This report presents the results of a self-evaluation of the process and impact of INASPs Global Platforms for Equitable Knowledge Ecosystems (GPEKE) project from April 2019 to December 2022.
This book focuses on digital approaches to capacity development, reflecting the greater interest in how digital tools and platforms can be used for capacity development in the ‘Global South’.
Developed by INASP and Purpose & Ideas, the Context Matters Framework is a participatory tool to help detect and understand the best entry points to improve the use of knowledge in a public agency.
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.
Using the Context Matters framework to address the policy question: How can the culture of evidence-informed decision-making in the Brazilian public sector be improved? (in English and Portuguese)
This learning brief summarises the experience of designing, conducting, and reflecting on a novel methodology for understanding the political economy of government agencies’ use of evidence.
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.
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.
The COVID-19 pandemic has exposed many inequities. This paper discusses some of those inequities and what they mean for research and knowledge, and starts to consider how they might be addressed.
