Developed by the East African TESCEA partnership, this toolkit enables higher education institutions to conduct a workshop to identify a ‘big picture’ of the nature and character of the graduate their institution is aiming to shape.
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.
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 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.