André Correa de Oliveira

André recently completed a Master’s in Public Policy at the University of Oxford. Prior to his studies, André worked for the State Government of Minas Gerais, in Brazil, as a Specialist in Public Policy and Government Management. He worked at the Department of Education for 4 years with data management, analysis, and visualization. André has also conducted research on another area of interest: agriculture and food security. He wrote his undergraduate monograph on agricultural development and agroecology and, in 2022, he worked with the Office of the Prime Minister’s Chief Science Advisor, in New Zealand, doing research on agriculture and climate change. His background is in public administration, public policy, and data science.

Charity wearing a red hoodie sitting down in a chair and smiling

Charity Kanyoza

Charity Kanyoza is an analyst at OpenDevEd. He is an experienced trained primary school teacher, Digital education technology specialist, mentor, and mental health counselor.
He has implemented Digital education technology projects in Malawi and piloted a research Edtech project in the Republic of Sierra Leone, which aimed to increase early-grade reading and numeracy skills.
He is skilled in Teacher training. He has trained and worked with the Teacher training college lectures, preservice and in-service teachers in Edtech and participated in developing teacher training manuals for the Edtech projects such as Unlocking talent, and expanding help desk fixes for troubleshooting problems in the Edtech technical and software glitches.
He also possesses Complementary Basic education intervention skills with experience in working with refugees.

Hannah Walker

Hannah Walker is the Portfolio Lead for UK education at Open Development and Education. She has worked in both international and UK-based education settings for over eight years.  Prior to joining the team, she worked in UK secondary state schools for four years, focusing on work with pupil premium students and the use of technology as a monitoring and assessment tool. She holds an MPhil in International Development and Education from the University of Cambridge and conducted her research in rural Zimbabwe on teacher professional development and interactive classroom pedagogy. Her international experience spans across multiple projects and countries with a focus on enhancing the quality of women’s education and healthcare through effective professional development and remote learning – key project funders include FCDO, UNICEF, NHS, Dubai Cares.

SELECTED PUBLICATIONS

Haßler, B., D’Angelo, S., Walker, H., & Marsden, M. (2019). Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa. Open Development & Education. https://doi.org/10.5281/zenodo.3497271
Girls’ Education Challenge, & EdTech Hub. (2021). Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers | INEE. https://inee.org/resources/designing-and-monitoring-distance-teaching-and-learning-interventions-guide-projects-and
Walker, H. (2018). A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling. Journal of Classics Teaching, 19(37), 35–45. https://doi.org/10.1017/S2058631018000053
Walker, H., Hennessy, S., & Pimmer, C. (2022). Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe. Research Papers in Education, 0(0), 1–25. https://doi.org/10.1080/02671522.2022.2034925

Full list of publications available here.

 

Alex

Alex Holima George

Alex is a Research Assistant with Open Development and Education. He has a background in Basic and Senior Education with the Ministry of Basic and Senior Education (MBSSE)  and worked with other Research firms on Education, Agriculture, Politics, and Health in Rural settings. He works with the team in supporting teachers to embed interactive teaching and learning methods into classroom practice through the exploitation of mobile technologies.

Grace Macharia

Grace is a skilled educational professional with over 10 years’ experience working with educators to develop innovative and inclusive ways to transform teaching and learning. With her background in marketing and product development, she has developed a firm understanding of how to cultivate and foster strategic partnerships while strengthening knowledge sharing value chains.

Grace is the co-founder of a non-profit, Teach for Africa, an organization whose core mandate is to develop capacity in early childhood educators to enhance their inclusive teaching practices. She spearheaded the design, development and rolling out of a toolkit for best practices in inclusive early childhood education for literacy and numeracy. This experience afforded her a deep understanding of the education eco-system in South Africa and Botswana. She is a lifelong advocate of thoughtful dialogues that embrace diversity and promote inclusion.

Grace holds a Master’s degree in early childhood education from the University of Pretoria.

SELECTED PUBLICATIONS

Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe), UNESCO Regional Office for Southern Africa, & Open Development and Education. (2022). Embracing digital skills: Now and tomorrow (infographic) (RTT Evaluation No. 5). OpenDevEd. https://doi.org/10.53832/opendeved.0281
Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe), UNESCO Regional Office for Southern Africa, & Education, O. D. and. (2022). Embracing digital skills: Now and tomorrow (Policy Brief) (RTT Evaluation No. 4). OpenDevEd. https://doi.org/10.53832/opendeved.0280

 

 

Anne-Fleur Lurvink

Anne-Fleur is an analyst at Open Development & Education. She has worked as a secondary school teacher in the Netherlands, where she taught English and Global Citizenship. She has also worked with refugee students and teachers on participatory approaches in designing education materials and platforms for refugee and migrant contexts. She has worked as a researcher on issues related to sustainable partnerships and relationships between small-scale NGOs, their partners, and their beneficiaries in Asia and East Africa. She has an MA from the University of Groningen in English Language and Culture, and an MSc. in Cultural Anthropology and Development Studies from the University of Leuven. Currently, she focuses on mixed methods and participatory research for education policy in education in emergencies.

SELECTED PUBLICATIONS

Haßler, B., Lurvink, A.-F., Beoku-Betts, I., McBurnie, C., Adam, T., & Blower, T. (2022). Tich Me Ar Tich Dem — Inception Report (Tich Me Ar Tich Dem Output No. 1). OpenDevEd. https://doi.org/10.53832/opendeved.0269

 

Iman Beoku-Betts

Iman is an analyst at Open Development and Education. In 2019 she completed her MSc in Statistics at the University of Southampton where her final project looked at analysing enrolment rates of females in secondary schools in Sierra Leone. She also holds a BSc in Mathematics from the same university. Following her Master’s, she relocated from the United Kingdom to Freetown, Sierra Leone where she began personal maths tutoring for secondary school students. Prior to joining the team, she worked at the Ministry of Basic and Senior Secondary Education as a Data Analyst in the Minister’s Delivery Team

SELECTED PUBLICATIONS

Haßler, B., Lurvink, A.-F., Beoku-Betts, I., McBurnie, C., Adam, T., & Blower, T. (2022). Tich Me Ar Tich Dem — Inception Report (Tich Me Ar Tich Dem Output No. 1). OpenDevEd. https://doi.org/10.53832/opendeved.0269
McBurnie, C., & Beoku-Betts, I. (2021). Advancing Data-driven Decision-making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone [Working paper]. EdTech Hub. https://doi.org/10.5281/zenodo.4896502

 

Full list of publications available here.

 

Gemma Bennett

Gemma Bennett is a psychologist with a specific interest in education, particularly for children with social, emotional and mental health issues. She is also interested in gender and ethnicity. At Open Development & Education, Gemma is responsible for research and quality assurance. Gemma is currently seconded from OpenDevEd to undertake a doctorate in educational psychology.

Haßler, B., Bennett, G., & Damani, K. (2021). Teacher professional development in sub-Saharan Africa: Equity and scale. In C. McNaught & S. Gravett (Eds.), Embedding Social Justice in Teacher Education and Development in Africa. Routledge. https://docs.opendeved.net/lib/E2Q73NBN

 

Ghislaine Megha-Bongnkar

Ghislaine is an international development professional, passionate and curious about the usage of technology and AI to improve education and learning outcomes at all levels of education. She holds a Masters in Development Economics and International Project Management. She is currently supporting work with the Commonwealth of Learning at ODE. Prior to her career shift to Edtech, she previously worked on several programmes in emergency education, TVET, gender, and participatory development  with UNESCO in the Democratic Republic of Congo, the Ministry of Agriculture and Rural Development, and the Ministry of Environment of Cameroon. She is currently doing a Masters in Smart Edtech, Co-creativity and Digital tools for Educational Innovation. Her goal is to help individuals to learn better and help policy makers and governments create more tech friendly policies for education and digitalization

SELECTED PUBLICATIONS

Megha-Bongnkar, G., Gichuhi, L., & Khalayleh, A. (2021). Policy Makers and Girls’ Education in Emergencies in Kenya (Report on Policy Makers and Girls’ Education in Emergencies in Kenya No. 2). https://doi.org/10.5281/zenodo.5110135
Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., & Haßler, B. (2021). Rolling out a national virtual learning environment (LAC Reads Capacity Program No. 3). Open Development & Education. https://doi.org/10.53832/opendeved.0204
Megha-Bongnkar, G., Haseloff, G., & Haßler, B. (2022). TVET and Digitalization - Literature Review. OpenDevEd. https://doi.org/10.53832/opendeved.278
Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., Gonsalves, S.-L., & Haßler, B. (2021). LAC Reads Capacity Program: Capacity strengthening report (LAC Reads Capacity Program No. 11). Open Development & Education. https://doi.org/10.53832/opendeved.0215
Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., & Haßler, B. (2021). LAC Reads Capacity Program: Audit of content repositories for early-grade literacy (LAC Reads Capacity Program No. 4). Open Development & Education. https://doi.org/10.53832/opendeved.0208
Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., Gonsalves, S.-L., & Haßler, B. (2021). LAC Reads Capacity Program - Final report (LAC Reads Capacity Program No. 9). Open Development & Education. https://doi.org/10.53832/opendeved.0213
Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., Gonsalves, S.-L., & Haßler, B. (2021). LAC Reads Capacity Program: Outputs register (LAC Reads Capacity Program No. 12). Open Development & Education. https://doi.org/10.53832/opendeved.0216
Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., Gonsalves, S.-L., & Haßler, B. (2021). Final report: Beta testing and recommendations for scaling (LAC Reads Capacity Program No. 10). Open Development & Education. https://doi.org/10.53832/opendeved.0214
Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., & Haßler, B. (2021). Inception Report (LAC Reads Capacity Program No. 1). Open Development & Education. https://doi.org/10.53832/opendeved.0207
Megha-Bongnkar, G., Gichuhi, L., & Khalayleh, A. (2021). Policy Makers and Girls’ Education in Emergencies in Kenya: Initial findings from first round of interviews (Report on Policy Makers and Girls’ Education in Emergencies in Kenya No. 1). https://doi.org/10.5281/zenodo.4907444

Full list of publications available here.

 

Yomna El-Serafy

Yomna is an analyst at Open Development and Education. In 2020, she completed her MPhil in Education, Globalisation, and International Development at the University of Cambridge, where her research focused on the educational experiences of visually-impaired refugees in Lebanon. Her other research has included a review of the literature on community-based education in marginalised communities and an analysis of the beneficiaries of EdTech initiatives in Africa. Prior to joining the team, she worked on the business and curriculum development, and standards verification, of a higher-education institution for students in low- and middle-income countries.

SELECTED PUBLICATION

Full list of publications available here.