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.
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 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 article discusses the ‘Developing Capacity for Health Information Access and Use’ programme which ran from 2008 to 2011 and aimed to influence the training capacity of an entire sector in a single country (Vietnam) over the long term.