Person:
Dabalen, Andrew

Chief Economist, Africa, World Bank
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Poverty, Inequality, Economics of education, Development economics, Labor economics
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Chief Economist, Africa, World Bank
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Last updated: January 31, 2023
Biography
Andrew Dabalen is the World Bank’s Africa Region Chief Economist since July 1, 2022. The Chief Economist is responsible for providing guidance on strategic priorities and the technical quality of economic analysis in the region, as well as for developing major regional economic studies, among other roles. He has held various positions including Senior Economist in the World Bank’s Europe and Central Asia Region, Lead Economist and Practice Manager for Poverty and Equity in Africa and most recently, Practice Manager for Poverty and Equity in the South Asia Region. His research and scholarly publications focused on poverty and social impact analysis, inequality of opportunity, program evaluation, risk and vulnerability, labor markets, and conflict and welfare outcomes. He has co-authored regional reports on equality of opportunity for children in Africa, vulnerability and resilience in the Sahel, and poverty in a rising Africa. He holds a master’s degree in International Development from University of California - Davis, and a PhD in Agricultural and Resource Economics from University of California - Berkeley.
Citations 63 Scopus

Publication Search Results

Now showing 1 - 4 of 4
  • Publication
    Estimating the Effects of Conflict on Education in Côte d’Ivoire
    (Taylor and Francis, 2014-12-14) Dabalen, Andrew L.
    This article evaluates the effect of armed conflict on years of schooling in Côte d’Ivoire. We combine differences in conflict intensity across departments and differences across age cohorts to identify an individual’s indirect exposure to conflict. The difference-in-difference outcomes indicate that the average years of education for a school-going-age cohort is 0.94 years fewer compared to an older cohort in conflict-affected regions. We further use a set of victimization indicators to identify the direct effect of conflict. Overall, the findings across different models suggest a drop in average years of education by a range of 0.2 to 0.9 fewer years. The estimated effect is larger for males and individuals between 19 and 22 years of age.
  • Publication
    The Effects of the Intensity, Timing, and Persistence of Personal History of Mobility on Support for Redistribution
    (World Bank, Washington, DC, 2014-03) Dabalen, Andrew; Paul, Saumik
    This paper examines the association between the intensity, timing, and persistence of personal history of mobility on individual support for redistribution. Using both rounds of the Life in Transition Survey, the paper builds measures of downward mobility for about 57,000 individuals from 27 countries in Eastern Europe and Central Asia. The analysis finds that more intensive, recent, and persistent downward mobility increases support for redistribution more. A number of extensions and checks are done by, among others, taking into account systematic bias in perceived mobility experience, considering an alternative definition of redistributive preferences, and exploring the severity of omitted variable bias problems. Overall, the results are robust.
  • Publication
    Estimating the Causal Effects of Conflict on Education in Côte d'Ivoire
    (World Bank, Washington, DC, 2012-06) Dabalen, Andrew L.
    This paper estimates the causal effects of civil war on years of education in the context of a school-going age cohort that is exposed to armed conflict in Cote d'Ivoire. Using year and department of birth to identify an individual's exposure to war, the difference-in-difference outcomes indicate that the average years of education for a school-going age cohort is .94 years fewer compared with an older cohort in war-affected regions. To minimize the potential bias in the estimated outcome, the authors use a set of victimization indicators to identify the true effect of war. The propensity score matching estimates do not alter the main findings. In addition, the outcomes of double-robust models minimize the specification errors in the model. Moreover, the paper finds the outcomes are robust across alternative matching methods, estimation by using subsamples, and other education outcome variables. Overall, the findings across different models suggest a drop in average years of education by a range of .2 to .9 fewer years.
  • Publication
    History of Events and Life-satisfaction in Transition Countries
    (2011-01-01) Dabalen, Andrew
    Using Life in Transition Survey data for 27 transition countries, the findings of this paper suggest that higher life satisfaction is correlated with lesser experience of unpleasant events such as labor market shock or economic distress, mostly in the recent past. Social capital such as trust, participation in civic groups, and financial stability lead to higher satisfaction, whereas lower relative position to a reference group leaves one with lower life satisfaction. The paper also finds substantial regional variation in life satisfaction between European, Balkan, and lower and middle-income Commonwealth of Independent States. Finally, after controlling for various events that took place during the interview and the nature of refusal of the respondents across countries, the authors show that reported life satisfaction is lower if the emotional state is negative during the interview.