Developed by the East African TESCEA partnership, this toolkit enables higher education institutions to conduct a workshop to identify a ‘big picture’ of the nature and character of the graduate their institution is aiming to shape.
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).
Realising the potential of Africa’s young people requires a step change in teaching and learning within Higher Education Institutions (HEIs). This working paper describes how putting teachers at the centre of the change process, offers the possibility for real transformation.
In the first half of 2020, during the early months of the COVID-19 pandemic, INASP launched two adaptions of our online critical thinking course – a self-paced tutorial and a light-touch facilitated course. This paper discusses and compares their responses and engagement.
This article looks at a pilot project that was set up in 2013 by the UbuntuNet Alliance and INASP to work with National Research and Education Networks (NRENs) in order to tackle the problem of the ‘last kilometre’ when accessing and contributing to global research.
This article explores the programme that was developed in 2013 by the Faculty of Medicine of the University of Colombo and INASP's AuthorAID programme to develop scientific research-writing skills for academic staff and postgraduate students.
This paper discusses how INASP supports library consortia and explores how consortia have grown and developed over the past three years of the Strengthening Research and Knowledge Systems (SRKS) programme, with a particular focus on Africa.
This article considers three of the approaches taken by AuthorAID to support early-career researchers in developing countries to communicate and publish their research: mentoring, online training and embedding research-writing courses within institutions.