Founding Steering Group

Dr. Noam is an associate professor at Harvard Medical School focusing on prevention and resilience and leads the Institute for the Study of Resilience in Youth (ISRY) at McLean Hospital. He served as the director of the Risk and Prevention Program and is the founder of the RALLY Prevention Program, a Boston-based intervention that bridges social and academic support in school, afterschool, and community settings.

He has published over 200 papers, articles, and books in the areas of child and adolescent development as well as risk and resiliency in clinical, school, and afterschool settings. He also served as the editor-in-chief of the journal New Directions for Youth Development: Theory, Practice and Research with a strong focus on out-of-school time. Dr. Noam is trained as a clinical and developmental psychologist and psychoanalyst in both Europe and the United States.

Dr. Pálsdóttir works with her colleagues to create a vibrant educational community with young people who have a passion to become future leaders and innovators in the field of education. In her academic work, Kolbrún has explored the connection between formal and informal learning, as young people navigate their lives between school and out-of-school venues. She strongly believes that the way forward to a more sustainable future is to invest in a holistic education that promotes creativity and critical thinking; an education that empowers everyone to become active in shaping tomorrow’s world. 

Prof. Dr. Ludwig Stecher is Professor for Educational Research at the University of Giessen, Germany. He is an expert on German Ganztagsschule (all-day school) and Extended Education. His major fields of research and publication are: education and social inequality, all-day schools, extended education, teacher education, and cultural education.

Marlene is an international consultant in education and Founder of TierraED, an initiative focused on regenerative education and nature-based learning. She has experience in practical research, public policy, corporate social responsibility and teacher training in areas such as systemic continuous improvement, teacher development, active learning pedagogies, SEL and STEM. Marlene collaborates with INGOs such as OECD, UNICEF and UNESCO and several CSOs. She has designed and accompanied the implementation of several extended learning time programs implemented across Latin America, the United States and Europe. She studied a BA in Education and Development at Anahuac University, a Masters degree in  International Education at the University of Stockholm, and a Masters degree in Innovation in Education for Sustainability at Universidad del Medio Ambiente.

Dr. Dale Blyth is Professor Emeritus and former Associate Dean and Howland Endowed Chair in Youth Development Leadership at the University of Minnesota. He has worked widely in youth development, community development, and adolescent health at major universities, Search Institute, and the American Medical Association and has helped create and served on boards for several journals.  His book, chapters and numerous journal articles involve research and bridging work concerned with the quality and impact of afterschool and summer youth programs and the larger learning and development ecosystems in communities - including but beyond the school building and classroom. He has participated in and helped host international conferences and served as the founding Executive Secretary for the Society for Research on Adolescence  for over 10 years.

Dr. Fuyuko Kanefuji is a professor, Department of Human Sciences, and a  Director of the Institute of Living Sciences, Bunkyo University. Her main research interests include educational policy and program development for extended education and the effects of programs on children, youth, and other stakeholders.

He completed both Ph. D. and MS degree in Workforce Education and Development (WFED) from the Pennsylvania State University (PSU) in 2006 and 2004, respectively and earned a BA in Ethics Education from the Seoul National University. His current research interests focus on education reform policy, student success, and extended education. He is editor-in-chief of the International Journal for Research on Extended Education.

Dr Linda Khanyi obtained her Doctorate from the University of South Africa. A keen educationist who worked in different education sectors as a teacher, university tutor, facilitator, principal, district support manager, Chief Education Specialist, and currently in the Parliament of South Africa as a content advisor and manager.  The University of Johannesburg awarded her an honorary Golden Key Award for the work she did with turning around high schools and her paper on Stunting in South Africa. She came up with the concept of schools of specialization which saw a dramatic turn in the way gifted learners are taught and given opportunities to develop according to their Intellectual abilities. The concept brought a landscape change in the education of South Africa and how it is impacting the economic development and expectations of the country. Schools of Specialization are located within the five Economic Corridors of Development. She is managing the Office of the House Chairperson of International Relations and Members Support.

He is an expert on German Ganztagsschule (all-day school) and Extended Education. His research is concerned with the quality of extracurricular activities and professional development of teaching staff.

Kylie has been involved in the Australian Education and Care Services sector in various support, advocacy and leadership roles for over 30 years. As a National representative for OSHC in Australia Kylie has also been able to advise government on pertinent policy and program issues impacting the sector. Kylie appreciates the opportunity to work together with other organisations in both government and non-government sectors to advance OSHC. Kylie holds a Bachelor of Education (Early Childhood), Master of Education (Special Education) and has an ongoing commitment to professional learning and development.