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Anne Müller brings over 30 years of experience in strategic communication, knowledge management, and organizational development. During her career at UNESCO, she has played a pivotal role in initiating and overseeing large-scale communication projects and campaigns, both at Headquarters and at regional and country levels. Currently serving as the communication advisor to the Assistant Director-General of Education, Anne leads the Education Sector's communication portfolio, working collaboratively with a network of communication specialists around the world. She is a trained journalist, holds a master’s degree in communications, and has pursued further studies in system thinking, change management and narrative conflict management. 

Sobhi Tawil (PhD) is Director of the Future of Learning and Innovation team at UNESCO where he currently leads the Futures of Education initiative, as well as work on technology and innovation in education. He has some 30 years of experience in teaching, education policy analysis, research and program management with diverse institutions and organizations, including the International Committee of the Red Cross (ICRC), the Graduate Institute for International and Development Studies (Geneva), as well as the Network for International Policies and Cooperation in Education and Training (NORRAG). He has also worked on issues of education policy in relation to identity-based conflict, social cohesion, and citizenship. Sobhi Tawil holds a PhD in Education and Development from the Graduate Institute for Development Studies in Geneva.

Manos Antoninis is the Director of the Global Education Monitoring (GEM) Report since 2017. He was previously responsible for the monitoring section of the report. He coordinated the financing gap estimates for the 2030 education targets, the projections on the achievement of universal primary and secondary education completion, and the World Inequality Database on Education. He has been representing the report team in the Technical Cooperation Group on SDG 4 indicators, which he is currently co-chairing.  

Prior to joining the team he worked for 10 years on public finance, monitoring and evaluation projects in education including: a public expenditure tracking and service delivery survey of secondary education provision in Bangladesh; the evaluation of a basic education project in the western provinces of China; the mid-term evaluation of the Education For All Fast Track Initiative; the annual reporting of progress in the implementation of the Second Primary Education Development Project in Bangladesh; a basic education capacity building programme in six states in Nigeria; the evaluation of an in-service, cluster-based teacher training programme in Pakistan; and the country study of the Out of School Children Global Initiative in Indonesia. He holds a DPhil in Economics for a study of technical education and the labour market in Egypt, completed at the Centre for the Study of African Economies of the University of Oxford. 

Pablo Fraser joined the GEM Report team in March 2024 as Chief Education Monitoring. Prior to this position, Pablo worked at the UNESCO Santiago office leading the teacher policy agenda in Latin America and the Caribbean and providing research guidance to the Comparative and Explanatory Regional Study (ERCE) developed by the Latin American Laboratory for Education Quality Evaluation (LLECE).

Before joining UNESCO, Pablo worked in the Teaching and Learning International Survey (TALIS) at the OECD for seven years. In this position he led the development of a series of reports and working papers, overviewed the questionnaires development, advised and performed research analysis and provided policy guidance. He also contributed to the development of the PISA 2022 questionnaires, the TALIS Video Study and a series of policy reviews across the world. Pablo was also responsible for developing and implementing the OECD Teacher Well-Being agenda.

Pablo’s research interest lies in comparative and international quality education, global educational reforms, uses of large-scale education data, teacher policy and the provision of quality educational services to marginalized and vulnerable populations. He holds a dual PhD degree in Educational Theory and Policy and Comparative and International Education Policy from Pennsylvania State University and a bachelor’s degree in Sociology from the Pontificia Universidad Católica de Chile.

Borhene Chakroun is an engineer and has a PhD in Education Sciences from Bourgogne University in France. Borhene worked, during the 1990s, as trainer, chief trainer, project manager. He has also worked as short-term consultant for the EU, World Bank and other international organisations before coming to the European Training Foundation (ETF) in 2001. At the ETF, Borhene worked as Senior Human Capital Development specialist. He is now Director of Policies and Lifelong Learning Systems Division at UNESCO-HQ. Borhene conducted a range of policy reviews and skills systems diagnosis in different contexts. He has authored and co-authored various articles and books in the field of skills development and lifelong learning. Much of his most recent work focuses on global trends in reforming education and training systems and global agenda for skills development in the context of the 2030 Sustainable Development Agenda. He is also the coordinator of the Global Education Coalition launched by UNESCO to respond to the COVID-19 crisis.

Prior to his current position as Chief of Section of Education Policy at UNESCO, Gwang-Chol Chang worked at various locations and positions such as Officer in Charge of the UNESCO Multisectoral Regional Office for West Africa and Sahel (UNESCO Dakar), and Senior Programme Specialist/Chief of Education at UNESCO Asia-Pacific Regional Bureau for Education (UNESCO Bangkok) and UNESCO Dakar Office. At UNESCO HQ and in the field, he has developed and led various education programmes, including the right to education, education policy analysis, sector planning, system and data management, learning assessment, education financing and early childhood care and education. Before joining UNESCO, he worked at the Ministry of Education of the DPR Korea. He holds Doctorate in Education from Kim Hyong Jik University.

±á±ð°ù±¹Ã© Huot-Marchand has been working at UNESCO Headquarters since October 2019 as Chief of the Section for Youth, Literacy and Skills Development (YLS) in the Education Sector. He holds two master's degrees, as engineer and specialist in the field of education. ±á±ð°ù±¹Ã© Huot-Marchand has more than 25 years of experience in the domain of education and training at various levels (global, regional and national), and mostly in Sub-Saharan Africa at international level. He has worked for UNESCO and other bilateral partners, including for 10 years as regional adviser for Technical and Vocational Education and Training (TVET) for Sub-Saharan Africa, at the UNESCO regional and multisectoral Office, based in Dakar. In this capacity, he was actively involved in research work, knowledge production, policy support and development, advocacy, capacity development as well as monitoring, evaluation and coordination of TVET and literacy programmes in Sub-Saharan Africa. Among other innovations, he has pioneered methods to enhance coordination and efficiency between TVET and literacy systems through ICTs, built and coordinated an inter-agency group on TVET at sub-regional level, and developed innovative mobile training on TVET to reach youth and adults in rural areas. From 2016 until his appointment to UNESCO Headquarters, he served as the Head of Office and UNESCO Representative to Mali, covering the full mandate of UNESCO which includes education, (natural and human) sciences, culture as well as communication and information.

Mr Carlos Vargas is a sociologist of education who specializes on global education policy. His research and publications focus on the relationship between education, human rights and well-being; the orientations and discourses of public policy and their effects on society. He has worked for universities, civil society, international organisations and local governments across the globe implementing lifelong learning policies and analysing their intersection with equity, inclusion, and social justice. Since 2015, he works for UNESCO, where he has coordinated research on the social relevance and cultural pertinence of education in five continents and led the Organization’s work on teachers, inclusion and lifelong learning in Latin America and the Caribbean. At present, he leads the Section of Teacher Development at UNESCO’s Headquarters and the Secretariat of the International Taskforce on Teachers for Education 2030. 

Christopher Castle has more than 30 years of development experience in the areas of education and health, working at UNESCO since 2004.  After holding a position at UNESCO’s International Institute for Educational Planning, he transferred to UNESCO Headquarters where he served as Chief of the Section of Health and Education until November 2022, before taking on his current role as Director of the Division for Peace and Sustainable Development. Mr Castle holds a BS in International Studies and French from The American University, and an MSc in International Relations from the London School of Economics.

In September 2019, Cecilia joined the Section of Global Citizenship and Peace Education as chief, coming from the UNESCO Regional Bureau for Education in Latin America and the Caribbean in Santiago, Chile, where she was in charge of the Education 2030 Section.
Before joining UNESCO Santiago, she has worked as Education Specialist with UNESCO since 1999, mainly in Africa and Asia.
Prior to joining the organization, she worked in the field of technical and vocational training and institutional capacity building, and was engaged for many years in culture of peace, human rights, and intercultural education.
A social sciences graduate from the University of Bologna, Italy, she continued education in international humanitarian law, education psychology and educational policy and planning.

Julia Heiss is a social anthropologist and education planner with extensive expertise in designing and implementing education programs across a wide range of areas, including education planning, ICT in education, technical and vocational education, girls' education, education for sustainable development (ESD), teacher development, climate change, and global citizenship education.

With a 25-year career at UNESCO, Ms. Heiss began her journey in the Education Sector’s regional office in Nairobi, Kenya, before advancing to UNESCO Headquarters, where she contributed to programs focused on STEM education, ESD, and girls' education. She later served as the Team Manager for the Global Education Monitoring Report.

From 2019 to 2023, Ms. Heiss was based at the Regional Office for Southern Africa in Harare, Zimbabwe, where she coordinated regional education programs. Julia Heiss holds a Master's degree in Social Anthropology and a Master's degree in Education.

Currently, she serves as the Chief of the Section for Education for Sustainable Development in UNESCO’s Education Sector in Paris.

Mr. Libing Wang is Chief of the Health and Education Section at UNESCO Headquarters in Paris, a position he assumed in October 2024 after relocating from the UNESCO Bangkok Office.

Before joining UNESCO Headquarters, Mr. Wang dedicated 12 years to the UNESCO Regional Office in Bangkok, serving in multiple leadership roles—most recently as Chief of the Education Section. With a distinguished career in education and a strong research foundation, he brings extensive expertise to his work.

Prior to UNESCO, Mr. Wang was a Professor of Comparative Education at Zhejiang University, China, where he also led the UNESCO-APEID Associated Centre for over a decade. His leadership extended to key regional and global initiatives, including serving as Secretary of the Global University Network for Innovation – Asia-Pacific (GUNI-AP) and as a member of the Asia-Pacific Regional Follow-up Committee for the 1998 World Conference on Higher Education.

Mr. Wang holds a Ph.D. in Comparative Education from Hangzhou University, China, and has been a visiting fellow at the University of Sussex and the University of Warwick in the UK. His research interests include comparative education, higher education policy, and teacher education.

Ms Min Jeong Kim brings more than 25 years of experience in educational development, global advocacy, media and communication. Prior to her current position as Director of Education 2030 Division, she was UNESCO Head of Office and Representative in Jordan and also spent several years as the Head of UNESCO Office in Myanmar. She was Head of the UN Secretary-General’s Global Education First Initiative (GEFI) Secretariat at the UNESCO Liaison Office in New York and was on secondment to the One UN Secretariat on Post 2015 Development Planning as a Policy Advisor. She had previously worked in Dar es Salaam, Tanzania, as Chief of UNESCO Education Section for the Indian Ocean countries; and in Beirut, Lebanon, as the UNESCO Regional Programme Coordinator for Education in the Middle East and North Africa (MENA) region. She also worked in the Executive Office of the Assistant Director-General for Education and the Associated Schools Project Network at UNESCO Headquarters. Before joining UNESCO, she was a journalist in her home country, Republic of Korea. 

Ms Kim holds an Executive Masters in International Relations and Management from the University of Amsterdam, the Netherlands, a Masters in Political Science from Yonsei University, Republic of Korea, and a Bachelors in English Language and Literature from Seoul National University, Republic of Korea.