Person:
Aedo, Cristian

Human Development Department, Europe and Central Asia region, World Bank
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Author Name Variants
Aedo, Cristian, Aedo, Mario, Aedo, M. Cristian
Fields of Specialization
Economics of education; human capital; social policies; impact evaluation; Latin America (Argentina, Chile, El Salvador, Honduras, Paraguay, Uruguay, Mexico); Europe and Central Asia (Armenia, Russia, Serbia, Turkey)
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Human Development Department, Europe and Central Asia region, World Bank
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Last updated: January 31, 2023
Biography
Cristian Aedo has been Senior Education Economist at the World Bank since 2006. He worked with the Latin America and the Caribbean Education team until 2011 and then he joined the Europe and Central Asia Education team.  He is the author of studies on skills and countries skill patterns, and he has led investment loans and development policy lending focused on strengthening human development outcomes through better accountability and skill relevance. Before joining the World Bank, he was professor of economics at the Graduate Program in Economics at the ILADES/Georgetown University and Universidad Alberto Hurtado in Chile; served as the research director of INACAP, an education institution in Chile owned by the chamber of industry which offers a diversity of tertiary education programs to over 100 thousand students in more than 25 campuses throughout the country; and completed numerous articles on social sectors in Latin America and the Caribbean. He has extensive experience with Armenia, Honduras, Paraguay, and Argentina, but has worked on other countries in Europe and Central Asia, and Latin America. He holds an M.A. and Ph.D. in Economics from the University of Minnesota, United States.

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    From Occupations to Embedded Skills : A Cross-Country Comparison
    (World Bank, Washington, D.C., 2013-08) Luque, Javier; Aedo, Cristian; Moreno, Martin; Hentschel, Jesko
    This paper derives the skill content of 30 countries, ranging from low-income to high-income ones, from the occupational structure of their economies. Five different skills are defined.. Cross-country measures of skill content show that the intensity of national production of manual skills declines with per capita income in a monotonic way, while it increases for non-routine cognitive and interpersonal skills. For some countries, the analysis is able to trace the development of skill intensities of aggregate production over time. The paper finds that although the increasing intensity of non-routine skills is uniform across countries, patterns of skill intensities with respect to different forms of routine skills differ markedly.
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    Publication
    Skills for the 21st Century in Latin America and the Caribbean
    (World Bank, 2012-02-09) Walker, Ian; Aedo, Cristian
    There is growing interest, worldwide, in the link between education systems and the production of skills that are valued in the labor market. With growth stagnating and unemployment soaring in much of the world, educators are being asked to focus more on producing skills that feed into labor productivity and support the sustainable growth of employment and incomes. This timely volume contributes important new findings on the dynamics of education systems and labor market outcomes in Latin America and the Caribbean (LAC). It analyzes an important recent shift in labor market trends in LAC: the first decade of the 21st century has witnessed a marked decline in the earnings premia for university and secondary education. This, in turn, is contributing to reduced income inequality across the region. The recent trend contrasts with the sharp rise in tertiary earnings premia that was observed in the 1990s and that helped to reinforce high levels of income inequality in the region at that time. The authors recommend that, having achieved very large increases in secondary and tertiary enrollment, the region should now focus on improving the quality of its education systems and the pertinence of education curricula for the needs of the labor market. At age 15, the learning achievement of the average Latin American student still lags two years behind his or her Organization for Economic Co-operation and Development (OECD) contemporary. The study opens up an important agenda for future research. While the evidence presented on the trends in education earnings premia is clear, the conclusions about the causes and significance of those trends are largely based on suggestive evidence for a limited number of countries, and are not definitive because of data limitations. The findings call for further in-depth analysis of the nature of skill mismatches, to inform policies that can strengthen the region's future economic growth by enhancing the productivity and earnings potential of the workforce.