In this publication we present a framework and accompanying guidance to support designers and facilitators of online learning to make their events and courses gender responsive.
This report presents the results of a self-evaluation of the process and impact of INASPs Global Platforms for Equitable Knowledge Ecosystems (GPEKE) project from April 2019 to December 2022.
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 a collaborative bibliometrics study conducted by the Cuban Ministry of Higher Education, the National Center for Scientific Research and INASP.