Database of researchers

Name Geographical scope
of expertise
Area of expertise Level of education Social networks
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
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

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
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
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)

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
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
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
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
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)
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
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
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
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
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
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
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
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