Emiliana Vegas is Lead Economist at the Human Development Department of the World Bank, where she has been leading applied research on global education policy issues, specifically teacher policies, education finance systems, early childhood development policies, and system-wide quality assurance systems. During 2003-2008, Ms. Vegas worked in the Bank’s Latin America and Caribbean Region. In this capacity, she advised the Chilean and Uruguayan authorities on early childhood development policies and interventions to raise the quality of basic and secondary education. She is the author of several articles in peer-reviewed journals and institutional reports, many of them focusing on education quality, teacher labor markets and teacher incentives. Her recent book, The Promise of Early Childhood Development in Latin America and the Caribbean (2010, The World Bank Press, co-authored with Lucrecia Santibáñez), focuses on the status of early childhood development in that region and reviews the research evidence on the impact of policies and programs affecting early childhood development. Her previous books include Raising Student Learning in Latin America: The Challenge for the 21st Century (2007, The World Bank Press, co-authored with Jenny Petrow) and Incentives to Improve Teaching: Lessons from Latin America (2005, The World Bank Press, Editor). Ms. Vegas has a doctorate in education from Harvard University with a concentration in economics of education, a master’s degree in public policy studies from Duke University, and a bachelor’s degree in communications with a concentration in journalism from Andrés Bello Catholic University in Caracas, Venezuela.
Emiliana blogs for "Is We Learning?"
- Should developing countries shift from focusing on improving schools to improving parents?
- Are Alternative Pathways into Teaching Bad for Students?
- Working Together, Governments and Unions of Top-Performing Countries Show that it is Possible to Improve the Teaching Profession
- Can Teachers Unions Change? Can The World Bank Change?
- Investing in Early Childhood - What can be done?
- Can Public Accountability Motivate Teachers to Perform at their Best? The Conversation Heats Up
- Teachers Need Incentives, But Also Better Tools