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
Our approach to supporting access to information has evolved over the course of our 25-year history in response to changing needs and opportunities - and must continue to evolve, write Anne Powell and Jon Harle
This week Anne Powell participated in a panel discussion on recognizing biases and blind spots in improving diversity and inclusion in scholarly publishing at an SSP meeting before the Academic Publishing in Europe conference. In this post she shares some of what she spoke about the needs of Southern researchers and gives some practical recommendations for how people who work in the publishing industry can help.
John Young reflects on evidence-informed policy work in the UK today and the need for wider global discussions about what approaches work
Jon Harle reflects on what we have learnt about strengthening partnerships over the first eight months of the TESCEA project in East Africa
A key early part of the TESCEA project was a series of transformative learning workshops that helped teaching staff reflect on their approaches to teaching and how they can help students interact with what they are being taught.
Finding an appropriate and trustworthy journal to publish in is a challenge for many researchers around the world and a common concern for researchers in INASP’s AuthorAID network. INASP is a founder and committee member of the Think. Check. Submit. initiative, which is helping researchers choose journals they can trust. The findings from Think. Check. Submit.’s recent survey, discussed in this press release, reveal the need for this work and will help guide development of the initiative in 2019.
Peter Taylor and Emily Hayter discuss the role of citizen evidence in improving policy decisions.
Dr Kendi Muchungi discusses the importance of iterative approaches and gaining high-level buy-in to new pedagogical approaches in East African universities.
Dr. Jennifer Sesabo of Mzumbe University in Tanzania shares her experiences from working on quality assurance initiatives across East Africa and the importance of understanding and addressing local contexts for effective and sustainable projects. Contextual understanding across four institutions in Uganda and Tanzania also underpins the TESCEA approach to ensure that changes to curricula and pedagogical approaches are appropriate and help enable students to leave university with the skills needed for the workplace and wider society.
