CV Short Version

CV Short Version

CV – short version

Renato Opertti

March 2011

I. Institutional affiliation

Programme Specialist of the Capacity Building Programme (staff member P4), International Bureau of Education (IBE/UNESCO, Geneva) from January 2006 onwards. Thecurrent main tasks are to:(a) support regions and countries in the processes of curriculum change and management through the elaboration for example of learning tools, the implementation of capacity-development workshops and providing technical advise; (b) coordinate UNESCOworldwide Community of Practice (COP) in Curriculum Development (more than 1.300 educators from near 100 countries) where the issues of curriculum change can be jointly discussed and implemented within the framework of a holistic approach to implementing the EFA goals and (c) support the implementation of follow-up activities of the 48th session of the International Conference on Education (ICE 2008) on inclusive education and curriculum in coordination with UNESCO Education Sector and field offices. We have actively participated in the preparatory process (co-coordination of 13 regional 13 workshops/conferences on inclusive education) and in the design and implementation of the agenda of the ICE 2008 (i.e. support documentation, twelve workshops and eight side-events,

During 2006-2010 the COP has contributed to the implementation of 129 workshops, seminars, conferences and symposiums covering ArabStates, Asia, Africa, Europe and Latin America and the Caribbean. For more details, please consult ).

II. Higher Education

(a)Sociologist, title obtained in 12/1987, field of study sociology, major subject social policies and education, Public University of Uruguay (UDELAR)

(b)Master in Educational Research, obtained in 7/1993, field of study educational research, major subject educational policies, IRDC (Canada) – CIEP (Uruguay)

III. Areas of research/interest

(a) Education as a social policy; (b) relationships between social inclusion and inclusive education; (c) role of the processes of curriculum design and implementation in educational reforms; (d) curricula design in basic and youth education; (e) studies on the efficacy and efficiency of educational systems and (f) links between society development, educational policy, curriculum change and teachers’ professional development.

IV. Main professional and academic experience (1987-2005)

I have worked as a:

(a)Project Manager of the programmes MESYFOD (Improvement of Secondary Education and Teacher Education, 1994-2001) and MEMFOD (Modernization of Secondary, Technical and Teachers Secondary Education and Training, 2002-2005), co-implemented by theNational Administration of Public Education(Ministerial level) and the Interamerican Development Bank (IDB) and with the view to supporting the design, the implementation and the follow-up of curriculum changes in Secondary, Technical and Teachers Secondary Education.

(b)Consultant in Education with regard to projects (1990-1999) co-implemented by the National Administration of Public Education (ANEP) and the Interamerican Development Bank (IDB). Firstly, we have coordinated a comprehensive study of the educational system in Uruguay that gave way to the preparation of the processes of educational reform (1990 onwards). Secondly, we have managed an educational loan (FAS-IDB) regarding the investment in childhood and primary Education. Finally we have been in charge of the Division of Educational Planning and Evaluation at the National Administration of Public Education (ANEP).

(c)Educational planner in issues related to the design, implementation, follow-up and evaluation of policies and programmes (childhood, primary, secondary, TVET and tertiary education) at the National Administration of Public Education (ANEP, 1989-1994) and at the Public University of Uruguay (U.R.O.U, 1987-1992).

(d)Consultant in Social Policies and Education for UNICEF, CEPAL (Economic Commission for Latin America), UNESCO and World Bank (1994-2004). The main areas were the study of the profiles of social loans (IDB / Washington); the analysis of policies and programmes on the social and educational conditions of childhood and youth (UNICEF / Montevideo and Santiago); a comprehensive evaluation of the school meal programme in Uruguay (CEPAL / Santiago); a comparative study of the making decision process in the case of the Uruguayan education reform (IBE-UNESCO) and an study of policy options with regard to the education reform in Uruguay (World Bank / Washington).

(e)Teacher of Research Design and Quantitative Data, and Educational Policy, and tutor of students in undergraduate studies in Education(Catholic University of Uruguay, 1992-1996) and post-graduate studies and Master of Education (ORT University of Uruguay, 1997-2005).

(f)Consultant of the International Bureau of Education (IBE/UNESCO) in charge of the design and the initial implementation of a Global Network of Curriculum Developers as a Community of Practice (COP, 2005).

V. Main Publicationsin Education (1999-2008)

(a)Study of the education system in Uruguay. Volumes I (Historical Background,Organization and Management and Childhood Education), II (Primary Education), III (Secondary and Technical Education) and IV (Tertiary Education and Social Expenses in Education, original in Spanish). IDB-OPP (Office of Planning and Budget of Uruguay). Coordinator and co-author. Edited by IDB-OPP - “Impagraf Ltda” 1994, Montevideo, Uruguay.

(b)Studies in Comparative Education. Educational documentation, research and decision making. National case studies. Information, research and decision-making in Uruguay. Co-author. Edited by Wanda Rokicka, International Bureau of Education (IBE/UNESCO), 1999, Paris, France.

(c)Uruguayan Teachers: careers and incentives (original in Spanish). Interamerican Development Bank (IDB), Fifth Round of Network Centres, Office of Chief Economist. Co-author. Edited by IDB, 1999, WashingtonD.C., United States of America.

(d)¿Where it goes the public expenses in Education? Achievements and results (original in Spanish). Author. In Volume II. Reforms and Interest Groups. Edited by CEPAL, 2000, Santiagode Chile, Chile.

(e)A comprehensive vision of the process of Educational Reform in Uruguay, 1995-1999 (original in Spanish).ANEP, coordinator and co-author. “Impresores Asociados" and "Fotosistemas S.A:”, 2000, MontevideoUruguay.

(f)A social and educational agenda for a more equitable and competitive society (original in Spanish). Author. In Education for the knowledge society, proposals towards a state policy.Strategic Study Centre 1815. Edited by “Trilce”, 2002, Montevideo, Uruguay

(g)A better education is possible and needed (original in Spanish). Author. In 20 years of democracy in Uruguay. Edited by Santillana (Gerardo Caetano), 2005, Montevideo, Uruguay.

(h)IBE/UNESCO Newsletter entitled “Educational Innovation and Information”, number 119-120 focused on the proposal of the Community of Practice (COP) in Curriculum Development (April-August 2005) and number 120 focused on the debate around competency-based approaches (December 2005). Principal writer and co-editor.IBE-UNESCO, 2005, Geneva, Switzerland.

(i)A new agenda of educational changes (original in Spanish). Author. In Basic Universalism. A new social policy for Latin America. Edited by IDB (Carlos Gerardo Molina) and Planeta, 2006, Washington D.C, United States.

(j)Curriculum change and competency-based approaches: a worldwide perspective. Prospects (quarterly review of comparative education), Number 142, Vol. XXXVII, no. 2, June 2007. Guest Editor. IBE-UNESCO and Springer, 2007, Geneva, Switzerland.

(k)Trends in inclusive education at regional and interregional levels: issues and challenges. Co-author.In Prospects (quarterly review of comparative education), Number 145, Vol. XXXVIII, no. 1, March 2008. IBE-UNESCO and Springer, 2008, Geneva, Switzerland.

(l)Regional Preparatory Workshops and Conferences: From Romania to Cameroon (total of thirteen reports). “Inclusive Education: The Way of the Future” (CD). Coordinator and co-author. IBE-UNESCO, 2008, Geneva, Switzerland.

(m)Outcomes and Trends in Inclusive Education at Regional and Interregional Levels: Issues and Challenges. Co-author.ED/BIE/CONFINTED 48/Inf.3, 48th session of the International Conference on Education entitled “Inclusive Education: The Way of the Future”. IBE-UNESCO, 2008, Geneva, Switzerland.

(n)Logic of competencies and curriculum development. Debates, perspectives and alternatives for the educational system (original in French). Co-director and co-author jointly with Moussadak Ettayebi and Philippe Jonnaert. L’Harmattan, Collection Education et Sociétés, 2008, Paris,France.

(o)Defining an Inclusive Education Agenda: reflections around the 48th session of the International Conference on Education (original in English). Co-director and co-author jointly with Clementina Acedo and Massimo Amadio. IBE-UNESCO, 2009, Geneva, Switzerland.

(p)Inclusive Education, paradigm changes and renewed agendas in Latin America (original in Spanish), co-author jointly with Massimo Amadio. In the book “Childhood, Rights and Education in Latin America”, University of Country Basque, 2010, San Sebastian, Spain.