Peter Campling Email & Phone Number

University Of Sussex

Research aims: To better understand the reasons for low levels of ‘access to quality education’ amongst 12 – 16 year olds in Tanzania and the most effective ways to overcome these constraints. More broadly, to contribute to the international education sector’s knowledge and understanding regarding progress towards the UN’s Sustainable Development Goal 4.1 (2015) 'By 2030 ensure that all girls and boys complete free, equitable, quality education…' Tanzania (at just 32%) has one of the lowest rates of enrolment for this age group in the world. The collective approaches of different state and non-state actors are not having the required impact and millions of children are not receiving the education they need and have a right to. This research will contribute towards a better understanding of the issues and to highlighting the most effective practices, enabling more evidence based, strategic responses. The research will initially focus on the structural constraints to ‘access to quality education’. Primary data will then be collected, through engaging with the full range of stakeholders and actors who are affected by and affecting the issue of ‘access to quality education’, including students, parents, teachers, school leaders, NGO reps and government administrators. The research will investigate the causes behind and the manifestations of the educational, economic, social and cultural constraints, as well as the positive practices being adopted and their transformative capacity. The research will be co-constructed with a national university and with government administration at Regional, District and Ward level. The voice of those with direct experience of local education will be heard and good practices and positive initiatives will be captured. Collaboration and training will also be given to school leaders, teachers and students, to enable their participation as ‘action researchers’.

London / Global

As Global Programmes Director, I worked closely with our teams in Cambodia, Myanmar and Nepal to deliver a high-quality, inclusive education to all of the children UWS supports. I was also responsible for overseeing the growth of our three programmes and for introducing programmes into new countries.I led the establishment of UWS's new programme in Madagascar, which we hope will lead to 200+ new schools over ten years, enrolling 70,000+ currently 'out of school children'. Taking on this role at UWS represented a significant career shift for me - (something I would thoroughly recommend for those in their mid-50's!) Many years previously l studied for a Degree and Masters in International Development and worked and travelled in India and Latin America as well as working as an actor, director and writer on various global themes - I then became a teacher and worked in the UK education system for 25 years, seven of which as Headteacher of an inner-London secondary school. Following my headship I established myself as a leadership specialist, coach and trainer and worked for a range of schools across the primary, secondary and specialist sectors, as well as for leading national organisations such as the Association of School and College Leaders, Ambition School Leadership, the Cooperative College and Oxfam Education.As a Director at UWS, I was still involved in education but from a very different perspective. We have established over 250 schools in remote areas where previously there had been no formal education provision. We run these schools for 5 - 7 years before transitioning them to the State system. The model is simple, locally led, scalable and sustainable. It is extremely effective and is making quite an impact across the sector. I loved working for UWS and was thoroughly inspired by the people I worked with there. I am delighted that my new research work will enable me to continue my active involvement in this critical sector.