Logo for the TESCEA model.

Transforming Higher Education for Social Change – a model from East Africa to support significant learning and transformation

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.

Sarah Nabachwa and others at the AGBA Conference in Turkey.

Why improving gender equity in research matters in Uganda

We sat down with Sarah Nabachwa from Mbarara University of Science and Technology, Uganda, to discuss gender equity in the Ugandan research landscape. Interview by Nyasha Musandu

Participants at Ethiopia Gender Forum workshop.

Supporting research equity in Uganda and Ethiopia

Femi Nzegwu was the INASP lead for the gender work in our GPEKE project until May 2021. In this blog post Femi reflects on the progress made in this area.

Listening to the voice of early-career researchers in the Global South

Andy Nobes and Verity Warne discuss the findings of a study into the experiences of early-career researchers in the Global South and how these findings feed into a new Research Positivity Index to track how researchers feel about their research career and environment in the longer term.

Students at Mzumbe University

Untangling the impact of gender in the ‘hidden curriculum’

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.

Students in University of Dodoma.

How do we address the higher education gender gap?

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.

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