Dr Alvin Leung
Senior Impact Evaluator
Dr Alvin Leung is an international education researcher and impact evaluation specialist with extensive experience designing and conducting rigorous evaluations across a wide range of educational and social development contexts. As a Senior Impact Evaluator at Cambridge University Press & Assessment, he works on evaluations of educational programmes and innovations delivered for ministries, institutions and partners worldwide.
Before joining the Impact Evaluation team, Alvin worked as an International Consultant to UNICEF and other United Nations agencies, leading global and country-level evaluations spanning foundational literacy and numeracy, skills development, inclusive education and teacher development. Work has taken him to countries in Africa, Asia and Europe, including Bangladesh, Cambodia, Egypt, Ethiopia, Ghana, Kosovo, the Philippines, Rwanda, South Sudan, Tajikistan and UAE. He has collaborated closely with international organisations, ministries of education, NGOs, civil society partners, teachers and students to generate actionable evidence informing policy and programme reform.
He has also served as Monitoring and Evaluation Coordinator for Equality, Diversity and Inclusion at the University of Oxford, and contributed to government-funded research projects at the University of Cambridge, including studies on classroom dialogue and its relationship with student learning outcomes.
Alvin holds a Ph.D. in Education from the University of Cambridge, funded by the Cambridge Trust, and an M.Phil. in Education and Development, also from Cambridge. He is a Fellow of the Royal Society of Arts (FRSA). A qualified teacher and former journalist, he brings a strong commitment to communicating evidence clearly across academic and non-academic audiences. He speaks English, Cantonese and Mandarin.
Selected studies and conference presentations:
Leung, A., Jarrin, M. R. (2025). Teacher Development for Improving Inclusiveness of Education Systems: Findings from a UNICEF Global Study. Presented at the British Education Research Association Conference 2025, Brighton, U.K.
You, S. K., Leung, A., In, L., Song, S. (January 2023). Entrepreneurial Intentions and Behaviours of Cambodian University Students. Cambodia Development Resource Institute Working Paper Series. https://cdri.org.kh/publication/a-quantitative-study-on-entrepreneurial-intention-of-university-students-in-cambodia
Hennessy, S, Calcagni, E., Leung, A., Mercer, N. (2021). An analysis of the forms of teacher-student dialogue that are the most productive for learning. Language and Education. https://doi.org/10.1080/09500782.2021.1956943
Leung, A. (2019). ‘British values’? ‘Chinese values’? Governing and reimagining nation through values-based education policies in Britain and Hong Kong. University of Cambridge, Cambridge, U.K. https://doi.org/10.17863/CAM.36026
Rauch, C. J., De Asis, M., Leung, A., Rostovtseva, T., & Walker, S. (2017). Studying the link between classroom dialogue and the implementation of rich tasks in post-16 mathematics with Underground Mathematics. In Proceedings of the British Society for Research into Learning Mathematics (Vol. 2). Oxford, U.K.: 37.