Dr. Sherine Hamed is a researcher and expert in the fields of measurement and evaluation, educational policies, with a professional career spanning over 20 years. She currently serves as the Chief Executive Officer of the National Center for Curriculum Development in the Hashemite Kingdom of Jordan. Prior to this role, she was the Dean of Princess Tharwat College (2019-2022) and an education expert at the Regional Center for Educational Planning in the United Arab Emirates (2016-2019).
Dr. Hamed holds a Ph.D. in Educational Psychology/Measurement and Evaluation from the Arab Open University (2007) and completed the requirements for a Master's degree in Evaluation from the Evaluator Institute at George Washington University in the United States (2014). She also holds a Master's degree in Science Curriculum and Teaching Methods from the Arab Open University (2002), a Professional Diploma in School Administration from the University of Jordan (2000), and a Bachelor's degree in Physics from the University of Jordan (1996).
Dr. Sherine Hamed is a member of the Board of Trustees of the Higher Council for the Rights of Persons with Disabilities, a former member of the Education Council at the Jordanian Ministry of Education, a founding partner of the Jordanian Evaluation Society, and its Vice President (2014-2017). She has participated in various programs with UNESCO, UNESCO Institute for Statistics, the World Bank, USAID, the European Union, and has participated in workshops and regional and international activities in educational policies, planning and management of education, women and youth, vocational and technical education.
Hamed was the National Coordinator in Jordan for the Literacy Assessment and Monitoring Program and a member of the Steering Program Committee at the UNESCO Institute for Statistics in Montreal. She represented the Arab region on the Technical Advisory Committee for the review of the International Standard Classification of Education (ISCED 2011), volunteered with the Learning Metrics Task Force (LMTF 1,2) team, and participated in many technical arbitration committees and educational policy think tanks.
She has contributed to publications in the field of student learning assessment, development and education program evaluation, and has numerous studies, articles, and published policy summaries. She has also collaborated with others in translating two recent books into Arabic in the fields of psychological measurement and assessment, and research design and methods.