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Dr. Edem Adubra, Head of the Secretariat, International Task Force on Teachers for EFA, Division for Teachers and Higher Education, UNESCO: „Fragmentation of Teacher Education: Responses from the Teacher Task Force Network“
Dr. Edem Adubra joined UNESCO in 2003 as programme specialist in the Division of Secondary, Technical and Vocational Education. Among other duties, he helped coordinate the Interagency Working Group on Secondary Education. The Group promoted the important role of school leadership in quality education, and the improvement of learning contents. In 2006, Dr. Adubra transferred to the field in the Windhoek Cluster Office where he lead UNESCO education programme in Angola, Lesotho, Namibia, South Africa and Swaziland. He also coordinated the development of a close partnership in education between the Southern African Development community (SADC) and UNESCO field offices in the sub-region. He later assumed the interim of the director of the Windhoek office in 2009 before later being appointed back to Headquarters as the Chief of UNESCO's Section for Teacher Policy and Development. Prior to his international career at UNESCO, Dr. Adubra had spent over sixteen years of his professional life as a teacher, a teacher trainer and a high school principal in his home country, Togo. Adubra got his Bachelor of Arts degree from Université du Bénin (Lomé, TOGO), obtained his Masters in Linguistics from Lancaster University (UK) and a dual Doctoral degree in Educational Administration and Comparative and International Education from the Pennsylvania State University (USA).
Prof. Anthony Finn, University of Glasgow, UK: "The Future of Teaching as a Profession in Europe: Regulation or Relegation?"
Anthony Finn is honorary Professor of Teacher Education and Professionalism in the University of Glasgow and Interim Chair of the Board of the Scottish College for Educational Leadership. From 2008 until 2013, Tony was Chief Executive of GTC Scotland, the world’s first independent, self-regulating professional body for teaching. GTCS is responsible for professional standards, for the registration and qualification of teachers and also for the regulation of teachers’ conduct and competence. Tony Finn spent most of his career working in schools. Originally a Modern Languages teacher, he served for almost 18 years as Head Teacher of a school which won a number of national awards. He then became Senior Manager (Education) in Fife, a large local authority, before taking up his post with GTCS. Tony has served on many national committees on a wide range of issues, including curriculum, CPD, leadership and management; he is keen to promote good practice in collegiality, pedagogy and leadership to support high standards of learning and teaching. He is a regular contributor to educational conferences, seminars and events.
Prof. Kwame Akyeampong, University of Sussex, UK: "Reconceptualising Teacher Education for a post 2015 Education for All Agenda"
Kwame Akyeampong is Professor of International Education and Development. His research interest are in teacher education research in development context with a special focus on sub-Sahara Africa; interactions and clashes between pedagogy and assessment, and the institutional structures and cultures which shape them; teacher professional learning in low-income primary and secondary education classrooms. A central concern of his work has been the theorisation and/or conceptualisation of teacher education in deficit terms. His research has aimed to offer an alternative viewpoint based on critical perspectives and experiences of policy makers, school leaders, teachers and students in Africa. He has worked on projects with organisations such as UNESCO, JICA, DFID and the World Bank, and served as a visiting Professor in Japan (Hiroshima University) and the USA (Georgia State University). From 2011 to 2013 Kwame served as a senior policy analyst with UNESCO’s Global Monitoring Report team (GMR) in Paris.
Prof. Pavel Zgaga, University of Ljubljana, Slovenia: "Fragmentation in Teacher Education vs. Fragmentation in Higher Education"
Pavel Zgaga is Professor in Philosophy of Education and Education Policy at the University of Ljubljana, Slovenia. In the 1990s, during the period of social and political transition, he was State Secretary for Higher Education and Minister of Education. In 2001, after his return to academe, he co-founded the Centre for Educational Policy Studies (CEPS) and so far he has been its Director. His research interest is primarily focused to higher education studies and the conceptualisation of University; within this context he focuses on teacher education as well. He has directed a number of national and international projects and published extensively in the area of his expertise. He has also worked in projects concerned with education policy issues, in particular in higher education and teacher education as its specific segment. In the Bologna Process he was engaged as a general rapporteur (2001-2003) and as a rapporteur of the Working Group on External Dimension (2005-2007). He has been consultant and invited speaker in a number of countries. He is a co-founder of the South East European Educational Co-operation Network (SEE ECN, 2001) and Teacher Education Policy in Europe (TEPE, 2006) network.