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Venegas Marin, Sergio

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Last updated: February 4, 2025
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Sergio Venegas Marin is an Economist in the World Bank's Education Global Practice, where he leads projects that generate data and evidence to support foundational learning and advance understanding of climate change and education intersections. He has co-authored several high-level World Bank publications, including Choosing Our Future: Education for Climate Action, The Impact of Climate Change on Education and What to Do about It, Loud and Clear: Effective Language of Instruction Policies for Learning, among others. His work has also involved leading and contributing to the creation of the Global Education Policy Dashboard, EdTech Readiness Index, and Accelerator Program. Sergio serves as thematic lead for climate change and education. Beyond analytical work, he supports the World Bank-financed education portfolio in East and Southern Africa. Prior to joining the World Bank, Sergio worked at a public consulting firm, where he focused on issues affecting youth and their families; in particular, issues related to childcare, child welfare services, education, at risk youth, health care access and reform, and services for people with disabilities. Sergio holds a B.A. in Economics from the University of California, Berkeley, and a Master in Public Affairs from Princeton University.

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Now showing 1 - 4 of 4
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    Choosing Our Future: Education for Climate Action
    (Washington, DC: World Bank, 2024-09-04) Sabarwal, Shwetlena; Venegas Marin, Sergio; Spivack, Marla; Ambasz, Diego
    Education can propel faster and better climate action in two crucial ways. First, education can galvanize behavior change at scale - not just for tomorrow, but also for today. Second, education can unlock skills and innovation to shift economies onto greener trajectories for growth. At the same time, education needs to be protected from climate change. Extreme climate events and temperatures are already eroding hard-won progress on schooling and learning. Climate change is causing school closures, learning losses, and dropouts. These will turn into long-run inter-generational earnings losses putting into jeopardy education’s powerful potential for spurring poverty alleviation and economic growth. Governments can act now to adapt schools for climate change in cost-effective ways. This report outlines new data, evidence, and examples on how countries can harness education to propel climate action. It provides an actionable policy agenda to meet development, education, and climate goals together, recognizing that tackling climate change requires changes to individual beliefs, behaviors, and skills – changes that education is uniquely positioned to catalyze.
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    The Impact of Climate Change on Education and What to Do about It
    (Washington, DC: World Bank, 2024-05-02) Venegas Marin, Sergio; Schwarz, Lara; Sabarwal, Shwetlena
    Education can be the key to ending poverty in a livable planet, but governments must act now to protect it. Climate change is increasing the frequency and intensity of extreme weather events such as cyclones, floods, droughts, heatwaves and wildfires. These extreme weather events are in turn disrupting schooling; precipitating learning losses, dropouts, and long-term impacts. Even if the most drastic climate mitigation strategies were implemented, extreme weather events will continue to have detrimental impacts on education outcomes.
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    What’s at Play? Unpacking the Relationship between Teaching and Learning
    (Washington, DC: World Bank, 2025-01-21) Stacy, Brian William; Akmal, Maryam; Rogers, F. Halsey; Venegas Marin, Sergio; Rajaram, Hersheena; Farysheuskaya, Viyaleta
    Using unique nationally representative school and system survey data from 13 education systems in low and middle-income countries collected through the World Bank’s Global Education Policy Dashboard (GEPD), we examine how the pedagogical practices, including practices to foster student engagement and subject content knowledge of primary-school teachers, correlate with their students’ learning outcomes. The authors find that student performance on literacy (and, to a lesser extent, math) assessments are correlated with receiving instruction from teachers with better-measured pedagogical skills. While the better-pedagogy effect is modest for the entire sample, it is statistically robust and quite substantial for the upper-middle-income countries. Based on a sub-sample of those education systems, we also find that using learning strategies that support greater student engagement appears to be highly predictive of student learning outcomes in literacy. Better pedagogical practices correlate with teachers’ exposure to more practical, school-based pedagogical support, for example through induction or mentoring and feedback on lesson plans, and with better teacher evaluation at the school level. The findings confirm the important role of interventions providing direct pedagogical support and feedback to teachers through training, instructional leadership, and evaluation, and they highlight the potential for interventions to foster student engagement and improve learning outcomes.
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    Impacts of Extreme Weather Events on Education Outcomes: A Review of Evidence
    (Published by Oxford University Press on behalf of the World Bank, 2024-04-08) Venegas Marin, Sergio; Schwarz, Lara; Sabarwal, Shwetlena
    Extreme weather events are increasingly disrupting schooling. Yet, these are underrepresented in the climate change literature. Of 15 review articles on the economic impacts of climate change published since 2010, only three mention the impacts of climate change on education. We review available literature on the effects of weather extremes on education. We outline key pathways through which these events impact education outcomes, as well as the magnitude of those impacts. Evidence implies a significant and adverse relationship between heat and learning. Studies suggest surpassing a high temperature threshold makes learning difficult and results in learning losses. Across studies, each additional day subject to extreme heat reduces learning. Tropical cyclones, floods, and wildfires precipitate school closures, which halt learning. Evidence suggests that one day of school closures leads to one day of learning lost. Weather extremes also negatively impact education outcomes through health, nutrition, poverty, and fragility, among other distal pathways. We discuss the implications of this evidence for policy, including the need to adapt education systems to climate change. Mitigation and adaptation are both urgently needed as extreme weather events become more frequent and severe in the context of climate change.