CEC - Staff

___

John Martin

John Martin, CEC Manager discussing their work with primary school children in Gansu. CEC is implementing a Basic Education project in Gansu for DFID.

John Martin has been with CEC since 1994 and has been Manager since 1998. He has worked in education for more than 22 years, including 15 years experience in countries other than the UK. This includes long-term assignments in Ghana (5 years) and Brunei (5 years) as well as short-term consultancies in China, Pakistan, Bangladesh, Indonesia, Nepal, Ethiopia, Sri Lanka and Tanzania. As a specialist in both pre-service and in-service teacher training systems and curriculum development, he has undertaken both preparation and implementation missions for DFID, the World Bank, the European Commission and the Asian Development Bank. Most recently he was team leader on a preparation mission for an £11 million DFID project in China.


Andy Brock
Andy Brock visiting a rural primary school in a muslim area of Gansu province.		Andy Brock joined CEC in 1990. He specialises in education planning and financing. He is currently the Consultant Team Leader on the DFID-funded Gansu Basic Education project in North West China. The project aims to introduce school development planning and modernised methods of teacher training. He has also worked extensively elsewhere in Asia: in Sri Lanka (assisting with decentralised primary planning) and in Nepal (assisting with secondary education planning). In Africa he has worked on education finance issues in Ghana, Uganda and Tanzania.


Jake Ross
Jake Ross working as a facilitator of the third ESTEEM logical framework workshop, Dhaka, 2001		Jake Ross joined CEC in 1994, having completed a Master's degree in Development Studies. Previously he managed schools for refugees in Hong Kong and worked in Pakistan. He was CEC’s team leader on the Bangladesh Open University project, and now works in Bangladesh as Project Officer and Research Methods Adviser on ESTEEM. He completed an Open University Master’s degree in education, specialising in gender and literacy issues in educational research, and he is engaged as Gender Training Adviser in the Nepal Secondary Education Project.


Siobhan Boyle
Siobhan Boyle - Primary school children from Kapasia near Dhaka in Bangladesh drawing a community map to assist Siobhan with a study which focuses on the effects of the costs of education on the poorest households in Asia and Africa.		Siobhan Boyle joined CEC’s professional staff in 1995. She is an economist who has taken both a Diploma and MPhil in Development Economics and is now working on her PhD which focuses on the costs of education and their impact on poorest households. Currently she is the main researcher of a six-country cost sharing study and the manager of a Primary Education Planning Project both funded by DFID. Previously she was the manager of a three-year Higher Secondary Education Project in Bangladesh funded by ADB and has also undertaken consultancies in Nepal and Uganda in the area of cost sharing in education.


Mo Sibbons
Worshop preparation in eastern region, Nepal.		Maureen (k.a. Mo) Sibbons’ practical experience in the education and health sectors is comprehensive and includes policy planning and development, implementation and research activities (including participatory monitoring and evaluation). Poverty and gender issues related to access to, involvement in and outcomes from education and health care are the main foci of her work which includes training of local personnel in social appraisal methods and participatory assessment. Her familiarity with methods and approaches used by a variety of donors (such as the logframe planning tool, gender analysis, stakeholder analysis, etc) is extensive.


David Smawfield
		David Smawfield's expertise within the formal education sector extends across primary, secondary and tertiary levels. He also has additional interests in the non-formal sector, including vocational education. David Smawfield is a very experienced project team leader, manager and consultant. He has worked on a long-term basis in the United Kingdom, South Asia, Africa and the Caribbean and undertaken many other short-term assignments throughout the world. David Smawfield holds doctoral and masters degrees in international and comparative education.


David Royle
		David Royle has particular expertise in textbook development. He has extensive experience of working with Ministries of Education and curriculum development bodies, writers and academics in translating syllabuses into practical teaching and learning materials. He has worked with schools and other institutions in Nepal, Africa, the Arab World, the Caribbean, the Far East, and the UK. He has worked as an inspector for the Department for Education and Employment's Office for Standards in Education in the UK and is an experienced school governor. He has had experience of assessing schools’ performance and implementing national policies, including curriculum initiatives. mortoplist toplistem cokhit driverturka koxpmerkezi tip-sozlugu


Helen Poulsen
		Helen Poulsen joined CEC in 1999, as an assistant social development adviser. She has worked in Pakistan, India, Nepal and Venezuela, with a particular focus on gender and community development within the education sector. She also has experience of project management and institutional development, gained as co-ordinator of the NGO Learning for Life. Her MA research focused on the gender implications of North — South learning, in particular the application of participatory approaches normally applied in the South in the context of UK educational projects.


Nick Santcross
		Nick Santcross has worked for the last 14 years as a teacher, teacher trainer, curriculum and textbook developer in the UK, China, Ghana and Namibia. Following the completion of an MBA focusing on management in the public services - and in education in particular - he joined CEC in 1999 as Management Development Consultant on the ESTEEM project in Bangladesh. Nick is particularly interested in the issues around leadership in education, school effectiveness, and the development of supportive and empowering management practices at the field level.


Marion Young
Marion Young discussing education issues with a Sri Lankan Med student in Sussex.		Marion Young has worked as a primary school teacher, education researcher, education adviser and teacher trainer in the UK and in developing countries in Asia. She has developed specific skills in primary mathematics and ICT. UK based research into the management of primary school mathematics teaching was undertaken at local and national level leading to MPhil. Overseas experience in Bhutan, Tajikistan and China included project and programme management, teacher training, curriculum development and project evaluation. Currently Marion is the CEC Education Adviser for a DFID funded Primary Mathematics Project in Sri Lanka.


John Kay
Teacher training in Laos PDR		John Kay joined CEC in May 2001. He has 25 years experience of working in the education sector, 20 of which have been overseas. He has worked with a number of education programmes in Africa and Asia in both the formal and non-formal sectors, at primary, secondary and tertiary levels, and in various capacities: curriculum designer, trainer, programme manager, adviser and consultant. He is the author of several books on agricultural education for southern Africa and has contributed to a variety of training manuals for extension workers, teachers, trainers and education managers. Most recently his work has focused on developing national systems to support school improvement.


Hu Wenbin
		Hu Wenbin joined CEC in 2001 and is the consultant Deputy Team Leader on the DFID funded Gansu Basic Education Project (GBEP). Prior to joining CEC he worked for 15 years at the Chinese Ministry of Education and for five of those was seconded to the World Bank office in China as the Education Sector Specialist. He has undertaken consultancy work for UNICEF, Plan International and the ADB.


Job Arts
Job Arts in Tunisia		Job Arts joined CEC in March 2002 as Senior Education Adviser. He has worked as a secondary school teacher, a teacher of marketing in a business school and as vocational teacher trainer in the Netherlands. Later he worked on behalf of the European Commission in the Leonardo da Vinci Programme as a head of unit, where he reviewed applications for funding and organised the evaluation of education and training products financed under EU programmes. He has skills in consulting, policy development, project formulation, project and programme management, teacher training, curriculum development and project evaluation for basic and higher education, and Vocational Education Training. He has overseas experience in several countries including Tunisia, Hungary, Uzbekistan, Kyrgyzstan, Russia, Indonesia and Poland.


Janet Holdsworth
Janet Holdsworth in a Baci ceremony in Laos		Janet Holdsworth joined CEC in October 2002. Her special interest and expertise is in the issue of exclusion of children from school. With a technical background in Special Educational Needs, Janet worked as a teacher, and teacher trainer in the UK, before becoming an international adviser 10 years ago. She has worked mainly in Asia (including long stays in China, and Laos) helping to bring about the inclusion of children with special needs, school improvement aimed at reducing failure (and subsequent dropping out), community involvement so that schools and children are better supported, and multi-grade systems which allow rural children more opportunities to continue their education.


Zhao Jing
		Zhao Jing was formerly an Associate Professor in the School of Education at Beijing Normal University. She joined CEC in 2003 and is now working on the Gansu Basic Education Project (GBEP) as a specialist in Supplementary Readers and Early Childhood Development and on the EU basic education project in Gansu as a specialist in Materials Development.


Chris Cumming
Crossing a bamboo bridge in a remote corner of North East Bangladesh.		Chris Cumming has been with CEC since 1988 and has been managing director since 1990. In 1998 he took up the post of team leader on the ESTEEM project in Bangladesh. His specialist fields are economics of education, educational planning and management. He has more than 25 years experience of research, teaching and consultancy in education in UK, Africa, Asia and the Caribbean. His present post involves managing a team of more than 40 consultants and a similar number of local staff. The project aims to build capacity for management of primary education at all levels from school heads to Ministry officials.