Posts by Guest Contributor

Veronica Munuve of Uganda Martyrs University.

Experience of implementing course redesign to help students gain critical thinking skills

Veronica Munuve is a lecturer in the Faculty of Education at Uganda Martyrs University (UMU) and the university’s course redesign coordinator for the Transforming Education for Social Change in East Africa (TESCEA) partnership. She spoke to Tabitha Buchner about how curriculum redesign can help ensure that university students gain critical thinking skills through their studies.

Stakeholder Dinner at Gulu University.

Transforming learning and connecting communities to support higher education

David Monk of Gulu University in Uganda reports on a meal that brought together university staff and students with employers and members of the community to help forge closer links between university studies and employability

How to bring gender-responsive pedagogy into course redesign in higher education

Aloysius Tenywa Malagala represented Gulu University, Uganda in a recent meeting about ensuring gender-responsive pedagogy in course redesign within the TESCEA project. In this blog post, he shares some of his reflections about gender issues in course redesign and how they fit with wider gender mainstreaming work within his university.

Irrigating rice fields in Sirajganj, Bangladesh.

Keeping in mind the real use of our research

Haseeb Md. Irfanullah discusses the findings of a recent workshop he was a rapporteur of in Bangladesh on the potential impact on policy and practice of agricultural research in the country.

Developing research talent capacities in Africa: Why we must cherish research

Aurelia Munene is a Kenya-based researcher and research mentor. She is also a member and facilitator of INASP’s AuthorAID project. In this post, reposted from AuthorAID, she shares why support to researchers in Africa is so important

For effective change, all stakeholders need to recognize the importance of critical thinking

Dr Kendi Muchungi discusses the importance of iterative approaches and gaining high-level buy-in to new pedagogical approaches in East African universities.

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