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

Partners from Africa and Asia share experiences of embedding research writing training in their institutions

How do you do capacity development well?

Jon Harle shares six suggestions for how we can approach capacity development more equitably, and more effectively.

Truth and lies in academic publishing: distrust in research highlights the importance of education in critical thinking skills

‘Fake news’ is threatening public discourse and, by extension, undermining trust in academic research. But the current atmosphere of suspicion highlights the need for critical thinking and research evaluation skills. Siân Harris shares some of the things she spoke about at a recent panel discussion on ‘academic publishing in the era of fake news’ at the London Book Fair in March.

TESCEA course redesign workshop.

Reflecting on a year of partnership to boost higher education in East Africa

Significant change often seems hard to achieve in higher education – but in the last year, Transforming Employability for Social Change in East Africa (TESCEA) – a partnership of East African organizations and INASP – have had some real successes. Jon Harle reflects on the key elements of the partnership

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.

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.

Enabling an equitable Ethiopian research system – declaration

In November 2018, the Ethiopian Academy of Sciences (EAS) and INASP held a dialogue event in Addis Ababa bringing together a range of stakeholders to explore issues of equity in research. As a result, EAS has now published a declaration outlining a vision for a strong, sustainable and self-sufficient research system for Ethiopia and steps required to achieve it.

Why does it work? – INASP’s approach to online learning

For more than five years, online learning has been an integral part of INASP’s capacity development approaches. Joanna Wild reflects on the role of technology in capacity development and how we go about learning design.

Knowledge, governance and the 4th Industrial Revolution

Developments in technologies such as artificial intelligence, robotics, quantum computing and energy storage hold the potential to improve lives and livelihoods for many people. But this “Fourth Industrial Revolution“ (or 4IR) could also exacerbate existing inequalities. Emily Hayter and Jon Harle reflect on a new paper about the implications of the 4IR for governance and what this might mean for higher education institutions and policymakers