World Bank, USA, and IZA, Germany
IZA World of Labor role
Senior Economist, The World Bank, The Philippines
Labor economics, education, development economics, migration, skills development
Positions/functions as a policy advisor
Economist at the World Bank
Assistant Instructor of Macroeconomics, University of Illnois at Urbana-Champaign, USA (2004–2005)
PhD Economics, University of Illinois at Urbana-Champaign, 2006
“School attendance, child labour, and remittances from international migration in El Salvador.” Journal of Development Studies 47:6 (2011): 913–936.
“Promotion dynamics and the Peter Principle: Incumbents vs. external hires.” Labor Economics 17:6 (2010): 975–986.
“What is the impact of international remittances on poverty and inequality in Latin America?” World Development 36:1 (2008): 89–114 (with C. Calderon, P. Fanjzylber, and H. Lopez).
"Remittances and the Dutch disease." Journal of International Economics 79:1 (2009): 102–116 (with E. K. K. Lartey and F. S. Mandelman).
Minds and Behaviors at Work: Boosting Socioemotional Skills for Latin America’s Workforce. Directions in Development–Human Development. Washington, DC: World Bank, 2016 (with W. Cunningham and N. Muller).
Cognitive skills are more relevant in explaining earnings, socio-emotional skills in determining labor supply and schoolingCommon proxies, such as years of education, have been shown to be ineffective at capturing cross-country differences in skills acquisition, as well as the role they play in the labor market. A large body of research shows that direct measures of skills, in particular cognitive and socio-emotional ones, provide more adequate estimations of individuals’ differences in potential productive capacity than the quantity of education they receive. Evidence shows that cognitive skills in particular are quite relevant to explain wages, while socio-emotional skills are more associated with labor force and education participation decisions.MoreLess