Azevedo, João Pedro

Global Practice on Poverty, The World Bank
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Inequality and Shared Prosperity, Social Protection and Labor, Education
Global Practice on Poverty, The World Bank
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Last updated July 19, 2023
João Pedro Azevedo is a Lead Economist at the World Bank in Washington. He currently works for the Poverty and Equity Global Practice in the European and Central Asia region, focusing on Central Asia and Turkey and leading the region's Statistics Team. João Pedro also leads the Global Solution Group on Welfare Measurement and Statistical Capacity for Results from the Poverty and Equity Global Practice. João Pedro has focused much of his work on helping developing countries improve their systems for evidence-based decision making. He worked in Colombia, Brazil and the Dominican Republic for five years, and led important regional public efforts such as the Latin American & Caribbean Stats Team and the LAC Monitoring and Evaluation Network. João Pedro brings solid and varied experience in applied econometrics to the fields of poverty and inequality. Before joining the Bank, João Pedro served as the superintendent of monitoring and evaluation at the Secretary of Finance for the State of Rio de Janeiro, as well as a research fellow at the Institute of Applied Economic Research from the Brazilian Ministry of Planning. He is a former chairman of the Latin American & Caribbean Network on Inequality and Poverty and holds a PhD in Economics.
Citations 214 Scopus

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    Learning Losses during COVID-19: Global Estimates of an Invisible and Unequal Crisis
    (World Bank, Washington, DC, 2022-10) Azevedo, João Pedro ; Akmal, Maryam ; Cloutier, Marie-Helene ; Rogers, Halsey ; Wong, Yi Ning
    This paper presents updated simulation results of the potential effects of COVID-19-related school closures on learning outcomes globally. The simulation, which updates and extends prior work by Azevedo, Hasan et al. (2021) and Azevedo (2020), examines potential learning losses as the pandemic moves into the third year. Beyond reflecting the longer duration of the crisis, the paper extends prior work by using country-specific observed school closure information, accounts for the partial reopening of some education systems, updates the baseline Learning Poverty estimates to reflect its best estimate to date just before the pandemic (circa 2019), and uses updated June 2021 macroeconomic projections to reflect the economic magnitude of the crisis. The analysis finds that the overall learning levels are likely to fall substantially around the world. Under an “intermediate” scenario, school closures could potentially increase the share of children in Learning Poverty in low- and middle-income countries by 13 percentage points, to 70 percent. Globally, learning adjusted years of schooling could fall by 1.1 years, and the share of youth below minimum proficiency on the Programme for International Student Assessment could rise by 12.3 percentage points. Furthermore, school shutdowns could generate lifetime earning losses of $21 trillion. These results imply that decisive action is needed to recover and accelerate learning.