In this publication we present a framework and accompanying guidance to support designers and facilitators of online learning to make their events and courses gender responsive.
In this publication we present a framework and accompanying guidance to support designers and facilitators of online learning to make their events and courses gender responsive.
This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in four institutions of higher education.
Report of an event convened by INASP and the Inter-University Council for East Africa on 26 July 2023 to explore how artificial intelligence could address challenges facing academics and students in East African higher education.
7,972 early career researchers based in the Global South answered our survey questions about their own research experience and about the research context in their country. This report summarizes our findings and reveals key themes.
This is a report about the experiences of early career researchers – women and men – and how these experiences are gendered. It is a “voices of” report, because it is designed to present what researchers themselves say about their hopes, concerns, successes, and difficulties.
This report presents the results of a self-evaluation of the process and impact of INASPs Global Platforms for Equitable Knowledge Ecosystems (GPEKE) project from April 2019 to December 2022.
This book focuses on digital approaches to capacity development, reflecting the greater interest in how digital tools and platforms can be used for capacity development in the ‘Global South’.
This learning brief shares lessons from the TESCEA partnership and recommendations for implementing a transformative teaching and learning approach in higher education institutions (based on our experience in an East African setting).
Developed by the East African TESCEA partnership, this workshop toolkit enables facilitators of learning to develop a facilitation philosophy that promotes critical reflective thinking to nurture who and what their students become.
Developed by the East African TESCEA partnership, this toolkit enables facilitators of learning to conceptualise their course content to embed the soft skills and gender responsiveness that their students will need.
