Working with partners in Tanzania, Uganda and Kenya, we are pleased to share a new scalable pedagogical model to support lecturers and institutions in low resource settings to transform their teaching and learning practices.
Earlier this year INASP collected stories of innovation in digital learning from three African countries as part of a British Council project. Jon Harle shares some of the key themes that emerged across the stories.
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.
