administration.
Publication Search Results
1 - 2 of 2
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Publication
Education, Skills, and Labor Market Outcomes: Results from Large-Scale Adult Skills Surveys in Urban Areas in 12 Countries
(World Bank, Washington, DC, 2016-05)In recent years, skills development has become a priority among developed and developing countries alike. The World Bank Group, in its quest to end extreme poverty and promote shared prosperity, has joined efforts with countries and multilateral development partners to ensure that individuals have access to quality education and training opportunities and that employers can find the skills they need to operate. The skills towards employability and productivity (STEP) skills measurement program is part of the World Bank’s portfolio of analytical products on skills. The STEP program consists of two survey instruments that collect information on the supply and demand for skills in urban areas: a household survey and an employer survey. STEP has been implemented in waves, the first surveys being implemented in seven countries in 2012 (Bolivia, Colombia, Ghana, Lao Peoples Democratic Republic (PDR), Ukraine, Vietnam, and the Yunnan Province in China), and the second in five countries in 2013 (Armenia, Azerbaijan, Georgia, Kenya, and Macedonia, Former Yugoslav Republic of (FYR)). The data presented in this publication correspond to these countries. It illustrates the similarities and differences among groups that have completed different education levels on a wide range of issues and outcomes. Section one analyzes the trajectory of skills acquisition: participation in early childhood education programs, educational attainment by gender, and participation in training and apprenticeship programs. Section two explores background conditions associated with educational attainment, including the socioeconomic status of survey respondents at age 15, the educational attainment of their parents, their households’ asset levels, their health (as expressed by the presence of chronic illness), and their overall satisfaction with life. Section three covers cognitive skills: writing, numeracy, and reading (which is also evaluated through a direct reading assessment). Section four covers job-relevant skills, which are task-specific and which respondents possess or use on the job; and section five covers socio-emotional skills, using established metrics to measure personality and behavior. Section six covers the status of survey respondents in the labor market: whether they are employed, unemployed, or inactive. -
Publication
Workforce Development in Emerging Economies: Comparative Perspectives on Institutions, Praxis, and Policies
(Washington, DC: World Bank, 2016-06-15)Investing in skills has risen to the top of the policy agenda today in rich and poor countries alike. The World Bank supports its partner countries on this agenda in multiple ways: development finance, research and analysis, global knowledge exchange, and technical assistance. This report was originally conceived as a contribution to this catalog of the World Bank’s work, but its topic and findings are relevant to all policy makers and analysts interested in skills-building to drive economic growth and improve human well-being. The book examines workforce development (WfD) systems in emerging economies around the world and presents novel systems-level data generated by the Systems Approach for Better Education Results (SABER)-WfD benchmarking tool, which was created to implement the World Bank’s 10-year Education Sector Strategy launched in 2012. A key theme in the book is that WfD entails a multi-layered engagement involving high-level policy makers, system-level managers, as well as leaders at individual institutions. Too often, the conversation and actions are fragmented by intellectual, administrative and operational silos which undermine effective cooperation to solve the deep challenges of building job-relevant skills. The book’s findings, based on cross-sectional data for nearly 30 countries and time-series data for five countries, identify successes and common issues across countries in the sample. In lagging countries, the biggest difficulties relate to: forming and sustaining strategic partnerships with employers; ensuring equitable and efficient funding for vocational education; and putting in place mechanisms to enhance training providers’ accountability for results defined by their trainees’ job market performance. By framing WfD in the broader skills-for-growth context and drawing on lessons from countries where well-designed WfD strategies have helped to drive sustained growth, this book offers clear guidance on how to enable a more effective approach to the inevitably complex challenges of workforce development in emerging economies.