Person:
Yamauchi, Futoshi

Agriculture and Rural Development Unit, Development Research Group, The World Bank
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Fields of Specialization
Agriculture and food security; economics of education; education, skills development, and the labor market
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Agriculture and Rural Development Unit, Development Research Group, The World Bank
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Last updated January 31, 2023
Biography
Futoshi Yamauchi is Senior Economist at the Agriculture and Rural Development unit of Development Research Group. His specializations include human capital formation, the labor market, agriculture, rural development, social learning, and governance issues in developing countries. He has extensive field experience in Indonesia, Kenya, Malawi, Philippines, Papua New Guinea, South Africa, Thailand, and Zambia. Recently, Futoshi has conducted analytical works to support the education sector in the Philippines and Papua New Guinea. His papers were published in major journals such as Journal of Development Economics, Economic Development and Cultural Change, Journal of Development Studies, World Development, Demography, Economics of Education Review, and others. Prior to the Bank, Futoshi was a research fellow at the International Food Policy Research Institute, and has taught at the National Graduate Institute for Policy Studies, Yokohama National University, and Kyoto University. Born in Japan, Futoshi received his B.A. in law and M.A. in economics from Hitotsubashi University, Tokyo, and his Ph.D. in economics from the University of Pennsylvania.
Citations 19 Scopus

Publication Search Results

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    Enhancing School Quality in Vietnam through Participative and Collaborative Learning
    (World Bank, Washington, DC, 2017-08-15) Parandekar, Suhas D. ; Yamauchi, Futoshi ; Ragatz, Andrew B. ; Sedmik, Elisabeth K. ; Sawamoto, Akiko
    The Vietnam Escuela Nueva (VNEN) program incorporates and integrates several innovative and globally recognized practices including: (a) Participative and collaborative learning; (b) Self-paced learning guides; (c) Student government; (d) Formative assessment; (e) Application or real-life oriented learning, with community integration; and (f) Teacher professional networks. The combination of these elements is intended to spur a transformative and powerful learning experience that produces the kinds of new skills and competencies expected of children in the 21st century. This report presents the findings and conclusions of an Impact Evaluation (IE) study of the VNEN program. The study compares the experience of students and school communities from VNEN schools with the experience from a randomly selected comparators group of traditional schools. The cohort comparison of children from third grade to fifth grade shows that the VNEN program positively impacted both non-cognitive and cognitive skills of the students.