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 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 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 is the second paper in a series which aims to better inform the design and delivery of capacity-building efforts with regard to the use of research evidence in policymaking in developing countries.