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.
A skills matrix, developed from a literature review of desired graduate skills, is being used in helping university teaching staff design courses that help students develop the critical thinking and problem-solving skills they need
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.
Significant change often seems hard to achieve in higher education but the Transforming Employability for Social Change in East Africa partnership of East African organizations has had some real successes. Jon Harle reflects on the key elements of the partnership.
In 2018 and 2019, INASP and partners facilitated discussions about enabling gender equity in higher education in Ethiopia, Tanzania and Uganda. This paper summarizes the key findings and recommendations from across those three meetings.
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.
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 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.
Between November and December 2017, the INASP Monitoring, Evaluation and Learning (MEL) team conducted an evaluation of the “AuthorAID embedding” project
INASP was commissioned by the Evidence for HIV Prevention in Southern Africa (EHPSA) research programme to investigate demand for evidence use in HIV prevention policy for three key and vulnerable populations. The output is shared here.
An independent evaluation of three main aspects of the AuthorAID project reveals a positive impact on researchers’ ability to publish their research, their overall confidence and research connections,
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.