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 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 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).
Issues and potential solutions to internet bandwidth and online access problems in university environments, commissioned in response to concerns of partner organisations in Africa, Asia and Latin America.
