Sang Hoon Bae is Professor of Education and Director of Center for Innovative Higher Education in Sungkyunkwan University (SKKU). 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 in Korea. His current research interests focus on education reform policy, extended education, and student engagement and success. He has led many policy studies for education authorities including the Ministry of Education and Seoul Office of Education.

He is currently the editor for International Journal of Research on Extended Education and former president of Korean Afterschool Research Society. His recent publications appear in many internationally recognized journals including Asia Pacific Education Review, Performance Improvement Quarterly, International Journal of Research on Extended Education, Career and Technical Education Research, and Quality Assurance in Education. Before joining in the faculty, he served as Assistant Secretary to the President for Education in the Office of the President. Professor Bae also has sixteen-year experience in the Korean Ministry of Education. He has held positions in various parts of the Ministry, including Director in the International Cooperation Team and in the After-school Policy Planning Team.


Helene Elvstrand works at Linköping University in Sweden and she received her PhD in Education 2009 at the same university. She has conducted several research studies about Swedish school-age educare centres. Her research high-lights professional issues of teachers in school-age educare work, such as co-operation with other teacher categories, as well as school-age educare centres as a social arena for children. Thus, her main research interests are children’s perspectives and issues of children’s participation and children’s rights, as co-depicted in the UN Convention on the Rights of the Child. She is currently working with the newly started research-project “Together we can raise achievements – A study of co-operation between school, preschool class, and school-age educare”. 


Fuyuko Kanefuji is a Professor at the Department of Human Sciences, Bunkyo University, Japan. She received her MA and PhD from the Institute of Education, the University of Tsukuba, Japan. Her specialism is educational sociology and extended education in Japan. She has carried out a number of studies using quantitative and qualitative research methods. Her resent research interests are on program development and its evaluation for extended education, and on effectiveness of education through the cooperation of school, family and community. Since 2010, she has carried out some comparative research projects on extended education founded by Japan Society for Promotion of Science. She has been contributing as a member of the Central Education Council for the Japanese government since 2015.


Kirstin Kerr, PhD, Senior lecturer in education at The University of Manchester and co-director for the Centre for Equity in Education. Main interests are in how groups of schools and wider stakeholders (professionals from other services and community members) can work together to improve outcomes for children, families and communities in disadvantaged neighborhoods.


Anna Klerfelt, PhD. Associate Professor in Education, Specialisation School-age Educare/Extended Education, Department of Child and Youth Studies, Stockholm University. Anna defended her thesis at University of Gothenburg 2007. She is studying the school-age educare centre as an educational practice within the school framework, but with a specific assignment and an expanded perspective on knowledge and learning. She got a special interest in the relation between education and care, children's perspectives, professional development and principals’ responsibility for collaborations between teachers with different qualifications


Anna-Lena Ljusberg, PhD in Child and Youth Studies. Senior Lecturer, Head of the Teacher Education Program for Primary School, Specializing in School-Age Educare at Stockholm University. She received her PhD in Child and Youth Studies, at Stockholm University, Sweden, 2009. Research interests includes children´s and young people´s participation and agency in school and school-age educare contexts. More specifically, she has focused on inclusion and exclusion mechanisms in formal and informal institutional settings, and on children´s own perspectives on their daily lives at school and school-age educare. During 2018 she participates in a Norwegian project, National evaluation of school-age educare. She is also participating in an action research project; Assessing children´s needs and interests as a basis for systematic quality work at school-age educare in Sweden.

Gil Noam

Gil Noam, Ed.D., Dr. Habil is the founder and director of The PEAR Institute: Partnerships in Education and Resilience at McLean Hospital, a Harvard Medical School affiliate. He is an associate professor at Harvard Medical School focusing on prevention and resilience. 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.

Dr. Noam’s work also focuses on studying and developing quality assessment measures for the field of informal science. He served as a committee member of the National Research Council consensus report on informal science learning that produced the book Learning Science in Informal Environments: People, Places and Pursuits. He also serves as a consultant to numerous NSF funded projects and is the Principal Investigator of Informal Learning and Science in Afterschool (ILSA) Project.

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.


Ludwig Stecher is Professor for Educational Research at the University of Giessen since 2008. He was born 1961, studied Social Sciences at the University of Wuppertal and received the Ph.D. in Educational Science at the University of Siegen in 2000. In 2007 he finished his Habilitation in Educational Science (Thesis: Educational Attainment and Social Inequality). From 1993 to 2005 he had been working as a research scientist at the Centre for Research on Childhood, Youth, and the Life-course at the University of Siegen. From 2005 to 2008 he was national project-coordinator of the Study on the Development of All-day Schools (StEG) at the German Institute for International Educational Research, Frankfurt/Main.

He is member of national and international research groups, eg. Word Education Research Association International Research Network Extended Education (WERA IRN Extended Education) He is author or co-author of more than 100 various research publications and member of the editorial boards (among others) of the Journal for Sociology of Education and Socialization, the Yearbook on All-day Schooling, the Discourse on Childhood and Youth Research, and the International Journal for Research on Extended Education. His major fields of research and publication are education and social inequality, education and socialization in the family, all-day schools, extended education, teacher education, and cultural education.