Valerio, Alexandria

Person:
Valerio, Alexandria

Education Global Practice

Fields of Specialization

Early childhood development, Skills development, TVET, Entrepreneurships, Primary education, Secondary education, Skills measurement surveys

Departments

Education Global Practice

Last updated: January 31, 2023

Biography

Alexandria is currently leading global research agendas focused on measuring adult skills using large-scale household and employer surveys in 17 countries, analyzing the impact of different types of skill sets on employment and development outcomes, and identifying the characteristics of effective entrepreneurship education and training programs. Alexandria is also a currently a Global Lead for the Skills Global Solutions Group and a core member of the global inter-agency group on Technical Vocational Education and Training/Skills and the technical working group on Human Resource Development for the G20. She has over 15 years of experience leading and managing large-scale research projects, multi-disciplinary teams and senior-level client relationships, with a policy focus on education reform, entrepreneurship, skills, and training in diverse country contexts. Alexandria has led multi-disciplinary teams in the analysis, design, implementation, and evaluation of investment operations. Prior to joining the Global Engagement and Knowledge unit in the Education Global Practice, she was responsible for the World Bank’s education policy dialogue and lending portfolios in the Latin America and the Caribbean region (Argentina, Brazil, Chile, Nicaragua, Paraguay and Panama), as well as in Angola and Mozambique. Alexandria‘s work extends beyond the education sector, covering a wide range of issues including social protection and labor, jobs, growth and competitiveness, child development and school health. Her published work includes peer‐reviewed papers on workforce development policy, technical and vocational training, entrepreneurship training, tools to measure skills in adult populations, cost and financing of early childhood education, social impact analysis of school fees, and school health programs to prevent HIV/AIDS in school-age populations. She holds a Ph.D. in Comparative Education and Economics of Education from Columbia University and a master’s degree in Public Administration in Economic Development Policy from the Maxwell School at Syracuse University. She is fluent in Spanish and English and has a working knowledge of Portuguese.

Full item page

Publication Search Results

Now showing 1 - 10 of 17

Entrepreneurship Education and Training Programs around the World : Dimensions for Success
(Washington, DC: World Bank, 2014-04-23) Parton, Brent; Valerio, Alexandria; Robb, Alicia
Entrepreneurship has attracted global interest for its potential to catalyze economic and social development. Research suggesting that certain entrepreneurial mindsets and skills can be learned has given rise to the field of entrepreneurship education and training (EET). Despite the growth of EET, global knowledge about these programs and their impact remains thin. In response, this study surveys the available literature and program evaluations to propose a Conceptual Framework for understanding the EET program landscape. The study finds that EET today consists of a heterogeneous mix of programs that can be broken into two groups: entrepreneurship education and entrepreneurship training. These programs target a range of participants: secondary and post-secondary education students, as well as potential and practicing entrepreneurs. The outcomes measured by program evaluations are equally diverse but generally fall under the domains of entrepreneurial mindsets and capabilities, entrepreneurial status, and entrepreneurial performance. The dimensions of EET programs vary according the particular target group. Programs targeting secondary education students focus on the development of foundational skills linked to entrepreneurship, while post-secondary education programs emphasize skills related to strategic business planning. Programs targeting potential entrepreneurs generally are embedded within broader support programs and tend to target vulnerable populations for whom employment alternatives may be limited. While programs serving practicing entrepreneurs focus on strengthening entrepreneurs’ knowledge, skills and business practices, which while unlikely to transform an enterprise in the near term, may accrue benefits to entrepreneurs over time. The study also offers implications for policy and program implementation, emphasizing the importance of clarity about target groups and desired outcomes when making program choices, and sound understanding of extent to which publicly-supported programs offer a broader public good, and compare favorably to policy alternatives for supporting the targeted individuals as well as the overall economic and social objectives.
Taking Stock of Programs to Develop Socioemotional Skills: A Systematic Review of Program Evidence
(Washington, DC: World Bank, 2016-08-01) Sánchez Puerta, Maria Laura; Valerio, Alexandria; Gutiérrez Bernal, Marcela
This book represents a systematic review of the documented impacts of programs aimed at fostering socio-emotional skills in developed and developing countries. It uses a life-cycle approach to organize the findings from rigorous evaluations of more than 80 programs. This includes programs for toddlers and young children before primary school, programs for students enrolled in formal education, and programs targeted at the out-of-school population. The book develops a conceptual framework that helps to identify the program characteristics and participants’ profiles associated with a range of program outcomes. These include health-related, behavioral, academic or cognitive, and economic-related outcomes. The review finds that few of the programs studied focus exclusively on the development of socio-emotional skills. In fact, most efforts to develop socio-emotional skills are embedded within innovative education and training curricula, as well as pedagogical and classroom practices. Evidence shows that programs are particularly effective when targeted to highly vulnerable populations and, in particular, to young children. Overall, findings indicate that high-quality programs for young children tend to foster cognitive abilities in the short run and to impact socio-emotional skills over the long run. Programs for students enrolled in formal education (primary and secondary levels) show positive and significant impacts on the outcomes reviewed. The most successful of these programs are implemented school-wide and follow the SAFE approach: that is, they are appropriately sequenced, active, focused, and explicit. Finally, the review finds that programs for out-of-school children and youth are usually designed as a means of achieving immediate labor market outcomes (e.g., job-placement, formal employment, and higher wages). While some of these programs show positive and statistically significant impacts on socio-emotional skills, the impacts tend to be small.
Who Benefits from Higher Education in Low- and Middle-Income Countries?
(Taylor and Francis, 2019) Shafiq, M. Najeeb; Toutkoushian, Robert K.; Valerio, Alexandria
In this article, we investigate how higher education contributes to the employment and earnings of individuals in labor markets, and whether social origins play a role in the financial benefits from higher education. We focus on these questions in nine low- and middle-income countries: Armenia, Bolivia, Colombia, Georgia, Ghana, Kenya, Laos, Macedonia, and Vietnam. We use the recent Skills Towards Employability and Productivity (STEP) surveys of urban labor force participants to examine individuals’ educational attainment, labor market participation, and earnings. Using logistic regressions, we find that individuals from disadvantaged origins are less likely to obtain a higher education degree. We find that in most of these countries, individuals who have earned a higher education degree are significantly more likely to be in the labor force and find employment, and enjoy sizable earnings premia. The findings are fairly robust with regard to the samples of individuals examined, and the methods used to measure earnings premia. Finally, we find little evidence that the earnings premia from higher education vary by social origins or the likelihood of an individual completing a degree. These results suggest that the benefits from higher education are comparable for individuals from disadvantaged and advantaged social origins.
Framing the Future of Work
(World Bank, Washington, DC, 2018-10-17) Christensen, Luc; D’Souza, Ritika; Gatti, Roberta V.; Valerio, Alexandria; Sanchez Puerta, Maria Laura; Palacios, Robert J.
Digital technologies affect employment through complex channels: automation, connectivity, and innovation. Labor-saving technologies coupled with reshoring may disrupt labor markets in developing countries and result in job losses. Yet, technological change drives productivity gains in both white-collar and blue-collar jobs either through ICT uptake or modern mechanical technologies. The ‘gig economy’ changes the traditional employer-employee relationship as it introduces new types of work. Digital platforms increase flexibility and labor market transparency, but delink workers from employers and from social benefits and protections making them more vulnerable. Policymakers in rich and poor countries alike should rethink social protection mechanisms. Technology diffusion has created divided worlds varying by region and income level. Job automation is likely to have a greater impact on less skilled workers than those with a university education (40 percent versus 5 percent in OECD countries). Moving towards a digital economy will reward those with access to broadband connectivity, strong institutions, and digital literacy. Future workers must acquire basic IT skills together with socio emotional skills that adapt to a lifelong learning environment in a changing jobs landscape. Technology can also increase labor market access for women and persons with disabilities, given the right ‘analog’ complements are in place. Technological change will affect the number, quality, and distribution of jobs across the world. In developing countries, the future workforce should be ready to embrace technology, digital literacy, and connectedness—bringing everyone closer to the technological frontier.
More Than Schooling: Understanding Gender Differences in the Labor Market When Measures of Skill Are Available
(World Bank, Washington, DC, 2018-09) Gunewardena, Dileni; King, Elizabeth M.; Valerio, Alexandria
This paper uses measures of cognitive and noncognitive skills in an expanded definition of human capital to examine how schooling and skills differ between men and women and how those differences relate to gender gaps in earnings across nine middle-income countries. The analysis finds that post-secondary schooling and cognitive skills are more important for women's earnings at the lower end and middle of the earnings distribution, and that men and women have positive returns to openness to new experiences and risk-taking behavior and negative returns to hostile attribution bias. Especially at the lower end of the earnings distribution, women are disadvantaged not so much by having lower human capital than men, but by institutional factors such as wage structures that reward women's human capital systematically less than men's.
Accounting for Mismatch in Low- and Middle-Income Countries: Measurement, Magnitudes, and Explanations
(Washington, DC: World Bank, 2016-08-23) Handel, Michael J.; Valerio, Alexandria; Sánchez Puerta, Maria Laura
To stimulate economic advancement, low- and middle-income countries need well-educated and trained workforces to fill the types of skilled jobs that drive economic growth. Improving educational quality and attainment and providing better training are all rightly put forth as policy recommendations to leverage economic growth and job creation. However, new findings based on large scale surveys of adult skills from the World Bank Group’s STEP (Skills toward Employment and Productivity) Skills Measurement Program suggest that many workers are overqualified for their current jobs (based on the education those jobs require). The results of this study suggest that countries may not reap as much benefit from their investments in quality education and training if weak job creation leaves workers’ skills underutilized. Most of the literature on mismatch focuses on higher-income countries and rates of over-education among college graduates. Accounting for Mismatch in Low- and Middle-Income Countries uses new STEP Skills Survey data from 12 low- and middle-income countries, representing a range of economic and educational and training climates, to better understand the scope and patterns of education and skills mismatch. STEP collects information not only on workers’ level of education and employment status, but also on the types, frequency, and durations of tasks they carry out at their jobs as well as some of the cognitive skills they use. The study also explores additional factors such as gender, health, career stage, and participation in the informal labor sector that may help explain the degree of mismatch rates. The study’s findings indicate that over-education is common in low and middle income countries with both lower and higher rates of educational attainment. There is also evidence that over-educated tertiary workers do not use all of their skills, potentially wasting valuable human capital and educational resources. Aimed at policy makers, business and education leaders, and employers, Accounting for Mismatch in Low- and Middle-Income Countries suggests that job growth must go hand-in-hand with investments in education and training.
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) Roseth, Viviana V.; Valerio, Alexandria; Gutierrez, Marcela
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.
Do Cognitive and Noncognitive Skills Explain the Gender Wage Gap in Middle-Income Countries?: An Analysis Using STEP Data
(World Bank, Washington, DC, 2016-11) Tognatta, Namrata; Valerio, Alexandria; Sanchez Puerta, Maria Laura
Gender-based wage discrimination is a highly researched area of labor economics. However, most studies on this topic have focused on schooling and paid limited attention to the mechanisms through which cognitive and noncognitive skills influence wages. This paper uses data from adults in seven low- and middle-income countries that participated in the STEP Skills Measurement Survey to conduct a comparative analysis of gender wage gaps. The paper uses schooling and skills measures, including reading proficiency and complexity of on-the-job computer tasks to proxy cognitive skills, and personality and behavioral measures to proxy for noncognitive skills in wage decompositions. The analysis finds that years of school explain most of the gender wage gap. The findings also suggest that cognitive and noncognitive skills affect men’s and women’s earnings in different ways, and that the effects of these skills vary across the wage distribution and between countries.
Are There Skills Payoffs in Low- and Middle-Income Countries?: Empirical Evidence Using STEP Data
(World Bank, Washington, DC, 2016-11) Monroy-Taborda, Sebastian; Valerio, Alexandria; Sanchez Puerta, Maria Laura; Tognatta, Namrata
Most research on the economic payoffs of skills has used individuals' level of schooling attained -- typically years or level of education or training received—as a key proxy for skills. Such research has consistently found that individual returns to schooling are positive and that returns tend to be higher in low- and middle-income countries than in higher-income countries. However, years in school is only one proxy for skills -- are these returns still observed using other measures as proxies? This study uses data from the STEP Skills Measurement Survey to examine the extent to which there is an independent association between cognitive and noncognitive skills and earnings in low- and middle-income countries. The study uses measures of reading proficiency and complexity of on-the-job computer tasks to proxy cognitive skills, and personality and behavioral measures to proxy noncognitive skills. The results demonstrate that even when controlling for schooling and background factors, these skills pay off in the labor market. This is particularly the case for the measures of cognitive skills, while noncognitive skills show some significant, but small, effects on earnings. The findings also suggest that there is significant heterogeneity across countries in how skills are valued in the labor market.
Employer Survey Snapshot 2016: Highlights from Six Low and Middle-Income Countries
(World Bank, Washington, DC, 2016) Hoftijzer, Margo; Sanchez Puerta, Maria Laura; Rizvi, Anam; Valerio, Alexandria; Avato, Johanna
The Employer Survey Snapshot features a descriptive analysis of the data collected during the first two waves of the Skills Towards Employment and Productivity (STEP) Employer Surveys. Key objectives of the Snapshot are (1) to explain the motivation and relevance behind the implementation of employer skills surveys and (2) to highlight some of the observed cross-country patterns from six participating countries, namely, Armenia, Azerbaijan, Georgia, Sri Lanka, Vietnam and China (Yunnan Province). The Snapshot provides information on how employers view jobs mismatch and how they identify and value worker skills sets. In addition, it includes insights from innovative firms and examples of training provisions. A section on survey methodology has also been included as an annex.