Joining together to redress university gender imbalances

Meeting together, sharing experiences, finding a collective voice to tackle gender inequity in research and higher education, in Ethiopia and Uganda.

Gender-responsive pedagogy in higher education: How we are approaching it in TESCEA

Mai Skovgaard shares how asking important questions and running daily sessions on gender within university course redesign workshops helps participants reflect on how gender responsive they are in their teaching as well as how they can make changes to become more responsive.

Improving journal publishing practices and standards for increased research equity

At the end of August, as part of a second meeting on research equity, UNCST and INASP brought together journal editors in Uganda to help improve them their publishing standards to meet the requirements of JPPS and increase visibility of their journals and the research they contain.

Research equity dialogue in Ethiopia.

Realizing visions for strong and equitable national research systems

Over the course of late 2018 and early 2019, INASP and national partners convened a series of dialogue events to...

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.

Curriculum and Gender Leads in TESCEA.

Gender responsive programming: the global gender gap in the context of East African higher education

Jennifer Chapin reflects on what being gender responsive means for the TESCEA project in working with higher education to improve employability in Tanzania and Uganda.

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