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.
INASP and partners worked together during 2021, with a particular focus on: harnessing digital platforms and digital learning; supporting researchers to thrive; transforming higher education; and centring gender. Our annual review shares some of the highlights.
Realising the potential of Africa’s young people requires a step change in teaching and learning within Higher Education Institutions (HEIs). This working paper describes how putting teachers at the centre of the change process, offers the possibility for real transformation.
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.
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.
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.
This report reviews the Library and Information Science (LIS) Pilot Project in Ethiopia, Kenya, Malawi, Tanzania and Zambia, suggests ways forward and outlines what worked, as well as what might be improved.
This report provides a short analysis of nine countries (Bangladesh, Pakistan, Bolivia, Cuba, Nicaragua, Kenya, Malawi, Rwanda and Tanzania), at a national level, to assess their academic impact in the world.
This report presents the findings of research conducted by the Research Information Network (RIN) to explore and provide insights and understanding into the policy and financial commitments within the research sectors of Kenya, Malawi, Pakistan and Bangladesh.