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.
Aloysius Tenywa Malagala represented Gulu University, Uganda in a recent meeting about ensuring gender-responsive pedagogy in course redesign within the TESCEA project. In this blog post, he shares some of his reflections about gender issues in course redesign and how they fit with wider gender mainstreaming work within his university.
Jennifer Chapin reflects on what being gender responsive means for the TESCEA project in working with higher education to improve employability in Tanzania and Uganda.
Gender equity was a key topic of discussion during the research equity dialogue events in Uganda and Ethiopia last year. Reflecting on the issues and arguments raised at these events, Dr Femi Nzegwu, Director of the SERKS programme, considers gender inequity in research and higher education from a historical, contemporary and future-focused perspective.
Building on our recent work in gender in higher education and to strengthen our knowledge of the global landscape for women, we recently commissioned a desk study of available data related to gender equality in higher education and research, digital literacy, research communications and publishing, and public policy. Jenny Birchall shares some of the themes that emerged.
Interviews highlight challenges for women researchers in the Global South and how inspiring gender champions are helping redress the balance
