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.
This learning brief shares lessons from the TESCEA partnership and recommendations for implementing a transformative teaching and learning approach in higher education institutions (based on our experience in an East African setting).
This chapter focuses on the Parliament of Ghana showing how its role in the SDGs is intertwined with its engagement with key aspects of the national evidence system, as well as reflective of deeper structural aspects of Ghana’s political economy – in particular the relations.
This brief shares reflections from evidence diagnostic exercises with government agencies in Pakistan and Uganda, undertaken as part of the Strengthening Evidence Use for Development Impact (SEDI) programme.
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.
This learning brief summarises insights from the analysis phase of the Strengthening Evidence Use for Development Impact (SEDI) programme, which was funded by the Foreign, Commonwealth and Development Office (FCDO) and implemented in Ghana, Pakistan, and Uganda.
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