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.
As INASP reflects on changes in access to research over the past two decade, this evidence-informed report reviews the current access situation in the Global South and the extent to which access to e-resources published in the Global North can contribute to development impact.
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.
Between November and December 2017, the INASP Monitoring, Evaluation and Learning (MEL) team conducted an evaluation of the “AuthorAID embedding” project
INASP was commissioned by the Evidence for HIV Prevention in Southern Africa (EHPSA) research programme to investigate demand for evidence use in HIV prevention policy for three key and vulnerable populations. The output is shared here.
An independent evaluation of three main aspects of the AuthorAID project reveals a positive impact on researchers’ ability to publish their research, their overall confidence and research connections,
This paper draws on literature and experience, both from the parliamentary strengthening sector and the evidence-informed policy sector, to explore information support systems in
African parliaments and the factors that shape their work.
This document provides a rapid review of the relevant literature on the research and knowledge system in Sierra Leone, and looks at the research landscape, higher education system and the extent of use of research in policy making.
This report explores the different approaches used by the VakaYiko programme to develop capacity for the use of evidence in policy making and the lessons learned.
An overview of the Context Matters framework, developed by INASP and Politics & Ideas to detect and understand the critical entry points to promote the use of knowledge in public institutions.
This report reflects upon and documents the ways in which the VakaYiko consortium has sought to establish and maintain engagement with government institutions at different levels in Ghana, South Africa, and Zimbabwe.
This is a report of the pilot project launched in 2013 to provide advanced training to national research and education networks (NRENs) in Tanzania, Uganda and Zambia.