University of the Balearic Islands, Spain
IZA World of Labor role
Associate Professor, Department of Applied Economics, University of the Balearic Islands, Spain
Labor and demographic economics, family economics, development economics, public economics
Positions/functions as a policy advisor
Consultant to UNU-WIDER (2015–2016); Consultant to Israeli National Insurance Institute (2009–2012); Consultant to Institute for Fiscal Studies (Madrid) (2009–2011); Consultant to United Nation Development Program (2009–2011); Consultant to European Parliament (2009–)
Assistant Professor, Department of Applied Economics, University of the Balearic Islands (2011–2013); Research Fellow, Microsimula Unit, Paris School of Economics (2010–2011)
PhD Development Economics, University of Florence, 2010
“Optimal taxation, social preferences and the four worlds of welfare capitalism in Europe.” Economica 82 (2015) (with A. Spadaro and L. Piccoli).
“Do parents drink their children’s welfare? Intra-household allocation of time between market labour, domestic work and child care in Russia.” IZA Journal of Labor and Development 2 (2013) (with G. C. Giannelli and L. Piccoli).
“Minimum income in a transition economy: A pro-poor measure or a poor safety net?” Economics of Transition 21:4 (2013): 683–712 (with P. Verme).
“Evaluating the redistributive impact of public health expenditure using an insurance value approach.” European Journal of Health Economics 14:5 (2013): 775–787 (with A. Spadaro, I. Moral-Arce, M. Adiego-Estella, and A. Blanco-Moreno).
“GDP and the value of family caretaking: How much does Europe care?” Applied Economics 44 (2012): 2111–2131 (with G. C. Giannelli and L. Piccoli).
Access to education has been hampered by economic and family shocks in south-east Europe and countries of the former Soviet UnionLucia Mangiavacchi, October 2016Compared to developing economies, European transition economies had high levels of human capital when their transitions began, but a lack of resources and policies to protect poor families hampered children’s access to education, especially for non-compulsory school grades. Different phenomena associated with transition also negatively affected children’s education: e.g. parental absence due to migration, health problems, and alcohol abuse. These findings call for a greater policy focus on education and for monitoring of the schooling progress of children in special family circumstances.MoreLess