Mathias Bouckaert, a Belgian national, joined the OECD in 2017. Mathias obtained a PhD in economics from the University of Versailles where he examined the current and future developments of universities and the conditions for their assessment. In so doing, he conducted several comparative and exploratory studies on the roles and modes of operation of tomorrow’s higher education institutions, as well as their implications for educational practices and policies. Afterwards, he returned to Brussels to work at Caritas International, an NGO which coordinates and evaluates projects with the aim of providing free and universal access to education and culture through innovative forms of knowledge transmission.
Madeleine is a project assistant in the Innovation Strategy for Education and Training project. She holds a MA in Political Science and International Relations from University of Stuttgart, Germany and Sciences Po Bordeaux, France. Before joining the OECD in 2016 she worked as legal assistant at CMA CGM as well as a project assistant for European Union funded research projects at Steinbeis-Europa-Zentrum. She has lived and worked in several countries.
Cassie joined the team as an analyst in 2020 and works primarily on the Fostering Creativity and Critical Thinking project. She joined the OECD after several years working in academia and policy contexts. She has taught online and in person, including on a doctoral programme in Higher Education at the University of Liverpool and at the IGS Group of schools in France, teaching modules such as intercultural studies and offering consultancy support to the innovation team, designing pedagogical resources and serious games. Her research activities have included being part of an international team of academics investigating how effective team-learning can be supported in online environments. She previously worked for Futurelab, an organisation exploring innovation and the use of digital technologies in education where she wrote on how practitioners and policy-makers can support the integration of digital literacy across school curricula and in the UK parliament, running an all-party group of policy makers and NGOs. She holds a PhD in Politics from the University of Exeter in the UK.
Gwenael Jacotin is a statistician He is responsible for the data management and exploitation of the surveys on creativity and critical thinking skills and for statistical work on indicators of innovation in education. He holds a Master in Economics from Paris School of Economics (PSE) and a Master in Statistics from Paris 1 Sorbonne University.
Reyer van der Vlies - Secondee from the Netherlands
Reyer van der Vlies joined the project in2019 as a Secondee from the Netherlands. He has worked for the Dutch Ministry of Education for almost seven years as a legal counsel. Among his subjects were data protection, state aid and teacher competencies. Furthermore he conducted projects that emphasised the ethics of policy making.
Reyer holds a PhD in Law from the University of Amsterdam, where he engaged in an ethical and legal analysis of cultural entrepreneurship in Dutch cultural policy. He holds a Master of Laws in both Information Law (i.e. intellectual property and freedom of speech) and Constitutional and Administrative Law at the University of Amsterdam and in Legal Affairs in Government Administration at the Dutch Academy for Legislation and Government Lawyers. Before coming to the Ministry, Reyer worked for the Court of Amsterdam.
Koen van Lieshout is a Junior Policy Analyst and joined the OECD as part of the Young Professionals Programme. He works primarily on the Smart Data in Education and Measuring Innovation in Education projects.
Quentin is a Junior Policy Analyst for the team. He joined the OECD in 2018 and has primarily worked on both cycles of the Fostering Creativity and Critical Thinking project as well as on the future of skills, smart data and innovation in education and digital learning. He co-authored several OECD reports on those topics and coordinated large quantitative evaluations of the team’s longitudinal studies on innovative skills in primary, secondary and higher education.