Person:
Saavedra-Chanduvi, Jaime

Education Global Practice
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Education, Poverty and inequality, Labor markets, Economics of education
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Education Global Practice
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Last updated January 31, 2023
Biography
Jaime Saavedra leads the Education Global Practice at the World Bank Group. He rejoined the World Bank Group from the Government of Peru, where he served as Minister of Education from 2013 through 2016. During his tenure, the performance of Peru’s education system improved substantially as measured by international learning assessments. Throughout his career, Mr. Saavedra, a Peruvian national, has led groundbreaking work in the areas of poverty and inequality, employment and labor markets, the economics of education, and monitoring and evaluation systems. He has held positions at a number of international organizations and think-tanks, among them the Inter-American Development Bank, Economic Commission for Latin America and the Caribbean, International Labour Organization, Grupo de Análisis para el Desarollo and the National Council of Labor in Peru. He has also held teaching and research positions in academia and has published extensively. Prior to assuming his role as Minister for Education of Peru, he had a ten year career at the World Bank where, most recently, he served as Director for Poverty Reduction and Equity as well as Acting Vice President, Poverty Reduction & Economic Management Network. Mr. Saavedra holds a Ph.D in economics from Columbia University and a Bachelor's degree in economics from the Catholic University of Peru.  

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    Do African Children Have an Equal Chance? : A Human Opportunity Report for Sub-Saharan Africa
    (Washington, DC: World Bank, 2015) Dabalen, Andrew ; Narayan, Ambar ; Saavedra-Chanduvi, Jaime ; Suarez, Alejandro Hoyos ; Abras, Ana ; Tiwari, Sailesh
    This study explores the changing opportunities for children in Africa. While the definition of opportunities can be subjective and depend on the societal context, this report focuses on efforts to build future human capital, directly (through education and health investments) and indirectly (through complementary infrastructure such as safe water, adequate sanitation, electricity, and so on). It follows the practice of earlier studies conducted for the Latin America and the Caribbean (LAC) region (Barros et al. 2009, 2012) where opportunities are basic goods and services that constitute investments in children. Although several opportunities are relevant at different stages of an individual s life, our focus on children s access to education, health services, safe water, and adequate nutrition is due to the well-known fact that an individual s chance of success in life is deeply influenced by access to these goods and services early in life. Children s access to these basic services improves the likelihood of a child being able to maximize his/her human potential and pursue a life of dignity.