INASP has co-developed a framework and approach to supporting gender responsive pedagogy within higher education institutions in low-resource or low-infrastructure environments, enabling both lecturers and their students to become gender-responsive professionals.
The COVID-19 pandemic has exposed many inequities. This paper discusses some of those inequities and what they mean for research and knowledge, and starts to consider how they might be addressed.
To celebrate International Day for Women and Girls in Science, we asked AuthorAID MOOC participants to share what most excites them about their work, the challenges they face and what they would say to women and girls considering going into their research area.
In 2018 and 2019, INASP and partners facilitated discussions about enabling gender equity in higher education in Ethiopia, Tanzania and Uganda. This paper summarizes the key findings and recommendations from across those three meetings.
In October and November 2018, INASP, in conjunction with local partners, facilitated dialogue events in Uganda and Ethiopia to consider issues of equity in research and knowledge systems within the two countries and in the broader regional and global contexts.
This year’s all-digital annual review takes the theme of organizational change, looking back at the work of INASP and our partners over the past year ahead and looking ahead to the future.
In our 2016-2017 Annual Review we celebrate INASP’s continued work to help strengthen research and knowledge systems across the world in order to bring Southern knowledge to bear on local and global challenges.
A SIDRA policy brief based on the output of a knowledge exchange conference held in Puntland, Somalia in November 2016 to discuss gender in higher education.
This article looks at the approach taken to analyse the cost-effectiveness for INASP’s AuthorAID programme and reflects on the shortcomings of the method employed.
