Education Global Practice
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Education, Poverty and inequality, Labor markets, Economics of education
Education Global Practice
Externally Hosted Work
Last updated January 31, 2023
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.
Publication Search Results
Now showing 1 - 10 of 21
Publication(World Bank, Washington, DC, 2005-09) Burdescu, Ruxandra ; del Villar, Azul ; Mackay, Keith ; Rojas, Fernando ; Saavedra, JaimeCountries are driving the efforts to institutionalize monitoring and evaluation (M&E) systems. Through the promotion of knowledge-sharing, and by taking stock of current M&E systems, fostering South-South collaboration, raising awareness through presentations, and, by launching an informal regional network, the note reviews the cases of Colombia, Chile, Brazil, Mexico and Peru. It became evident from country experiences, that there is no single "destination" for countries. Some stress a system of performance indicators, while others focus on conducting evaluations (program reviews or rigorous impact evaluation (IE). And while some countries have created a whole of government approach driven by finance, or planning ministries, others are more focused on sector M&E systems. One key characteristic of most of the systems that are now at different stages of implementation in Latin America and the Caribbean (LAC) is that they are country-led efforts to institutionalize M&E, rather than donor-driven.
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) Azevedo, Joao Pedro ; Goldemberg, Diana ; Montoya, Silvia ; Nayar, Reema ; Rogers, Halsey ; Saavedra, Jaime ; Stacy, Brian WilliamIn 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.
Publication(Washington, DC: World Bank, 2007) Perry, Guillermo E. ; Maloney, William F. ; Arias, Omar S. ; Fajnzylber, Pablo ; Mason, Andrew D. ; Saavedra-Chanduvi, JaimeInformality: exit and exclusion analyzes informality in Latin America, exploring root causes and reasons for and implications of its growth. The authors use two distinct but complementary lenses: informality driven by exclusion from state benefits or the circuits of the modern economy, and driven by voluntary 'exit' decisions resulting from private cost-benefit calculations that lead workers and firms to opt out of formal institutions. They find both lenses have considerable explanatory power to understand the causes and consequences of informality in the region. Informality: exit and exclusion concludes that reducing informality levels and overcoming the 'culture of informality' will require actions to increase aggregate productivity in the economy, reform poorly designed regulations and social policies, and increase the legitimacy of the state by improving the quality and fairness of state institutions and policies. Although the study focuses on Latin America, its analysis, approach, and conclusions are relevant for all developing countries.
No Thumbnail AvailablePublication( 2009) Breceda, Karla ; Rigolini, Jamele ; Saavedra, JaimeThis article analyzes the incidence of social spending and taxation by income quintile for seven Latin American countries, the United Kingdom, and the United States. Absolute levels of social spending in Latin America are fairly flat across income quintiles, a pattern similar to that in the United States and differing from the more progressive pattern of spending in the United Kingdom. The structure of taxation in Latin America is also similar to that of the United States. Because of high income inequality in Latin America and the US, the rich bear of most the burden, whereas the United Kingdom taxes the middle class to a greater extent. The analysis suggests that many Latin American countries are trapped in a vicious cycle in which the rich resist the expansion of the welfare state (because they bear most of its tax burden without receiving commensurate benefits), and their opposition to its expansion in turn maintains long-term inequalities.
Publication(Washington, DC: World Bank, 2009) Paes de Barros, Ricardo ; Ferreira, Francisco H.G. ; Molinas Vega, Jose R. ; Saavedra Chanduvi, JaimeOver the past decade, faster growth and smarter social policy have reversed the trend in Latin America's poverty. Too slowly and insufficiently, but undeniably, the percentage of Latinos who are poor has at long last begun to fall. This has shifted the political and policy debates from poverty toward inequality, something to be expected in a region that exhibits the world's most regressive distribution of development outcomes such as income, land ownership, and educational achievement. This book is a breakthrough in the measurement of human opportunity. It builds sophisticated formulas to answer a rather simple question: how much influence do personal circumstances have on the access that children get to the basic services that are necessary for a productive life? Needless to say, producing a methodology to measure human opportunity, and applying it across countries in one region, is just a first step. On the one hand, technical discussions and scientific vetting will continue, and refinements will surely follow. On the other, applying the new tool to a single country will allow for adjustments that make the findings much more useful to its policy realities. And fascinating comparative lessons could be learned by measuring human opportunity in developed countries across, say, the states of the United States or the nations of Europe. But the main message this book delivers remains a powerful one: it is possible to make equity a central purpose, if not the very definition, of development. That is, perhaps, it's most important contribution.
Publication(World Bank, Washington, DC, 2013-10) Narayan, Ambar ; Saavedra-Chanduvi, Jaime ; Tiwari, SaileshFocusing on the welfare of the less well off as a measure of real societal progress is the fundamental principle underlying the WBG indicator of "shared prosperity", namely income growth of the bottom 40 percent in every country. This paper uses a database assembled by the World Bank Group to investigate some basic characteristics of shared prosperity, particularly its relationship with overall economic growth and inequality. Initial estimates using this dataset of 79 countries show that median income growth of the bottom 40 percent (circa 2005-2010) was 4.2 percent, a high number in comparison to the 3.1 percent per capita income growth of the overall population. In addition, the low and lower-middle income countries appear to be trailing the upper middle and high income countries in boosting shared prosperity. Establishing conceptual links between income growth of the bottom 40 percent, the overall growth rate and reviewing existing evidence on how these relate to inequality, the paper discusses two main ideas. First, shared prosperity is strongly correlated with overall prosperity implying that the whole host of policies that are important to generate and sustain growth remain relevant. Second, boosting shared prosperity will also require a concerted effort to strengthen the social contract, particularly in the area of promoting equality of opportunity. Growing evidence suggests that improving access for all and reducing inequality of opportunities -- particularly those related to human capital development of children -- are not only about "fairness" and building a "just society", but also about realizing a society's aspirations of economic prosperity.
Publication(World Bank, Washington, D.C., 2003-11) Chong, Alberto ; Hentschel, Jesko ; Saavedra, JaimeUsing panel data for Peru for 1994-2000, the authors find that when households receive two, or more services jointly, the welfare increases as measured by changes in consumption are larger than when services are provided separately. The increases appear to be more than proportional, as F-tests on the coefficients of the corresponding regressors confirm. Thus, the authors find that bundling services may help realize welfare effects.
Publication(World Bank, Washington, DC, 2013-04) Azevedo, Joao Pedro ; Inchauste, Gabriela ; Olivieri, Sergio ; Saavedra, Jaime ; Winkler, HernanDemographics, labor income, public transfers, or remittances: Which factor contributes the most to observed reductions in poverty? Using counterfactual simulations, this paper accounts for the contribution labor income has made to the observed changes in poverty over the past decade for a set of 16 countries that have experienced substantial declines in poverty. In contrast to methods that focus on aggregate summary statistics, the analysis generates entire counterfactual distributions that allow assessing the contributions of different factors to observed distributional changes. Decompositions across all possible paths are calculated so the estimates are not subject to path-dependence. The analysis shows that for most countries in the sample, labor income is the most important contributor to changes in poverty. In ten of the countries, labor income explains more than half of the change in moderate poverty; in another four, it accounts for more than 40 percent of the reduction in poverty. Although public and private transfers were relatively more important in explaining the reduction in extreme poverty, more and better-paying jobs were the key factors behind poverty reduction over the past decade.
Publication(Washington, DC: World Bank, 2015) Dabalen, Andrew ; Narayan, Ambar ; Saavedra-Chanduvi, Jaime ; Suarez, Alejandro Hoyos ; Abras, Ana ; Tiwari, SaileshThis 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.
Outcomes, Opportunity and Development : Why Unequal Opportunities and Not Outcomes Hinder Economic Development(World Bank, Washington, DC, 2013-12) Molina, Ezequiel ; Narayan, Ambar ; Saavedra-Chanduvi, JaimeThis paper studies the relationship between inequality of opportunity and development outcomes in a cross-country setting. Scholars have long debated the impact of inequality on growth, development, and the quality of institutions in a society. The empirical relationships are however confounded by the notion that "inequality" can be seen as a composite of inequality arising from differences in effort and ability, which would tend to encourage competition and productivity, and inequality attributable to unequal opportunities, particularly in terms of access to basic goods and services, which might translate to wasted human potential and lower levels of development. The analysis in this paper applies a measure of educational opportunities that incorporates inequality between "types" or circumstance groups. Theories from economic history are used to instrument for this type of inequality in a large cross-country dataset. The results seem to confirm the hypothesis that this measure of inequality of opportunity is a better fit for structural inequality than the Gini index of income. The results suggest that inequality of endowments at the outset of history led to unequal educational opportunities, which in turn affected development outcomes such as institutional quality, infant mortality, and economic growth. The findings are robust to several checks on the instrumental variable specification.