Faculty

Philip G. Altbach is the J. Donald Monan, S.J. Professor of Higher Education and director of the Center for International Higher Education at the Lynch School of Education at Boston College. He has been a senior associate of the Carnegie Foundation for the Advancement of Teaching, and served as editor of the Review of Higher Education and as an editor of Educational Policy. He is author of Comparative Higher Education, Student Politics in America, and others publications. He edited International Higher Education: An Encyclopedia. Dr. Altbach holds the B. A., M. A., and Ph.D. degrees from the University of Chicago. He has taught the University of Wisconsin–-Madison and the State University of New York at Buffalo, where served as director of the Comparative Education Center, and chaired the Department of Educational Organization, Administration and Policy, and was a postdoctoral fellow and lecturer on education at Harvard University. He is a guest professor at the Institute of Higher Education at Peking University in the People's Republic of China, and has been a visiting professor at Stanford University and at the University of Bombay in India. Dr. Altbach has been a Fulbright scholar in India, Malaysia, and Singapore. He is the 1994-96 Distinguished Scholar Leader of the New Century Scholars initiative of the Fulbright program.

Dr. Altbach has published widely on higher education, comparative education, and on publishing and knowledge distribution. His published works include: The International Academic Profession: Portraits from 14 Countries, International Higher Education: An Encyclopedia, Comparative Higher Education, The Knowledge Context: Comparative Perspectives on the Distribution of Knowledge, American Higher Education in the 21st Century, Scientific Development and Higher Education in Newly Industrializing Countries, Comparative Education, Student Politics in America, amongst others. His books have been translated into German, Japanese, Chinese, Indonesian, Turkish, and Spanish. Dr. Altbach is also editor of Greenwood Studies in Higher Education, and of the Routledge Falmer Dissertation Series on Higher Education.

He was the study director for the Carnegie Foundation's international study of the academic profession. Most recently, he directed projects on private higher education in international perspective and on the changing academic workplace, both funded by the Ford Foundation.

Andres Bernasconi

Andrés Bernasconi, a citizen of Chile, is dean of the Universidad de Talca law school in Chile. A lawyer by training, he holds a master's degree in public policy from Harvard University, and a Ph.D. in sociology of organizations from Boston University.

He is currently interested in the development of private higher education worldwide, and more broadly, in comparative higher education. Bernasconi has been a Fulbright grantee, a research associate at the Harvard Graduate School of Education, a staff member at Chile's accreditation agency, and a consultant in higher education policy to the Inter-American Development Bank, the World Bank, USAID, UNESCO, as well as to the governments of El Salvador, the Dominican Republic, and Indonesia. He has worked in Belize, Bolivia, Mexico, Nicaragua, Panama, and Spain. Among his current research interests are the affiliation of private universities to other organisations and the relationship of entrepreneurial universities to modes of knowledge production.


Thomas Cassidy

Thomas Cassidy is the Director of the International Education Group at the Harvard Graduate School of Education's Programs in Professional Education (PPE) and teaches courses at the Graduate School of Education under the theme of "Data for Decisions in Developing Education Systems." Dr. Cassidy has broad knowledge of the practical issues and challenges facing decision makers in developing education systems. For 16 years, he has managed policy analysis, planning, and information system reform, and development projects, as well as provided consulting services to ministries of education and regional education authorities in many countries around the world. He is the chair of Harvard Graduate School of Education's annual seminar on Improving Quality in Education Systems. Dr. Cassidy's professional interests include understanding the challenges of organizational development and improving the quality of data and information that is available to support decision-making in education. Earlier in his career he served as a primary and secondary school teacher, and as a principal. Dr. Cassidy holds an Ed.D. degree from the Harvard Graduate School of Education.


Manuel Contreras

Manuel E. Contreas (Bolivia) is a management trainer specialized in organizational learning and change, leadership, strategic management, and social policy. He has written extensively on social policy, education reform, higher education, and Bolivian social and economic history. He obtained his undergraduate degree in engineering production from the University of Nottingham, a master's degree in regional studies from the London School of Economics and Political Science, and his doctoral degree in economic history from Columbia University. He has served as a professor with and director of the masters degree program in development (MpD) at the Universidad Católica Boliviana in La Paz, Bolivia; director of the Unidad de Análisis de Políticas Sociales (UDAPSO) in the Ministry of Planning in La Paz, Bolivia; and subdirector of the Fondo de Inversión Social (FIS) in La Paz.

Among his publications are:

• Reformas y desafíos de la educación in Bolivia en el siglo XX. La formación de la Bolivia contemporánea. Edited by Fernando Campero Prudencio. La Paz: Harvard Club de Bolivia (1999)
• Reflexiones sobre la universidad privada en Bolivia in Ciencia y cultura 3:86-89. Universidad Católica Boliviana (Julio 1998)
• Formulación e implementación de la reforma educativa en Bolivia in Ciencia y cultura 3:55-76. Universidad Católica Boliviana (Julio 1998)
• Capacity Building in the Bolivian Social Sector: Reflections of a Practitioner in Getting Good Government: Capacity Building in the Public Sectors of Developing Countries. Edited by Merilee Grindle. Cambridge, Massachusetts: Harvard University Press (1997)

Claudio de Moura Castro

Claudio de Moura Castro studied economics as an undergraduate at the University of Minas Gerais in Brazil. He earned his master's degree from Yale University and his Ph.D. in economics from Vanderbilt University. He has taught at the Catholic University of Rio de Janeiro, the GetulioVargas Foundation, the University of Chicago, the University of Brasilia, the University of Geneva, and the University of Burgundy (Dijon).

He served as the technical coordinator of the ECIEL research project on education (comprising ten Latin American countries), was the director of CAPES (Brazilian agency for postgraduate education), and was the executive secretary of CNRH (the Brazilian social policy institute of the Planning Secretariat). He also served as the chief of the Training Policies Branch of the International Labour Office (Geneva) between 1986-92 and worked in the Technical Division of the World Bank as senior human resource economist. He served as division chief of the Social Programs Division of the Interamerican Development Bank and later as the Bank's chief educational advisor. Presently he is the president of the Advisory Council of Faculdade Pitágoras in his home state of Minas Gerais and serves on the LASPAU Board of Directors. He has published numerous books and scholarly journal articles, as well as columns and editorial pieces in Brazilian newspapers. His latest published effort, with co-author Simon Schwartzman, is Reforma da Educação Superior: Uma Visão Crítica, published by FUNADESP, January 2005.

Guillermina Herrera

Degrees: She holds a master's degree in linguistics from New York State University (USA). She is a linguistics researcher from the Spanish Research Office (Hispanic Culture Institute, Madrid, Spain). She is an arts graduate from Universidad Rafael Landívar, Guatemala.

Studies: Postgraduate studies in Philosophy and Linguistics in Río Piedras University, Puerto Rico; Universidad degli Studi di Siena, Italy; Pittsburgh University, United States; South Florida University, United States; Iowa University, United States.

• Head professor of linguistics, Roman philology, history of Spanish language, descriptive linguistics, phonetics, phonology, morphology and syntax at Universidad Rafael Landívar
  
• Visiting professor at the History School at USAC (1981)
  
• Chair of the Linguistics Institute (1986 - 1999)
  
• Research coordinator of the Maya PRODIPMA Population's Comprehensive Development Program (1987 - 1993)
  
• Editor in chief of the Linguistics Bulletin, a bimonthly Universidad Rafael Landívar publication (1986 - 1999)
  
• Consultant for the Education Department on the SIMAC program for Human Resources and Curricular Adaptation Improvement System, backed by UNESCO
  
• Chair of Culture magazine, published in Guatemala, (1997-present)
  
• Vice-rector of the Universidad Rafael Landívar (February 2000 to October 2001)
  
• General vice-rector of the Universidad Rafael Landívar (1992 to 2004)
  
• Full member of the Guatemalan Academy of the Spanish Language, RAE
  
• Rector of Rafael Landívar University, (2004 - 2007)

Publications: Author of many articles for specialized newspapers and magazines on topics such as: language policies and planning in Guatemala, Mayan languages, Spanish spoken in Guatemala, multilingual systems, and intercultural bilingual education.

James Honan

James Honan's teaching and research interests focus on financial management of nonprofit organizations and on higher-education administration. Previously, he served as institutional research coordinator in the Office of Budgets, Financial Planning and Institutional Research at Harvard University and as a project analyst in the Harvard University Financial Aid Office. He has also been a research assistant at the Educational Resources Information Center Clearinghouse on Higher Education in Washington, D.C., and has served as executive assistant to the president of Lesley University in Cambridge, Massachusetts. He holds an Ed.D. from the Harvard Graduate School of Education and received the Fussa Distinguished Teaching Award for his work at the Harvard University Extension School in 1995. He also serves on the board of trustees of various educational institutions.

Among his principal publications are:

• Casebook I: Faculty Employment Policies (ed. with C. Sternman Rule) (2002)
• Teaching Notes to Casebook I: Faculty Employment Policies (ed. with C. Sternman Rule) (2002)
• "How Might Data Be Used?" (with C. Trower) in The Questions of Tenure (ed. by R. Chait) (2002)
• "The U.S. Academic Profession: Key Policy Challenges," in Higher Education (with D. Teferra) (2001)

Haiyan Hua

Haiyan Hua is a senior associate for international education at Harvard Graduate School of Education (HGSE). For 15 years, he has been working as an education policy advisor to governments in Asia, Latin America, Africa, and Central Europe. His professional interests and expertise are in educational policy research and analysis; management information system; monitoring and evaluation; and large quantitative research design, analysis, and management. Recently, he served as the research director of the Girls' and Women's Education Policy Research project, a five-year longitudinal study carried out in three countries (Nepal, Bolivia and Honduras), which examined the impacts of basic education programs on women's social and economic development. He is currently working on several international education projects in Africa, Eastern and Central Europe, and the Caribbean funded by the World Bank. For the past ten years, he has been teaching education policy research and analysis in international education policy analysis workshops at Harvard for educators, policy makers, analysts, and donor representatives. He holds an Ed.D. from the Harvard Graduate School of Education.

Among his principal publications are:

• "Education Management Information System (EMIS): Integrated Data and Information Systems and Their Implications in Educational Management," a Comparative and International Education Society conference paper (with J. Herstein) (2003)
• "Impact of Integrated Literacy and Basic Education on Social and Economic Development in Bolivia," for the U.S. Agency for International Development (with S. Burchfield) (2001)
• "Educating Girls or Educating Women-Debate the Resource Investment Dilemma: Case for Educating Girls and Women," from the International Symposium on Women Issues (with S. Burchfield) (2000)

Paula Louzano

Paula Louzano is a doctoral candidate in International Education at the Harvard Graduate School of Education (HGSE). She received a master's degree in administration, planning, and social Policy from the HGSE in 2001. While on a Fulbright grant, she earned her first master's degree in International Comparative Education and Policy Analysis at Stanford University in 1999. Her undergraduate degree in the sociology of education is from the Universidade de São Paulo, Brazil in 1994. She served as a consultant to UNESCO's Education Regional Office for Latin America and the Caribbean, in Santiago, Chile from August, 2001 - March, 2003. During this time she assisted UNESCO Institute of Statistics Regional Advisor in providing technical cooperation to countries in the LAC region; monitoring and evaluation of education in the region; and the development of indicators and pilot studies.

In Brazil, she worked with the Diadema City Secretary of Education, São Paulo, as a Community Organizer from June 1994 - June 1997, with programs targeting at-risk youth living in "favelas." She has various publications with UNESCO, including "La conclusión universal de la educación primaria en América Latina: ¿Estamos realmente tan cerca? Informe regional sobre los Objetivos de Desarrollo del Milenio vinculados a la Educación" (2004). Her doctoral research at the HGSE is focused on racial differences in basic education in Brazil.

Noel McGinn

Noel F. McGinn is professor emeritus of the Harvard University Graduate School of Education and fellow emeritus of the Harvard Institute for International Development. He received his Ph.D. from the University of Michigan. Most of his professional work has been on the relationship between research and policy and practice in education systems. He has published works on school effectiveness, educational planning, decentralization, and the impacts of globalization on education. He is the co-author of Framing Questions, Constructing Answers: Linking research with education policy for developing countries, and Informed Dialogue: Using Research to Shape Education Policy Around the World. He is the co-editor of the Handbook of Modern Education and Its Alternatives, and editor of Crossing Lines: Research and policy networks for developing country education; and Learning Through Collaborative Research. He is the former president of the Comparative and International Education Society. In 1998, he received the Andres Bello Award for Outstanding Contribution to Education in Latin America from the Organization of American States.

Sylvia Ortega

Sylvia Ortega Salazar studied sociology at the political and social sciences division of the National Autonomous University of Mexico (UNAM). She pursued her graduate degrees studies in the same field, specializing in rural sociology at the University of Wisconsin–Madison during her master's degree program and population and development at the University of Texas-Austin during her doctoral program.

She has published 35 articles in refereed journals, about 12 articles as chapters, and is the author of ten books. In addition, she has written many academic reports and research papers. Her most recent publications focus on human resources, international higher education, scientific research, and evaluation systems in education.

Her most important recent grants include the Ford Foundation, the Flora and William Hewlett Foundation, WICHE, National Council for Science and Technology (CONACYT), and the Secretary of Public Education (SEP). She has served as an advisor for the Tamaulipas and Hidalgo local governments' educational innovation programs. She has participated with many international organizations in the development of substantive issues concerning education and science.

Her academic positions in the Autonomous Metropolitan University (UAM) have been Chairperson of the Sociology Department; Dean of the Division of Social Sciences and the Humanities, and Rector of the Azcapotzalco Campus. She has been professor and researcher in the UAM (1975 - 1995), UNAM, University of Texas at Austin, Autonomous University of Tamaulipas, Autonomous University of Hidalgo, School for Latin America Social Sciences (campuses in Mexico and Costa Rica), and the National Pedagogical University.

She has been deputy general director of International Affairs and Scholarships of the National Council for Science and Technology and rector of the National Pedagogical University. Her present position is as Undersecretary for The Educational Services of the Federal District, Mexico.

She has been a member of many professional associations: UAM Foundation, LASPAU Executive Board, SNTE Foundation, and the National Council for the Education Social Participation and Science and Technology Forum. She has received distinctions from Colorado University, The National Science Foundation, and The Consortium on North American Higher Education Collaboration.

Fernando Reimers

Fernando Reimers, the Ford Foundation Professor of International Education at the Harvard Graduate School of Education (HGSE), also serves as the director of the International Education Policy Program and the director of the Global Education Program at HGSE. His research and teaching are focused on identifying education policies that support teachers in helping low-income children succeed academically. He has studied how teachers help students attain significantly higher levels of schooling than their parents and how to support quality teaching in systems where access to schooling has expanded rapidly. His current research focuses on the relationship between teacher quality, educational expansion, and social inequality in Mexico and on civic education in Latin America. He has also studied and published about the utilization of educational research in policy reform. He has worked as an adviser in several countries in Latin America, as well as in Egypt, Jordan, and Pakistan. Prior to joining the Harvard faculty, he served as senior education specialist at the World Bank, at the Harvard Institute for International Development, and on the faculty at the Universidad Central de Venezuela. He earned his Ed.D. from the Harvard Graduate School of Education.

Among his principal publications are:

• "Abandoned Teachers: The Struggle for Educational Opportunity in Latin America," in Cambridge Economic History of Latin America (ed. by V. Bulmer-Thomas, J. Coatsworth, and R. Cortes Conde) (forthcoming)
• Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas at the End of the XX Century, Spanish translation available (2000)
• Informed Dialogue: Changing Education Policies Around the World, Spanish translation available (with N. McGinn) (1997)

He serves on the Editorial Board, Fundamentals of Educational Planning, International Institute for Educational Planning, UNESCO, (Paris, France) (2004-present), and College of Fellows, International Bureau of Education, UNESCO (Geneva) (1999-present). He currently teaches the two courses: A801 Education Policy Analysis and Research in Developing Countries (Fall 2004) and A811 Education, Poverty, and Inequality in Latin America (Spring 2005).

Ernesto Schiefelbein

Ernesto Schiefelbein is the Robert F. Kennedy Visiting Professor of Education for the 2005 spring term. Previously, as a visiting professor at the Center for the Study of International Education (CICE) in Hiroshima University, he lectured in the use of information in developing countries and participated in the international meeting on educational cooperation—the Japan Education Forum (JEF)—in Tokyo in March 2004.

While serving as a research associate at Centro de Investigación y Desarrollo de la Educación, Universidad Alberto Hurtado in Santiago, Chile, he trained university professors in new pedagogical methods and designed a program for the initial training of future teachers. In 1994, he served as Minister of Education for Chile, where he made educational programs his top priority, as well as a National Agreement—signed by all stakeholders—that targeted child-centered education and extended the basic-education school day to a seven hour daily schedule. He holds an Ed.D. from the Harvard Graduate School of Education and a bachelor degree in economics from the Universidad de Chile.

Among his publications are:

• "Colombia: Acceso y Aprendizaje Desde un Ambito Internacional," in Al Tabiero, No. 22 (2003)
• "Eficiencia en la Educacion Basica en Chile" (with P. Schiefelbein), in Revisita Persona y Sociedad, Vol XVII (2003)
• "From Screening to Improving Quality: the Case of Latin America" in Assessment in Education, Volume 10 (2003)
• Primary Education in Latin America: the Unfinished Agenda (with L Wolff and P. Schiefelbein) (2002)
• Tres Preguntas Para Pensar la Ensenanza y la Educacion Superior (with M. Schweizer) (2002)
• "Paradoxes of Chilean Education Reform, 1989-2000," in Exclusion and Engagement: Social Policies in Latin America (ed. by C. Abel and C. Lewis) (2002).

His book, La Situacion Educativa de America Latina y el Caribe 1980-1987 (1990) was named the best book on education by the Revista Data Bits. He serves as director of the Instituto Servicio Educacional Chile (ISECH); a member of the the Advisory Committee for the White House Initiative for creating Three Hemispheric Centers of Excellence (CETT); and president of the board of trustees of the Universidad Metropolitana de Ciencias de la Educacion (UMCE). At Harvard he is teaching two courses this term: A805 Designing Effective Education Reforms in Developing Countries (Spring 2005) and A808 Developing a Conceptual Framework for Effective Learning and Teaching in Developing Countries (Spring 2005).