Hülya Kosar Altinyelken is a lecturer at the Department of Human Geography, Planning and International Development Studies and researcher at the Department of Child Development and Education at the University of Amsterdam.

She conducts research on issues relating to education reforms, curriculum change, pedagogical renewal and child-centered pedagogy in Uganda and Turkey. Prior to her doctoral studies, she worked at the Netherlands Ministry of Foreign Affairs, at the Education and Development department as a policy officer

Recent publications

• Altinyelken, H.K. (forthcoming). Student-centred pedagogy in Turkey: Conceptualisations, interpretations and practices. Journal of Education Policy.
• Altinyelken, H.K. (2010). Pedagogical renewal in sub-Saharan Africa: the case of Uganda. Comparative Education, 46(2), 151-171.
• Altinyelken, H. K. (2010). Curriculum change in Uganda: Teacher perspectives on the new Thematic Curriculum. International Journal of Educational Development, 30 (2), 151-161.
• Altinyelken, H.K. (2009). Educational challenges of internal migrant girls: A case study among primary school children in Turkey. Research in Comparative and International Education, 4 (2), 211-228.
• Altinyelken, H.K. (2009). Coping strategies among internal migrant students in Turkey. International Journal of Educational Research, 48 (3),174-183.
• Altinyelken, H.K. (2009). Migration and Self-esteem: A qualitative study among internal migrant girls in Turkey. Adolescence, 44 (173), 149-163.

Sjoerd Karsten

Sjoerd Karsten is Professor on Educational Policy and Administration of Vocational and Adult Education at the University of Amsterdam.

His research centres on vocational education, students at risk, ethnic segregation and parental choice. He received grants from several national and international agencies (e.g. European Union and OECD). He has published in journals such as Comparative Education Review, Comparative Education, Compare, Education and Urban Society, and Educational Policy, on school-based management, choice and ethnic segregation, and comparative educational policy. He co-edited the volumes Education in East Central Europe: educational changes after the fall of communism and From Intensified Work to Professional Development.

Recent publications

• Karsten, S., Felix, C., Ledoux, G., Meijnen, G. W., Roeleveld, J., & Van Schooten, E. (2005) Choosing segregation or integration? The extent and effects of ethnic segregation in Dutch cities. Education and Urban Society, 36,228-247.
• Karsten, S. (2006) Policy for disadvantaged children under scrutiny: the Dutch policy compared with policies in England, France and the USA. Comparative Education, 42(2), 261-282.
• Karsten, S., Ledoux, G, Roeleveld, J., Felix, & Elshof, D. (2003) School choice and ethnic segregation. Educational Policy, 17 (4), 452-477.
• Karsten, S. (2003) Dutch Social Democrats and the struggle for parental choice in education (1890-1940). History of Education, 32(4), 417-431.
• Karsten, S., Cogan, J. J., Grossman, D. L., Liu, M.-h., & Pitiyanuwat, S. (2002) Citizenship education and the preparation of future teachers. Asia Pacific Education Review, 3(2), 168-183.
• Karsten, S., Peetsma, T., Roeleveld, J., & Vergeer, M. (2001) The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education. European Journal of Special Needs Education, 16, 193-205.

Manuela du Bois-Reymond

Manuela du Bois-Reymond is Prof. of Education emeritus of Leiden University/NL.

Her research fields are: transitions of young people; the relationship between children and young people with their parents; the relationship of formal and non-formal learning and school reforms; European youth and educational policy. Her research is mainly carried out in a comparative-intercultural perspective. She is one of the founding members of research network EGRIS. Besides her scientific interests she is engaged in various Dutch foundations concerning youth related issues.

Recent publications:

• Bois-Reymond, M. du (2009) Integrated Transition Policies for European Young Adults. Contradictions and Solutions. In I. Schoon & R.K. Silbereisen (eds.) Transitions from School to Work. Cambridge: Cambridge University Press (pp. 331-351).
• Bois-Reymond, M. du (2009) Models of Navigation and Life Management. In A. Furlong (ed.) Handbook on Youth and Young Adulthood. Routledge Taylor & Francis Group (pp. 31-38).
• Bois-Reymond, M. du (2009) Young Parenthood in Six European Countries. In Sociological Problems Special Issue Work-Life Dilemmas: Changes in Work and Family Life in the Enlarged Europe (ed.: S. Kovacheva) (pp,. 158-173).
• Bois-Reymond, M. du (2008) Consequences of informal and peer learning for school. Case Studies from the Netherlands and other European countries. In H.-H. Krüger et al.(eds.): Family, School, Youth Culture. International Perspectives of Pupil Research (pp. 73-91). Frankfurt a.M. etc.: Peter Lang.
• Bois-Reymond, M. du (2006) Together with a. Walther & A. Biggart (eds.) Participation in Transition. Motivation of Young Adults in Europe for Learning and Working. Frankfurt a.M. etc.: Peter Lang.

Previous experience relevant to the tasks

Main research themes: information and communication technology (ICT) in education and training, inclusion of children with special needs and disadvantaged children in education, diversity and intercultural issues in teacher training. National and international projects: EU (IST) projects, the Network of Excellence Kaleidoscope on technology-enhanced learning (FP6) and European Schoolnet, the global school networks association and the European Schools Project. These projects involve both commissioned and fundamental research and are aimed at all types of education. SCO deploys a range of advice and consultancy activities for local, national and international governments. SCO maintains direct and regular contact with teachers within primary and secondary education in almost all European countries. Furthermore, SCO collaborates on a regular basis with the Max Goote expertise centre for vocational and further education. Through collaboration with Manuela du Bois-Reymond this expertise is broadened towards the themes of non-formal learning, youth biographies and families.

Team involved:

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