Untangling the impact of gender in the ‘hidden curriculum’
How university classes are taught can perpetuate unhelpful gender messages. Jennifer Chapin discusses the challenge and how a new framework for gender-responsive pedagogy can help.
How university classes are taught can perpetuate unhelpful gender messages. Jennifer Chapin discusses the challenge and how a new framework for gender-responsive pedagogy can help.
Gender-responsive pedagogy can play an important role in supporting higher-education institutions to produce students who go on to become gender-responsive professionals, leaders and citizens, and to play a critical role in addressing inequalities and building a more equitable future. Jennifer Chapin shares some thoughts for how this can be achieved from two new papers.
How do you support the development of critical thinking skills when a pandemic stops face-to-face engagement and internet infrastructure is fragile? Veronika Schaeffler discusses how INASP has adapted its support to higher education in Sierra Leone this year.
In the first of two blog posts, Emily Hayter discusses how INASP is using context analysis to help inform our programmes, and why this is important.
As travel and face-to-face meetings continue to be restricted, we introduce a new self-paced online tutorial designed to help with facilitation of online courses and events.
Tabitha Buchner and Josie Dryden reflect on feedback and lessons learnt from an online course to support higher education transformation in East Africa – and look ahead to how these lessons are feeding into future developments.