We are delighted to announce the appointment of Dr Lizbeth Navas-Aleman as INASP’s new Chair of the Board of Trustees from November 2021, along with the appointment of three new thematic trustees: Judith Omumbo, Eleanor Sarpong, and Mayyada Abu Jaber, whose terms on the INASP board begin this month.
Research4Life programmes make a significant positive difference to research experiences in low- and middle-income countries – but only when users know they are available and how to use them. This press release from Research4Life shares key findings of a study by INASP.
Climate crisis, technological transitions, pandemic diseases and the changing nature of work are all affecting different countries and communities in...
Global thought leaders in evidence-informed policy recently came together to discuss the most significant lessons learnt about capacity development for evidence use, as well as how the sector needs to evolve to in order to adapt more effectively to a different set of global challenges. Emily Hayter shares some key themes.
Working in partnership with country governments, the SEDI programme aims to develop capacity and promote innovation in increasing evidence-informed decision making in Uganda, Ghana and Pakistan. Emily Hayter discusses the capacity development principles that underpin the way this programme operates.
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.
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.
As we begin a new year with an uncertain situation continuing around the world, John Young reflects on the year that has passed and on what we can learn from the unexpected way that the year unfolded.
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.
