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.
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 examines initiatives in Tanzania that enabled information literacy teaching methods to be adapted and applied to a variety of audiences.
