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.
This year’s all-digital annual review takes the theme of organizational change, looking back at the work of INASP and our partners over the past year ahead and looking ahead to the future.
Between November and December 2017, the INASP Monitoring, Evaluation and Learning (MEL) team conducted an evaluation of the “AuthorAID embedding” project
This pack includes hand-outs used by INASP during workshops and adapted for a broader audience. They are intended as guidelines on good practice, and as ideas for journals to consider.
A toolkit to support universities, higher education institutions and research institutes to initiate a gender mainstreaming process, working collaboratively with people at all levels of the organisation to identify and address gender gaps.
INASP was commissioned by the Evidence for HIV Prevention in Southern Africa (EHPSA) research programme to investigate demand for evidence use in HIV prevention policy for three key and vulnerable populations. The output is shared here.
This case study reports on the impact of evidence-informed policy making training developed through the VakaYiko project and the impact of this training on the Research, Statistics and Information Management Directorate of Ghana’s Ministry of Employment and Labour Relations.
An overview of the Context Matters framework, developed by INASP and Politics & Ideas to detect and understand the critical entry points to promote the use of knowledge in public institutions.
The VakaYiko Evidence-Informed Policy Making (EIPM) Toolkit is an adaptable suite of resources created to support civil servants and parliamentary staff to use evidence in policy making in developing countries.
This piece discusses the support that INASP is providing to some of the Journals Online (JOLs) in-country teams as part of handing over management of the platforms.
This reflective paper explores the reasons why there is relatively little research examining actual capacity to access, evaluate and use research evidence as a basis of deciding what skills need to be supported, and suggests methodologies that can be used to assess capacity gaps.