APEAC 2017 - Speakers' Profile
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Professor David Hawker is Director of Hawker Associates Ltd, an international education consultancy specialising in the strategic development of education systems. He was Director General for Children, Education, Lifelong Learning and Skills for the Welsh Assembly Government from 2008 to 2010, when he transferred to London to lead the Arm's Length Bodies Reform Programme in the DfE. He retired from the civil service in May 2011 to concentrate on his consultancy work.

David has been an educational adviser to several international organisations, including the OECD, the World Bank, and the Open Society Foundation. He is a Professor of the College of Teachers, an Honorary Professor at the University of Durham, and a Visiting Professorial Fellow at the Institute of Education in London. He is a trustee of three educational charities, the CfBT Educational Trust, the CfBT Schools Trust, and Educators International.



Masahiro Arimoto is a Professor in the Graduate School of Education at Tohoku University, Japan. Formerly principal researcher of National Institute of Educational Policy Research of Japan (NIER) affiliated with Ministry of Education (MEXT). He obtained his Ph.D. in Curriculum Evaluation from Osaka University. Visiting scholar of Cambridge University and Harvard Graduate School of Education (1995). His research draws mainly on curriculum, assessment, and pedagogy. He visited Hanoi, Vietnam as a JICA expert (2000). He uses a mixed methods research design for a “whole-school approach.” His main research interests are educational assessment and international education cooperation. His teaching focuses on school-based lesson study, pedagogy, classroom assessment, and educational leadership.




Ms. Belfali supports the Directorate for Education and Skills in providing strategic direction to the work on knowledge generation and its policy implication concerning skills development in early childhood education, care and school systems. She oversees large scale surveys including the Programme for International Student Assessment (PISA), Teaching and Learning International Survey programme (TALIS) and thematic analyses and reviews. These programmes are key components of the OECD’s work to help countries promote learning opportunities for all, which promotes economic growth and social progress.

Ms. Belfali joined the OECD in 2013 as a Senior Analyst in the Directorate for Education and Skills’ Policy Advice and Implementation Division, where she managed knowledge mobilisation, education policy country reviews and accession technical reviews.

Ms. Belfali spent the last 20 years in France, the US, and in several countries of South East Asia, Africa and Middle East and North Africa regions.  Before joining the OECD, she worked for UNICEF as Chief of the Education Section in Morocco and the World Bank in the field of human development between 2002 and 2012.   She had a leadership role in advising governments for education reforms and gender mainstreaming, as well as managed co-operation projects on early childhood, teaching, learning, and youth development.

Ms. Belfali, a Japanese national, holds a Master’s degree in International Educational Administration and Policy Analysis from Stanford University and a Bachelor’s degree in International Relations from Tsuda College, Tokyo.



Dr. Cecilia Chan is the Head of Professional Development and an Associate Professor in the Centre of the Enhancement of Teaching and Learning at The University of Hong Kong (HKU). Cecilia has a dual cultural background; she was originally born in Hong Kong but grew up in Ireland. In addition to her dual cultural background, she also has a dual discipline expertise in engineering and education; she has been playing an important role in enhancing engineering, business and science education. Her combined expertise in these fields and multi-cultural experience enabled her to lead and conduct research on topics such as assessment, technology enhanced learning and the development and assessment of 21st century skills from east to west in the different disciplines.

Cecilia holds a PhD in Engineering from Trinity College, a postgraduate diploma and a MA in Higher Education. She also held a Fellowship from King’s College London. She has received many teaching awards and has over 15 years of effective practical experience in engaging students. Cecilia is also the recipient of the HKU outstanding young researcher award 2015/16.



Robert Coe is Professor in the School of Education and Director of the Centre for Evaluation and Monitoring (CEM), Durham University. CEM is the largest educational research centre in a UK university and has provided assessment and monitoring systems to many thousands of schools since 1983. Well over a million children take our assessments every year in more than 40 countries; we are the largest provider of computer adaptive assessments outside the US.

Before embarking on an academic career, Rob Coe was a teacher of mathematics, with experience in a range of secondary schools and colleges. He left teaching in 1995 to study full-time for a PhD at Durham University, and then stayed on as a Research Associate and Lecturer.

His research interests are wide-ranging and include: evaluation methodology; Evidence-Based Education and the involvement of practitioners in research; school effectiveness and improvement, including the methodology of school effectiveness research; the use and effects of feedback, especially in performance monitoring information systems; and the statistical comparability of examinations in different subjects and over time.

His teaching is also varied, including research methods courses from undergraduate to Ed.D. level, and specialist Masters level courses in Experiments in Education and in Educational Assessment, as well as contributing to initial teacher training. His methodological expertise lies in areas such as general statistical analysis, experimental design, meta-analysis, multilevel modelling, construct measurement and item response models.



Joan Herman is Director Emeritus of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA.  Her research has explored the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement. Her recent work focuses on teachers' formative assessment practices and the assessment of deeper learning.  She also has wide experience as an evaluator of school reform.

Dr. Herman is noted in bridging research and practice. Among her books are Turnaround Toolkit and A Practical Guide to Alternative Assessment, which have been popular resources for schools across the United States. A former teacher and school board member, Dr. Herman also has published extensively in research journals and is a frequent speaker to policy audiences on evaluation and assessment topics. She is past president of the California Educational Research Association; has held a variety of leadership positions in the American Educational Research Association; and is a frequent contributor at the National Academies of Science, Engineering and Medicine.  An elected member of the National Academy of Education and a fellow of the American Educational Research Association, Dr. Herman is current editor of Educational Assessment, chairs the management committee for the Standards for Educational and Psychological Testing, and is a member the National Academies’ Board on Testing and Assessment.