José-Luis Álvarez-Galván is a Policy Analyst in the Policy Advice and Implementation Division of the OECD Directorate for Education and Skills. At the OECD, he has managed numerous national policy reviews and international comparative projects, with a focus on governance, school evaluation, skills policies and digital education. He has led or contributed to major reviews in Ireland, Spain, Sweden, Mexico, Peru, Costa Rica, Kazakhstan, Egypt, Austria and other countries. Before joining the OECD, José-Luis held academic and private-sector positions in Mexico and the United Kingdom. He holds a Master’s Degree in Regional Economic and Social Development from the University of Massachusetts and a PhD from the London School of Economics and Political Science (LSE). From 2022 to 2023, he served as Head of Policy and Advocacy at the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development in New Delhi, India. He co-ordinated the Diagnostic Review of Sweden.
Luka Boeskens is a Policy Analyst in the Policy Advice and Implementation Division of the OECD Directorate for Education and Skills. Since joining the OECD in 2015, Luka has worked on international reviews of education policy focusing on education governance, school funding, the organisation of school networks, teacher policy and professional learning. He has co-authored OECD reports on The Funding of School Education (2017), school infrastructure (Responsive School Systems, 2018), human resources (Working and Learning Together, 2019) and digital education (Shaping Digital Education, 2023). Luka holds an MSc in Sociology and a BA in Philosophy, Politics and Economics from the University of Oxford.
Young Chang is an Analyst in the OECD Directorate for Education and Skills. Since joining the Organisation, she has contributed to work on teacher policies, education for sustainable development, digital transformation, and workforce skills. She has authored and co-authored OECD reports and policy papers, including Promoting Students’ Competencies and Effective Pedagogies for the 21st Century in the German-speaking Community of Belgium (2024) and Enhancing Green Career Guidance Systems for Sustainable Futures (2024). Before joining the OECD, Young was a Policy Analyst at the Government of Ontario in Canada, where she supported provincial curriculum reform and national reviews of education policy and implementation. She holds a master's degree in education (Ed.M.) from Harvard University.
Karine Tremblay is a Senior Analyst in the Policy Advice and Implementation Division of the OECD Directorate for Education and Skills, leading its work on teacher policy and digital education policy as part of the Resourcing School Education for the Digital Age project. At the OECD, Karine led the OECD Teaching and Learning International Survey (TALIS, 2014‑2021) and a successful feasibility study for an international Assessment of Higher Education Learning Outcomes (AHELO, 2008-2013). Prior to this, she was a Policy Analyst on the OECD Thematic Review of Tertiary Education (2006-2008), INES (Indicators of National Education Systems, 2004-2006) and managed the World Education Indicators, a statistics programme with non-OECD countries (2001-2004). She has co-authored OECD reports on varied topics: education in emerging countries (World Education Indicators, 2001, 2002, 2005), international student mobility (Trends in International Migration, 2001 and Education At a Glance, 2001, 2002, 2003, 2004, 2005), higher education policies (Tertiary Education for the Knowledge Society, 2008), learning outcomes’ assessment (AHELO Feasibility Study report Volumes 1 & 2, 2013), teacher policies (TALIS 2018 Results Volumes 1 & 2, 2019, 2020), value for money (Value for Money in School Education, 2022) and digital education (Shaping Digital Education, 2023). Karine holds a PhD in Development Economics from Panthéon-Sorbonne University in Paris.