Alexander Towne Email & Phone Number

Consulting on the design of the Scottish Government's new inclusive education and international development programme in Malawi, Rwanda, and Zambia.- Leading on the partner country needs analysis- Leading on Theory of Change development- Supporting the development the programme’s business case

Leading on the quantitate research for UNESCOs Global Education Monitoring (GEM) report in Cambodia, and contributing to the wider qualitative data and policy analysis.

• Managed the delivery of a DfE funded statutory teacher development programme, coordinating operational activity for the programme, including workstream interdependencies, risk and issue management, and programme.
• Managed the onboarding of new cohorts on to the programme
• Contributed to API development, to improve programme efficiency and data management
• Line management and coordinated team workload and priorities
• Interviewing and supporting staff… Show more
• Interviewing and supporting staff onboarding Show less

• Currently working on the DfE funded statutory teacher development programme, coordinating operational activity for the programme, including workstream interdependencies, risk escalation and programme milestone and KPI.
• Led on the mapping and delivery of all programme events and learning material release, including the development of the associated planning tools and processes.
• Led on the analyses and reporting on participant survey and engagement data, which contributed to… Show more
• Led on the analyses and reporting on participant survey and engagement data, which contributed to effective risk identification and management, in addition to programatic changes that enhance the beneficiary experience
• Led on customer journey mapping
• Developed a range of policy and guidance documents

• Currently working on the medium to long term recovery project for post-16 and transitional learners in Wales.
• Leading on all policies and activities linked to learners transitioning into, between and out of post-16 education, in addition to project research and evaluation
• Developed the stakeholder and student engagement strategies and convened the groups, which, through a social partnership approach, have set the direction of the project and coproduced the initiatives… Show more
• Developed the stakeholder and student engagement strategies and convened the groups, which, through a social partnership approach, have set the direction of the project and coproduced the initiatives implemented
• Issuing grants, including the development of guidance and monitoring and evaluation tools
• Procuring services

• Took a leading role in the design of mixed-methodology evaluation of USW's digital pedagogic response to Covid-19, which will inform the institutions 2030 strategy
• Developed survey tools and conducted a literature review
• Collated and analysed emerging data sources and surveys, informing effective decision making within the University leadership team.
• Sourced and fed evidence into wider UK studies/ organisations
• Engaged and collaborated with stakeholders and the USW… Show more
• Engaged and collaborated with stakeholders and the USW leadership team to increase buy in to the research approach and ensure quick ethics approval

I am currently collaborating with Save the Children and its partners to review the various global Covid-19 EdTech interventions.

I supported the coordination of PEAS Covid-19 response in Uganda. My key duties were coordinating the production of radio lesson content, reviewing scripts, and building local capacity.

I collaborated with PEAS to create a number of radio lessons for their Covid-19 response. The project worked with the government ministries responsible for education in Zambia and Uganda. I planned and scripted lessons on a variety of subjects, and received excellent feedback on my contributions. As a result of my work, PEAS were able to provide effective.

Ho Chi Minh City

Master Of Arts - Ma, Educational Planning, Economics And International Development

Bachelor'S Degree, History, 2:1