Person:
Azevedo, João Pedro
Author Name Variants
Fields of Specialization
Inequality and Shared Prosperity,
Social Protection and Labor,
Education
Degrees
Departments
Global Practice on Poverty, The World Bank
Externally Hosted Work
Contact Information
Last updated
July 19, 2023
Biography
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.
Publication Search Results
1 - 2 of 2
-
Publication
Teenage Pregnancy and Opportunities in Latin America and the Caribbean : On Teenage Fertility Decisions, Poverty and Economic Achievement
(World Bank, Washington, DC, 2012)The pregnancy project sought to expose the existence, and challenge the validity, of stereotypes about Hispanic women. The charade explored the underlying motivations of the many who responded with a wide range of reactions. The specific objectives of this regional study are: to establish a thorough description of the magnitude of the issue and its potential implications for social advancement; to advance the understanding of the risk factors, motivations and impacts at the household level-as a determinant of poverty and a cause of intra-and intergenerational poverty traps; to illuminate the coping mechanisms and their individual and social implications; to highlight the gender-related issues that have historically provoked asymmetric costs to boys and girls; and to provide elements that support specific policies on this matter. In the last decade, Latin America and the Caribbean (LAC) have been moving in the right direction and the region has experienced important gains in gender equality of endowments (assets) and economic opportunities. In most LAC countries, girls have been achieving gender parity in primary school enrollment and even outperforming boys at the secondary and tertiary level. The present report reviews the factors associated with teenage pregnancy and early childbearing and builds a framework to explore these issues systematically, towards the design of effective policy interventions in LAC. Teen pregnancy and early childbearing remain a challenge in the region, particularly given the association of these phenomena with poverty and lack of opportunities, and the concern that it may prevent women from taking full advantage of their human development assets and opportunities. The main message of the report is that poverty and lack of opportunities are key factors associated to early childbearing. -
Publication
Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge: Definición de pobreza de aprendizajes y un mapeo de la magnitud del desafío
(World Bank, Washington, DC, 2021-03)In October 2019, the World Bank and UNESCO Institute for Statistics proposed a new metric, Learning Poverty, designed to spotlight low levels of learning and track progress toward ensuring that all children acquire foundational skills. This paper provides the technical background for that indicator, and for its main findings—first, that even before COVID-19, 53 percent of all children in low- and middle-income countries could not read with comprehension by age 10, and second, that at pre-COVID-19 trends, the Learning Poverty rate was on track to fall only to 44 percent by 2030, far short of the universal literacy envisioned under the Sustainable Development Goals. The paper contributes to the literature in four ways. First, it formally describes the new synthetic Learning Poverty metric, which combines the dimensions of learning with schooling and thus reflects the learning of all children, and it presents, for the first time, standard errors associated with the proposed measure. Second, it documents how this indicator is calculated at the country, regional, and global levels, and discusses the robustness associated with different aggregation approaches. Third, it documents historical rates of progress and compares them with the rate of progress that would be required for countries to halve Learning Poverty by 2030, as envisioned under the learning target announced by the World Bank in 2019. Fourth, it provides heterogeneity analysis by gender, region, and other variables, and documents learning poverty’s strong correlation with metrics of learning for other ages. These results show that the Learning Poverty indicator, together with improved measurement of learning, can be used as an evidence-based tool to promote progress toward all children reading by age 10—a prerequisite for achieving all the ambitious education aspirations included under Sustainable Development Goals 4.