S TEPHEN P AUL H EYNEMAN
1007 R IVERSIDE R OAD
Old Hickory, Tennessee, 37138 - 2942
P HONE : (615) 322 – 1169 ( W )
F AX : (615) 343 – 7094 ( W )
P HONE : (615) 847 1534 ( H )
F AX : (615) 847 – 0924 ( H )
E-M AIL : s.heyneman@vanderbilt.edu
E-M AIL : sheyneman@earthlink.net
WEBSITE : HTTP :// WWW .
VANDERBILT .
EDU / PEABODY / HEYNEMAN
T
RAINING :
B.A.
M.A.
M.A. & Ph.D.
University of California at Berkeley, Political Science, 1964
University of California at Los Angeles, African Area Studies, 1965
University of Chicago, Comparative Education, 1973 and 1975
P RE -D OCTORAL E XPERIENCE :
Teacher :
Director :
Board Member :
Malawi, 1968-69; Chicago Elementary Schools, 1973-74
Ugandan Primary School Quality Project, 1971-72
P
ROFESSIONAL
F
UNCTIONS
:
U.S. National Academy of Sciences, Comparative and International
Education Society, International Journal of Education Development,
World Didac, CIVITAS, European Training Foundation, Education Sector
Board (World Bank.), International Journal of Educational Policy,
Research, and Practice International Journal of Educational Development
Reviewer:
Advisor :
Spencer Foundation, American Journal of Sociology, U.S. Department of
Education, USAID, National Science Foundation, Sociology of Education,
Comparative Education Review, International Journal of Educational
Development
Council of Chief State School Officers, House Select Committees on Time and Learning and on Hunger, American Education Finance Association,
Association of American Publishers, Cambridge University Examination
Syndicate, Education Testing Service, American Association of School
Administrators, American Federation of Teachers, Fulbright and Muskie
Fellowship Boards
Chairman : Committee on International Relations, American Education Research
Association
President :
Associate
Editor
Comparative and International Education Society, 1992-93
Encyclopedia of Education, (2000 – 2002)
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C URRENT M EMBERSHIPS :

Comparative and International Education Society

Association for the Study of Higher Education

American Education Research Association
P ROFESSIONAL E XPERIENCE :
Policy Analyst: Social Research Group, George Washington University, 1974-77
Education Department, World Bank, 1977-84 Sociologist:
Faculty: University of Maryland, American University, 1989-90
American University, 1990-91, 1998-98
Division Chief:
Division Chief:
Lead Educator:
Economic Development Institute (EDI), World Bank, 1984-90
Human Resources, Europe and Central Asia/Middle East and North Africa
Regions, World Bank, 1990-97
Human Development Department, Europe and Central Asia Region,
World Bank, July 1997-August 1998
Vice President, International
Operations: International Management and Development Group, Alexandria, Virginia,
September 1998-June, 2000
Full Professor: International Education Policy, Peabody Graduate School of Education and Human Development, Vanderbilt University, Nashville, Tennessee,
July, 2000 – present.
CURRENT
P
ROFESSIONAL
R
ESPONSIBILITIES
:



Identify and train graduate students
Forge partnerships with institutions of higher education around the world
Provide education policy advice and analytic services to governments, professional associations, philanthropic foundations, schools, universities, and
 private educational businesses
Analyze and develop new areas of education policy research
V ANDERBILT U NIVERSITY D EGREE P ROGRAM C OORDINATOR :

A.B. Human and Organizational Development, International Track

M.A. International Education Policy

PhD International Education Policy
2

P ROFESSIONAL I NTERESTS :









Contribution of education to social cohesion and social stability
Education and corruption
Economic and trade issues associated with educational commerce
Higher education finance and management
Examinations and standardized testing
International differences in the effect of SES on academic achievement
Education finance and education quality
Economic choices of education technology
Islam and social policy
C
URRENT
C
OURSES
T
AUGHT

International Innovations in Higher Education Policy Reform

International Innovations in Elementary and Secondary Education Policy Reform

Education and Economic Development (co-listed in Economics and Education
Faculties)

International Organizations and Economic Development

Organizations and Social Cohesion
C
OUNTRIES OF
E
XPERIENCE
:
USA, U.K., Norway, Sweden, Australia, Canada, New Zealand, Japan, Portugal, Finland,
Australia, People’s Republic of China, Malaysia, Indonesia, Philippines, India, Nepal,
Bhutan, Pakistan, Brazil, Chile, Bolivia, Guatemala, El Salvador, Malawi, Tanzania,
Somalia, Nicaragua, Ethiopia, Swaziland, Botswana, Zimbabwe, Uganda, Kenya, Ivory
Coast, Liberia, Sierra Leone, Senegal, Zambia, Hungary, Russian Federation, Uzbekistan,
Tajikistan, Turkmenistan, Romania, Iran, Egypt, Tunisia, Slovakia, Croatia, Sri Lanka,
Kazakhstan, Latvia, Kyrgistan, Bulgaria, Serbia.
Professional Clients:
The Organization for Economic Cooperation and Development, UNESCO, World Bank,
International Finance Corporation, Educational Testing Service, U.S. Department of
Education, Center for British Teachers, The British Broadcasting Corporation, Economic
Policy Institute (Washington D.C.), The Soros Foundation (Latvia, Kyrgyzstan,
Hungary), Center for Strategic Planning (Kazakhstan), National Bureau of Asian
Research, U.S. Department of State, International Bureau of Education, Harvard, Florida
State University, Pennsylvania State University (graduate schools of education),
American Enterprise Institute (Washington DC.
May, 2004
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