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.
Technology-enhanced learning approaches can improve the reach and scale of capacity development interventions to support research and higher education. We reviewed learner feedback from INASP’s own TEL work alongside published literature on learner context in Ethiopia and Uganda.
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.
This report presents an overview of highlights and key learning from the work on global platforms to support the production, sharing and use of research and knowledge.
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.
This is the report of the external evaluation carried out by ITAD of the second phase of the Programme for the Enhancement of Research Information (PERI).
