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.
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.
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.
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.
During April 2020, INASP asked researchers from 94 countries and across the whole spectrum of academic disciplines: “What impact, if any, do you think that the Coronavirus (COVID-19) pandemic will have on your research work?”. This paper shares the findings.