ADA 2022- Rethinking the Enlightenment in the era of disruption

Gita Steiner-Khamsi is Professor of Comparative and International Education at Teachers College, Columbia University, New York (fall semesters) and at the Graduate Institute of International and Development Studies, Geneva (spring semesters). She serves as the Director of NORRAG, a global network for international policy and practice in education and training with over 5,000 members.

Stephen Kemmis is Professor Emeritus in the School of Education at Charles Sturt University in Australia. His current research investigates the nature and change of practices, principally in education. He is the originator of a particular form of practice theory: the theory of practice architectures. He has also written extensively on education, critical participatory action research, higher education development, research methodology, and Indigenous education. He is also one of the co-founders of the Pedagogy, Education and Praxis international research network including researchers from Australia, Finland, the Netherlands, New Zealand, Norway, Sweden, Colombia and the Caribbean. He is co-author with Wilfred Carr of Becoming Critical: Education, Knowledge and action research (London: Falmer, 1986); with Robin McTaggart and Rhonda Nixon of The Action Research Planner: Doing Critical participatory action research (Singapore: Springer, 2014); with Jane Wilkinson, Christine Edwards-Groves, Ian Hardy, Peter Grootenboer and Laurette Bristol of Changing Practices, Changing Education (Singapore: Springer, 2014); and the author of A Practice Sensibility An invitation to the theory of practice architectures (Singapore: Springer, 2019). He has held appointments at universities in Australia, the United States of America, and the United Kingdom, and has been a visiting scholar at a number of universities in Europe. In addition to his PhD (1976) from the University of Illinois at Urbana-Champaign, in 2009 he was awarded doctorates honoris causa from the University of Gothenburg in Sweden, and the University of Jyväskylä in Finland.

Tatyana Anatolyevna Mertsalova is a leading and respected specialist at the A.A. Pinsky Center for General and Further Institute of Education, National Research University Higher School of Economics in the Russian Federation. She holds a PhD in Education in General Pedagogy. Ms. Merstalova is the author of over 150 scientific articles. She is experienced in the interaction of education with the public, the role of parenting in the participation of education, management and assessment education quality, as well as the formation of regional and federal systems for independent assessment of the quality of education. The management of the group played an important role in the preparation of analytical materials, including analytical reports commissioned by the Government of the Russian Federation and regional authorities, on the development of the education system. Ms. Merstalova has experience in development and implementation of monitoring systems for performance in education, notable insights and publications being; - Index of educational infrastructure of the regions of Russia; - Monitoring the digital transformation of educational institutions. - Monitoring the education economy In addition, she played a major role in the development and implementation of courses on analytics in education as follows: Smart analytics in education management, Indicative management in education, Monitoring and analytics in education. From 2000 to the present-day Ms. Merstalova has been involved with management and participation in research and development projects implemented with the support of the Russian Humanitarian Scientific Foundation and the Russian Foundation for Basic Research, The Presidential Grants Fund, as well as work in Research projects of the Federal Target Program for the Development of Education.

Bolotov Viktor Alexandrovich Date of birth 05.06.1952 Since 2009, he has been cooperating with the National Research University Higher School of Economics He is currently the Scientific Director of the Center for Psychometrics and Measurements in Education, Institute of Education, National Research University Higher School of Economics. Contacts: e-mail: vikbolotov@yandex.ru Assistant Chaplina Tatiana t. +7 495 772 9590 ext. 22538, e-mail: tchaplina@hse.ru V.A. Bolotov is an organizer of education in Russia, a specialist in the field of pedagogy, a doctor of pedagogical sciences (2001), a professor (2009), a full member of the Russian Academy of Education (2009), an honorary doctor of the Pomor State University, and York University (UK) (2003). Mr. Bolotov graduated with honours from the Faculty of Mathematics of the Krasnoyarsk State University (1975), in physical and mathematical sciences (1980). He worked at the Krasnoyarsk State University (1981 - 1990). 1990 to 1992, as Head of the Main Department of Pedagogical Education of the Ministry of Education of Russia. From 1992 to 2004 – he was Deputy, then First Deputy Minister of Education of the Russian Federation. In 2004 he was appointed head of the Federal Service for Supervision in Education and Science. From 2008 to 2013 – Mr Bolotov was Vice President of the Russian Academy of Education. Currently he is the scientific director of the Center for Monitoring the Quality of Education at the Higher School of Economics. He is one of the founders of the Krasnoyarsk summer school in natural sciences for gifted children in Siberia. In 1985 he became a laureate of the Central Committee of the All-Union Lenin Communist Youth for work with gifted children. Significantly he formulated a personality-oriented model that served as the basis for the training of teachers at Krasnoyarsk State University. This concept is based on cultural-historical and activity approaches in pedagogy. The result of his scientific developments in this area was theoretical development of the need to fundamentally change teacher training, the transition from the subject-oriented practice of training teachers to a personality-oriented one. He created the first in the USSR psychological and pedagogical faculty at Krasnoyarsk State University and was its first dean (1987-1990). At present, the results of his theoretical and practical developments are used in many pedagogical institutions in Russia. In 2001, he was one of the members of the working group on the creation of a draft Concept for the modernization of education, subsequently approved by the State Council of the Russian Federation and by the Government of the Russian Federation. Mr Bolotov is an accomplished, respected and committed developer of education modernization in Russia.

Anna Cristina D'Addio is an Economist by background and has worked as a Senior Policy Analyst in the GEM Report team at UNESCO since March 2017. Prior to this position, Anna worked at the OECD on a comprehensive list of issues ranging from financial education and literacy, inequality, poverty, the intergenerational transmission of education, ageing, social protection, the life course approach to social policy and the decline of fertility, with a particular emphasis on the role of policies. In that role she co-authored leading OECD publications such as “Growing Unequal?”, and the various editions of “Pensions at a Glance” and “Pensions Outlook”, among others. Before joining the OECD Anna was a research professor in micro-econometrics applied to labour market/education issues. She has taught and carried out research at the Center for Applied Econometrics (CAM), University of Copenhagen; at the Higher Institute for Labour Studies (HIVA), Catholic University of Leuven; at the Department of Economics, University of Aarhus; at the Center for Research in Integration, Education, Qualifications and Marginalization, of the Aarhus Business School; at the Center of Operations Research and Econometrics (CORE), and IRES of the Catholic University of Louvain-la-Neuve. She holds a Ph.D. in Quantitative Economics (European Doctoral Program) from CORE and IRES (the Catholic University of Louvain-la-Neuve), a Doctorate in Public Economics from the University of Pavia and a Master in Quantitative Economics from CORE.

Stephen Kemmis is Professor Emeritus in the School of Education at Charles Sturt University in Australia. His current research investigates the nature and change of practices, principally in education. He is the originator of a particular form of practice theory: the theory of practice architectures. He has also written extensively on education, critical participatory action research, higher education development, research methodology, and Indigenous education. He is also one of the co-founders of the Pedagogy, Education and Praxis international research network including researchers from Australia, Finland, the Netherlands, New Zealand, Norway, Sweden, Colombia and the Caribbean. He is co-author with Wilfred Carr of Becoming Critical: Education, Knowledge and action research (London: Falmer, 1986); with Robin McTaggart and Rhonda Nixon of The Action Research Planner: Doing Critical participatory action research (Singapore: Springer, 2014); with Jane Wilkinson, Christine Edwards-Groves, Ian Hardy, Peter Grootenboer and Laurette Bristol of Changing Practices, Changing Education (Singapore: Springer, 2014); and the author of A Practice Sensibility An invitation to the theory of practice architectures (Singapore: Springer, 2019). He has held appointments at universities in Australia, the United States of America, and the United Kingdom, and has been a visiting scholar at a number of universities in Europe. In addition to his PhD (1976) from the University of Illinois at Urbana-Champaign, in 2009 he was awarded doctorates honoris causa from the University of Gothenburg in Sweden, and the University of Jyväskylä in Finland.

Naveed Hassan Naqvi is the World Bank’s Country Manager for Azerbaijan, appointed in October, 2016. Prior to this position Naqvi worked for the Bank in several positions since 2004 in Europe, Central Asia and South Asia. Most recently, he was the Program Leader for the World Bank activities in Central Asia in the following areas: Macro Fiscal Management, Social Protection and Labor, Jobs, Education, Health, Nutrition and Population; and Poverty Reduction. His technical work for the Bank has focused on skill development, innovation and higher education. Before joining the Bank he taught Economics at the University of Durham (UK), following an earlier career in Pakistan’s Civil Service where he worked in several districts in charge of revenue collection, magistracy, law and order administration, local development and service delivery. He has also worked for the private sector as a Highway Planning Engineer. Naqvi holds degrees in Civil Engineering, Economics and Political Science. He obtained his Ph.D from the University of Hull (UK) for his work on Economic Growth. Naveed speaks English, Punjabi, Urdu, and Flemish.

In a professional career spanning some 37 years, Bobby has served in various capacities in the private and public sectors. This includes a 10-year stint as an academic and researcher; specializing in Education policy analysis and planning. Before joining UNICEF Regional Office for Europe and Central Asia, he served in the South African government for a total 13 years; 8 of which was at the level of Director General. He also served in various capacities in the private sector and as a consultant; focusing on education policy and planning, organizational turnaround and senior executive training. He is currently UNICEF’s Education Regional Advisor in the Europe and Central Asia Region.