Eduardo is the CEO of Mindset Works, which he co-founded with Carol Dweck, Lisa Blackwell and others, to help schools cultivate student ownership of their own learning. With his fellow mindsetters, Eduardo helps schools build learner capacity and success through practices that instill growth mindset beliefs and foundational learning skills in students, teachers and the broader community. Eduardo has spoken at numerous industry conferences, delivered a popular TEDx talk on mindset, and has been featured in news media such as NPR and Education Week. Prior to Mindset Works, he was a Principal at the Sprout Group, a venture capital firm in Silicon Valley, and served as an Education Pioneers Fellow at New Leaders and on various non-profit and for-profit boards. Eduardo holds MBA and M.A. in Education degrees from Stanford University, and bachelor’s degrees in Economics and Engineering from the University of Pennsylvania. Most important, he continues to enjoy lifelong learning every day.
Gerard d’Aboville is a direct descendant of General Augustin Gabriel Aboville empire, and Augustus Ernest Aboville, his son, a politician of the Second Empire and the beginnings of the Third Republic. It is one of nine children of Henri d'Aboville (1911-2002) and Christiane de Clercq.
In 1980, out of Cape Cod in the United States on July 10, he arrived in Brest September 21, 71 days and 23 hours later, after traveling 5,200 miles to the train. His boat, Captain Cook, measuring 5.60 meters. It is the first browser to cross the Atlantic solo rowing in the West eastern1 sense.
In 1980, he participated in the Paris-Dakar motorcycle with his four brothers, each on Kawasaki KL 250.
In 1985 he was the organizer and designer rafts shipment Africa-Raft Philippe de Dieuleveult.
In 1991, he crossed the Pacific Ocean in a rowing boat. It starts from Choshi, Japan, on July 10 and reached American shores on November 21. The following year the singer Guy Béart pays tribute in a song called meantime rowed Aboville.
In 1993, he published only a novel that traces every day, like a log, his solo trip in 1991.
MEP is 1994-19992.
Since then he has been involved in the environmental control and preservation of the marine heritage with the Foundation of maritime and fluvial heritage which he became chairman in 1997.3 He is Chairman of the Higher boating and sports nautiques4 Council.
In 2001, Gérard d'Aboville accompanied by Hubert de Chevigny and Bernard Lafferrière flies over the North Pole with a small single-engine airplane (a Private Explorer) without the aid of electronic navigation instruments, simply by visual flight as during the first flyby the Pole.
In 2002, he ran unsuccessfully for parliamentary elections in the second district of Morbihan. In 2004, he was appointed to the Economic and social5 Council.
In 2006, he joined the project as co-skipper PlanetSolar. This project aims to complete the first around the world on solar power in spring 2011.
Linda Darling-Hammond is currently Charles E. Ducommun Professor of Education at Stanford University where she has founded and oversees the School Redesign Network, established in 2000, which has taken a national leadership role in the arenas of school and district reform, leadership development, and the support of powerful and equitable curriculum and assessment. She has also founded and co-directs the Stanford Center for Opportunity Policy in Education, established in 2008, which fosters research, policy, and practice strategies for educational quality and equality. She serves as an adviser to President Obama on education reform and led his education policy transition team in 2008-09.
Darling-Hammond’s research and policy work have focused on issues of school reform, teaching quality, and educational equity at the federal, state, and local levels. Beginning with her work as Senior Social Scientist and Director of the RAND Corporation’s Education policy program, and extending through appointments at Columbia’s Teachers College and Stanford, she has conducted research on a wide range of policy issues affecting teaching and schooling while advising policymakers at all levels of government. She has led the development of new standards and assessments for students and teachers, launched innovative schools, redesigned teacher training programs, and designed policies that have supported greater opportunities for children and youth.
From 1994-2001, Darling-Hammond served as executive director of the National Commission on Teaching and America’s Future, chaired by Governor James B. Hunt, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America’s Future, led to sweeping policy changes affecting teaching and schooling. The Commission developed state and local partnerships in more than 25 states to promote legislative changes and organizational reforms. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation’s 10 most influential people affecting educational policy over the last decade.
While William F. Russell Professor at Teachers College, Darling-Hammond co-founded the National Center for Restructuring Education, Schools, and Teaching (NCREST), which supported a range of school reform initiatives in New York and nationally. Darling-Hammond has been deeply engaged in efforts to redesign schools so that they focus more effectively on learning and to develop standards for teaching. As Chair of New York State's Council on Curriculum and Assessment in the early 1990s, she helped to fashion a comprehensive school reform plan for the state that developed new learning standards and curriculum frameworks for more challenging learning goals and more performance-oriented assessments. This led to an overhaul of the state Regents examinations as well as innovations in school-based performance assessments and investments in new approaches to professional development.
As Chair of the Model Standards Committee of the Chief State School Officers’ Interstate New Teacher Assessment and Support Consortium (INTASC), she led the development of licensing standards for beginning teachers that reflect current knowledge about what teachers need to know to teach challenging content to diverse learners. These were ultimately incorporated into the licensing standards of more than 40 states and became the foundation for a new generation of teacher certification tests. She has been instrumental in developing performance assessments that allow teachers to demonstrate their classroom teaching skills in authentic ways, as an early Board member of the National Board for Professional Teaching Standards and, later as a co-founder of the Performance Assessment for California Teachers.
Darling-Hammond has been active in developing innovative schools. She began her career as a public school teacher and has co-founded both a preschool / day care center and a charter public high school serving low-income students of color in East Palo Alto. In a community where only a third of students were graduating and almost none were going onto college, the East Palo Alto Academy High school — an open admissions school which admits students by lottery — has created a pipeline to college for more than 90 percent of its graduates. The school, along with seven others, is a professional development school partner with the Stanford Teacher Education Program (STEP), which prepares a leadership corps of teachers for high-needs schools. Darling-Hammond led the redesign of the STEP program for this new mission, and its successes have been acknowledged through recognition in several studies as one of the nation’s top programs.
Darling-Hammond has worked with dozens of schools and districts around the nation on studying, developing, and scaling up new model schools — as well as preparation programs for teachers and leaders — that enable much greater success for diverse students. She has also worked with civil rights and community-based organizations to leverage changes in state and local level policies and to create practices that promote greater equity in educational opportunity and access for traditionally underserved students. For this work, she has been awarded, among others, the Charles W. Eliot Award for Outstanding Contributions to Education, the Asa G. Hilliard Award for Outstanding Achievement in Racial Justice and Education Equity, the Founder’s Award from the National Commission on African American Education, the Woman of Valor Award from Educational Equity Concepts, and the Distinguished Service Award from the Council of Chief State School Officers.
Darling-Hammond is past president of the American Educational Research Association, a two-term member of the National Board for Professional Teaching Standards, and a member of the National Academy of Education, for which she serves on the executive committee. She has served on many national advisory boards, including the White House Advisory Panel's Resource Group for the National Education Goals, the National Academy's Panel on the Future of Educational Research, the Academy’s Committee on Teacher Education, and on the boards of directors for the Carnegie Foundation for the Advancement of Teaching, the Spencer Foundation, The Wallace Foundation, the National Foundation for the Improvement of Education, the Center for Teaching Quality, the Alliance for Excellent Education, and the National Council for Educating Black Children.
Darling-Hammond is author or editor of 16 books and more than 300 journal articles, book chapters, and monographs on issues of policy and practice. Among her books are The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future (Teachers College Press, 2010); Powerful Teacher Education: Lessons from Exemplary Programs (Jossey-Bass, 2006); Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (with John Bransford; Jossey-Bass, 2005), winner of the AACTE Pomeroy Award; Teaching as the Learning Profession (co-edited with Gary Sykes; Jossey-Bass, 1999), which received the National Staff Development Council’s Outstanding Book Award for 2000; and The Right to Learn (Jossey-Bass, 1st edition, 1997), recipient of the American Educational Research Association’s Outstanding Book Award for 1998.
Darling-Hammond received her B.A. (magna cum laude) from Yale University in 1973, and her doctorate in Urban Education (with highest distinction) from Temple University in 1978. She holds honorary degrees from many universities in the U.S. and abroad and has received numerous awards for her research contributions, including the Council of Scientific Society of Presidents’ Education Research Award, the American Educational Research Association’s Awards for Distinguished Contributions to Research, Research into Practice, and Review of Educational Research, and the Margaret B. Lindsay Award for Distinguished Research in Teacher Education.
Han de Wit
Han de Wit is Director of the Centre for Higher Education Internationalisation at the Università Cattolica Sacro Cuore in Milan, Italy, and Professor (lector) of Internationalization of Higher Education at the School of Economics and Management of the Hogeschool van Amsterdam, University of Applied Sciences. He is also a private consultant: De Wit International Higher Education Consultancy.
He is the Co-Editor of the Journal of Studies in International Education (Association for Studies in International Education/SAGE publishers). His latest book is The SAGE Handbook on International Higher Education, co-edited with Darla Deardorff, John D. Heyl and Tony Adams (2012). He is Co-Editor of Quality and Internationalisation of Higher Education with Jane Knight, University of Toronto, OECD (1999). He has (co)written several other books and articles on international education and is actively involved in assessment and consultancy in international education for organisations like the European Commission, UNESCO, World Bank, and IMHE/OECD. He has undertaken Quality Reviews of a great number of institutions of higher education in the framework of the Visiting Advisors Program (VAP), IQRP, IQR, Eurostrat and the Dutch Flemish Accreditation Agency (NVAO).
Han de Wit is a visiting professor at CAPRI, the Centre for Academic Practice and Research in Internationalisation of Leeds Metropolitan University, United Kingdom, and Collaborative Researcher at Meiji University Research Institute of International Education (RIIE), Tokyo, Japan. In 2005-2006, he was a New Century Scholar of the Fulbright Program Higher Education in the 21st Century. He is currently working on projects in Europe, the United States, Latin America, Asia and Africa.
He was Founding Dean of Windesheim Honours College of the VU Amsterdam/Windesheim Hogeschool, Zwolle, 2007-2008. Before, he was director of the Hague Forum for Judicial Expertise in 2005-2006. He has been Director of the Office of Foreign Relations, Vice-President for International Affairs and Senior Advisor International at the Universiteit van Amsterdam, in the period 1986-2005, and director of international relations at Tilburg University in 1981-1985. He was assistant professor in Latin American Studies at Utrecht University, 1979-1981. He has a bachelor, master and PhD from the University of Amsterdam.
Han de Wit is founding member and past president of the European Association for International Education (EAIE). Currently he is, among other positions, Member of the Board of Trustees of World Education Services (New York), Member of the ESL TOEFL Board (as of 2011), and Co-Chair of the Special Interest Group Research in International Education of EAIE. On September 11, 2008 he received the Constance Meldrum Award for Vision and Leadership of the European Association for International Education (EAIE) in Antwerp. Previous awards he received from the University of Amsterdam (2006), AIEA (2006), CIEE (2004 and 2006), NAFSA (2002) and EAIE (1999).
founder and Chairman of the Center for Curriculum Redesign, is a global education thought leader and expert, author, and inventor, with several affiliations:
Visiting practitioner at Harvard’s Graduate School of Education, exploring curriculum redesign concepts, and teaching two seminars titled “Interdisciplinarity – The World in 10 Curves” and “Mind, Brain and Education – a Synthesis”; visiting lecturer at MIT ESG teaching a “special topics in mathematics” class titled “Polymathy – The World In 10 Curves”; visiting lecturer at UPenn teaching a class on Technologies for Learning in the Chief Learning Officers program (receiving highest student rating); member of the President’s Council of Olin College. His work spans the continuum of Schools, Higher Education, and Workforce Development/Lifelong Learning.
Chair of the Education committee of the Business and Industry Advisory Committee (BIAC) to the Organization for Economic Co-operation and Development (OECD), nominated by the US Chamber of International Business (USCIB). He works with several teams at the OECD – Skills Strategy, AHELO, and Innovation groups most notably.
Founder and President of the Fondation Helvetica Educatio (Geneva, Switzerland), dedicated to global education.
Co-author of a best-selling book titled “21 st Century Skills – Learning for Life in our Times” (Wiley) (link) now available in simplified and classical mandarin Chinese, Korean and Russian. He frequently keynotes on this topic, as well as STEM, and Education Technology.
Senior Fellow, human capital at The Conference Board; Senior Fellow at P21.org, and at Innovate-Educate
Former Global Education Lead at Cisco Systems, and Cisco liaison with UNESCO, the World Bank and Change the Equation (STEM).
Appointee to the Massachusetts gubernatorial “Commission to Develop an Index of Creative and Innovative Education in Public Schools”, and has served on the Massachusetts Governor’s Readiness Project as well as its 21st Century Skills task force.
Angel investor with Beacon Angels in Boston (link)
He has worked with a wide variety of education ministries, and business and non-profit education organizations in Massachusetts, Canada (Federal, and Provinces), France, Finland, Sweden, Chile, Brazil, Costa Rica, Tunisia, and the Dominican Republic, to name a few, and has contributed to education projects in more than thirty countries. He has advised innovative school systems in Brazil ( Lumiar ) and Chile ( Innovacien ).
He has contributed to, and has been featured by, media such as National Public Radio (NPR), the Canadian Broadcasting Corporation (CBC), the Huffington Post, eSchool News, Education Week, University Business, Technology & Learning, New Media Consortium, MA and NY Associations for Supervision and Curriculum Development, T.H.E. Journal, and many others. He has presented at numerous education conferences, including at UNESCO, the World Bank, the OECD, the Consortium for School Networking (COSN), the National School Boards Association (NSBA), the National Center for Technology Innovation (NCTI), and the Masie Center’s Learning conferences.
Partially overlapping his involvement in education matters, Charles had spent more than two decades in the ICT industry (semiconductors, and systems). He has been awarded five patents on video, content, and communication technologies. He holds a bachelor of science in electronics with course concentration in quantum and solid-state physics with a minor in neuroscience, and a master of business administration in international marketing. An avid reader, he has autodidactically learned emerging disciplines such as evolutionary psychology. He also enjoys the lessons of classical history.
Dr. Bernard Harris, Jr.
Bernard A. Harris Jr., Astronaut and President of the Harris Foundation, graduated from Sam Houston High School in San Antonio, Texas in 1974.
Dr. Harris holds a Bachelor of Science (BS) in Biology from the University of Houston, a Master of Medical Science (MMS) from the University of Texas Medical Branch at Galveston, a Master of Business Administration (MBA) from the University of Houston Clear Lake and a Doctorate of Medicine (MD) from Texas Tech University School of Medicine. He completed a Residency in Internal Medicine at the Mayo Clinic, a National Research Council Fellowship in Endocrinology at the NASA Ames Research Center and trained as a Flight Surgeon at the Aerospace School of Medicine, Brooks Air Force Base in San Antonio, Texas. He is also a licensed private pilot and certified scuba diver.
He holds several faculty appointments including Associate Professor in Internal Medicine at the University of Texas Medical Branch and Assistant Professor at Baylor College of Medicine. Additionally, he is the author and co-author of numerous scientific publications.
Dr. Harris worked at NASA for ten years, where he conducted research in musculoskeletal physiology and disuse osteoporosis. Later, as Head of the Exercise Countermeasure Project, he conducted clinical investigations of space adaptation and developed in-flight medical devices to extend Astronaut stays in space. Selected into the Astronaut Corp in January 1990, Dr. Harris was a Mission Specialist on the Space Shuttle Columbia STS-55/Spacelab D-2 in 1993. As Payload Commander on Space Shuttle Discovery STS-63 in 1995, he served on the first flight of the joint Russian-American Space Program, becoming the “First African American to walk in Space." A veteran astronaut for over nineteen years, he has logged more than 438 hours and traveled over 7.2 million miles in space.
He served as Vice President and Chief Scientist of SPACEHAB, Inc., an innovative space commercialization company, where he directed the company’s space science business. He also served as Vice President of Business Development for Space Media, Inc., an Informatics company, establishing an e-commerce initiative that is now part of the United Nations’ education program.
Currently he is on the Board for the National Math and Science Initiative, Houston Angel Network, Medical Informatics, Technology and Applications Center, Houston Technology Center and the National Space Biomedical Research Institute, Board of Scientific Counselors. In addition, he was a Senior Consultant for NASA Aerospace Safety Panel, as well as a member of the NASA Biological and Physical Sciences Committee, the Council for the National Institute Health/National Institute for Deafness, Texas Tech's University Board of Regents, Texas Higher Education Coalition, Texas Commission on a Representative Student Body and Communications Disorders and the committee for the National Academies Institute of Medicine.
Dr. Harris is currently Chief Executive Officer and Managing Partner of Vesalius Ventures, Inc., a venture capital firm, that invests in early to mid stage Healthcare technologies and companies. He is also the Founder of the Harris Foundation, a non-profit organization that supports math/science education and crime prevention programs for America's youth.
He is the recipient of numerous awards, including honorary doctorates from Stony Brook University (SUNY), Morehouse School of Medicine, New Jersey Institute of Technology (NJIT) and the University of Hartford, as well as the NASA Space Flight Medal, a NASA Award of Merit, a fellow of the American College of Physicians, and the 2000 Horatio Alger Award.
Dr. Harris’ goals in life have been achieved through self-empowerment and self-determination. He believes that education and effort will allow anyone to meet any challenge in life, inspiring others to reach for the stars.
Margaret Heffernan is an entrepreneur, Chief Executive and author. She was born in Texas, raised in Holland and educated at Cambridge University. She worked in BBC Radio for five years where she wrote, directed, produced and commissioned dozens of documentaries and dramas.
As a television producer, she made documentary films for Timewatch, Arena, and Newsnight. She was one of the producers of Out of the Doll's House, the prize-winning documentary series about the history of women in the twentieth century. She designed and executive produced a thirteen part series on The French Revolution for the BBC and A&E. The series featured, among others, Alan Rickman, Alfred Molina, Janet Suzman, Simon Callow and Jim Broadbent and introduced both historian Simon Schama and playwright Peter Barnes to British television. She also produced music videos with Virgin Records and the London Chamber Orchestra to raise attention and funds for Unicef's Lebanese fund.
Leaving the BBC, she ran the trade association IPPA, which represented the interests of independent film and television producers and was once described by the Financial Times as "the most formidable lobbying organization in England."
In 1994, she returned to the United States where she worked on public affair campaigns in Massachusetts and with software companies trying to break into multimedia. She developed interactive multimedia products with Peter Lynch, Tom Peters, Standard & Poors and The Learning Company.
She then joined CMGI where she ran, bought and sold leading Internet businesses, serving as Chief Executive Officer for InfoMation Corporation, ZineZone Corporation and iCAST Corporation.
She was named one of the Internet's Top 100 by Silicon Alley Reporter in 1999, one of the Top 25 by Streaming Media magazine and one of the Top 100 Media Executives by The Hollywood Reporter. Her "Tear Down the Wall" campaign against AOL won the 2001 Silver SABRE award for public relations.
Her third book, Wilful Blindness (Simon&Schuster in the UK, Bloomsbury in the US and Doubleday in Canada) was a finalist for the Financial Times/Goldman Sachs Best Business Book award. Her most recent book A Bigger Prize (Simon&Schuster in the UK, Public Affairs in the US and Doubleday in Canada) is published in spring 2014. She is a Trustee of the London Library and sits on the Council of the Royal Academy of Dramatic Art as well as one the boards of several private companies. Margaret blogs for the Huffington Post in the US and the UK, for CBSMoneywatch and for Inc.com.
She was featured on television in The Secret Millionaire and on BBC Radio 4 in Changing the Rules, which won the 2008 Prowess Media Award. She has had three plays broadcast by the BBC and in 2011 has been awarded an honorary doctorate from the University of Bath. She mentors senior executives and contributes to corporate conferences around the world. She is married with two children.
Conrad Hughes is Director of Education at the International School of Geneva, where he also teaches Theory of Knowledge. He was educated in France, Swaziland and South Africa, holds a PhD in English literature from the University of the Witwatersrand and has worked in schools in France, the Netherlands and India. He has published articles on assessment, critical thinking, prejudice, learning and effective teaching in academic and educational journals as well as an English textbook, published by Pearson, for students pursuing the International Baccalaureate Diploma. He is currently studying for a professional doctorate in education with the University of Durham.
Mary Anne Layden
Mary Anne Layden, Ph D is a psychotherapist and Director of Education at the Center for Cognitive Therapy at the University of Pennsylvania. She is the Director of the Sexual Trauma and Psychopathology Program. She specializes in the treatment of sexual violence victims and perpetrators as well as sex addicts and those engaged in the sexual exploitation industry (pornography, stripping, prostitution and sex trafficking). She conducts research examining the connection between the sexual exploitation industry, sexual violence and sexual pathology. She has testified before the U. S. Congress on five occasions and spoken at one Congressional Briefing all focused on issues of sexual violence, sexual addiction, the sexual exploitation industry and the media. She has lectured extensively both in the US and abroad on Cognitive Therapy, childhood and adult sexual trauma, sexual addiction, and the sexual exploitation industry.
Shanette Porter is a senior research analyst at the Consortium on Chicago School Research. Her current research focuses on the impact of policy change on school approaches and outcomes, as well as the role of social, emotional, and motivational factors in predicting student outcomes.
Prior to joining CCSR, Porter completed a postdoctoral fellowship, jointly appointed at Northwestern University’s Institute for Policy Research and the Department of Psychology. Her fellowship work focused on the cognitive-behavioral dynamics of intergroup interactions. Porter received her PhD in social and personality psychology from Cornell University, her MA in industrial-organizational psychology from Michigan State University, and her BA in Psychology from Yale University.
Richard Sandford is an education researcher with a focus on technology and the future. He works with schools, technologists, policy-makers and students to explore new ways of teaching and learning through design research, events and games. Based in Singapore, he has designed and facilitated foresight workshops on the future of work, education and innovation across Asia, the US and Europe, for government agencies, NGOs, and private companies.
As Research Fellow at the Institute for Adult Learning, Singapore, he developed strategic foresight capacity within the organisation through a futures programme of horizon scanning and scenario development.
While Senior Researcher at Futurelab, a UK non-profit exploring innovation in education, he led the research and scenario development process for the 'Beyond Current Horizons' programme (beyondcurrenthorizons.org.uk), a foresight initiative funded by the UK government to investigate possible educational futures and their implications for current policy and practice.
Richard was part of the committee convening the 2010/2011 ESRC-funded seminar series 'Educational Futures' in the UK (edfuturesresearch.org), which explored the ways in which a better understanding of the future can help education prepare for uncertainty and change.
Richard is a PhD candidate in the University of Bristol's Graduate School of Education, where he is researching the relationships between discourses of the future in schools and in education policy. His published research addresses the use of games to support learning and the relationship between education and the future. He is a member of the World Futures Studies Federation and the Association of Professional Futurists.
Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris.
As a key member of the OECD Senior Management team, Mr. Schleicher supports the Secretary-General’s strategy to produce analysis and policy advice that advances economic growth and social progress. He promotes the work of the Directorate for Education and Skills on a global stage and fosters co-operation both within and outside the OECD. In addition to policy and country reviews, the work of the Directorate includes the Programme for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems (INES).
Before joining the OECD, Mr. Schleicher was Director for Analysis at the International Association for Educational Achievement (IEA). He studied Physics in Germany and received a degree in Mathematics and Statistics in Australia. He is the recipient of numerous honours and awards, including the “Theodor Heuss” prize, awarded in the name of the first president of the Federal Republic of Germany for “exemplary democratic engagement”. He holds an honorary Professorship at the University of Heidelberg.
Professor at Swarthmore College
The Barry Schwartz keynotes educate audiences about the plight of decision-making due to the over-saturation of choice in our everyday lives.
Schwartz received a BA from New York University and also a Ph.D. from the University of Pennsylvania. He first became an assistant professor at Swarthmore College immediately after receiving his post-doctorate in 1971. He quickly rose the ranks, being promoted to an associate professor then further to a full professor. He additionally became a Dorwin Cartwright Professor as of 1994.
Having written 10 books with the most recent including 'The Paradox of Choice: Why More is Less,' Schwartz currently writes for 'Practical Wisdom' in Psychology Today and also for Bloomberg Businessweek while working as a professor.
The Barry Schwartz keynotes reveal important insights on the monstrous variety of choices that people of Western societies are burdened with today.
During 12 years with DaimlerChrysler Carsten worked in Logistics, Finance and Controlling and Human Resources in the US, Germany, Vietnam, France and China.
As Chief Human Resources Officer of the World Economic Forum Carsten studied the complexities involving leadership, collaboration and sustainability. He participated in the Annual Meeting of the World Economic Forum in Davos during his five years at the Forum. His role as the Lead of the World Economic Forum’s Global Agenda Council on „New Models of Leadership” further drove his thought leadership around the acceleration of change in the domain of leadership and sustainable societal development.
In 2013 he founded www.CircularSociety.com, the first global „ Social Impact Marketplace". CircularSociety trains leaders of all ages and levels and engages organizations and individuals in social impact themes such as „European Youth Employment (eYe)“, „Child Development“ or „Circular Entrepreneurship“. CircularSociety blends an attractive value proposition for each participant with massive social impact for all. CircularSociety’s vision is to build a society in which we all feel empowered to think and act responsibly in support of each other.
Carsten holds a Banking Degree from the Dresdner Bank, a BA in International Business Administration and Economics from the American University of Paris and an MBA from the French university HEC (Hautes Etudes Commerciales). He has also lived in the UK, Mexico, Israel and now lives in Switzerland.
He co-founded and for three years was Chairman of the International Human Resources Community of Switzerland (www.ihrc.ch) and he is a member of the Supervisory Board of www.Talentory.com and of the Supervisory Group of www.AIESEC.org.
Carsten is a regular keynote speaker at international conferences or multinational corporations and a lecturer at a number of academic institutions.
Vicky Tuck took up her post as Director General of the International School of Geneva in August 2011. She was previously Principal of Cheltenham Ladies’ College, an 11-18 day and boarding school in the United Kingdom, a position she held since 1996. During this time she introduced the International Baccalaureate Diploma at the school. Prior positions held include Deputy Head of City of London School for Girls; PGCE Course Director at London’s Institute of Education; Head of Modern Languages at Bromley High School; teacher of French and Italian at Putney High School. Vicky was President of the UK’s Girls’ Schools Association in 2008 and Vice Chair of the UK Independent Schools Council until November 2010, chairing its education committee.
Vicky was granted a sabbatical in the summer term of her fourteenth year at Cheltenham which she spent travelling to the BRIC nations to investigate education in these fast growing economies.
Dr. Dirk Van Damme
Dr Dirk Van Damme currently is Head of the Innovation and Measuring Progress Division (IMEP) in the Directorate for Education and Skills at the OECD in Paris. He holds a PhD in educational sciences from Ghent University and is also professor of educational sciences in the same university (since 1995). He also was part-time professor in comparative education at the Free University of Brussels (1997-2000) and visiting professor of comparative education at Seton Hall University, NJ, USA (2001-2008). He was general director of the Flemish Rectors’ Conference, the main advisory body for higher education policy in the Flemish part of Belgium between 2000 and 2003. He has been professionally involved in educational policy development between 1992 and 2008, and served as deputy chief of staff for various Flemish education ministers, and as chief of staff of Mr Frank Vandenbroucke, Flemish minister of education between 2004 and 2008. His current interests are evidence-based innovation in education, comparative analyses of educational systems, statistical indicators in education, new developments in the learning sciences and knowledge management in education. At the OECD he is responsible for the Innovation and Measuring Progress Division, leading both the Centre for Educational Research and Innovation (CERI) and the Indicators of Educational Systems (INES) programmes.
Richard Weissbourd is a Senior Lecturer at the Harvard Graduate School of Education, where he directs the Human Development and Psychology Program, and a Lecturer at Harvard's Kennedy School of Government. His work focuses on moral development, vulnerability and resilience in childhood and effective schools and services for children. With Stephanie Jones, he directs the Making Caring Common Project, a national effort to make moral and social development priorities in child-raising and to provide strategies to schools and parents for promoting in children caring, a commitment to justice and other key moral and social capacities. He is currently conducting research on how older adults can better mentor young adults and teenagers in developing ethical, mature romantic relationships. He is a founder of several interventions for at-risk children, including ReadBoston and WriteBoston, city-wide literacy initiatives led by Mayor Menino. With Robert Selman, he founded Project ASPIRE, a social and ethical development intervention in schools. He is also a founder of a pilot school in Boston, the Lee Academy, that begins with children at 3 years old. He has advised on the city, state and federal levels on family policy and school reform and has written for numerous scholarly and popular publications and blogs, including The New York Times, The Huffington Post, CNN, The New Republic, The American Prospect, NPR and Psychology Today. He is the author of The Vulnerable Child: What Really Hurts America’s Children and What We Can Do About It (Addison-Wesley, 1996), named by the American School Board Journal as one of the top 10 education books of all time. His most recent book, The Parents We Mean to Be: How Well-Intentioned Adults Undermine Children's Moral and Emotional Development (Houghton Mifflin 2009), was named by The New Yorker as one of the top 24 books of 2009.