Database of researchers

Name Geographical scope
of expertise
Area of expertise Level of education Social networks
Chiara Agostini
  • EU-28
  • Funding and governance of education and training
  • Vocational education and training, transitions to employment
  • Higher education
  • Adult education and training

Darta Akmens

  • Latvia
  • Content of education and training curricula, development of key competences
  • Education and migration
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Vocational education and training, transitions to employment
  • Equity and quality in adult education
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training
Aigul Alieva
  • Luxembourg
  • Switzerland
  • Vulnerable groups in education and training
  • Education and migration
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education

Marcelo Parreira do Amaral

  • Belgium
  • Brazil
  • Germany
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Early school leaving
  • Widening participation in higher education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Marie-Lisbet Amundsen

  • Norway
  • Disability/special needs, inclusive education
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
  • Adult education and training

Ari Antikainen

  • Finland
  • Sweden
  • Funding and governance of education and training
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training
José-Ignacio Antón
  • Chile
  • Cuba
  • Ecuador
  • Spain
  • Uruguay
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Pre-school education
  • Higher education

Helena Costa Araújo

  • Belgium
  • EU-28
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Vocational education and training, transitions to employment
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education
Lukasz Arendt
  • Poland
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Higher education
  • Adult education and training

Paul A. Bartolo

  • Malta

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Peter Beltram
  • Slovenia
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Monitoring for equity in education and training
  • Adult education and training

Carol Benson

  • Spain
  • Sweden
  • Content of education and training curricula, development of key competences
  • Gender, sexual identities
  • Ethnicity and non-discrimination
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Adult education and training

Ghazala Bhatti

  • United Kingdom
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Post-compulsory education (vocational, technical)
  • Higher education

Hans-Peter Blossfeld

  • Germany
  • Russia
  • South Korea
  • EU-28
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Education and migration
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Xavier Bonal

  • Argentina
  • Brazil
  • Chile
  • Colombia
  • Costa Rica
  • Cuba
  • Georgia
  • Nicaragua
  • Peru
  • South Africa
  • Spain
  • Tajikistan
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
Alina Botezat
  • Germany
  • Romania
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Education and migration
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)

Pepka Boyadjieva

  • Bulgaria
  • EU-28
  • Early school leaving
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Higher education
  • Adult education and training

Nihad Bunar

  • Denmark
  • France
  • Norway
  • Sweden
  • United Kingdom
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Cross-sectoral working
  • Vocational education and training, transitions to employment
  • Equity and quality in adult education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)

Marius R. Busemeyer

  • Germany
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
Emil Buzov
  • Bulgaria
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Ethnicity and non-discrimination
  • Early school leaving
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
  • Adult education and training

Claire Callender

  • United Kingdom
  • Funding and governance of education and training
  • Widening participation in higher education
  • Higher education

Silvia Carrasco

  • Chile
  • Mexico
  • Nicaragua
  • Spain
  • United States
  • EU-28
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education

Marco Catarci

  • Italy
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
  • Adult education and training

Valeria Cavioni


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  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Pre-school education
  • Primary/basic/compulsory education
  • Higher education
  • Adult education and training
Carmel Cefai
  • Australia
  • Malta
  • United Kingdom
  • United States
  • EU-28
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and migration
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Education and training of professional workforce
  • Cross-sectoral working
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
Panayiota Charalambous
  • Cyprus
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Adult education and training

Nicolas Charles

  • France
  • Sweden
  • United Kingdom
  • EU-28
  • Vulnerable groups in education and training
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Higher education
  • Adult education and training
Trevor Clark
  • India
  • Lithuania
  • United Kingdom
  • Vietnam
  • Funding and governance of education and training
  • Widening participation in higher education
  • Parental involvement and family support
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training
Pierre Courtioux
  • Australia
  • France
  • Sweden
  • United Kingdom
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Education and training of professional workforce
  • Secondary education (general)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training
Maurice Crul
  • Turkey
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Education and migration
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Cross-sectoral working
  • Vocational education and training, transitions to employment
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education

Mary Darmanin

  • Malta
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
Merike Darmody
  • Estonia
  • Ireland
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education

Nadezhda Daskalova

  • Bulgaria
  • Content of education and training curricula, development of key competences
  • Ethnicity and non-discrimination
  • Education and training of professional workforce
  • Adult education and training

Françoise Anne Divisia

  • France
  • Latvia
  • Romania
  • EU-28
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Early school leaving
  • Education and training of professional workforce
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Adult education and training
Karin Doolan
  • Croatia
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Higher education
Monica Dowling
  • China
  • EU-28
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Secondary education (general)

Jaap Dronkers

  • Netherlands
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Education and migration
  • Early school leaving
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)

Jekatyerina Dunajeva

  • Hungary
  • Russia
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Higher education
  • Adult education and training

Marie Duru-Bellat

  • France
  • EU-28
  • Content of education and training curricula, development of key competences
  • Gender, sexual identities
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education

Anastasios A. Economides

  • United States
  • EU-28
  • Content of education and training curricula, development of key competences
  • Gender, sexual identities
  • Early school leaving
  • Widening participation in higher education
  • Education and training of professional workforce
  • Cross-sectoral working
  • Vocational education and training, transitions to employment
  • Equity and quality in adult education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Thomas Farnell

  • Albania
  • Croatia
  • United Kingdom
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Higher education

Ramon Flecha

  • Spain
  • EU-28
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
  • Adult education and training

Guadalupe Francia

  • Sweden
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Higher education
Eben Friedman
  • Albania
  • Bulgaria
  • Croatia
  • Czech Republic
  • Slovakia
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Higher education

Rocio Garcia-Carrion

  • EU-28
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
Suzanne Gatt
  • Malta
  • EU-28
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training
Francesca Gobbo
  • Italy
  • United Kingdom
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Education and migration
  • Ethnicity and non-discrimination
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)

Delia Goia

  • Romania
  • Vulnerable groups in education and training
  • Early school leaving
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)

Irina Golubeva

  • Hungary
  • Russia
  • Spain
  • United States
  • EU-28
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Cross-sectoral working
  • Equity and quality in adult education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education
  • Adult education and training

Stephen Gorard

  • United Kingdom
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Maria Gravani

  • Cyprus
  • Greece
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Widening participation in higher education
  • Education and training of professional workforce
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Lars Gulbrandsen

  • Norway
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Parental involvement and family support
  • Education and training of professional workforce
  • Pre-school education
Eric A. Hanushek
  • EU-28
  • Funding and governance of education and training
  • Early school leaving
  • Widening participation in higher education
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
Noirin Hayes
  • Ireland
  • Madagascar
  • Malawi
  • EU-28
  • Funding and governance of education and training
  • Disability/special needs, inclusive education
  • Parental involvement and family support
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Higher education
  • Adult education and training
Ole Henckel
  • Denmark
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Higher education
Barbara Herzog-Punzenberger
  • Austria
  • Belgium
  • Canada
  • France
  • Germany
  • Sweden
  • Switzerland
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education

Daniel Horn

  • Hungary
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Early school leaving
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)

Paul Hyland

  • Armenia
  • Australia
  • Georgia
  • Russia
  • Ukraine
  • Uzbekistan
  • United States
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Education and training of professional workforce
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training
Mihai Iacob
  • Romania
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Early school leaving
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)

Maciej Jakubowski

  • Germany
  • Latvia
  • Netherlands
  • Poland
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Vocational education and training, transitions to employment
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Niels Rosendal Jensen

  • Denmark
  • EU-28
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and migration
  • Parental involvement and family support
  • Education and training of professional workforce
  • Pre-school education
  • Secondary education (vocational)

Ulla Højmark Jensen

  • Denmark
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Ethnicity and non-discrimination
  • Early school leaving
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Adult education and training

Ondrej Kascak

  • Czech Republic
  • Russia
  • Turkey
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Higher education
Jennifer Kerzil
  • France
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
Christian Christrup Kjeldsen
  • Denmark
  • EU-28
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and migration
  • Early school leaving
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
Marta Korintus
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Parental involvement and family support
  • Education and training of professional workforce
  • Cross-sectoral working
  • Pre-school education

Hulya Kosar-Altinyelken

  • Netherlands
  • Turkey
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Education and migration
  • Ethnicity and non-discrimination
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
Georges Van Landeghem
  • Belgium
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and migration
  • Early school leaving
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)

Paolo Landri

  • Italy
  • Funding and governance of education and training
  • Education and migration
  • Early school leaving
  • Primary/basic/compulsory education
  • Adult education and training

Triin Lauri

  • Estonia
  • Finland
  • Sweden
  • Funding and governance of education and training
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education

Arianna Lazzari

  • Italy
  • EU-28
  • Content of education and training curricula, development of key competences
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education

Mark Levels

  • EU-28
  • Content of education and training curricula, development of key competences
  • Education and migration
  • Ethnicity and non-discrimination
  • Secondary education (general)
  • Secondary education (vocational)
Maelis Karlsson Lohmander
  • Sweden
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Education and training of professional workforce
  • Pre-school education
  • Higher education
  • Adult education and training

Krista Loogma

  • Estonia
  • Finland
  • Content of education and training curricula, development of key competences
  • Early school leaving
  • Education and training of professional workforce
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Adult education and training

Stig G. Lund

  • Iceland
  • New Zealand
  • Norway
  • EU-28
  • Content of education and training curricula, development of key competences
  • Education and training of professional workforce
  • Pre-school education
Octav Marcovici
  • Romania
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Post-compulsory education (vocational, technical)
  • Adult education and training

Gianina-Ana Massari

  • Romania
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Higher education
  • Adult education and training

Sandra McNally

  • United Kingdom
  • Vulnerable groups in education and training
  • Early school leaving
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Edward Melhuish

  • Argentina
  • Australia
  • Canada
  • Chile
  • China
  • Greece
  • Netherlands
  • New Zealand
  • Norway
  • United Kingdom
  • EU-28
  • Vulnerable groups in education and training
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)

Denis Meuret

  • France
  • Funding and governance of education and training
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)

Valentina Migliarini

  • Belgium
  • Italy
  • United Kingdom
  • United States
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Primary/basic/compulsory education
  • Secondary education (general)

Valentina Milenkova

  • Bulgaria
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Ethnicity and non-discrimination
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Secondary education (general)
  • Higher education
  • Adult education and training

Veronica Mocanu

  • Romania
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Ethnicity and non-discrimination
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Higher education

Yves Molenaers

  • Belgium
  • Netherlands
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Early school leaving
  • Widening participation in higher education
  • Education and training of professional workforce
  • Cross-sectoral working
  • Vocational education and training, transitions to employment
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
Thomas Moser
  • Austria
  • Germany
  • Norway
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Higher education

Tarek Mostafa

  • Finland
  • France
  • Germany
  • Italy
  • United Kingdom
  • Funding and governance of education and training
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)

Daniel Munich

  • Czech Republic
  • EU-28
  • Funding and governance of education and training
  • Gender, sexual identities
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education

George Muskens

  • Netherlands
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Adult education and training

Erna Nairz-Wirth

  • Austria
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Education and training of professional workforce
  • Vocational education and training, transitions to employment
  • Equity and quality in adult education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education
David Natali
  • Italy
  • EU-28
  • Funding and governance of education and training
  • Monitoring for equity in education and training
  • Adult education and training

Maja Nenadovic

  • Croatia
  • Serbia
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Ethnicity and non-discrimination
  • Education and training of professional workforce
  • Secondary education (general)
  • Higher education
  • Adult education and training
Ides Nicaise
  • Belgium
  • Canada
  • Thailand
  • Vietnam
  • Zambia
  • EU-28
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Silvia Nikolaeva

  • Bulgaria
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Education and migration
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Higher education
  • Adult education and training

Romuald Normand

  • France
  • EU-28
  • Funding and governance of education and training
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education

Torgeir Nyen

  • Norway
  • Sweden
  • Funding and governance of education and training
  • Secondary education (vocational)
  • Adult education and training
Liesma Ose
  • Denmark
  • Latvia
  • Norway
  • Romania
  • Russia
  • Turkey
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Widening participation in higher education
  • Secondary education (general)
  • Higher education
  • Adult education and training

Nektaria Palaiologou

  • Australia
  • Canada
  • Finland
  • Greece
  • Iceland
  • Netherlands
  • Norway
  • Poland
  • Spain
  • Switzerland
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Equity and quality in adult education
  • Pre-school education
  • Primary/basic/compulsory education
  • Higher education
  • Adult education and training

Elena Gómez Parra

  • Austria
  • Belgium
  • Czech Republic
  • Denmark
  • Finland
  • France
  • Germany
  • Greece
  • Hungary
  • Ireland
  • Italy
  • Netherlands
  • Norway
  • Poland
  • Portugal
  • Slovakia
  • Slovenia
  • Spain
  • Sweden
  • Turkey
  • United Kingdom
  • United States
  • EU-28
  • Content of education and training curricula, development of key competences
  • Education and migration
  • Widening participation in higher education
  • Equity and quality in adult education
  • Primary/basic/compulsory education
  • Higher education
  • Adult education and training

Marija Pavkov

  • Austria
  • Croatia
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Early school leaving
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Brecht Peleman

  • Belgium
  • Croatia
  • Czech Republic
  • Hungary
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Parental involvement and family support
  • Education and training of professional workforce
  • Vocational education and training, transitions to employment
  • Pre-school education
  • Adult education and training

Helen Penn

  • Australia
  • Canada
  • China
  • Costa Rica
  • Iraq
  • Kazakhstan
  • Malawi
  • Mali
  • Mauritius
  • Mexico
  • Mongolia
  • Namibia
  • New Zealand
  • Russia
  • South Africa
  • Sri Lanka
  • Swaziland
  • Taiwan
  • Turkey
  • United Kingdom
  • Zimbabwe
  • EU-28
  • Ethnicity and non-discrimination
  • Parental involvement and family support
  • Education and training of professional workforce
  • Pre-school education

Fátima Pereira

  • Brazil
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Early school leaving
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
  • Adult education and training

Emmanuelle Le Pichon

  • Netherlands
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education

Anisoara Pop

  • Romania
  • Content of education and training curricula, development of key competences
  • Higher education

Justin J.W. Powell

  • France
  • Germany
  • Luxembourg
  • Qatar
  • United Kingdom
  • Funding and governance of education and training
  • Disability/special needs, inclusive education
  • Widening participation in higher education
  • Post-compulsory education (vocational, technical)
  • Higher education

Sally Power

  • France
  • United Kingdom
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Education and migration
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education

Aoife Prendergast

  • Ireland
  • United Kingdom
  • Content of education and training curricula, development of key competences
  • Disability/special needs, inclusive education
  • Education and training of professional workforce
  • Vocational education and training, transitions to employment
  • Higher education

Jacek Pyzalski

  • Japan
  • Poland
  • EU-28
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
Milada Rabušicová
  • Czech Republic
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Pre-school education
  • Adult education and training

Palle Rasmussen

  • China
  • Denmark
  • Norway
  • Portugal
  • Sweden
  • Funding and governance of education and training
  • Gender, sexual identities
  • Widening participation in higher education
  • Education and training of professional workforce
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Katleen De Rick

  • Belgium
  • Netherlands
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Early school leaving
  • Widening participation in higher education
  • Cross-sectoral working
  • Vocational education and training, transitions to employment
  • Equity and quality in adult education
  • Primary/basic/compulsory education
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Jean-Yves Rochex

  • Belgium
  • Czech Republic
  • France
  • Portugal
  • Switzerland
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
Ellu Saar
  • Estonia
  • EU-28
  • Gender, sexual identities
  • Ethnicity and non-discrimination
  • Widening participation in higher education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education
  • Adult education and training

Reinhold Sackmann

  • France
  • Germany
  • Poland
  • Switzerland
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Pre-school education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education

Mitja Sardoc

  • Slovenia
  • EU-28
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)
Jens Schneider
  • Brazil
  • Canada
  • Germany
  • EU-28
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education
Nima Sharmahd
  • Belgium
  • Croatia
  • Czech Republic
  • Denmark
  • Estonia
  • Finland
  • France
  • Germany
  • Hungary
  • Italy
  • Latvia
  • Lithuania
  • Netherlands
  • Norway
  • Portugal
  • Serbia
  • Slovakia
  • Slovenia
  • Sweden
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Parental involvement and family support
  • Education and training of professional workforce
  • Pre-school education
  • Adult education and training
Sofia Marques da Silva
  • Portugal
  • EU-28
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Secondary education (general)
  • Higher education

Emer Smyth

  • Ireland
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education

Spyros Spyrou

  • Cyprus
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Primary/basic/compulsory education
Gebhard Stein
  • Germany
  • Vulnerable groups in education and training
  • Education and migration
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)

Ronald Sultana

  • Egypt
  • Jordan
  • Lebanon
  • Malta
  • Tunisia
  • Turkey
  • EU-28
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Early school leaving
  • Parental involvement and family support
  • Education and training of professional workforce
  • Vocational education and training, transitions to employment
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)

Loizos Symeou

  • Cyprus
  • Greece
  • United Kingdom
  • Vulnerable groups in education and training
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education
  • Adult education and training

Aina Tarabini

  • Brazil
  • Spain
  • Turkey
  • EU-28
  • Vulnerable groups in education and training
  • Early school leaving
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Post-compulsory education (vocational, technical)
  • Higher education

Chris Taylor

  • United Kingdom
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Widening participation in higher education
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
Elena-Adriana Tomuletiu
  • Romania
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Education and migration
  • Ethnicity and non-discrimination
  • Widening participation in higher education
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education
  • Adult education and training
Svetla Toneva
  • Bulgaria
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Adult education and training

Anu Toots

  • Estonia
  • Japan
  • Singapore
  • Taiwan
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Ethnicity and non-discrimination
  • Primary/basic/compulsory education
  • Higher education

Lucia Tramonte

  • Italy
  • EU-28
  • Vulnerable groups in education and training
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
Ilze Trapenciere
  • Estonia
  • Iceland
  • Latvia
  • Poland
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
Anna Hagen Tønder
  • Norway
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Education and migration
  • Early school leaving
  • Widening participation in higher education
  • Education and training of professional workforce
  • Secondary education (vocational)
  • Adult education and training

Mathias Urban

  • Australia
  • Canada
  • Chile
  • Colombia
  • Germany
  • Kenya
  • New Zealand
  • Peru
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Disability/special needs, inclusive education
  • Ethnicity and non-discrimination
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Pre-school education
  • Primary/basic/compulsory education
  • Higher education
  • Adult education and training
Juraj Vantuch
  • Czech Republic
  • Slovakia
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Early school leaving
  • Widening participation in higher education
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training
Rolf van der Velden
  • Austria
  • Belgium
  • Czech Republic
  • Finland
  • Netherlands
  • Content of education and training curricula, development of key competences
  • Early school leaving
  • Higher education
Raisa Venäläinen
  • Albania
  • Eritrea
  • Ethiopia
  • Finland
  • Hungary
  • Kyrgyzstan
  • Malawi
  • Mali
  • Mozambique
  • Romania
  • Russia
  • South Africa
  • Uganda
  • Zambia
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education
  • Adult education and training

Antoni Verger

  • Chile
  • Colombia
  • Spain
  • Funding and governance of education and training
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education
Guido Walraven
  • Netherlands
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Education and migration
  • Early school leaving
  • Education and training of professional workforce
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education

Dinand Webbink

  • Netherlands
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Education and migration
  • Early school leaving
  • Parental involvement and family support
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Dylan Wiliam

  • Australia
  • Canada
  • Singapore
  • Sweden
  • United Kingdom
  • EU-28
  • Content of education and training curricula, development of key competences
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education

Andrew Wilkins

  • United Kingdom
  • Funding and governance of education and training
  • Widening participation in higher education
  • Parental involvement and family support
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Higher education

Ludger Woessmann

  • Germany
  • EU-28
  • Funding and governance of education and training
  • Education and migration
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Pre-school education
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Boyan Zahariev

  • Bulgaria
  • Russia
  • Funding and governance of education and training
  • Vulnerable groups in education and training
  • Education and migration
  • Ethnicity and non-discrimination
  • Early school leaving
  • Parental involvement and family support
  • Monitoring for equity in education and training
  • Primary/basic/compulsory education
  • Secondary education (general)
  • Secondary education (vocational)
  • Higher education
Georgios K. Zarifis
  • Belgium
  • Finland
  • Greece
  • Poland
  • Spain
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Widening participation in higher education
  • Monitoring for equity in education and training
  • Education and training of professional workforce
  • Post-compulsory education (vocational, technical)
  • Higher education
  • Adult education and training

Michel Vandenbroeck

  • Belgium
  • France
  • Japan
  • Mexico
  • Netherlands
  • United Kingdom
  • EU-28
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training
  • Gender, sexual identities
  • Disability/special needs, inclusive education
  • Education and migration
  • Ethnicity and non-discrimination
  • Parental involvement and family support
  • Pre-school education