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
Yoon Young has been involved in a variety of academic and professional projects related to teacher education.
She is currently a member of the Teacher Education and Professional Learning (TEPL) research group at Oxford. Her Doctoral research focuses on teacher education policy and practice in England. The study examines the relationship between individuals’ own objectives, the stated programme goals, and the national teachers’ standards in the operation of the Oxford Internship Scheme (OIS). It also explores the perceptions of stakeholders regarding ideal goals that could drive a re-conceptualised teacher education programme.
Prior to her Doctorate, Yoon Young used to be a social studies teacher and subsequently worked as a consultant for the OECD’s Initial Teacher Preparation (ITP) Study. She holds a B.A. in Social Studies and Geography Education from the Ewha Womans University, and an M.A. in Educational Leadership from the University of Jyväskylä, where she was a grantee of the Korean Government Scholarship for Study Overseas.
Nigel is Associate Professor of Education and Values and the Department’s Director of Doctoral Research, overseeing all doctoral students.
His own research encompasses belief and values-based questions across education and research, especially on:
- Laws, human rights and courts
- Religions, beliefs & secularities
- Educational justice
- Educational research ethics
He has been convenor of the Philosophy, Religion and Education Group, and Chair of the Departmental Research Ethics Committee.
Professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.
He is on the editorial board of Journal of Beliefs & Values, and regularly reviews for: British Journal of Religious Education, Journal of Contemporary Religion, Oxford Review of Education, Religion & Education, and Teachers and Teacher Education.
Advisory & consultancy: Nigel is involved in advising on research in UK and across Europe, most recently the MORE project in Vienna. He has also been a doctoral external examiner in UK and internationally. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world.