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.
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.
This piece reviews the first six months of the final phase of INASP's pilot project that aimed to provide advanced training to national research and education networks (NRENs) in Tanzania, Uganda and Zambia.
