Abdullah Khalayleh Headshot

Abdullah Khalayleh

Abdullah is a previous Associate Manager of Open Development & Education. He has experience in public and private sector consulting, with a focus on education and educational technology. He has supported, developed and implemented several EdTech related programs in the development context. These include Activating EdTech, a project aimed at introducing Agile practices to EdTech policymaking, and Miyamiya, an initiative supporting out of school refugees through educational technology. Previously, Abdullah worked at PwC Dubai and the Queen Rania Foundation in Jordan. He holds a BA in International Relations from Brown University. Abdullah left OpenDevEd at the end of March 2022.

Khalayleh, A., Baloch, I., Dele-Ajayi, O., & Kaye, T. (2021). A Monitoring and Evaluation Framework for Blended Learning: Pakistan [Working Paper]. EdTech Hub. https://doi.org/10.5281/zenodo.4633326

Khalayleh, A., El-Serafy, Y., Megha-Bongnkar, G., & Haßler, B. (2021). Technology-supported Teacher Learning Circles: Engagement and Barriers (No. 4). Open Development & Education. https://doi.org/10.5281/zenodo.4982237

Khalayleh, A., El-Serafy, Y., Megha-Bongnkar, G., & Haßler, B. (2021). Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature (No. 1). Open Development & Education. https://doi.org/10.5281/zenodo.4537843

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

Khalayleh, A., El-Serafy, Y., Megha-Bongnkar, G., & Haßler, B. (2021). Final report (No. 2). Open Development & Education. https://doi.org/10.5281/zenodo.4540043

Khalayleh, A., El-Serafy, Y., Megha-Bongnkar, G., & Haßler, B. (2021). The use of technology to support teacher learning circles in crisis contexts: A rapid review of the literature (No. 3). Open Development & Education. https://doi.org/10.5281/zenodo.4974582

Publications available here.

Aditi Bhutoria

Aditi Bhutoria is an education economist, and her current research focuses on the design, delivery, and impact of educational policy and related technological interventions across developed and developing markets. She has completed her Ph.D. in the economics of education from the University of Cambridge (UK) and M.Sc. in economics from the London School of Economics and Political Science (UK). Prior to joining the Public Policy and Management Group at the Indian Institute of Management Calcutta (IIM-C) as faculty, she was a postdoctoral fellow at the Harvard Kennedy School (USA). During this period, she worked with the Ministry of Education in Saudi Arabia to develop education and evaluation policies related to the Kingdom’s Vision 2030. She has also worked as a research consultant for the Judge Business School,  University of Cambridge (UK), the Government Office for Science (UK), and the Organisation of Economic Cooperation and Development (OECD), amongst others. Prof. Bhutoria’s private sector experience includes working with Swiss Re Services Ltd. (London, Zurich) with their Financial Audit team; and PricewaterhouseCoopers Ltd. (India)  with their Social Sector Advisory, mainly engaging with state governments across the country. Prof. Bhutoria is currently a Research Fellow at the Asian Century Foundation and a Strategic Advisor with the Global EdTech Hub (UK). She is a Research Affiliate with the Education and Training Evaluation Commission (Kingdom of Saudi Arabia), Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge (UK), Open Development and Education Ltd. (UK), and the Social Informatics Group (IIM-C, India).

Dr. Margo O’Sullivan

Dr. Margo O’Sullivan is a Senior Education Specialist at Open Development and Education. She is a seasoned educator, beginning her career as a primary teacher 35 years ago in Ireland. She has worked and lived in 13 countries with schools, universities, Ministries of Education, NGOs and multi-lateral/bilateral organisations, which included 10 years as Head of Education for UNICEF China and UNICEF Uganda, where she led many education programmes. Upon leaving UNICEF in 2019, she set up Power Teachers (www.powerteachers.org), an organisation focused on supporting teachers in low-income countries.  She has published widely, with 27 articles in peer reviewed journals ( https://orcid.org/0000-0003-2921-6756 ).

Salma Abdelrahman

Salma is an analyst at Open Development and Education. In 2020, she completed her MPhil in Development Studies at the University of Cambridge where her research explored the concept of informality, MOOCs and the digital divide, and global inequality. Prior to joining ODE, she was a full-time consultant at the International Organization for Migration in Egypt, where she was part of the intake and outreach team. Her previous experience includes professional conference organizing and educational support for children with learning disabilities.

Sarah-Lee Gonsalves

Sarah-Lee is an analyst at Open Development & Education based in St. Vincent & the Grenadines. In 2016, she completed a Masters degree in Applie ctoral studies at the University of Pennsylvania and her research investigates language policy and literacy development in St. Vincent. She is also interested in research on Indigenous language revitalization in the Caribbean and she is an advocate for the introduction of the Garifuna language in Vincentian schools. Her previous professional experience includes time spent as a curriculum officer in the ministry of education and as a primary and secondary education teacher in St. Vincent & the Grenadines. She is fluent in Spanish and Portuguese.

David Orr

David Orr is an international development consultant with Mott MacDonald in London where his work focuses on £20m+ urban development, climate change, education and global health programmes in East Africa and South Asia. David completed his MPhil at the University of Cambridge in International Relations and Politics and is currently pursuing an MBA. As an Executive with Science Resources Africa for over four years, David chaired SRA’s West Africa Bioinformatics Conference at the MRC Unit The Gambia in December 2019. His global health experience has most recently included leading the analysis for a World Bank study on COVID-19 public-private collaboration in Pakistan. Committed to blending research with practice, David has published widely on global health and sustainable business practices, including in BMJ Global Health, Vaccine, and University of Toronto Press.

Isata Esther Sesay

Isata Esther Sesay is a Radiation and Health Physicist and works both with Sierra Leone’s Nuclear Safety and Radiation Protection Authority within the Ministry of Energy. Isata also works at Fourah Bay College, University of Sierra Leone, as a Scientific Officer and Associate Lecturer. She is the Lead Digital innovator of Science Resource Africa and President of Sierra Leone Association of Women in Science and Engineering. An ardent research professional with a Master of Science in Radiation and Health Physics from the University of Ibadan Nigeria, she also has a Bachelor of Pure and Applied Sciences (BSc) Honors in Physics from Fourah Bay College, University of Sierra Leone.