Claire Shewbridge heads the Strategic Education Governance (SEG) project in the OECD’s Centre for Educational Research and Innovation (CERI). Claire has been working as an Analyst in the OECD Directorate for Education and Skills for many years, most recently on the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review).
She led reviews on school funding, managing the teaching workforce and organising the school offer in the Czech Republic and Lithuania and contributed to reviews in Estonia and the Slovak Republic. She co-authored the OECD report Synergies for Better Learning: An International Perspective on Evaluation and Assessment (2013) taking responsibility for analysis on school evaluation and education system evaluation. As part of this work, she produced tailored analysis and policy advice for Australia, the Flemish Community of Belgium, Denmark, Luxembourg, Norway, the Slovak Republic, Sweden and Northern Ireland in the United Kingdom.
Prior to that, she worked on the OECD Review on Migrant Education working on country-specific analysis for the Netherlands, Austria and Norway and co-authored the OECD report Closing the Gap for Immigrant Students (2010). For five years, Claire worked on the Programme for International Student Assessment (PISA), leading analysis of student attitudes towards science learning and the environment in the PISA 2006 survey, co-authoring Are Students Ready for a Technology Rich World? What PISA Studies Tell Us (2005) and co-ordinating OECD reports on excellent students, success and challenges for immigrant students, student competencies in general problem solving and mathematics. In her early work with the OECD, she worked on OECD statistical publications Education at a Glance and the OECD Employment Outlook.
Florian Köster is an analyst in CERI’s Strategic Education Governance (SEG) project. He leads the analytical development of SEG’s Policy Toolkit helping policy makers focus attention on strategic governance processes. He led the first country study coming out of this work, focusing on promoting the systematic use of evidence by decision makers in Austrian school quality assurance (https://doi.org/10.1787/0ac0181e-en).
Florian holds an MA in Government (specialising in Public Policy and Comparative Politics) from the University of Konstanz, Germany, and an MRes in Political Science from Universitat Pompeu Fabra, Spain.
Rien Rouw is an external consultant in CERI's Strategic Education Governance (SEG) project. Previously, he had been seconded to the SEG project from the Netherlands Ministry of Education, Culture and Science. He returned to the Ministry in 2019 to continue work as senior strategist. He was a member of the CERI Governing Board from 2012 to 2015. Before joining the Ministry he worked in various positions in Dutch public administration, among others at the Court of Audit and at the National Council for Social Development.
Clara Krämer joined the Strategic Education Governance (SEG) team as Consultant between August 2019 and June 2020. She has a background in Philosophy and Economics and completed her Master’s degree in Public Policy at the Hertie School of Governance in Berlin, where she focused on policy analysis and quantitative methods. At the SEG project, Clara contributed centrally to advancing work on the SEG Policy Toolkit and writing on the topic of promoting strategic thinking in education policy.
Glenn Fahey joined CERI’s Strategic Education Governance (SEG) project as a consultant from May 2018 to June 2019. His work focused on the conceptual development of the accountability module of SEG’s Policy Toolkit and initial development of the generalised questionnaire of the Knowledge Governance module. Prior to joining CERI, Glenn has previously held both research-intensive and policy advice roles at the Institute for Public Policy and Governance (University of Technology Sydney) and the Australian Treasury.
His research interests cover education finance, accountability, and public governance. His academic output has been published the scholarly journals: Policy and Politics, and Public Finance and Management. Glenn has been awarded a Master of Economics (University of New England), Master of International Relations (University of New South Wales), Bachelor of Economics (University of New South Wales), and Bachelor of Social Science (University of New South Wales). His PhD (Education Finance and Policy) is in progress at the Institute for Public Policy and Governance (University of Technology Sydney).
Following his work at the OECD, Glenn took up a position as research fellow at the Centre for Independent Studies (Australia).
Gonçalo Lima joined the CERI’s Strategic Education Governance (SEG) project between March 2018 and September 2018 as a Consultant. His work focused on network governance in education and supporting the development of the Strategic Education Governance policy toolkit. He previously contributed to the OECD School Resources Review. Gonçalo is currently a PhD candidate in Economics at the European University Institute (Italy). His research focuses on empirical issues on Economics of Education and Education Policy.
Leonora is a project assistant in CERI's Strategic Education Governance (SEG) project. She joined the OECD in 1992 and has worked in several Directorates including her previous position in the Centre for Tax Policy and Administration where she worked for 14 years in the Global Relations Division. She joined CERI where she has been working in her current position since April 2014. Leonora has a BA in Business studies and languages.