Global research, vital for economic and social progress, remains largely inaccessible due to costly paywalls and inequitable publishing models. South Africa’s 2025 G20 leadership presents an opportunity to champion transformative, inclusive reforms in research publishing.
Developed by the East African TESCEA partnership, this workshop toolkit enables facilitators of learning to develop a facilitation philosophy that promotes critical reflective thinking to nurture who and what their students become.
Developed by the East African TESCEA partnership, this toolkit enables facilitators of learning to conceptualise their course content to embed the soft skills and gender responsiveness that their students will need.
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.
In this newsletter we celebrate the community’s achievements across the year, share updates and information about the work of AuthorAID – including how you can continue to support us – and tell you about plans and activities for next year.
Drawing on perspectives from partners in the AQHEd-SL project, INASP explored our experiences of being a minor partner in a Sierra Leone-led project with many partners and what we could learn about being a good partner.
14 case studies from around the world exploring teacher professional development programs that support, improve, and harness teaching capabilities and expertise.
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.
In 2020 INASP helped Research4Life to learn more about our users' needs and challenges by carrying out an extensive survey and evaluation of users across multiple countries and institution types.
How the approach to delivering critical thinking training in Sierra Leone's higher education has been adapted, firstly in response to initial identification of challenges and again as a result of COVID-19 lockdowns.
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.
In the first half of 2020, during the early months of the COVID-19 pandemic, INASP launched two adaptions of our online critical thinking course – a self-paced tutorial and a light-touch facilitated course. This paper discusses and compares their responses and engagement.
