Early childhood and schools

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Karine Tremblay
Senior Analyst
Karine Tremblay is a French national who has been in the OECD Directorate for Education and Skills since 2001 and in charge of the Teaching and Learning International Survey (TALIS) since September 2014. Previously she was a senior analyst for higher education policy work. Before that, she was in charge of the OECD Assessment of Higher Education Learning Outcomes (AHELO) feasibility study, an analyst on the OECD Thematic Review of Tertiary Education and she managed the World Education Indicators programme (2001-04). She has worked and written on student mobility, the impact of education on economic growth, the development of a survey of primary schools in developing countries and comparative education trends in Europe, China and India. She holds a PhD in Development Economics from Panthéon-Sorbonne University in Paris where she also lectured. She specialised in internationalisation and quality assurance policies and the political economy of reform in tertiary education.


Pablo Fraser
Pablo is a Chilean national who joined the TALIS team in September 2015. Prior to joining the OECD, Pablo was an associate researcher at the Education Faculty of the Diego Portales University in Chile. His interests are the exploration, identification, and explanation of global tendencies regarding teacher quality reforms. He has been involved with a series of projects conducted by UNESCO that have sought to examine the relevance of teacher characteristics and practices to improve student achievement in Latin America, such as the Third Regional Comparative and Explanatory Study in Latin America (TERCE). He holds a Bachelor's degree in Sociology from the Pontificia Universidad Católica de Chile and a dual-title Ph.D. in Educational Theory and Policy and Comparative and International Education Policy from the Pennsylvania State University (United States).


Noémie Le Donné
Noémie Le Donné joined the OECD Directorate for Education and Skills in June 2014, where she worked on the PISA-based Test for Schools project before moving to the TALIS team in July 2015. Prior to joining the OECD, Noémie Le Donné was a research fellow at the Centre for Research in Economics and Statistics (Quantitative Sociology Unit), at the National Institute for Demographic Studies and at the Observatory of Social Change. Noémie Le Donné holds a PhD in Sociology from Sciences Po Paris – her doctoral research focused on the effects of educational policies on social inequalities in skills – and is an alumnus of ENSAE (Paris Graduate School of Economics, Statistics and Finance).


Gabor Fülöp
A Hungarian national, Gabor has been working at the OECD since 2009. Prior to joining the TALIS team in July 2018, he worked as a statistician at several OECD departments, such as the Statistics Directorate, the Development Centre and the Economics Department, where he mainly worked on macroeconomics, structural policies and related statistics. Gabor holds a Master’s degree in International Relations and Economics from the Corvinus University of Budapest and a Master’s degree in Economics and Development Economics from the University of Nottingham (United Kingdom).


Aakriti Kalra
Aakriti Kalra, an Indian national, is a former teacher and teacher trainer. She joined the OECD as a member of the TALIS team in 2018. She holds a Master's degree in International Education Policy from Harvard University where she gained training in quantitative research methods for educational research, as well as worked on designing teacher training programmes in different country contexts. Prior to her graduate studies, she worked at a government school in India for 2 years as a Teach for India fellow where, in addition to being a teacher, she was involved in school based management committees and training first-year teaching fellows.


Emily Groves
Project assistant
An Australian national, Emily joined the Directorate for Education and Skills in 2003 and has worked on a number of different projects since then. She joined the TALIS team in September 2015 and provides administrative support, maintains the project website and communications tools, and assists with the preparation of publications. Before joining the TALIS team, Emily worked on the OECD Higher Education Programme (IMHE) for several years. Emily has a Bachelor of Arts in English Literature and Ancient History from the University of Queensland and a Graduate Diploma in Library Science from the Queensland University of Technology.


Florence Bernard
Florence is a French national, who joined the TALIS team in May 2016. She migrated from her native France to Canada, where she obtained an MA in English and French Literature from the Université de Sherbrooke, Quebec. She then worked for several years with the Canadian Government and the House of Commons as a writer and, in parallel, translated English-speaking Canadian Authors into French. Upon her return to France, she worked for the Permanent Canadian Delegation to UNESCO, where she was in charge of organising meetings and events and acted as a Public Relations Programme Officer. Before joining the OECD, Florence also worked as an English Teacher at primary level and a free-lance Translator (English/French). Florence previously worked in the Global Relations Secretariat, in the South East Europe Division. She will also work with other projects in the Early Childhood and Schools Division of the Directorate for Education and Skills.


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