Teaching, Educating, Loving:

David Marsh PhD is Fellow of the Royal Society of Arts, UK, Member of the EduCluster Finland Advisory Council, University of Jyväskylä Group, and Director of MED, Finland. He has contributed to educational advancement in Finland over 25 years, worked on assignments in 50+ countries, and received 5 degrees from the United Kingdom, Finland, and Spain. His current interests include enabling educational change management, designing processes for implementing career guidance and navigation, and adjusting educational practices for digitally astute young people.

Prof. Iram Siraj (OBE) has held positions at the Universities of Warwick, London and Oxford. Iram has an international reputation and expertise for longitudinal research and policy, she has co-directed a number of world-first influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2015), the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002), and the Effective Leadership in the Early Years Sector (ELEYS) studies. She has also co-investigated Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council 2009-2015).
Her recent studies focus on professional development (PD) interventions looking at the impact of evidence-based PD in Australia, the UK and Norway, leadership in early education in LMICs (World Bank); a British Academy Grant to study the development of refugee pre-schoolers in Malaysia (2019-2021) and an EEF maths intervention in 106 primary schools to improve maths for 4-6 year olds in the UK. She was Technical Advisor to the OECD IELS international pilot study advising on child measures. She has three widely-used quality rating scales in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.Prof. Iram Siraj (OBE) has held positions at the Universities of Warwick, London and Oxford. Iram has an international reputation and expertise for longitudinal research and policy, she has co-directed a number of world-first influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2015), the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002), and the Effective Leadership in the Early Years Sector (ELEYS) studies. She has also co-investigated Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council 2009-2015).
Her recent studies focus on professional development (PD) interventions looking at the impact of evidence-based PD in Australia, the UK and Norway, leadership in early education in LMICs (World Bank); a British Academy Grant to study the development of refugee pre-schoolers in Malaysia (2019-2021) and an EEF maths intervention in 106 primary schools to improve maths for 4-6 year olds in the UK. She was Technical Advisor to the OECD IELS international pilot study advising on child measures. She has three widely-used quality rating scales in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Research Fellow at Korean Educational Development Institute (April 2012 ∼ Present). Research Areas: Future Education, EdTech, Higher Education, Education Policy, School Evaluation, Lifelong Learning, Education Law.
Consultant at Asian Development Bank (February 2021 ∼ Present). Consulting Areas: EdTech, School Evaluation, Teacher Training.
Visiting Researcher at Georgetown University Edmund A. Walsh School of Foreign Service, Washington, D.C. (March 2019 ∼ March 2020). Research Areas: North Korea’s Science and Technology Education.
Visiting Scholar at The East-West Center, Honolulu, Hawaii. (March 2018 ∼ February 2019). Research Areas: Future Education, Education Policy, Strategic Foresight.
Assistant Secretary to the President for Education (July 2010 ~ April 2012, Job Areas: Education Policy, Education Law, Higher Education), and Assistant Secretary to the President for Public Administration (March 2008 ~ June, Job Areas: Administrative Law and Regulation, Tax and Public Finance) at The Blue House, the Executive Office of the President of the Republic of Korea.
Chief of Staff for National Assemblyman Jaewan Bahk (June 2004 ~ Feb 2008, Job Areas: Political and Legislative Affairs/Health and Welfare Committee, Special Committee on Budget and Accounts), and Senior Legislative Staff for National Assemblyman Ui-Hwa Chung (September 2002 ~ May 2004, Job Areas: Political and Legislative Affairs/Strategy and Finance Committee) at The National Assembly of the Republic of Korea.
Accounting Lecturer/Air Force Lieutenant, Air Force Headquarter at Republic of Korea Air Force, (July 1995 ∼ June 1998). Job Areas: Budget, Government Accounting, and Military Procurement, Korean Fighter Experimental Project (KF-X)

Dr Peeter Mehisto (Honorary research Associate, University College London, Institute of Education) has worked internationally with a wide variety of stakeholders to develop and manage bilingual and trilingual programmes. Generating strategic plans and work plans, building teacher-training programmes, managing public relations and creating learning materials have been integral to these initiatives. They have often constituted a major change in the given education system.
He has won several awards for his work. Exploring the complexities of the change process, Peeter Mehisto has researched factors contributing to and hindering successful bilingual programme development.
He has taught at the primary, secondary and university levels. He has extensive experience working with teachers in the classroom to support the implementation of best practice in bilingual programmes. Peeter Mehisto has also worked extensively with programme administrators.
His publications, including the co-authored awarding-winning book Uncovering CLIL (Macmillan), have been addressed to teachers, school principals and/or to the research community. His latest books, which are a co-publication, are Building Bilingual Education Systems: Forces, mechanisms, and counterweights (Cambridge University Press), Lessons from Estonia’s Education Success Story. Exploring equity and high-performance through PISA (Routledge) and Curriculum Reform in the European Schools: Towards a 21st Century Vision (Macmillan).

Dr. Simon Brownhill FHEA is Senior Lecturer in Education (Teaching and Learning) in the School of Education, University of Bristol where he teaches Masters students and supervises PhD/EdD candidates. He was previously a Senior Teaching Associate in the Faculty of Education at the University of Cambridge, working as a trainer and researcher as part of the Education Reform and Innovation team. Prior to working in Higher Education, he was employed as a qualified class teacher, gaining experience of the full 3-11 age range in a variety of contexts and roles including Assistant Head Teacher for the Early Years (3-6) in a large, culturally diverse, inner-city primary school. His research and writing interests include supporting adult learners, creative assessment, children’s writing, their physical development and effective behaviour management, self-reflection, education in Australasia, and the male role model in the Early Years (the focus of his doctoral work-based project). He has been invited to present his research at local, national and international conferences including Ireland, Portugal and Indonesia (all as a Keynote Speaker). He is the co-author of the award-winning book ‘Men In Early Years Settings: Building A Mixed Gender Workforce’ by Jessica Kingsley Publishers in 2019.

Tim Oates is a Group Director of Assessment Research and Development at Cambridge Assessment, focusing on national and international research on assessment and measurement
He has published widely on assessment and curriculum. He has undertaken wide-ranging international comparison of the performance of education systems, and advised OECD on its curriculum review work. In 2010 he published ‘Could do better’ which laid down the principles for the review of the National Curriculum in England. From 2010-2013, he was chair of the Expert Panel for Review of the National Curriculum. In 2014, Tim published ‘Why textbooks count’, a study examining the structural role of textbooks in educational reform. This led to national debate and co-ordinated work by publishers, on enhancing both the quality and patterns of use of learning materials. The ‘Cambridge Approach to high quality textbooks and resource materials’ was published in April 2016 and already has been widely used.
He was a member of Ofqual’s Standards Advisory Group from 2010-16; he recently has moved from this group to the Ofqual Vocational Standards Advisory Group. Tim routinely provides briefings and advice to UK and other governments. He is a Fellow of Churchill College Cambridge. In 2015 he was awarded a CBE for services to education.

вице-президент McGraw Hill Education

Senior researcher of National Institute for Educational Policy Research
Toshiya has worked as an administrative officer of the Ministry of Education of Japan. In 1993 he became a university professor, and since 1998 he has worked as a senior researcher of the National Institute for Educational Policy Research.

Dr. Arnold J. Brouwer is assessment expert in educational measurement and psychological testing. He is an all-round researcher, innovator and consultant of methods and techniques for analysing, chievemen and auditing reliable and valid assessments. He is director of the Dutch Research Centre for Examination and Certification and he is a guest researcher at the Department of Research Methodology, Measurement and Data Analysis at the University of Twente. He obtained his PhD on the Systems-oriented Talent Management (STM) model, which he elaborated into a method for aligning human talent with the business purpose from both a psychological and managerial perspective.

директор Tallinna Reaalkoolмм

President of the Life-Role Development Group Ltd. In Alberta, Canada, Dave is a recipient of provincial and national awards in career development. He has devoted over thirty years to the development of better career development and workplace concepts and practices. His work addresses a wide arrange of issues in career development and leadership, including developing methods of mapping competency frameworks to strategic career development models to embedding career development in day-to-day schooling. Dave has worked in almost all Canadian provinces and territories as well as several other countries. He holds a PhD in Educational Psychology from the University of Alberta. Dave recently co-authored Strengthening Mental Health Through Effective Career Development: A Practitioner’s Guide, a book that maps the connections between career development and mental health.