Lula Dahir

Lula is a multidisciplinary professional with 6+ years of experience working at the intersection of education, climate change, and digital innovation in Europe and Africa. Her experience ranges from managing projects, designing, and conducting research and evaluations in areas of social inclusion, education, digital innovation, climate change for clients including FCDO, SIDA, World Bank, UN agencies, and Apple in Europe and Africa. In recent years, she has been working in the Edtech sector. Lula is passionate about closing the digital gap and reducing inequality through fair and equitable partnerships, accessible and evidence-based research, and inclusive and ethical technologies.  While she is a keen supporter of AI-driven solutions and the use of technology – her main concerns are data privacy, digital literacy, and digital inclusion.

Nariman Moustafa

Nariman is a Senior Analyst at Open Development and Education. She brings 10+ years of experience in the fields of international (basic and tertiary) education, social innovation, higher education teaching, as well as agile and adaptive management/leadership. Her skills include facilitation of social transformation processes, designing education programmes and learning experiences, catalyzing innovations, leading critical participatory processes & community organizing, policy analysis and research. She has worked on projects that range from consulting for governments on how to act better with limited resources to designing & facilitating experiential learning programs for world leaders around justice-based leadership approaches to creating global alliances and networks for re-imagining education. She is previously a founder and director of Mesahat: Liberating Learning Spaces (Cairo, Egypt), a network that envisions the creation of learning cities through the spread of inter-connected self-organized, social-justice based, and lifelong learning online and offline communal learning spaces using agile methods and embodied democratic practices. She currently voluntarily serves on the working groups that direct the Ecoversities Alliance, the latter comprises more than 150 higher education institutions around the globe that aim to reimagine higher education through reviving and reclaiming diverse knowledge ecologies using decolonial inquiry methods, with a focus on the global south.  Nariman completed her Master’s in Education Science from Harvard University where she also assists in teaching several courses on topics of adaptive leadership and community organizing.

SELECTED PUBLICATION

Moustafa, N. (2022, April 8). Decolonising Open Educational Resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution. EdTech Hub. https://edtechhub.org/2022/04/08/decolonising-open-educational-resources-oer-why-the-focus-on-open-and-access-is-not-enough-for-the-edtech-revolution/
Moustafa, N., Elghamrawy, E., King, K., Hao, Y. (Claire), & Hao, Y. (2022). Education 2.0: A Vision for Educational Transformation in Egypt. In F. M. Reimers, U. Amaechi, A. Banerji, & M. Wang (Eds.), Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World (pp. 51–74). Springer International Publishing. https://doi.org/10.1007/978-3-030-93951-9_3

 

 

Tom Kaye

Tom Kaye

Tom Kaye is an international education specialist with more than 10 years’ experience working with EdTech Hub, the World Bank, UNICEF and other actors designing, implementing and evaluating education programs in Africa, Asia, and the Middle East.
Tom is EdTech Hub’s Global Country Engagement Lead. In this role Tom leads EdTech Hub’s work providing guidance to education decision-makers globally on how to use technology to make education systems more effective, efficient and equitable. Tom also leads research projects, designs and implements technical assistance, and works closely with national decision-makers to ensure that policies and programs that incorporate EdTech are informed by international good practices.
Tom has graduated from a Masters of Public Administration through the Australia and New Zealand School of Government and a Masters of Evaluation through the University of Melbourne. Tom has also attended various ongoing professional development at institutions including Harvard University and University College London.

 

 

 

Chris McBurnie

Chris is a Senior Analyst at 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., 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
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. (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). 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., & 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). Midterm Report: OECS Learning Hub. https://docs.google.com/document/u/1/d/1wJ2ZZfoFG7Kv1grCMQYsgfCUusQP0IK8e5cwUiK5bkw/edit?usp=embed_facebook
McBurnie, C., Moriba, S., & Brainard, P. (2021, March). Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development [Blog post]. EdTech Hub. https://doi.org/10.5281/zenodo.4584801
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. (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., 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., & 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. (2020). The Role of Interactive Radio Instruction in the COVID-19 Education Response. Open Development & Education. https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/

Full list of publications available here.