How can the culture of evidence-informed decision-making be improved in the Brazilian public sector? Davi Romão discusses some findings from using the Context Matters framework to consider this question.
The COVID-19 pandemic has highlighted and emphasised many of the inequities in our current knowledge systems, but it has also provided an opportunity to reflect on what could be improved, as Maha Bali, Chalani Ranwala, Joy Kiiru and Jon Harle discuss.
Agnes Titriku of ACEPA shares recent progress on the exciting two-year Data for Accountability Project – which helps the Parliament of Ghana to improve the national quality of life through evidence, using data to oversee progress towards the Sustainable Development Goals.
A key component of ensuring students leave university with appropriate skills for employment when they graduate is fostering links with employers. Vincent Otieno Odhiambo, Regional Director of Ashoka East Africa in Kenya, shares some examples of how social entrepreneurs are providing that link in supporting the Transforming Employability for Social Change in East Africa (TESCEA) partnership.
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.
Adapting how university courses are taught can ensure that students gain not just subject knowledge but also other skills that will be useful when they graduate. David Monk of Gulu University, Uganda describes the course redesign process within the TESCEA partnership and explains how Gulu chose which subjects to pilot this approach with.
