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.
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
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 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.