Thursday 23 October, 12:00-13:00 BST
Jubilee 155, University of Sussex or Zoom Webinar
Speaker: Peter Campling
‘My initial exploration of the progress being made towards ensuring ‘free access to quality education’ in Tanzania (SDG4.i) identified the constraints to progress as entrenched and cyclical and of a scale, pace and connectivity that requires a system-wide response. The research then explored the operational effectiveness of the system to provide this response and to break out of the ‘education poverty cycle’. I have identified five ‘critical characteristics’ of the system, which limit its capacity to do this. The final part of the research looks into the necessary question of system transformation – how to make this happen and to what effect…
I have been collecting data for this participatory, ‘systems thinking’ case study over the past year in Tanzania, through interviews and forums with senior education stake holders, Ministry meetings, observations and a documentary review.
My findings challenge more traditional thinking that continues to promote ‘solutions’ to the education crisis, within systems that are ultimately failing.