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.

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, & 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

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

 

 

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 focusses on mixed methods and participatory research for education policy in emergency

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

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

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

 

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.

 

Chris McBurnie

Chris is an Analyst with Open Development & Education. Prior to joining the team, he spent approximately 18 months designing and implementing a number of school-based development projects in East Africa and India. In 2019, Chris graduated with an MPhil in Development Studies from the University of Cambridge where he focused on how institutions influence the impact and uptake of education interventions. He speaks English and French.

SELECTED PUBLICATIONS

McBurnie, C., & Haßler, B. (2021). Geodata in Education - an annotated bibliography (Geodata in Education Report No. 1). Education Commission GIS in Education Working Group. https://doi.org/10.5281/zenodo.4482766

McBurnie, C., Allier-Gagneur, Z., & Haßler, B. (2020). Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) (EdTech Hub Helpdesk Response No. 10C). https://doi.org/10.5281/zenodo.3873460

McBurnie, C. (2020). Expert Consultation: Radio-based Education in the Philippines (No. 26; EdTech Hub Helpdesk Response). EdTech Hub. https://doi.org/10.5281/zenodo.3469739

McBurnie, C. (2021). Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone (Working Paper No. 12). EdTech Hub. https://doi.org/10.5281/zenodo.4430545

McBurnie, C., & Plaut, D. (2021). Continuous professional development in Sierra Leone: Scoping Phase Overview [Internal papers]. EdTech Hub. https://doi.org/10.5281/zenodo.4774318

McBurnie, C., Megha-Bongnkar, G., Regis, C., D’Angelo, S., & Haßler, B. (2021). Midterm Report: OECS Learning Hub. https://docs.google.com/document/u/1/d/1wJ2ZZfoFG7Kv1grCMQYsgfCUusQP0IK8e5cwUiK5bkw/edit?usp=embed_facebook

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

McBurnie, C., Megha-Bongnkar, G., Regis, C., D’Angelo, S., & Haßler, B. (2021). The use of virtual learning environments and learning management systems during the COVID-19 pandemic (LAC Reads Capacity Program No. 2). Open Development & Education. https://doi.org/10.53832/opendeved.0203

McBurnie, C. (2020). Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list. EdTech Hub.

McBurnie, C. (2020). The use of virtual learning environments and learning management systems during the COVID-19 pandemic (EdTech Hub Helpdesk Request No. 7). https://doi.org/10.5281/zenodo.3805843

McBurnie, C. (2020). Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list (EdTech Hub Helpdesk Response No. 6). https://doi.org/10.5281/zenodo.3762228

McBurnie, C., Megha-Bongnkar, G., Regis, C., D’Angelo, S., & Haßler, B. (2021). LAC Reads Capacity Program: Mid-term report (LAC Reads Capacity Program No. 8). Open Development & Education. https://doi.org/10.53832/opendeved.0212

McBurnie, C., Adam, T., Kaye, T., & Haßler, B. (2020). Zero-rating educational content in low- and middle-income countries (EdTech Hub Helpdesk Response No. 8). https://doi.org/10.5281/zenodo.3784940

Full list of publications available here.

 

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: 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

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). Inception Report (LAC Reads Capacity Program No. 1). Open Development & Education. https://doi.org/10.53832/opendeved.0207

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., 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). 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., & 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: Capacity strengthening report (LAC Reads Capacity Program No. 11). Open Development & Education. https://doi.org/10.53832/opendeved.0215

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., & 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

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

Adam, T., El-Serafy, Y., & Haßler, B. (2021). The role of teacher learning circles in professional education [preprint].

Adam, T., El-Serafy, Y., Podea, M., & Haßler, B. (2021). The use of “building blocks” to develop digital platforms for education in sub-Saharan Africa. EdTech Hub. https://doi.org/10.53832/edtechhub.0049

Adam, T., El-Sefary, Y., Haßler, B., Khalayleh, A., Kremeia, A., Proctor, J., & Mtebe, J. (2021). The Use of Technology in the CPD Implementation Plan in Tanzania [Technical Guidance]. EdTech Hub. https://doi.org/10.5281/zenodo.4665846

El-Serafy, Y., Khalayleh, A., Carter, A., Haßler, B., Proctor, J., & Adam, T. (2021). Strategy for Tanzania — Focus Area: TCPD in primary schools. EdTech Hub.

Full list of publications available here.

 

Callista Regis

Callista is an educator with substantial experience teaching and mentoring students and teachers across many geographic areas including the Caribbean, New York, and England. During her time at the University of Pennsylvania, she spent considerable time researching and presenting Caribbean literacies to help bring visibility to the experience of Caribbean immigrant students in US education systems.

She has qualifications in Sociology with minors in International Relations and Human Resource (University of the West Indies, St. Augustine Campus), MA in Interreligious Dialogue (University of London), and MSed in Reading, Writing, and Literacy (University of Pennsylvania). She is currently a PhD student at Cambridge University, her research focuses on Literacy.

Presently, she is working as an analyst with Open Development and Education where she contributed to projects in the Caribbean including OECS and CARICOM recovery programmes.

SELECTED PUBLICATIONS

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Academic Recovery Programme [OECS Academic Recovery Programme Report]. Open Development & Education. https://doi.org/10.5281/zenodo.4726112

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Concept Note for the Implementation of the Academic Recovery Programme (OECS Academic Recovery Programme Report No. 5). Open Development & Education. https://doi.org/10.5281/zenodo.4780110

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Final Report and Recommendations (OECS Academic Recovery Programme Report No. 6). Open Development & Education. https://doi.org/10.5281/zenodo.4603101

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning Tool (OECS Academic Recovery Programme Implementation Planning Tool No. 1). Open Development & Education. https://doi.org/10.5281/zenodo.4779907

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). An Academic Recovery Programme for the OECS  Member States: Pitch Deck (OECS Academic Recovery Programme Report No. 4). Open Development & Education. https://doi.org/10.5281/zenodo.4780107

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: SPED Referral Flowchart (OECS Academic Recovery Programme Implementation Planning Tool No. 3). Open Development & Education. https://doi.org/10.5281/zenodo.4743613

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: SPED Internal Referral Form (OECS Academic Recovery Programme Implementation Planning Tool No. 4). Open Development & Education. https://doi.org/10.5281/zenodo.4743615

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: SPED Support Plan Template (OECS Academic Recovery Programme Implementation Planning Tool No. 5). Open Development & Education. https://doi.org/10.5281/zenodo.4743617

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Guidance: Slide Deck for Teacher Professional Development (LRIP - Component 4. TPD Guidance No. 3). Open Development & Education. https://docs.opendeved.net/lib/7URGGP44

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: SPED Support Plan Template (LRIP - Component 6. Inclusion Guidance No. 3). Open Development & Education. https://docs.opendeved.net/lib/9XKXEUN2

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: Parental Support for the Academic Recovery Programme (LRIP - Component 8. Parents Guidance No. 1). Open Development & Education. https://docs.opendeved.net/lib/YR6P5KA7

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: SPED Referral Flowchart (LRIP - Component 6. Inclusion Guidance No. 1). Open Development & Education. https://docs.opendeved.net/lib/69CMFWEU

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: SPED Internal Referral Form (LRIP - Component 6. Inclusion Guidance No. 2). Open Development & Education. https://docs.opendeved.net/lib/996H993E

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: Parental Support for the Academic Recovery Programme (OECS Academic Recovery Programme Implementation Planning Tool No. 2). Open Development & Education. https://doi.org/10.5281/zenodo.4555966

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Guidance: Teacher Professional Development [Facilitators Version] (LRIP - Component 4. TPD Guidance No. 1). Open Development & Education. https://docs.opendeved.net/lib/3MRBXTPD

Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). An Academic Recovery Programme for the OECS Member States (OECS Academic Recovery Programme Report No. 3). Open Development & Education. https://doi.org/10.5281/zenodo.4780102

Regis, C., Megha-Bongnkar, G., McBurnie, C., D’Angelo, S., & Haßler, B. (2021). LAC Reads Capacity Program: Teacher categorisation inputs (LAC Reads Capacity Program No. 6). Open Development & Education. https://doi.org/10.53832/opendeved.0210

Regis, C., Megha-Bongnkar, G., McBurnie, C., D’Angelo, S., & Haßler, B. (2021). LAC Reads Capacity Program: User testing resuts (LAC Reads Capacity Program No. 7). Open Development & Education. https://doi.org/10.53832/opendeved.0211

Full list of publications available here.

 

Xuzel Villavicencio

Xuzel is a Communications analyst at Open Development and Education. In 2020 she completed her MSc in ICTs for Development at the University of Manchester.
Her experience includes designing social media strategies to create awareness about the importance of learning IT and digital skills. Prior to studying for her master’s degree, she worked as a consultant in the telecommunications and digital inclusion fields and as a Telecommunications engineer designing wireless networks to bring the internet to rural settings in Peru. Her main interest is promoting better use of technology in the education field, especially for children in developing countries who have limited access to it.

SELECTED PUBLICATIONS

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]. https://doi.org/10.5281/zenodo.5651994

Villavicencio, X., Myers, C., & Coflan, C. M. (2022). STEM Skills Initiatives for Adolescent Girls in the LAC Region (Helpdesk Response No. 42). EdTech Hub. https://doi.org/10.53832/edtechhub.0085

Villavicencio, X., Myers, C., & Coflan, C. (2022). Iniciativas para el desarrollo de habilidades STEM de las adolescentes en la región de ALC (Helpdesk Response 42 Spanish version). EdTech Hub. https://doi.org/10.53832/edtechhub.0091