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.
Between November and December 2017, the INASP Monitoring, Evaluation and Learning (MEL) team conducted an evaluation of the “AuthorAID embedding” project
This document reviews current literature on the condition of Zimbabwe’s research and knowledge system and provides political-economic analysis on how this system operates.
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 is the report of the external evaluation carried out by ITAD of the second phase of the Programme for the Enhancement of Research Information (PERI).
This case study looks at one of the ways the open access movement influences information sharing and exchange, focusing on the Public Knowledge Project’s Open Journal System (OJS).
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.
