18 months on, the change seeded by the TESCEA programme – a partnership to transform the relevance and quality of learning and improve the prospects for young people in East Africa – continues to grow. We recently talked to Albert from Uganda Martyrs University, a TESCEA partner university.
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.
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.
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.
If changes to higher education are to achieve their objectives fully they need to be inclusive of all students. Mai Skovgaard shares what some university teaching staff in Tanzania and Uganda are doing to make their classes more gender responsive.
