Vanessa currently works mainly on analysis and coordination of the the Innovative Learning Environments project, that aims to inform classroom redesign and educational reform through understanding innovative learning arrangements for children and young people.
Prior to this, Vanessa worked on Systemic Innovation in Vocational Education and Training, analysing the process of innovation in VET systems. She also worked on Teacher Education for Diversity, investigating how teachers are prepared for the increasing diversity of their classrooms, the challenges they face, and the effectiveness of proposed solutions. Both projects have recently released publications, and Teacher Education for Diversity has also produced a toolkit for practitioners and school leaders.
Previously, she was a researcher on CERI's external evaluation of the Youth Empowerment Partnership Programme (YEPP) which brought together public, private and independent sectors to improve outcomes for at risk youth.
At the OECD, she worked on social innovation activities in the Local Economic and Employment Development Programme. She has done research on public-private partnerships in youth employment initiatives in West Africa at the UN subregional office in Dakar. She has also worked on access to education issues at UNESCO headquarters.
Vanessa did her undergraduate studies in political economy and economic development at the State University of New York and Université de Paris IX-Dauphine. She completed her graduate studies at the University of North Carolina-Chapel Hill and Sciences-Po Paris, where she focused mainly on social policy and sociology of education.
Recent OECD Publications
OECD (2010). Educating Teachers for Diversity: Meeting the challenge, T. Burns and V. Shadoian-Gersing (Eds.), OECD, Paris.
OECD (2009). Working out Change: Systemic innovation in vocational education and training, OECD, Paris.
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