Sophia D’Angelo

Sophia D’Angelo has experience consulting for teacher training projects in Africa (Tanzania and Sierra Leone), Latin America and the Caribbean (Dominican Republic and Haiti), and the Middle East (Syria). Her PhD research at the University of Cambridge focuses on teacher professional development and improving effectiveness. Prior to this, she worked for four years as a teacher and teacher trainer in the Dominican Republic before completing an MPhil in Education, Globalisation, and International Development also at Cambridge’s Faculty of Education. She has also written background papers for the Mastercard Foundation’s flagship report on Secondary Education in Africa, as well as the Overseas Development Institute’s Gender and Adolescence: Global Evidence (GAGE) and Adolescence Learning and Innovation on Gender Norms (ALIGN) projects.

SELECTED PUBLICATIONS

Full list of publications available here.

Gill Francis

Gill is a cognitive psychologist whose research intersects psychology and education. She has diverse experience researching child development topics such as the role of play for children with typical and atypical development, and the development of thinking skills in young children (e.g. scientific reasoning and executive functions). Her work has also extended to international development research that supports child development and learning opportunities for marginalized children. Some of Gill’s recent experience includes working as research associate with the EdTECH Hub at the University of Cambridge and working as a trained coder on the WorldBank’s TEACH classroom observation tool. She has also been awarded an ESRC postdoctoral research fellowship (2020/2021) with the University of York, where she will further explore the links between play, cognitive development, and genetics.

Teib Assaf

Teib Assaf is an Associate Consultant with more than five years of experience managing private and public sector innovation programmes in the Middle East and Africa regions. She is currently working with the World Bank on supporting the Government of Kenya to implement a US$ 50 million loan to enhance the productivity of Small and Medium-sized Enterprises (SMEs). She is also working with the World Bank on co-authoring a Chapter for the Office of the Chief Economist, Europe and Central Asia division on how data management systems can build effective, accountable, and transparent public administrations. Previously, she worked at UNICEF Jordan and led the scale-up of a social innovation labs programme from benefitting 30,000 to 120,00 young people in less than 18 months. Teib is passionate about innovation for inclusive development, user-centered technology design, and the interplay of the two. She holds a Master in Public Policy from the University of Oxford.

SELECTED PUBLICATIONS

Full list of publications available here.

Irina Preda

Irina is a Data Scientist and Machine Learning engineer, currently working at Gower Street Analytics. She works with the AI (Artificial Intelligence) team at Open Development & Education. She is also a co-organiser of the CodeYourFuture Scotland community, which offers free training courses and mentorship to people from marginalised communities that are trying to break into tech. She has a Masters in Artificial Intelligence from the University of Edinburgh and is a published researcher. Some of her research interests include open access, education, explainable AI, computational creativity, and applications of machine learning in cognitive science. Publications available here.

Zeina Saadeddin

Zeina works with the AI (Artificial Intelligence) team in Open Development & Education. Besides her work with the ODE team, she teaches for Code For Palestine (C4P), a uniquely designed programme for the top-scoring students in the West Bank and Gaza, where students are given access to world-class groundbreaking skills in technology, design thinking, coding, and leadership. This programme reaches out to the younger generations of Palestine and works to improve the STEM curriculum and education in the West Bank and Gaza. In 2014, she graduated with a bachelor degree in computer engineering from An-Najah National University in Palestine, and is currently pursuing a master’s degree in computer science.

Dr Gesine Haseloff

Gesine Haseloff works as a TVET researcher at the Humboldt-Universität Berlin. She previously worked at the Technical University of Dresden and at the University of Siegen. She has experience in teacher education for technical vocational education and training (TVET) and has been involved in several international research and development projects in Subsaharan Africa and Europe. Her research interests include the development of action-oriented teaching and learning situations and the linking of informal and formal vocational education and training. In her doctoral thesis, Gesine has developed models that can be effective for the further education of teachers with very different requirements.

SELECTED PUBLICATIONS

Megha-Bongnkar, G., Haseloff, G., & Haßler, B. (2022). TVET and Digitalization - Literature Review. OpenDevEd. https://doi.org/10.53832/opendeved.278
Haßler, B., Haseloff, G., & Dreischmeier, W. (2022). Bericht zur tQMP Studie. OpenDevEd. https://doi.org/10.53832/opendeved.0273
Haßler, B., & Haseloff, G. (2022). TVET Research in SSA: Recommendations for Thematic Priorities. Africa Journal of Technical and Vocational Education and Training, 7(1), 3–27. https://doi.org/10.53832/opendeved.0268
Haßler, B., & Haseloff, G. (2022). TVET Research in SSA: Recommendations for Thematic Priorities | Africa Journal of Technical and Vocational Education and Training. http://afritvet.org/index.php/Afritvet/article/view/136
Haßler, B., & Haseloff, G. (2021). TVET research in SSA: Table of Thematic Priorities extending Mulder/Roelofs. Open Development & Education. https://doi.org/10.53832/opendeved.0201
Haßler, B., & Haseloff, G. (2021). TVET research in SSA: Recommendations for Thematic Priorities. 9th RVTTI International Conference, Rift Valley Technical Training Institute, Eldoret, Kenya. https://doi.org/10.53832/opendeved.0200
Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4288831
Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (updated version) (2nd ed.). Open Development & Education. https://doi.org/10.5281/zenodo.3970783
Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Marsden, M., Watson, J., Gordon, R., Damani, K., Khalayleh, A., McBurnie, C., Allier-Gagneur, Z., & Adam, T. (2020). Data Log — Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3976866
Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Marsden, M., Watson, J., Gordon, R., & Damani, K. (2019). Berufsbildung in Sub-Sahara Afrika: Stand der Forschung (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3334690
Eicker, F., Haseloff, G., & Lennartz, B. (Eds.). (2017). Vocational education and training in Sub-Saharan Africa: current situation and development. W. Bertelsmann Verlag GmbH & Co. KG. https://www.wbv.de/artikel/6004570w
Papier, J., Hartmann, M. D., Ogwo, B. A., Ezekoye, B. N., & Gessler, M. (2017). Fundamentals... Session 1 - Vocational Education and Training: basics for teaching and research in Vocational Education and Training at universities (F. Eicker, G. Haseloff, B. Lennartz, G. Haseloff, F. Eicker, & B. Lennartz, Eds.; pp. 39–40). W. Bertelsmann Verlag. https://www.ssoar.info/ssoar/handle/document/52708
Oketch, M. O. (2017). Cross-country comparison of TVET systems, practices and policies, and employability of youth in sub-Saharan Africa. In F. Eicker, G. Haseloff, & B. Lennartz (Eds.), In: Eicker, F and Haseloff, G and Lennartz, B, (eds.) Vocational Education and Training in sub-Saharan Africa: Current situation and development. (pp. 25-38).  W.Bertelsmann Verlag: Bielefeld, Germany. (2017) (pp. 25–38). W.Bertelsmann Verlag. http://dx.doi.org/10.3278/6004570w
Haseloff, G. (2017). The Train the Trainer-System ؊ Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa. 7.
Haseloff, G. (2017). Gestaltungsorientierung als Entwicklungsstrategie zur Beförderung der beruflichen Fortbildung – dargestellt und untersucht am Beispiel des Projektes VET-Net.
Eicker, F., Fiedler, K.-A., & Haseloff, G. (2017). Networked shaping–a perspective for international vocational education and further education of vocational educators. In F. Kaiser & S. Krugmann (Eds.), Social Dimension and Participation in Vocational Education and Training.

Full list of publications available here.

Dr Inka Stock

Dr Inka Stock is a sociologist with many years of field experience in Colombia, Morocco, Kenya and South Sudan. Inka is an expert in mixed methods sociological research focussing on migration. Inka lives in the Republic of the Congo.

SELECTED PUBLICATIONS

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4288831

Full list of publications available here.

Dr Jens Schaffer

Dr Jens Schaffer is currently supporting the ramp-up of a component manufacturing plant for a German automotive supplier in the USA as a launch manager.  Before that he worked on numerous technical and educational projects as a Professor for Technical Logistics and Supply Chain Management at the SRH Hamm University of Applied Sciences for Logistics and Economics, visiting professor in the subjects of project management in automotive development and logistics at the Pontifícia Universidade Católica (PUC, Rio de Janeiro), administrative Professor for Production Management and Logistics at the University of Applied Sciences Emden as well as Freelance consulting engineer. His interests include process and resource planning, supply chain strategies, supply chain coordination, traffic and transshipment systems, data collection, and identification. In his teaching, Dr. Schaffer attaches great importance to vivid and active learning, e.g.

  • “The Fresh Connection”, a comprehensive web-based supply chain simulation by the Dutch consultancy Inchainge or
  • “MIT Beer Game”, a worldwide well-known simulation of the flow of information and materials in supply chains, which can also be produced for minimal effort,
  • with the self-developed SkaiLab simulation game (push and pull strategies, box, and series production).

At Open Development & Education, Jens supports industry links, professional education, as well as the development of innovative pedagogical approaches for higher education.

SELECTED PUBLICATIONS
Haßler, B., Villavicencio Peralta, X. A., Macharia, G., Toyinbo, O., Nambatya, M., Mtebe, J., Schaffer, J., Wargocki, P., & Adam, T. (2022). Improving Learning Through Classroom Experience in East Africa: Temperature, Lighting, and Sound Quality – Inception report (Improving Learning Through Classroom Experience in East Africa No. 1). Open Development & Education. https://doi.org/10.53832/opendeved.0286
Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4288831
Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 10. State Authorities for TVET Management. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843360
Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 05. TVET Actors. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4284062
Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Marsden, M., Watson, J., Gordon, R., & Damani, K. (2019). Berufsbildung in Sub-Sahara Afrika: Stand der Forschung (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3334690
Full list of publications available here.
Zoé Allier-Gagneur

Zoé Allier-Gagneur

Zoé is a consultant at Open Development & Education who completed an MPhil Education and International Development at the University of Cambridge in 2019. Zoé has several years of experience as an educator, including working for an international school in Switzerland, training to become a primary school teacher in England and teaching Economics to sixth-form students in India. Prior to joining the team, she worked as a research assistant for the EdTech Hub where she was involved in conducting a systematic review of the literature on educational technology in middle- and low-income countries. She also managed a team of 14 volunteers and led the international teaching program of Shanti Bhavan Children’s Project, an NGO located in rural India.

SELECTED PUBLICATIONS

Full list of publications available here.

Reyam Enad

Reyam is a data scientist and machine learning engineer, with an MSc in Artificial Intelligence from the University of Strathclyde. She is an active volunteer within the CodeYourFuture Scotland community, which offers free training courses and mentorship to people from marginalised communities that are trying to break into tech: she is a member of their education team, teaching and helping students with modules on databases. She has a passion for robotics and data, and is known to her colleagues and classmates as the Queen of Data!