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.
Work to support pedagogy changes in higher education faces challenges when the universities themselves are closed due to the current COVID-19 pandemic. Mai Skovgaard and Tabitha Buchner describe how upcoming work within the TESCEA partnership is being adapted for a technology-led environment.
Last week the leadership team of the Transforming Employability for Social Change in East Africa partnership met to reflect on our first two years and look ahead to ensuring lasting impact. Jon Harle shares some of the reflections and the implications for wider society.
There can be gaps between the skills students learn in university and the skills desired by employers. Joanna Wild discusses the development of a skills matrix to help identify and guide approaches to address the skills gaps in East Africa.
Strengthening links between universities, employers and the wider community is important for ensuring that graduates leave university with the skills they need for employment and positive participation in society. David Monk of Gulu University in Uganda explains the role of Joint Advisory Groups in the TESCEA partnership.
Mai Skovgaard shares how asking important questions and running daily sessions on gender within university course redesign workshops helps participants reflect on how gender responsive they are in their teaching as well as how they can make changes to become more responsive.
