Publications

Executive summary of the GPEKE project report for the time period January 2022 to December 2022

Report of an event convened by INASP and the Inter-University Council for East Africa on 26 July 2023 to explore how artificial intelligence could address challenges facing academics and students in East African higher education.

A consultation on Phase Two of the TESCEA programme convened by INASP and the Inter-University Council for East Africa 26th April 2023

This learning brief shares lessons learnt from the partnership between UNCST and INASP to strengthen the research system in Uganda.

This report presents the results of a self-evaluation of the process and impact of INASPs Global Platforms for Equitable Knowledge Ecosystems (GPEKE) project from April 2019 to December 2022.

This learning brief shares lessons learnt and key achievements from the TESCEA partnership.

This learning brief shares lessons from the TESCEA partnership and recommendations for implementing a transformative teaching and learning approach in higher education institutions (based on our experience in an East African setting).

This learning brief shares lessons from the TESCEA partnership and recommendations for external stakeholder engagement in higher education.

Executive summary of the GPEKE project report for the time period January 2021 to December 2021

This learning brief shares lessons from the TESCEA partnership and recommendations for using gender-responsive pedagogy in higher education.

How the TESCEA team have put the Transforming Higher Education for Social Change model's approaches into practice

This brief shares reflections from evidence diagnostic exercises with government agencies in Pakistan and Uganda, undertaken as part of the Strengthening Evidence Use for Development Impact (SEDI) programme.

Report of a summative evaluation

Realising the potential of Africa’s young people requires a step change in teaching and learning within Higher Education Institutions (HEIs). This working paper describes how putting teachers at the centre of the change process, offers the possibility for real transformation.

A summative evaluation of the Partnership for Blended and Enhanced Learning (PEBL) Partnership, which is part of the SPHEIR programme.

In 2020 INASP helped Research4Life to learn more about our users' needs and challenges by carrying out an extensive survey and evaluation of users across multiple countries and institution types.

Executive summary of GPEKE project report for the time period January 2020 to December 2020

This learning brief summarises the experience of designing, conducting, and reflecting on a novel methodology for understanding the political economy of government agencies’ use of evidence.

This learning brief summarises insights from the analysis phase of the Strengthening Evidence Use for Development Impact (SEDI) programme, which was funded by the Foreign, Commonwealth and Development Office (FCDO) and implemented in Ghana, Pakistan, and Uganda.

Technology-enhanced learning approaches can improve the reach and scale of capacity development interventions to support research and higher education. We reviewed learner feedback from INASP’s own TEL work alongside published literature on learner context in Ethiopia and Uganda.