Department of Education

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Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Reem is DPhil student from Saudi Arabia. Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.

Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).

Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.

In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.

She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.

Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.

Title of Thesis

Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda

Publications

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.

Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.

Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188

Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31

Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74

 

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.

Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.

As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.

Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also atten