Tue Halgreen, Senior Project Manager, manages the development and implementation of PISA. He joined the OECD and the PISA team in 2012. Before joining the OECD he was a Senior Advisor on assessment and evaluation policy in the Danish Ministry of Education. Tue holds master's degrees from the universities of Lancaster and Copenhagen.
Jan Masschelein is working at the Laboratory for Education and Society and teaches Educational Philosophy and Theory at the University of Leuven. He studied educational sciences and philosophy at the K.U.Leuven and at the Johan Wolfgang Goethe Universität in Frankfurt am Main and is also Fellow of the Alexander Von Humboldt-Stiftung.
His research can be situated in the broad domain of the formation of educational theory, critical theory, social philosophy and governmentality studies. More concretely, it concerns the public and societal role of education and schooling, the role of the university, the changing experiences of time and space in the age of the network, the educational meaning of cinema and camera, the architecture of schools and architecture of the learning environment, a pedagogy of attention, the notion of 'pedagogy', the pedagogical role of teachers and social workers. A lot of attention is directed at experimental educational practices and at new forms of documentary and exploratory research.
Kelly Allen is an endorsed Educational and Developmental Psychologist and Fellow of the University of Melbourne. She is nationally and internationally recognised both as a researcher and practitioner in social connectedness, belonging, and social and emotional learning, and for her translation of this expertise within educational contexts as a consultant and school psychologist.
Dr Allen holds sessional academic positions within the Melbourne Graduate School of Education, The University of Melbourne, and the School of Psychology, Charles Sturt University and provides professional supervision to psychologists at different stages of career in private practice and schools. Dr Allen has contributed numerous publications and presented internationally on the topic of belonging. Dr Allen’s professional standing is supported by her full membership of the Australian Psychological Society and College of Educational and Developmental Psychologists, where she is currently national treasurer, and by her committee involvement with the American Psychological Society, Division 15 (Educational Psychology).
Rune Baastrup qualified in sociology from the University of Copenhagen and has more than 20 years’ experience in setting up and organising collective communities in everything from small voluntary associations to large, complex and operationally heavy organisations with multi-million budgets. Rune has a previous life as a folk high school teacher, head of secretariat, campaign manager, educational consultant and head of development and has been an adviser for mayors, politicians and managers. Rune is often in demand as a lecturer on topics ranging from management and community organisation to new approaches to co-creation and human capital in working with relational wellbeing.
Søren Hermansen is director of the Energy Academy on Samsø and one of the main reasons why the island today is more than self-sufficient in sustainable energy.
Gert Tinggaard Svendsen
Gert Tinggaard Svendsen is professor in comparative politics at Aarhus University, and is internationally known for his research on trust. His other research interests include environmental regulation, welfare economics, public choice theory, corruption, lobbying and climate policy. From 2014-17, Svendsen was member of the Executive Board, European Public Choice Society. In 2016, he was appointed Knight of the Order of Dannebrog.
Morten Andersson, head of Ryslinge Free School, former head of the Asylum School in Ollerup, MA in Theatre Pedagogy from Universität der Künste, Berlin, and in Body Movement and Communication, University of Copenhagen.
Kathryn Riley, Professor of Urban Education, UCL, Institute of Education is an international scholar whose work bridges policy and practice. Born in Manchester, she began her work in education as a volunteer teacher in Eritrea. She has taught in inner-city schools, held political office - as a member of the Inner London Education Authority (the ILEA) - and been a local authority Chief Officer.
Kathryn’s international experience includes heading up the World Bank’s Effective Schools and Teachers Group and projects with UNICEF & the OECD. She has pioneered new approaches to research, including training young people to be researchers. Her current work focuses on place and belonging, exploring how to bring schools and communities together, and harness the creativity and energy of leaders, students, staff and communities alike around common purpose.
TioMolina is a choreographer, poet, dancer & artistic director who trained in Cuba, working as a dancer in Havana’s renowned Tropicana, & later moving to the Conjunto Nacional de Espectaculos, under the direction of Alberto Alonso (creator of the ballet Carmen for prima ballerina Maya Plisetskaya). His work embraces Cuban popular dance, Contemporary & Afro-Cuban folk dance. Based in London. He has given workshops for the Royal Opera House, Hampstead School of Performing Arts and Greenwich Dance Agency. His many collaborations include events with the Barbican, the Royal Festival Hall & the Round House.
TioMolina is currently developing a new approach to poetry performance which fuses poetry with contemporary musical rhythms - including Cuban sounds, reggae & reggaeton.
See www.theartofpossiblites.org.uk for some of TioMolina’s Videos.
Noemi Katznelson professor and head of the Center for Youth Research, Aalborg University. Her research is based on a broad sociological view of youth life as it unfolds in light of prevailing social conditions and processes of change. Based on this, she is especially interested in young people in the education system and the gray areas between education and work, but also in other areas of youth life. Noemi Katznelson's research projects include for example young people's motivation and desire for learning and education.