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 focussing 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.
Katharina Meyer was a Policy Analyst of the Young Associate Programme in the Policy Advice and Implementation Division of the OECD Directorate for Education and Skills from September 2022 to August 2024. As part of the Resourcing School Education project, she worked on the analysis of effective policies for digital education, teachers’ professional learning and the OECD Policy Survey on School Education in the Digital Age. Prior to joining the OECD, Katharina worked as a member of the Austrian national student representation and Opportunity International Edufinance, an education micro-financing organisation operating in Sub-Saharan Africa. Katharina holds a degree in Philosophy, Politics and Economics from the University of Warwick and is pursuing a Master in Public Administration in International Development at the Harvard Kennedy School.
Kaśka Porayska-Pomsta is full Professor of AI in Education at the University College London (UCL) Faculty of Education and Society, UCL Knowledge Lab and the Director of the UCL Knowledge Lab. Her research straddles engineering and social sciences, focussing on understanding if and how AI and digital technologies may be used to support human learning, development and communication. Diversity, inclusion and trust represent key themes throughout her research. Kaśka is a member of the management committee for the Bloomsbury Centre for Educational Neuroscience, the advisory board for the UCL EdTech Labs, expert committee for the UCL-Amazon Web Services Centre for Data Innovation, and Chair of the international jury of the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education. She holds an MA Joint Honours in Linguistics and Artificial Intelligence and a PhD in Artificial Intelligence, from the University of Edinburgh.
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 OECD project Resourcing School Education: Policies for the Digital Transformation of Education and Future-Readiness of Teachers. Previously, 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 and 2, 2013), teacher policies (TALIS 2018 Results, 2019, 2020), value for money in education (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.
Kristen Weatherby is a senior education technology professional whose career has included leadership roles in some of the largest global public and private sector players in education and technology, including Microsoft and the OECD, where she managed the 2013 cycle of the TALIS survey and still serves as an expert on its development. At University College London she helped develop start-up accelerators at the Institute of Education and the College of Engineering. She has consulted with governments, multi-nationals, start-ups and research institutions such as l’Agence Nationale de la Recherche in France, where she advised on the national teaching and technology strategy. She is the founder of Breakthrough Labs, a community supporting female founders and a venture partner at a London-based investor. Kristen holds a PhD in Education from UCL’s Institute of Education and a Master’s in Teaching from the University of Michigan.