Notes of paper mapping out a skills matrix
Photo taken by Tabitha Buchner, INASP, at a TESCEA course redesign workshop 

All but one SPHEIR project includes activities to enhance teaching skills. In some projects this involves training in new teaching and assessment practices for teaching staff across multiple universities, disciplines and countries (PEDAL, PEBL); while in other projects pedagogical development complements curriculum reform of specific degree programmes, or module/course offerings (TESCEA, AQHED, PfP, TIDE, PADILEIA).

Papers

  • PASGR, September 2019, PEDAL, Concept Note on Pedagogical Leadership in Africa (PedaL)/African Research Universities Alliance (ARUA). Read the paper.
  • PASGR, May 2019, PEDAL, Concept Note on Pedagogical Leadership in Africa (PedaL). Read the paper.

Blogs and articles

  • SPHEIR team, SPHEIR, December 2020, PfP, Preparing medical students for clinical practice: How health educators from the UK and Somaliland are transforming Somaliland’s health education system. Read the blog.
  • Skovgaard, M., INASP website, September 2020, TESCEA, How to make university classes more gender responsive. Read the blog.
  • The TESCEA project team, SPHEIR, July 2020, TESCEA, Moving face-to-face workshops for higher education staff online. Read the blog.
  • Buchner, T.  Dryden, J., UKFIET, July 2020, TESCEA, Adapting for sustainability: taking training of trainers online to continue higher education support. Read the blog.
  • SPHEIR team, SPHEIR website, May 2020, TESCEA, Fresh thinking in East Africa: Helping graduates develop skills for the workplace and society. Read the blog.
  • Harle, J., INASP, April 2020, TESCEA, Enabling social change from changes in higher education. Read the blog.
  • Skovgaard, M., INASP, December 2019, TESCEA, Gender-responsive pedagogy in higher education: How we are approaching it in TESCEA. Read the blog.
  • Monk, D., Gulu University, December 2019, TESCEA, Rethinking how university courses are taught to help meet the needs of students and community. Read the blog.
  • Bayo, A, New Nigerian, Decenber 2019, PEDAL, It's Time For African Researchers To Incorporate Pedagogical Skills In Teaching To Catalyse Exceptional Learning - Expert. Read the article.
  • Buchner, T., INASP, November 2019, TESCEA, Transferring skills and knowledge for scale-up and sustainability. Read the blog.
  • Nakweya, G., University World News, November 2019, PEDAL, Call for Africa to generate its own knowledge and be free. Read the article.
  • Sawahel, W., University World News, November 2019, PEDAL, Harnessing the potential of 4IR through research. Read the article.
  • Munuve, V., Uganda Martyrs University, October 2019, TESCEA, Experience of implementing course redesign to help students gain critical thinking skills. Read the blog.
  • PEDAL, PASGR, October 2019, How Could The Learning And Teaching Experience Transformed? Read the blog.
  • Nakweya, G., University World News, September 2019, PEDAL, Tools to transform the teaching and learning experience. Read the article.
  • Tribune, Nigeria, August 2019, PEDAL, High-Level Poverty Killing Education In Africa. Read the article.
  • Nakweya, G., University World News, July 2019, PEDAL, Technological innovations – A key to reaching student. Read the article.
  • Mondupe, G, Nigeria Tribune, June 2019, PEDAL, PASGR Convenes 170 Experts In Kenya To Brainstorm On Pedagogical Innovations For African Universities. Read the article.
  • Mondupe, G, Nigeria, Tribune, June 2019, PEDAL, We Need To Professionalise Teaching At Universities. Read the article.
  • Tenywa Malagala, A., Gulu University, May 2019, TESCEA, How to bring gender-responsive pedagogy into course redesign in higher education. Read the blog.
  • Ongeti, K., The Standard, Kenya, February 2019, PEDAL, Teaching in universities won’t be the same again. Read the article.
  • Harle, J., INASP, December 2018, TESCEA, Transforming Employability for Social Change in East Africa: the first eight months. Read the blog.
  • Harris, S., INASP, December 2018, TESCEA, Transforming teachers for transformed students. Read the blog.
  • Mutonyi, H., Uganda Martyrs University, November 2018, TESCEA, University courses should support critical thinking skills to help address national needs. Read the blog.
  • Nakkazi, E, University World News, September 2018, TESCEA, Partnership aims to produce problem-solving graduates. Read the article.
  • INASP, September 2018, TESCEA, New area of work supports critical thinking skills in East Africa. Read the blog.
  • Ahovi, I., The Guardian, Nigeria, September 2018, PEDAL, African Scholars Explore New Learning Methods For Sector’s Growth. Read the article.
  • Okaron, P, Eneza Education, August 2018, PEDAL, Pedagogy- Insights from the The PedaL program. Read the article.

Videos and webinars

  • INASP, July 2020, TESCEA student perspective: Dorice Kagisa, University of Dodoma. Watch the video.
  • INASP, July 2020, TESCEA student perspective: Ignatus Mkonga, University of Dodoma. Watch the video.
  • INASP, December 2019, TESCEA, Multipliers in the TESCEA partnership. Watch the video.
  • INASP, November 2019, TESCEA, Gloriana Monko discusses curriculum redesign and the role of "multipliers" in the TESCEA partnership, University of Dodoma. Watch the video.
  • INASP, April 2019, TESCEA, Transforming Employability for Social Change in East Africa. Watch the video.
  • Pedagogical Leadership Training for Africa, AAU TV,2019, Video series (PEDAL training). Watch the series.
  • Kwesi, S., AAU TV, July 2019, PEDAL, Transforming Teaching & Learning Processes in Africa  (University of Ibadan). Watch the video.
  • Kwesi, S., AAU TV, December 2018, PEDAL, PEDAL and its Contribution to Higher Education in Africa (Ghana). Watch the video.