Image of Brasilia with Brazil flag.

Improving the culture of evidence-informed decision-making in the Brazilian public sector

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.

Supporting research and knowledge in a pandemic

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.

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.

2020: the year the world turned inside out

John Young reflects on highs and lows of a challenging year and discusses the importance of supporting equitable knowledge ecosystems in various scenarios for the future.

Helping Sierra Leone’s students develop their critical thinking skills during a pandemic

How do you support the development of critical thinking skills when a pandemic stops face-to-face engagement and internet infrastructure is fragile? Veronika Schaeffler discusses how INASP has adapted its support to higher education in Sierra Leone this year.

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