John Gillies, MScDirector, Global Learning
Areas of expertise
- Institutional strengthening
- Policy dialogue and civil society engagement
John Gillies oversees technical leadership, business development and program management for FHI 360’s international education projects and scholarship and exchange programs, which operate in Africa, Asia, the Middle East and Latin America.
Gillies has more than 40 years of international development experience. Prior to joining FHI 360, he worked for the Academy for Educational Development (AED), where he held the positions of Senior Vice President and Director of the Global Learning Group. From 2003 to 2009, he oversaw the Education Quality Improvement Program 2, the U.S. Agency for International Development’s primary mechanism for education policy research. In this role, he led a consortium of 15 universities, nongovernmental organizations and consulting firms and managed a portfolio of 33 education reform projects in Africa, Asia, Latin America and the Middle East.
Gillies has a bachelor’s degree in business administration from the University of Colorado at Boulder and a Master of Science in Agricultural Economics from the University of Tennessee at Knoxville. Gillies served in the Peace Corps in Afghanistan in the 1970s.
Projects & Resources
The El Salvador Strengthening Basic Education project worked to improve social investment and transparency in the education sector and strengthen basic education opportunities.
The Education Quality Improvement Program 2 (EQUIP2) provided extensive research and technical support to USAID and governments across Africa, Asia and Latin America to develop education policy, improve educational systems, build organizational capacity, strengthen management skills in the education sector, and improve data collection and use in policy and planning.
For more than four decades, FHI 360’s global education experts have worked to ensure that all young people have equitable access to a quality education that equips them to become productive and empowered citizens.
This paper aims to contribute to the understanding of secondary education and the realities of adolescent development in the context of the developing world.
Large-scale estimates of out of school children are often taken at face value, without sensitivity to the extent of missing and incomplete information for a large number of countries, which affects the precision of regional and global aggregates.