Bethany Huntington

Bethany is an analyst at OpenDevEd. She recently finished her PhD at the University of Nottingham, where her research focused on identifying the predictors of learning for out-of-school children using EdTech in remote communities in Tanzania to gain foundational literacy and numeracy skills. Before joining the team, she worked as a university-based researcher on several topics, including introducing new teaching techniques into further education, enhancing reading and cognitive skills for young children, and climate justice. She focuses on mixed-method approaches and is passionate about researching and improving inequalities in access to education.

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.
Correa de Oliveira, A., Plaut, D., Kanyoza, C., Boilo, V., Chidothi, E., Kadzamira, E., Mpoola, D., McBurnie, C., Phiri, M., & Haßler, B. (2024). Designing Teacher Learning Circles for Improved Foundational Numeracy Outcomes: Findings from the National Numeracy Programme in Malawi [Technical Report]. EdTech Hub.
Correa de Oliveira, A., Kanyoza, C., Smart, T., Lurvink, A.-F., Boilo, V., Kadzamira, E., & Haßler, B. (2024). Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a Rapid In-depth Qualitative Study [Working Paper]. EdTech Hub.
Full list of publications available here.

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.


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.


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


Full list of publications available here.


Xuzel Villavicencio

Xuzel Ana Villavicencio Peralta is a research analyst at Open Development and Education. In 2020, she completed her MSc in ICTs for Development at the University of Manchester. Her project management and technical experience includes leading the Improving Learning through Classroom Experience (ILCE) programme in Tanzania and developing a safe education sector plan for the Caribbean member states. Through the EdTech Hub helpdesk, she also supported UNICEF El Salvador and Argentina in mapping international experiences focused on hybrid learning and STEM for girls, respectively.

Prior to joining OpenDevEd, Xuzel worked on designing social media strategies to raise awareness of the importance of teaching IT and digital skills to children living in vulnerable conditions. Her main interest is promoting better use of technology in  education, with a focus on children and young people in developing countries who have limited access to it.


Haßler, B., Eso, O., Villavicencio Peralta, X. A., & Waziri, N. (2024, March 20). Impact of Climate Change and Environmental Risks on Learning Outcomes. 22CCEM.
Villavicencio, X., Myers, C., & Coflan, C. (2022). Iniciativas para el desarrollo de habilidades STEM de las adolescentes en la región de ALC (Helpdesk Response No. 42 Spanish version). EdTech Hub.
Villavicencio, X., Myers, C., & Coflan, C. M. (2022). STEM Skills Initiatives for Adolescent Girls in the LAC Region (Helpdesk Response No. 42). EdTech Hub.
Haßler, B., Castillejo, A., Marzotto, M., El-Serafy, Y., Khalayleh, A., Koomar, S., Langa, A., Nyilinkindi, J., Saadeddin, Z., Tegha, G., & Villavicencio Peralta, X. A. (2021). Mother Language Day 2021 [Blog post].
Haßler, B., Castillejo, A., Marzotto, M., El-Serafy, Y., Khalayleh, A., Koomar, S., Langa, A., Nyilinkindi, J., Saadeddin, Z., Tegha, G., & Villavicencio Peralta, X. A. (2021, February 20). Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes [Blog post]. EdTech Hub.

Full list of publications available here.



Thaer AlSheikh Theeb

Thaer is an analyst at Open Development & Education and the EdTech Hub. He is currently also a PhD candidate at the Department of Middle Eastern, South Asian, and African Studies (MESAAS) at Columbia University. Thaer completed an MPhil in 2019 and an MA in 2017 at the same department, and he also holds a BS in Applied Physics from Columbia University.

Thaer is also completing his PhD at the Department of Middle Eastern, South Asian, and African Studies (MESAAS) at Columbia University (estimated date of completion: May, 2023). Thaer’s PhD dissertation asks how class and capital may be retheorized as performative effects in the context of the colonization of southeastern Syria in the late Ottoman era and the subsequent British colonization, and establishment, of (Trans)Jordan. Related areas of interest include premodern moral cosmologies, the relationship between technologies of colonization and technologies of capitalization, economic theology, and the multiple modalities of ideology’s material existence.

At OpenDevEd, Thaer has worked on a range of topic areas, including distance learning strategies, engagement strategies, girls’ education, community mobilisation, feasibility assessments, and resource mapping.


Full list of publications here