The Importance of Evidence-Based Research on Early Childhood: Perspectives from the University of Guyana
April 14th, 2025.
14 de April de 2025
KIX
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Interview with Delicia Vancooten, Professor of Early Childhood Education, University of Guyana, conducted by Catalina Godoy, Research and Evaluation Assistant, KIX LAC – SUMMA.
❝The University of Guyana implements strategies to translate early childhood research into educational policy and practice through sustainable collaborations with local, regional, and international organizations..❞
Delicia Vancooten holds a Master’s degree in Early Childhood Development and currently serves as a lecturer at the University of Guyana, where she also contributes to the University’s Early Childhood Centre of Excellence. In this role, she guides students in research methodology and practice. With over fifteen years of experience in the early childhood sector—four of which have been dedicated to lecturing in the Faculty of Education and Humanities—her work reflects a strong commitment to the field. Her professional interests include early childhood leadership, curriculum design, and culturally responsive pedagogy.
Our conversation explored the institution’s key role, the strategies implemented to translate knowledge into practical actions and educational policy, the main challenges faced in this process, and the next steps planned to further strengthen the use of evidence in Guyana’s pre-primary education subsector.
Efforts like this underscore the importance of producing research and evidence in the field of early childhood education. Research is essential for designing more effective, equitable, and sustainable policies and practices. Reliable, context-specific data enable informed decision-making that more accurately addresses the needs of young children during this crucial stage of their holistic development.
1️⃣ | In general terms, what is the university’s role in generating knowledge and evidence on early childhood education?
Guided by the principle that education is dynamic and ever-changing, the University of Guyana’s (UG) role rests on the helm of research. The university plays a crucial role in producing and promoting evidence-based knowledge, particularly through the Faculty of Education and Humanities and the university’s premier laboratory school, the University of Guyana Early Childhood Centre of Excellence (UG-ECCE).
UG-ECCE is a model learning institution, creating a conducive learning environment for educators and children. In addition, it serves as a research hub where child development, curriculum delivery, and inclusive practices are observed, documented, and refined to address the needs and interests of early childhood. When UG-ECCE was envisioned, leading research in Early Childhood Development was identified as the first component:
Through collaboration with faculties at UG and internationally, applied and basic studies will be done to establish and sustain a nationally and internationally recognised model for bridging research-to-policy gaps in Early Childhood Development. Hence, research findings will inform practitioners and policymakers about advancement and development trends.
Studies conducted at UG-ECCE have paved the way for culturally appropriate, theory-based, and evidence-driven practice. Research of this nature provides valuable insights that support academic inquiry and national educational development. These studies are pioneering how early childhood knowledge is generated. When summed up, one can recognize interlocking elements: the academic programmes offered by the University, the field-based learning, and collaborative research done at the UG-ECCE position the university as a key driver of innovations and an evidence producer that informs practices within early childhood education.
The essential idea is that decisions made by educators should be based on the best available evidence collected through rigorous research. Research conducted through various forms should be viewed as providing the strongest and most dependable evidence to guide practices within early childhood. The University’s role is a facilitator, supporting educators and budding researchers with an evidence-based approach to teaching and practice. This concept that the university enacts, encourages educators to understand where students are in their learning and guides educators on appropriate interventions and pedagogical practices. Therefore, improvements in student learning outcomes depend on the broader use of reliable evidence ingrained in classroom practices.
In doing so, the university recognizes its integral role as the “melting pot” for early childhood educators to share evidence from research studies and utilize the related evidence within their practical settings- for example, teachers from Region 3 share their findings and recommendations on an area of concern. Teachers from Regions 4, 5, and 6 incorporate these good practices and approaches suggested within their classrooms and evaluate their students’ outcomes-. Evidence of this kind is crucial in informing decisions about the effectiveness of an educator’s actions. Such evidence plays a vital role in monitoring students’ progress and evaluating the interventions’ impact.
2️⃣ |The university demonstrates a strong commitment to evidence generation. How is this commitment reflected in educational policy and practice, particularly in translating early childhood research into actionable strategies?
The University of Guyana implements strategies to translate early childhood research into educational policy and practice through sustainable collaborations with local, regional, and international organizations. It also fosters research-practice partnerships, engages with stakeholders, and promotes interdisciplinary collaboration and community practice.
One of the university’s primary strategies is integrating research in teacher preparation, engaging with courses such as Research Methods in Early Childhood Education, Psychology of Teaching and Learning, and Curriculum Development. Through these integrated courses, teachers are equipped with the “skillset” to analyze existing literature, apply evidence-based strategies, and conduct classroom-based inquiries. More so, going beyond, faculty members actively contribute to national educational reforms through curriculum reviews and policy consultations, and they serve as advisory board committees.
Collaborative research, grounded in issues such as inclusive pedagogy, early learning environments, and developmental assessments, among others, informs recommendations for the Ministry of Education and other educational entities. For instance, over the past three decades, the university has developed lasting partnerships with the Ministry of Education (MOE) through schools, educational districts, and other organizations, such as the National Centre for Educational Resource Development (NCERD), to prioritize research that directly addresses practical challenges and can be implemented in real-world settings. Shared collaborations in research inform numerous policies and guide practices that are mutually beneficial.
These valuable contributions support educators in our programmes with current, contextual, and relevant research. Research findings from UG-ECCE also inform university programmes and serve as a reference for broader educational policy discussions. To this extent, the university regularly hosts public seminars, practitioners’ workshops, and professional development sessions, all of which are grounded in early childhood and translate research into actionable tools for educators and policymakers.
In addition, the university collaborates with stakeholders who are recognized experts in their field or have a vested interest in research, working together to address shared challenges and ensure that the findings are relevant and actionable. Such engagements facilitate ongoing communication and information sharing between researchers and stakeholders, guiding policies and practices. More so, the university engages in participatory and interdisciplinary collaborations with regional organizations such as the Caribbean Development Bank (CDB) and the Caribbean Community (CARICOM) and international organizations like UNICEF and UNESCO to co-produce knowledge that informs policies and practices. These evidence-to-practice approaches that the university adopts reinforce its role as a key contributor to the national early childhood landscape.
3️⃣ | Although you mentioned it above, could you go deeper into how the university collaborates with other institutions, government agencies, or the private sector to strengthen the application of knowledge in early childhood?
Collaboration for UG is not transactional, but it is more relational. It is about cultivating trust, aligning vision, and working across sectors to ensure that knowledge does not remain confined to journals and books. Even though we write, conduct research, and publish findings, it is not just for us to have the knowledge piled up in print or in the media. Rather, it is “lived out” where it matters most- in the classrooms, in the homes, and in the policy decisions that will be made.
For instance, our partnership with stakeholders, such as the Ministry of Education, is long-standing, as we are the premier university serving the nation’s educators. Moreover, it is evolving, with our faculty members serving on curriculum review panels, sharing insights on national consultations, and offering technical insights grounded in research and current classroom realities. In addition, these spaces are not just for knowledge sharing but also for opportunities to listen, align, and co-create. UG has also deepened its commitment to other educational entities, supporting expanding possibilities within early childhood and special education. This is evident through UG’s collaboration with the Cyril Potter College of Education (CPCE) and the emerging partnership through ties with Georgetown International Academy (GIA). While GIA offers direct support to children with special education needs, the University has commenced contributing to areas of pedagogical training, research design, and contextual understandings that guide early childhood.
Moreover, UG-ECCE facilitates bi-weekly interactions and collaborations with local early childhood centres from various communities. Upon visits, these centres gain insights through observing developmentally appropriate practices in early childhood education that are inculcated within their centres. Hence, collaboration for us at the university is purposeful and intentional, rooted in the belief that knowledge reaches its fullest potential when it is shared, tested, and shaped collectively.
❝It is essential that we recognize not only the need to generate evidence but also to curate, communicate, and contextualize it.❞
4️⃣ | However, are there specific programs or initiatives within the university that promote the mobilization of early childhood evidence?
Yes, definitely yes, in addition to the Bachelor’s of Education in Early Childhood, where educators are engaged in their research that contributes to the mobilization of evidence, the university also offers a Master’s of Education in Early Childhood Development, which further strengthens research capacity in the areas of curriculum design, leadership, and early childhood research. The master’s programme facilitates a deeper academic inquiry where graduate educators research pressing current educational issues, such as parent engagement and transition across levels in early childhood education, and within their thesis includes recommendations that are shared with stakeholders and other relevant authorities. When this is done, it contributes to the local policy and dialogues.
Moreover, UG-ECCE promotes the mobilization of early childhood evidence by hosting seminars, demonstration lessons, and exposing educators to collaborative learning environments, all centered around addressing contemporary issues in education. Faculty members and educators often engage with UG-ECCE to adopt evidence-based approaches and collect data and findings. Beyond all the formal programmes the faculty offers, the university regularly participates in regional and international conferences, publishes peer-reviewed articles, and engages in partnerships and community-based work with other early childhood centres. These layered initiatives underscore the university’s commitment to making early childhood research usable and impactful by ensuring that what is learnt in theory is applied meaningfully in practice.
5️⃣ | Now, back to the central issue of evidence generation, how do they ensure that the evidence used is up to date and responds to current challenges in early childhood education?
The University of Guyana’s directive in staying current in early childhood education isn’t simply a matter of keeping pace with global trends. It is more about staying grounded in local realities while engaging critically with emerging knowledge that transcends globally. At UG, this balance is at the heart of the work that is carried out, where evidence is approached not as something static to be acquired but something that is “alive”. Alive in the sense that we do not just look at issues that would have transpired in the past and act solely on them. We actively engage in local research, often shaped by the very participants themselves – children, their families, educators, and the communities these educators serve.
Just as importantly, we listen; as a faculty, we listen; we listen to parents of the UG-ECCE, we listen to the children, we listen to the educators we engage with during their practicum reflections, and we listen to the communities that shape how early childhood looks and feels in Guyana. Subsequently, through their practicum and research, our educators are taught to ask those hard questions and follow wherever these probing questions lead, whether they are pursuing a bachelor’s or a master’s programme. Additionally, they are given opportunities to examine current transition practices in early childhood and reflect on children’s play habits in various classroom settings. The goal of doing this is always the same: to help us at UG respond thoughtfully and meaningfully to the needs seen in the classrooms. Thus, the evidence that is utilized is not just up-to-date, but it is in motion and growing with us by reflecting on the realities of the present, the questions of the moment, and the possibilities of what education can be when rooted in both knowledge, practice, and care.
6️⃣ | To make efforts such as these, there are always difficulties along the way. What are the main challenges facing the university in mobilizing evidence on early childhood education, and how do you address them?
Mobilizing evidence in early childhood education is not always straightforward, especially within the context of disseminating information, as continuity and time, among other factors, usually pose a challenge. One of the persistent challenges faced at the university is not in producing the actual knowledge but in disseminating it where it is most needed within classrooms in rural areas and where it can be effectively utilized. Numerous research studies are often produced, pointing to developmentally appropriate practices; however, they are not always appropriately utilized. We recognize that, at times, research outputs usually live in academic spaces and do not go beyond, in the sense that they remain behind academic doors or are found within thick reports on shelves. Thus, translating those insights into actionable causes is not an easy task, for instance, reshaping educators’ perspectives from a teacher-centered learning approach to student-centered learning. In addition, advancing the current play-based pedagogy poses challenges for some educators to adjust to. Thus, it is essential that we recognize not only the need to generate evidence but also to curate, communicate, and contextualize it. Another challenge is continuity, as research projects are often time-bound, while the issues we address – learning disparities, inclusive education, and transition – are ongoing. Thus, bridging that temporal gap between research cycles and the rhythm of real-world classroom means that we need to think long-term, even when utilizing some short-term tools and periods allotted to us.
In the face of these challenges, we are not passive; we have begun to shift from a teacher-directed, chalk-and-talk dissemination strategy to teacher-friendly formats, where teachers serve as facilitators and are provided with reflective tools. Reengaging educators in workshops that center stories and examples of actual outcomes rather than just statistics. We hope to have these sessions with educators, and the activities engaged in will be based on current research. These can be conducted at UG-ECCE, where reflection-based sessions are held for professionals in education. In essence, educators are not just consumers of the evidence that they receive but will become contributors to a growing practice informed by the body of knowledge.
Moreover, the research-based evidence will be applied practically, incorporating not only emerging trends but also considering our local realities when researching to address the challenges we currently face in implementing it. Notable challenges, such as financial, infrastructural, and procedural, are some that we are currently addressing.
We are also building deeper partnerships, as mentioned with GIA, MOE, NCERD, and CPCE, which will allow us to extend the relevance of our research work through collaborative implementations.
❝Our next steps are driven by one unshakeable belief that evidence is only powerful when it is used.❞
7️⃣ | Finally, could you share what next steps or initiatives the university plans to further promote the use of evidence in early childhood education within Guyana’s education system?
Generally, at the university, we believe that evidence does not end with research, but rather begins with it. So, the next chapter in our journey is about expanding the systems and spaces that allow evidence to “live” beyond the classroom, beyond the reports, and into the hearts of educators, showing us how we can teach, learn, and lead. One of our key priorities is the evolution and expansion of the UG-ECCE into regional centres for research and innovation in our country and the Caribbean. This does not end with rebranding the space but with redefining its role. Foreseeing UG-ECCE as a national hub for research and innovation, we envision a centre that not only models good practices but also carries them out through longitudinal studies that will be continued. In addition, piloting innovations, especially with a STEAM approach for early childhood and data-informed coaching for educators nationwide.
At UG, we recognised that the future of evidence-based practice relies on access. Reviewing the number of persons who can access these programmes at a given time is limited. Hence, we are exploring the development of a digital research repository that provides a public platform accessible to educators, where they can share research conducted by other peers and faculty members. Access to the current body of knowledge and practice will not only be shared with policymakers but also with teachers, caregivers, and community leaders who have an interest in early childhood. This initiative started as a blog that UG-ECCE developed, where mini-researches are shared for the public to utilize and make meaningful use of.
The goal is simple: to democratize knowledge so that anyone committed to the well-being of young children can utilize it. Another major initiative involves mentorship in research and cross-faculty collaboration in research that we intend to continue and expand further across other universities. Linking undergrad and grad students with faculty mentors and other experts within various fields can contribute to the edification of early childhood. Moreover, not limiting resources and networking, but rather transcending them into other areas, such as agriculture, science, and technology, which have contributing factors that help promote and develop early childhood education. Ultimately, our next steps are driven by one unshakeable belief that evidence is only powerful when it is used.
Catalina Godoy’s closing remarks: Our conversation with Ms. Delicia Vancooten has highlighted the University of Guyana’s meaningful efforts to link research with practice in early childhood education. Through initiatives like the UG-ECCE and strong partnerships, the university is helping ensure that evidence truly informs classroom practices and public policy.
We invite other universities to reflect on their role in generating and mobilizing evidence on early childhood education, and to share their experiences to continue strengthening the link between knowledge and public policy. If you are interested in writing a blog with us or participating in the “Knowledge Mobilization Cycle: Use of Evidence for the Early Childhood Education and Care”, feel free to contact Mar Botero (Knowledge Mobilization and Community Engagement Coordinator, KIX LAC) atmar.botero@summaedu.org
Finally, we would like to extend our special thanks to Magali Pérez Ryzio, Communications Manager, and Mar Botero from KIX LAC for their valuable contributions to this interview.
Monserratt is a sociologist with a Master’s degree in Sociology and extensive experience in the management and evaluation of social and educational projects at the institutional and territorial levels, working in collaboration with civil society organisations, educational communities and public entities. She is a specialist in qualitative and quantitative methodologies, with solid knowledge of data analysis, instrument design and results monitoring aimed at continuous improvement and evidence-based decision-making. She has outstanding skills in multidisciplinary team leadership, strategic planning, and intersectoral coordination. She is committed to social transformation, collaborative participation, and strengthening education as a driver of justice, equity, and social progress.
Analía Jaimovich
Director of Research and Technical Assistance to Education Systems.
About Analía Jaimovich
She has extensive experience and a proven track record in education policy, with a special focus on improving education systems from the perspectives of financing, local levels, teacher training, among other issues.
She holds a PhD in Public Policy and Education from Harvard University. Also, a Master’s degree in International Education Policy from Harvard University, a Master’s degree in Politics and Education from the University of Cambridge (United Kingdom), Bachelor’s degree in Education Sciences from the University of Buenos Aires.
She held the position of Senior Education Specialist at the Inter-American Development Bank, where she was in charge of the Bank’s education portfolio in Chile (2015-2025).
She has worked for the World Bank’s Human Development Network, Research Triangle International, and the Academy for Educational Development (now FHI 360). Additionally, she has worked for the Ministries of Education of Argentina, Peru and the city of Buenos Aires. In these positions, she promoted policies and programs for institutional evaluation, school improvement, and teacher career and training.
She has taught courses on Education Policy at the University of Harvard and University of Buenos Aires. Her research has been published by different publishers, such as Routledge, World Bank, Inter-American Development Bank, SAGE, Edward Elgard Publishing, AIQUE, and Economics of Education Review,
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Iván Filonenko
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About Iván Filonenko
With over eight years of experience in finance and administration in the private sector, Iván brings a solid track record to the non-profit sector. He holds a Master’s degree in Finance and Financial Management. He is fluent in English, Russian and Spanish, enabling him to collaborate effectively with various international partners.
Paulina Salazar Vera
Press Coordinator and Project Communications Officer at SUMMA
About Paulina Salazar Vera
Paulina Salazar Vera is the Press Coordinator and Project Communications Officer at SUMMA. She worked for over 10 years in Chilean media outlets such as La Tercera newspaper and Radio Cooperativa.
In recent years, she has served as the leader of press, outreach, marketing, and campaign efforts related to the positioning of universities, research centers, and personal brands. She was also in charge of communications and strategic positioning for an educational transformation project in Paraguay.
She is a journalist from the University of Chile, with a diploma in Communication and Public Policy and a master’s degree in Educational Research from the same university.
Nicolás Caglevic Ibáñez
Quantitative Analyst in the Evaluation Area at SUMMA.
About Nicolás Caglevic Ibáñez
Nicolás Caglevic Ibáñez is a Quantitative Analyst in the Evaluation Area at SUMMA, with an interest in public policy and experience in impact evaluation, particularly in the field of education.
He completed a Master’s degree in Economic Analysis at the University of Chile, where he also earned a Bachelor’s degree in Business and Economics, with a major in Economics. His work focuses on the use of quantitative tools to generate evidence that supports the design and improvement of educational programs and policies.
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Sylvia Schmelkes
Associate Professor, Universidad Iberoamericana de México and member of SUMMA’s Board of Directors.
About Sylvia Schmelkes
She has been a researcher in education since 1970, where she has worked in international organizations such as UNESCO, UNICEF and OECD.
Her involvement in educational research has led her to hold positions as advisor to the Secretary of Public Education from 1996 to 2000, in addition to chairing the Board of Governors of the OECD Center for Educational Research and Innovation from 2002 to 2004. She is currently a member of the Governing Board of the National Institute for the Evaluation of Education (INEE). Sylvia holds a B.A. in Sociology from the Universidad Iberoamericana, where she also obtained her M.A. in Educational Research.
Joel Warrican
Dean of the Faculty of Education, University of the West Indies
About Joel Warrican
More than 30 years of experience in the field of education and teaching at all educational levels. He is currently director of the School of Education and the Caribbean Center for Educational Research. Chair of education in language, literacy and interlinguistic studies.
Didacus Jules
Director, Organization of Eastern Caribbean States
About Didacus Jules
Educated in the Caribbean and the United States of America, he graduated from the University of the West Indies (Barbados) in 1997 with an Executive Master’s Degree in Business Administration, where he had previously graduated in 1978. He also enrolled at the University of Wisconsin-Madison (USA), where he earned a master’s degree in Curriculum and Instruction in 1990 and a doctorate in Curriculum and Instruction (major) and Educational Policy (minor) in 1992.
Jules was one of the main protagonists of the National Literacy Campaign in Grenada during the 1979 revolution. Subsequently, he was simultaneously Head of Education and Permanent Secretary of Education, Youth, Culture, Women and Social Affairs of Granada. He is a member of the Editorial Group of the International Journal of African and Afro-American Studies.
He was Permanent Secretary for Education and Human Resource Development in the Ministry of Education, Human Resource Development, Youth and Sports of Saint Lucia from 1997 to 2004.
On April 1, 2014, he assumed the position of Director General of the Organization of Eastern Caribbean States. He has written extensively on critical education, education policy and public sector reform.
Michael Fullan
Global Leadership Director, New Pedagogies for Deep Learning
About Michael Fullan
Recognized as a global authority on education reform, he advises policymakers and local leaders around the world to help achieve the moral purpose of all children learning. He holds honorary doctorates from several universities in North America and abroad. Fullan is a prolific and award-winning author whose books have been published in many languages. Former Dean of the Ontario Institute for Studies in Education at the University of Toronto and is currently an advisor to the Premier and Minister of Education of Ontario.
Josette Altmann Borbón
Secretary General, FLACSO for Latin America and the Caribbean
About Josette Altmann Borbón
She began her collaboration with FLACSO as a research associate on integration and development issues. She served as Director of the Observatory for Regional Integration in Latin America and was also the Regional Coordinator for International Cooperation and Research from 2006 to 2012.
In June 2016, she was elected as the first woman to serve as Secretary General, a position she held for the 2016-2020 term.2 and re-elected in June 2020 for the 2020-2024 term.
In addition to working with this organization, she has served as a member of the advisory boards of the following organizations: Member in the Advisory Boards of the Organization of Iberoamerican States for Education, Science and Culture (OEI), Member of the Advisory Board of the Knowledge and Innovation Exchange Initiative for Latin America and the Caribbean (KIX-LAC),Chair Region Group Latin America and the Caribbean (LAC), Leiden University Sept.2018 /Aug.2019, Member of the Commission of the Postgraduate Program in Educational Evaluation of the University of Costa Rica, Professor of the Postgraduate Studies System in Educational Evaluation of the University of Costa Rica, Professor of the Faculties of Education and Social Sciences of the University of Costa Rica.
Germain Anthony
Technical Specialist, Education Development Management Unit. OECS
About Germain Anthony
Germain Anthony is an Education Technical Specialist at the OECS Commission’s Education Development Management Unit (EDMU). He is an educator with 30 years of experience in the sector. He is a teacher by training and holds a degree in Computer Science and Management. He completed a Master’s program in Design for Interactive Media in London (2012). He was also the Commonwealth of Learning National Focal Point in Saint Lucia for several years.
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Sonia Rees
Information Management Officer, Communications Unit Organization of Eastern Caribbean States
About Sonia Rees
Information management professional. Manages both explicit and tacit knowledge through appropriate platforms and processes, engaging people to better leverage knowledge, supporting the preservation of key historical and technically valuable records and information, knowledge and documents for good business continuity practice. He is also part of the team designing a records and information framework for the Government of Trinidad and Tobago.
Lisa Sargusingh
Technical Specialist Education Development Management Unit Organization of Eastern Caribbean States
About Lisa Sargusingh
Educator with 30 years of experience at all levels of the educational sector. She holds a master’s degree in education with a specialization in language and literacy education from the University of Waikato (New Zealand), a postgraduate diploma in curriculum policy development, a bachelor’s degree in education from the University of the West Indies, Cave Hill campus, and a certificate in French language teaching from the Alliance Française de Paris (France). He has extensive experience in supervising educational research and curriculum development, and has taught and supervised graduate courses on literacy and educational research in the region. Extensive experience in faculty professional development and educator training at UWI Open Campus, UWI Mona and the Division of Teacher Education and Educational Administration at Sir Arthur Lewis Community College (SALCC) in St. Lucia. She is also an empathetic educator with several years as a student liaison officer providing support services to tertiary level students at the Division of Technical Educational and Management Studies (DTEMS) in St. Lucia. Prior to working as a reading specialist on the OECS/USAID ELP project management team, she was a Language and Communication teacher at Sir Arthur Lewis Community College, an online facilitator at the UWI Open Campus, and a teacher trainer at the University of the Southern Caribbean (USC).
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About Sisera Simon
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About Claudia Costin
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Prior to joining the World Bank Group in July 2014, Claudia, was the Secretary of Education of Rio de Janeiro. During her administration, learning outcomes increased by 22% in the city. She also launched an early childhood program, through intersectoral work with the Health and Social Protection secretariats.
Claudia was vice-president of the Victor Civita Foundation, which aims to raise the quality of public education. Because of her conviction that education has a transformative power, she contributed to the creation of the civil society movement “Todos pela Educação”, and was part of its technical committee. Convinced that teacher motivation is fundamental to achieve real learning, Claudia communicates with thousands of teachers through social media. Her previous experience includes positions as Secretary of Culture for the state of São Paulo and Minister of State Administration and Reform, at the national level. She also served as executive secretary of the Hélio Beltrão Institute and as executive director of Promon Intelligens. Previously, she was sector director of the Poverty Reduction and Economic Management Unit of the World Bank for Latin America and the Caribbean, and advised several African governments on issues related to public policy and state modernization. She has held academic positions at the Catholic University of São Paulo, the Getúlio Vargas Foundation, the Insper Institute of Education and Research, and the National School of Public Administration of Quebec. She holds a Master’s degree in Economics from the São Paulo School of Business Administration of the Getúlio Vargas Foundation.
Sylvia Schmelkes
Director (México)
About Sylvia Schmelkes
Academic Vice Rector at the Universidad Iberoamericana, Mexico City. She is a sociologist and educational researcher with a master’s degree in Educational Research and Development from the Universidad Iberoamericana. She is known for her work in intercultural education and for her book “Towards better quality of our schools”.
She has conducted exploratory studies on good practices in support programmes for indigenous people in higher education. She has published more than 150 works, including books and articles, on the topics of the quality of education, adult education, values formation, and intercultural education.
She worked as a professor-researcher at the Department of Educational Research at the National Polytechnic Institute. She has been a consultant for UNESCO, UNICEF, and the OECD. She served as director of the Research Institute for the Development of Education (INIDE) at the Universidad Iberoamericana.
Schmelkes’ work has been published in five languages by institutions such as the Ministry of Education, UNESCO, and the Organization of American States.
In May 2013, she was appointed president of the National Institute for the Evaluation of Education (INEE), undertaking such position for four years. She founded and was General Coordinator of Intercultural and Bilingual Education at the Ministry of Public Education (2001-2007). She served as president of the OECD Centre for Educational Research and Innovation (2002-2004). She received the Joan Amos Comenius Medal, awarded by the Czech Republic and UNESCO, in 2008.
Monserrat Creamer
Director (Ecuador)
About Monserrat Creamer
Monserrat Creamer Guillén, was Minister of Education from June 2019 to May 2021, a period during which she represented the country in regional and global forums organized by Unesco, Unicef, Microsoft, Harvard Graduate School of Education, IIPE, World Bank, IDB, Brookings Institution, OECD, Reduca, among others; in order to ensure continuity of learning during the pandemic and share educational transformations.
She holds a PhD in Education from the Universidad Autónoma de Madrid and a master’s degree in Teaching and Educommunication from Alabama University (USA) and the Universidad Politécnica Salesiana respectively, a bachelor’s degree in Philosophy from PUCE (Ecuador) and a Diploma in Formation of Learning Communities, from the Universidad Adolfo Ibañez (Chile) – Universidad de Barcelona (Spain).
Monserrat has a long professional career in the field of education and teaching. She was Education Director at Grupo FARO, where she implemented the Learning Communities programme, endorsed by CREA -Research centre at the Universidad de Barcelona (2017-2019). She was Academic Excellence Director at the Universidad de las Américas-UDLA and advisor to CES for the redesign of university degrees according to the 2011 Academic Regulations (2014-2016); Education Coordinator at the Universidad San Francisco de Quito (2002-2010) and university teacher in undergraduate and graduate programmes in Education and Communication.
She has authored texts and has been a Reading Writing Critical Thinking (RWCT) accredited trainer on Developing Critical Thinking in the classroom and other education articles. She has experience in educational project management and public policy analysis. She was Undersecretary of Educational Professional Development, and Educational Foundations and advisor to the Ministry of Education for the project to create the UNAE-National University of Education (2010-2013).
She also has experience in coordinating academic areas and teaching language, literature, philosophy, and social studies at the Colegio Menor (1996-2002).
In the field of communication, she studied at the Universidad Católica Andres Bello. UCAB- Vzla and worked as Coordinator of the Press Unit of the National Art Gallery-GAN in Caracas-Vzla (1978-79). Later in Ecuador she worked as a news reporter with Diego Oquendo and Polo Barriga. She developed national TV coverage of the Monseñor Leonidas Proaño Literacy Campaign (1981-89).
Santiago Cueto
Director (Perú)
About Santiago Cueto
Santiago Cueto has a degree in Educational Psychology from the Pontificia Universidad Católica del Perú and a PhD in Educational Psychology from Indiana University, USA.
He has been a visiting researcher at the University of California at Davis and at the University of Oxford. He is currently Executive Director and Main Researcher for GRADE, where he is the Peruvian representative of the international study Niños del Milenio. In addition, he is a senior lecturer in the Psychology Department at the Pontificia Universidad Católica del Perú. He was a member of the Peruvian National Education Council, of the Mexican Technical Council of the National Institute for the Evaluation of Education (INEE), President of the Peruvian Society for Educational Research (SIEP) and Member of the UNESCO Advisory Board of the Global Education Monitoring Report (GEM Report).
He has been a consultant to international organizations such as the Inter-American Development Bank, the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO).
Enrique Chaux
Director (Colombia)
About Enrique Chaux
Full-time teacher- Psychology Teacher, Universidad de los Andes. PhD in Education from Harvard University, master’s in risk and prevention from Harvard and master’s in Neural Systems from Boston University. He is also a physicist and industrial Engineer from the Universidad de los Andes.
He was the coordinator of the team that built the Citizenship Competency Standards for Colombia. He has led several investigations related to aggression, bullying, cyberbullying, conflicts, school violence, citizenship competencies, education for coexistence and education for peace. He led the design and evaluation of the Aulas en Paz programme for the prevention of school aggression and promotion of coexistence. He has advised on the design of public policies on school coexistence, citizenship skills and peace education.
Nivia Castrellón
Director (Panama)
About Nivia Castrellón
United for Education Foundation Vice President since 2012 and Co-Chair of the Central American Commission for Educational Reform of PREAL, since 2002. Former member of the Board of Directors at the Panamenean Cultural Institute. She was president for sixteen years of the National Union of Private Educational centres. In addition, she served as Vice Minister of Foreign Affairs for the Panamenean Government from 2003-2004.
She was Ambassador-at-Large of the Presidential Council for the achievement of the permanent seat of the FTAA from 2001-2004 and President of the National Council of Private Enterprise from 1998-1999.
Master’s in Business Administration (MBA) from the Central American Institute of Business Administration and Master of Law (LLM) from Harvard University. She holds a law and political science degree from the Universidad de Panama, with a subsequent specialization in international trade from the same university.
Emiliana Vegas
Professor of Practice at Harvard Graduate School of Education.
About Emiliana Vegas
Emiliana Vegas es profesora de prácticas en la Harvard Graduate School of Education. His research and practice focus on improving educational opportunities in developing countries. D. in Education from the HGSE, Master in Public Policy from Duke University and Bachelor in Communication from the Universidad Católica Andrés Bello in Caracas (Venezuela).
Prior to returning to HGSE, Vegas was co-director of the Center for Universal Education at Brookings. Prior to Brookings, she was Chief of the Education Division of the Inter-American Development Bank, where she oversaw the Bank’s lending operations and technical assistance projects throughout Latin America and the Caribbean countries. Prior to joining the IDB, he worked for more than ten years at the World Bank, where he led research and operations focused on education systems in several low- and middle-income countries. She has written extensively on issues affecting education systems in Latin America and the Caribbean and other developing regions. His articles and books cover topics such as policies for leveraging technology to accelerate learning and skills development, increasing teacher effectiveness, school finance policies, and early childhood development policies.
Francesca Bonomelli Carrasco
Senior Researcher at SUMMA
About Francesca Bonomelli Carrasco
Francesca Bonomelli Carrasco is a Senior Researcher at SUMMA, with a background in project management, public policies, and applied research. She is interested in equity and justice which is reflected in her work and research on education, employment, inequality, migration, and gender issues.
Her previous work experience includes coordinating an educational transformation project in Paraguay, her work as a consultant for UNESCO and the ILO, and her key roles in the Ministry of Education of Chile. Currently, at SUMMA, she focuses on supporting the development of educational policies and connecting research, practice, and educational policy.
She got a master’s degree in international development studies from the University of Amsterdam, she obtained a master’s degree in labor economics for Development from the University of Turin, and her bachelor’s degree in Economics from the University of Chile. All of which provide her with skills, technical tools, and diverse perspectives to contribute to the important work that SUMMA is pushing forward.
Magali Pérez Ryzio
Head of Communications KIX LAC
About Magali Pérez Ryzio
Magali Pérez Ryzio is a member of the Communications team at SUMMA – KIX LAC. She is a skilled professional with extensive experience in communications, media relations, and social media management. She has worked across diverse sectors in organizations like Kavak and the Argentine Hotel and Tourism Association, contributing to content creation, digital platform management, and event coordination. Magali holds a degree in Hotel Management from the University of Morón (Argentina) and has further enhanced her expertise with courses in digital marketing and strategic communication. Her career is defined by a collaborative mindset and a strong commitment to excellence in communication.
Pedro Garret
KIX LAC Project and Research Coordinator
About Pedro Garret
Educational Psychologist from the Pontifical Catholic University of Peru (PUCP) and MSc in Social Policy and Social Research from the Institute of Education at University College London (UCL). He has over 10 years of experience in educational research, educational quality, and education policy, in both the public and the private sector. Before joining SUMMA, he conducted various consultancies and worked as a Specialist and Coordinator in the areas of Analysis and Use of Evidence at the Office of Learning Quality Measurement (UMC) of the Ministry of Education of Peru.
Additionally, he has been a Lecturer at the Faculty of Psychology at PUCP, and is a member of the Peruvian Educational Research Society (SIEP).
Rocío Vidal
Impact Officer of ETI in LAC and Support Professional in the Evaluation area.
About Rocío Vidal
Rocío Vidal is a Sociologist graduated from the University of Chile, with experience in social research, socio-community project management, and territorial engagement in the fields of Childhood and Education.
Previously, she served as the Territorial Coordinator for the Educational Reactivation Plan at the Municipality of Ñuñoa, as an analyst and research assistant in various projects, and as the Coordination Assistant for the Master’s Program in Interdisciplinary Childhood Studies at the University of Chile. Additionally, she has professional internship experience at Fundación Niñas Valientes (2023) and, currently, at Fundación Bienestar Mayor.
Nuvia Rosas
Evaluation project professional
About Nuvia Rosas
Nuvia Rosas is an Evaluation Professional at SUMMA, where she coordinates research, implementation and evaluation projects. Her main experience lies in educational research and public policy, as well as in the design and implementation of technology-mediated distance learning activities. Previously, she worked as a researcher at the Center for Educational Leadership Development (CEDLE) at University Diego Portales and as a Research Assistant in Public Space and Fondecyt projects at University of Chile. During this time, she was also director of the Social Sciences Journal “Nemesis” of the Faculty of Social Sciences of the University of Chile. Subsequently, she participated in consulting projects related to training and learning in organizations.
Nuvia is a Sociologist from the University of Chile and holds a Master’s degree in Public Policy from the School of Government of the Pontificia Universidad Católica de Chile. In addition to her work at SUMMA, she has been an assistant professor in the Master’s program at the Pontificia Universidad Católica de Chile since 2022, teaching the course Fundamentals of Public Policy under the direction of Rodrigo Valdés Pulido.
Yanara Moya
Communications Assistant
About Yanara Moya
Yanara Moya is a Communications Assistant at Summa. She has worked professionally in written media, as well as in different communication agencies. During her career she has mainly worked in internal communications.
She studied Journalism with a specialization in Strategic Communications at Finis Terrae University.
Catalina Godoy
Research and Evaluation Assistant KIX LAC
About Catalina Godoy
Catalina is a research and evaluation assistant at KIX LAC. She is a commercial engineer with a degree in economics and a master’s degree in Economics and Public Policy from the Universidad Adolfo Ibáñez de Chile.
She began her career in SUMMA and has been part of different projects within the institution. She participated in the Evaluation Area and in the Chaka project before joining KIX LAC.
Ana Surhoff
Evaluation Project Professional
About Ana Surhoff
Ana is a sociologist from Universidad Diego Portales. She has worked mainly in the area of higher education and research on children’s and adolescents’ rights.
She worked as a teacher development professional at the Universidad Diego Portales and as a diagnostic manager of the non-academic mentoring project of the School of History at the same university.
Paula Paloma Gacitúa Rojas
Administrative Assistant and Human Resources
About Paloma Gacitúa Rojas
Paloma is a professional technician in human resources administration, graduated from DUOC UC and has developed professionally in different retail oriented companies as a people management analyst for companies such as SMU and Grupo MBO.
She is currently working at SUMMA as Administrative Assistant and Human Resources,
carrying out the tasks of the administration and finance area.
Paula Yennifer Alejandra Sepúlveda Cotiart
Administration and Finance Coordinator
About Yennifer Alejandra Sepúlveda Cotiart
Yennifer Alejandra Sepúlveda Cotiart is SUMMA’s Administration and Finance Coordinator. She has developed professionally in different NGOs, both in financial, management and project areas. Her beginnings were in the foundation Junto al barrio, implementing and systematizing processes. She was a board member and co-founder of Microtia and Hypoacusis Chile Foundation, aimed at social actions, participation, and visibility of the pathology. She was also a volunteer in Technovation Girls as a mentor, an international programme that promotes the approach of girls and young women to STEM areas, with the purpose of promoting their interest in the development of new technologies and digital innovation.
She is an Executive Engineer in Administration, from the Instituto Profesional Santo Tomas. She is currently studying business studies with a degree in Economics and Administration from the Universidad San Sebastián.
Paula Salas
Evaluation Project Coordinator
About Paula Salas
Paula Salas is Coordinator of Evaluation Projects at SUMMA. Her main experience is in educational research and development of assessment instruments. She worked as an analyst at the Measurement Center of the Catholic University (MIDE UC) and for four years at the Department of Psychology of the University of Chile in various research projects, aimed at the development of psychoeducational assessment instruments to support high school students. High School Humanist Scientist and Professional Technician in the process of transition to higher education.
She is a psychologist from the University of Chile and has a master’s degree in Social Research Methods from University College London (UCL).
Magdalena Flores-Ferrés
School Transformation Contents Coordinator
About Magdalena Flores-Ferrés
Magdalena Flores-Ferrés is SUMMA’s School Transformation Contents Coordinator. She is a teacher with experience in school and university classrooms and a researcher in educational sciences. From the University of Amsterdam, she was a member of Professor Gert Rijlaarsdam’s Laboratory for Innovation in Educational Research and participated in multiple international conferences, as a presenter and organizer of symposia. She worked in public policy implementation at the Ministry of Education, where she was coordinator of School Text Language and expert trainer of the Learning Resources Centre (CRA).
She is a high school teacher from the Universidad Adolfo Ibáñez, she holds a Master in Linguistics from the Pontificia Universidad Católica de Chile and has a PhDr in Education from the University of Amsterdam.
Gabriela Acevedo
Advertising graphic designer
About Gabriela Acevedo
She is a Graphic Advertising Designer from Universidad Santo Tomás, with a bachelor’s degree in Design from the same institution.
She has extensive experience in editorial design, corporate design, communication strategies and advertising information design, marketing, and innovation.
She has worked for several publishing houses, including school textbooks for the Ministry of Education (MINEDUC).
She is currently at SUMMA developing corporate graphic pieces, educational materials and institutional presentations.
Carlos Riquelme
IT and Web Development Coordinator
About Carlos Riquelme
Carlos is a Computer Engineer from Duoc UC San Andres Campus and has developed mainly in the area of Web Development, platform support, servers, among others.
He is currently part of the Communications team as IT and Web Development Coordinator at SUMMA.
Mar Botero
Coordinator of knowledge mobilization and management of KIX LAC Communities.
About Mar Botero
With more than 10 years as Project Manager and strategic communication specialist, her work focuses on international development, citizen participation and education. She has led knowledge mobilization and synthesis strategies for public policy decision making, and capacity building programs, as well as the establishment of strategic alliances and advocacy campaigns at national and regional level, in collaboration with governments, international organizations, philanthropic foundations, academic research centers and civil society.
She is an Advertising Graphic Communicator and has complementary studies in Human Rights Education and Educational Communication. Currently, she leads the strategy of Knowledge Mobilization and network management at the Knowledge and Innovation Exchange Center (KIX) for Latin America and the Caribbean (LAC).
Andrea Lagos Mancilla
Teacher Training Coordinator – KIX Honduras Project
About Andrea Lagos Mancilla
Andrea Lagos Mancilla is SUMMA’s Teacher Training Coordinator.
Andrea is a professional with more than ten years of experience in qualitative and quantitative research in school education; conducting studies on public policy, educational management, school improvement, leadership, and teacher collaboration. She also has experience in the areas of management and coordination of projects that promote the improvement of educational practices.
She has worked in educational technical assistance organizations, university units and research centres in charge of supporting educational public policies. In recent years, she has undergone graduate studies addressing the management and organization of educational improvement in schools. In 2018 and 2019 she was part of the professional team of Líderes Educativos, Centre of Leadership for School Improvement (PUCV).
She is a currently a teacher on the bachelor’s degree in Education at the Universidad Miguel de Cervantes (Santiago) and Socializar Conocimientos Magazine Director, a collective and open access project of a network of researchers abroad.
Andrea Lagos Mancilla is a sociologist from the Universidad de Valparaíso, Master’s in Sociological Research and PhD in Sociology from the Universidad de Barcelona, Barcelona, Spain.
Rosa María Moncada
Coordinator – KIX Honduras Project
About Rosa María Moncada
Rosa María Moncada is coordinator of the KIX Honduras project. She has worked in education in diverse sectors such as government, external cooperation, and civil society. She served as the technical coordinator of the National Education Council in Honduras. She has led and collaborated with Central America Peace scholarships, teacher training for standards projects and standardized tests, shadow report of the 2030 agenda, index of the right to education, and with processes of elaboration of educational public policies and sectorial plans.
Business Administration from Virginia Commonwealth University, and an MBA from the University of Virginia.
Católica de Honduras. She has worked as a professor at the Universidad Nacional Autónoma de Honduras and as president of Intercultural Exchange Programmes AFS.
Soledad Ytuarte
Director of Communications.
About Soledad Ytuarte
Soledad Ytuarte is SUMMA’s Director of Communications. She worked for more than 20 years in print and digital media in Argentina, and in Communication and Public Relations agencies. She developed a large part of her professional career as a writer for newspapers in Spanish and English, developing projects and leading teams of journalists.
For the last five years she has worked as a communication specialist and consultant in civil society organizations, and as a psychosocial consultant she has worked on learning, change and development issues advising individuals and organizations.
Focused on issues related to education, inclusion and equality, Soledad is part of the International Network of Promoters of the Sustainable Development Goals, after training and receiving a certification from the Senate of the Province of Buenos Aires.
In addition to being a journalist, she earned a technical degree in Social Psychology, a Coaching certification and a Postgraduate degree in “Management and Direction of Non-Profit Organizations” from the University of San Andrés, Argentina.
Marcelo Fontecilla
Director of School Transformation
About Marcelo Fontecilla
Marcelo Fontecilla is Director of School Transformation at SUMMA. He has developed an experience of more than twenty years in education and educational policy, specializing in the topics of managerial leadership, counselling and educational change, inclusion and interculturality. At the Ministry of Education, he served as Priority Schools National Coordinator, and later as Inclusion and Diversity National Coordinator. Furthermore, he has gained extensive experience in consulting and educational improvement in institutions such as the Teaching Research Interdisciplinary Programme (PIIE), Fundación Chile and the Universidad Academia de Humanismo Cristiano.
He is a psychology graduate from the Universidad de Chile and holds a master’s degree (c) in Anthropology from the Universidad Academia de Humanismo Cristiano.
Raúl Chacón-Zuloaga
Regional Centre for Knowledge Exchange and Innovation for Latin America and the Caribbean Director (KIX LAC)
About Raúl Chacón-Zuloaga
Raúl Chacón-Zuloaga is the Regional Centre for Knowledge Exchange and Innovation Director (KIX), developed by the Global Partnership for Education (GPE) and the International Development Research Centre (IDRC). With twenty years of experience in the field of education, he focuses his work on the development and improvement of the Chilean system, through research and evaluation of different policies and initiatives. He has led and collaborated in the processes of design, implementation, monitoring and evaluation of educational policies in Chile, especially in the installation of the National System for Quality Assurance in Education in recent years.
He has also participated in relevant regional and international initiatives, such as the Regional Comparative and Explanatory Study of the Latin American Laboratory for the Evaluation of the Quality of Education (LLECE – UNESCO) and the School Resource Review (OECD), as part of the National Experts Group. From 2015 to 2018, he has been a professor in the master’s degree in Educational Policies at the Alberto Hurtado Universidad de Chile. A sociologist from P. Universidad Católica de Chile, he holds a master’s degree in Educational Studies from Concordia University, Montreal, Canada.
María José Sepúlveda
Director of Evaluation of Educational Programmes and Policies
About María José Sepúlveda
María José Sepúlveda leads the Evaluation Direction at SUMMA. She has worked mainly in the field of education policy. She worked for four years at the Centre of Studies at the Ministry of Education of Chile, in the coordination of the Statistics and Cabinet Support Unit, with the main focus on the generation and systematization of evidence for informed decision making at different ministerial levels. Previously, she worked in the research area at the Elige Educar Foundation.
She is a business studies graduate with a major in economics and holds a master’s degree in Public Policy from the Universidad de Chile.
Dante Castillo
Policy and Innovative Practices Director
About Dante Castillo
Dante Castillo-Canales is Policy and Innovative Practices Director at SUMMA. He has worked in social research in both the public and private sectors. At the Universidad de Chile he worked on issues of education, work, and citizenship, at Cambridge University, as a researcher in higher education policies and the use of contextual information in admission processes to tertiary education. He has worked in market research, research in new information technologies and innovation processes.
He is a sociologist from the Universidad de Chile, holds a master’s degree in Culture and Society from the London School of Economics and Political Science (LSE) and a diploma in marketing from the Universidad Adolfo Ibáñez.
Karla Fernandini
Strategic Development and Advocacy Director
About Karla Fernandini
Karla Fernandini is Strategic Development and Advocacy Director at SUMMA. She has fifteen years of experience in the management and leadership of social projects with impact in the areas of poverty, economic inclusion, housing, and education. Her professional career is linked to institutional strategic development, project management and monitoring, and the implementation of fundraising strategies and collaborative alliances both at home and abroad.
She was TECHO General Manager in Peru, an international foundation where she later took on the position of General Manager for Latin America and the Caribbean. She was also NGO Acción Emprendedora Regional Director and Consultant in several development projects for public entities and NGOs. She is currently Vice President of the Board of Directors of TECHO International.
She holds a degree in Journalism from the Universidad Católica del Perú and a diploma in Strategic Management from the Pontificia Universidad Católica de Chile.
Cristián Cox
President (Chile)
About Cristián Cox
Sociologist from the Universidad Católica de Chile, and Ph.D. from the University of London (1984). Teacher at the Faculty of Education and director of the Centre for Comparative Education Policies, Universidad Diego Portales, Santiago.
During the 1990s, he directed the MECE programmes for the Chilean Ministry of Education, and from 1998 to 2006, he constituted and directed the Curriculum and Evaluation Unit of the Ministry of Education in that country, responsible for the curriculum reform that decade, and the system for measuring the quality of education (SIMCE). He established and directed the Centre for Policy and Practice Studies (CEPPE) of the Universidad Católica (2008-2011) and was Dean of the Faculty of Education at this university (2012-2015).
He has been visiting professor at the Universities of Stanford (USA) and Leiden (Netherlands), consultant for UNESCO, OECD, World Bank, and Inter-American Development Bank. Between 2010 and 2018 he directed the Technical Secretariat of the UNESCO-OREALC Teaching Strategy for Latin America and the Caribbean and currently participates in the Project Advisory Committee, for the International Civic and Citizenship Education Study 2022, for the IEA.
Rafael Carrasco
SUMMA Deputy Director
About Rafael Carrasco
Rafael Carrasco is deputy director of SUMMA. With extensive experience in education policy, he is a member of the Board of Directors of the National Agency for the Quality of Education for the Chilean Government. He worked for eight years in the Chilean Ministry of Education in various positions, as head of Development of the Education Quality Measurement System, and then as head of the Technical Team of the Minister and Undersecretary overseeing the design and development of educational policies, mainly the Preferential School Subsidy Law, which benefits the most vulnerable students in the country.
He has been a professor at Stanford University and Universidad Alberto Hurtado. He was part of the 2014 National Commission for the reform of the National Accountability System. He was also co-founder of the NGO San Pablo, which provides free preschool education to low-income girls and boys.
He holds a master’s degree in Economics from the Universidad de Chile, a Master’s degree in Comparative International Education and a PhD in Education from Stanford University.
Javier González
SUMMA Director
About Javier González D.
He is an economist (PhD. and MPhil from the U. of Cambridge) specialized in development, inequality, social mobility, education and innovation. For 20 years, he has focused on the comparative study, design and development of public policies and institutional changes, from academia, government and various international organizations.
He is Director and Co-founder of SUMMA, the Laboratory for Research and Innovation in Education for Latin America and the Caribbean (created by the IDB in 2016), from where he advises and works collaboratively with the authorities of the ministries of education of 14 countries of Latin America and the Caribbean, promoting research and educational policies that promote greater social justice.
At the international level, he is part of the advisory group of the OECD’s Schools+ network, he has been a senior advisor to various organizations, including the Inter-American Development Bank (IDB), UNESCO, the World Bank, UK Research & Innovation (UKRI), Oxford Policy Management (OPM) and ASEAN. In turn, he has been a member of the Board of Directors of Fundación Chile, and advisory boards of UNESCO (GEM), CORFO, the National Innovation Council for Competitiveness, the Brookings Institution and the OECD.
Academically, between 2014 and 2022 he was affiliated with the University of Cambridge, as a professor of political economy and development. He has also taught at SciencePo (Paris-France), Brown University (USA), Autonomous University of Barcelona (Spain), ECLAC, and the University of Chile, where he is also a researcher at the Center for the Study of Conflict and Social Cohesion ( COES). His research has been published by different publishers, such as University Oxford Press, Routledge, Policy Press, UNESCO Press and Catalonia.
In the State, he has held positions of responsibility in Chile in the governments of Ricardo Lagos and Michelle Bachelet, mainly as: Education and Innovation Policies Advisor in the cabinet of the Ministry of Finance; Executive Secretary of the Committee of Ministers for the Formation of Advanced Human Capital and Chile Scholarships; Director of Studies and Strategic Planning of the National Commission for Scientific and Technological Research (CONICYT); and Researcher at the Ministry of Education. From these roles, he contributed to the design of laws, programs and reforms in the educational, tax and innovation fields.
