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.
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.
During April 2020, INASP asked researchers from 94 countries and across the whole spectrum of academic disciplines: “What impact, if any, do you think that the Coronavirus (COVID-19) pandemic will have on your research work?”. This paper shares the findings.
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.
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.