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.
14 case studies from around the world exploring teacher professional development programs that support, improve, and harness teaching capabilities and expertise.
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.
This seminar, held on 28 June 2017, provided an opportunity to reflect on what’s been learnt about successful approaches to capacity development, working in partnerships with Southern institutions, academics and policymakers.
This article explores the programme that was developed in 2013 by the Faculty of Medicine of the University of Colombo and INASP's AuthorAID programme to develop scientific research-writing skills for academic staff and postgraduate students.
A SIDRA policy brief based on the output of a knowledge exchange conference held in Puntland, Somalia in November 2016 to discuss gender in higher education.
A report of the work carried out with the Department for Environmental Affairs (DEA) as part of the VakaYiko project in South Africa and a reflection of the lessons learned through the course of the project.
This report draws out some of the key themes and ideas which emerged during a roundtable held in Kenya in 2016 which focused on the research and knowledge system in the Somali regions.
This report reflects upon and documents the ways in which the VakaYiko consortium has sought to establish and maintain engagement with government institutions at different levels in Ghana, South Africa, and Zimbabwe.
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.