Faculty of Pedagogy and Psychology, ELTE University, Hungary
Graduate School of Education and Information Studies, UCLA, USA
EIESP, Paris, France
Editorial Board Members
UCL Institute of Education, London
Tilburg University, TiasNimbas Business School
Scientific Advisor, EIESP, Paris, France
Rector UNED, Madrid, Spain
Meaning Processing Ltd, Helsinki, Finland
Chair, EIESP, Paris, France
Gábor Halász is doctor of the Hungarian Academy of Sciences. He is professor of education at the Faculty of Pedagogy and Psychology of the University Eötvös Loránd in Budapest where he leads a Centre for Higher Educational Management. He teaches, among others, education policy, sociology of higher education, education and European integration and global trends in education. He was Director-General of the Institute for Educational Research and Development in Budapest where he is now scientific advisor. Professor Halász has worked as an expert consultant for a number of international organizations, particularly the OECD, the European Commission, the World Bank, and the Council of Europe. Since 1996 he has been representing Hungary in the Governing Board of CERI (OECD), he also served as president of this Board. Click here for more information.
Richard Desjardins is an Associate Professor in the economics and political economy of education and skills at the University of California, Los Angeles (UCLA). Previously, he was employed as a policy analyst in the Education Directorate at the OECD and also as an Associate Professor at Aarhus University in Denmark. He has been involved in large scale assessment of adult skills for over 15 years, namely as part of the 1994-1998 International Adult Literacy Survey (IALS) and the 2003-2007 Adult Literacy and Lifeskills Survey (ALL) teams, and most recently the OECD Programme for the International Assessment of Adult Competencies (PIAAC) team. Between 2004 and 2007 he coordinated the Social Outcomes of Learning project at the OECD Centre for Educational Research and Innovation (CERI). He received his Phd in International and Comparative Education from the Institute of International Education at Stockholm University.
Tatiana Fumasoli is Associate Professor at the Department Education, Practice and Society at UCL Institute of Education in London (UK). She holds a PhD from University of Lugano (Switzerland) with a thesis on university strategic management, she has been a senior researcher at ARENA Centre for European Studies and at the Department of Education at University of Oslo (Norway). Her research interests lie at the intersection of management studies, organization theory and sociology of professions and expertise. She has conducted extensive research on European higher education and has participated in several international research projects such as EUROAC The Academic Profession in Europe: Responses to Societal Change, and FLAGSHIP European Flagship Universities Balancing Academic Excellence and Socio-Economic Relevance. Tatiana has published on strategy, academic profession and careers, governance and policy, transnational higher education.
Edith Hooge is Professor in Governance in Education at Tilburg University, TiasNimbas Business School, The Netherlands. Her research concerns the influence the policy and administrative context of educational organizations exerts on the organisation of schooling and, ultimately, on educational quality. Her research interests are education policy and multi-level governance, internal supervision and accountability mechanisms.
Edith Hooge always has connected science, policy and practice by conducting research, advising (semi-)public organizations and lecturing. As a senior consultant at BMC advies she engages in renewal and improvement of the action and behavioral repertoire for educational managers, and she regularly chairs/ is a member of governance code monitoring committees in the public sector. In 1998 she obtained her doctorate at the University of Amsterdam with the PhD-thesis ‘Policymaking of Dutch Primary Schools against the Background of Deregulation Policy and Increased Autonomy in the Field of Education’.
Janet Looney is the director of the Institute of Education and Social Policy, based in Paris. Ms. Looney has worked internationally as a consultant with several public and private sector organizations. Between 2002 and 2008, she worked at the OECD, leading two major international studies on assessment and evaluation. She was Associate Director of the Institute for Public Policy and Management at the University of Washington (1996 – 2002), focusing on community development and urban education reforms. At the Institute, she also led the Progress Project to consider how we define, measure and promote progress. She began her career as a programme examiner in the Education Branch of the U.S. Office of Management and Budget, Executive Office of the President (1994-1996).
Alain Michel is a former Inspector General of the French Ministry of Education and was Chair of the Administrative Board of the EIESP (2004- 2011). He has extensive experience in the areas of education policy, evaluation and assessment, forecasting and prospective, economics and sociology of education and teacher training in France and internationally. He was a member of the Governing Board of CERI /OECD from 1994 to 2004 and he works as an expert for Unesco, the European Commission and the Council of Europe. He is a former president of the French Association of Education Administrators and is a Scientific Advisor to the association Futuribles International. From 1978 - 1984 he was the Deputy Dean of the French Ecole Nationale d'Administration (ENA) and was an Advisor to the Secretary of State for Education in France from 1989 to 1991.
Beatriz Pont has worked on education policy reforms and school leadership and equity and quality in education throughout her career and has published and presented internationally on these topics. At the OECD Directorate for Education and Skills, she leads OECD education and policy implementation work, and has led worked with individual countries such as Greece, Japan, Mexico, Norway, Sweden and the United Kingdom (Wales) in their school improvement reform efforts. She also launched and led a comparative series on education reforms, the Education Policy Outlook. She also teaches comparative education policy (MA) at the School of International Affairs, Sciences Po, Paris. Previously, Beatriz was researcher on education and social policies in the Economic and Social Council of the Government of Spain.
Beatriz holds a Phd in Political Science from Universidad Complutense de Madrid, a Masters in International Relations from Columbia University, and a BA in political science from Pitzer College, California.
Alejandro Tiana Ferrer
Alejandro Tiana Ferrer is the rector of Spain’s National Distance Teaching University (UNED) and Professor of Theory and History of Education. From 2008 to 2012 he was Director General of the Centre for Advanced Studies of the Ibero-American States Organization for Education, Science and Culture (OEI). He served for the Ministry of Education and Science of Spain as Secretary General of Education (2004-2008), Director of the Centre for Research, Documentation and Evaluation (1989-1993) and Director of the National Institute for Quality and Evaluation (1994-1996). He has been Chair (1999-2004) of the International Association for the Evaluation of Educational Achievement (IEA) Dr. Tiana is the author or co-author of 20 books and more than 200 chapters and articles about the history of contemporary education systems, educational policy, comparative education, models and management of distance education, and evaluation of education systems.
Jean-Claude is an academic and researcher with over 20 years' experience and also has extensive experience as an editor and teacher/trainer. He is an honorary professor at the Conservatoire National des Arts et Métiers – CNAM (Paris), director of the History of Techno-sciences within society. His research covers informal education and public communication of science and technology ( museums, mediation). His current work is focused on processes of the legitimization or standardization of knowledge, the differences and relations between academic, expert and professional knowledge in techno-sciences and engineering. He also teaches at the Université Catholique de Louvain. His research experience covers the disciplines of anthropology, sociology and the theory of knowledge and institutions, as well as the knowledge economy. Jean-Claude has also substantial experience in accompanying institutions and systems through a process of organizational and institutional restructuring and transformation.
Ernesto Villalba has worked at the European Center for the Development of Vocational Education and Training (Cedefop) since 2011. He is responsible for the area of validation of non-formal and informal learning, providing research support to the European Commission and coordinating the European Inventory and the European Guidelines. Before joining Cedefop he worked as a scientific officer at the Center for Research on Lifelong Learning (CRELL) at the Joint Research Centre contributing to the Education and Training Monitor and carrying research in the area of transversal skills, in particular creativity, and its measurement. Ernesto has served in different committees and working groups of the OECD, UNESCO and the European Commission. He holds a Ph.D. in International and Comparative Education from Stockholm University.