Browsing by Author "Kuppuswami, Damodaram"

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    Gender Equality and Women’s Empowerment Capacity Building of Organisations and Individuals
    (2022-11-21) Kuppuswami, Damodaram; Ferreira, Frances; Panda, Santosh
    To ensure its partners have the capacity to implement gender responsive projects, COL introduced an online training programme on gender equality and women’s empowerment. This paper reports the methodology and results in measuring the efficacy of this online training at individual and organisational levels. The ability of individuals and organisations to plan and implement transformative actions with a gender perspective require adequate knowledge, skills and a change in attitudes. Given this need, the commonly used Knowledge, Attitude, Skills (KAS) model was used to measure the efficacy of this online training at individual and organisational levels by defining different dimensions of capacities with three learning domains — Cognitive, Affective, Psychomotor (Bloom’s Taxonomy). The baseline and the end line of KAS at the individual level on the six core gender capacities was established for comparison. Two questionnaires were designed to assess the learning achievements of the participants and to measure the efficacy of the training. An analysis of the study registers a clear trend of positive outcomes at the individual level regarding improved knowledge, attitudes and skills on gender equality that could be applied in their work. Furthermore, the paper reports that the organisations demonstrate an enabling environment for more gender equal policies, structures and practices and proposes ways to convert the success of this training by integrating it into the broader gender equality strategy of these organisations.
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    Role of Retention in Quality of Learning: Prospects and Perspectives for Improving Education Levels
    (2024-06) Kuppuswami, Damodaram
    Retention and academic success are issues of concern in education across the world. They are particularly concerning in the context of ensuring student diversity and extending the participation of disadvantaged groups (Crosling et al., 2009). The Global Education Monitoring (GEM) Report (Global Education Monitoring Report Team, 2023) shows that progress has been made in completion rates worldwide, with 87 per cent and 59 per cent of children completing primary and secondary school, respectively. The Educational Attainment Gender Gap is currently 5 per cent in favour of boys and is expected to close in the next 16 years (World Economic Forum, 2023). However, wide gender gaps persist, particularly in and Asian and Sub-Saharan African countries. Pakistan is ranked No. 142 out of 146 countries for this indicator. With support from the Commonwealth of Learning (COL), under the GIRLS Inspire initiative, two partner organisations were supported from 2016 to implement interventions to increase retention in secondary school, help girls who had dropped out of school return to school and support students who had previously dropped out to stay in school. This report assesses the impact of these interventions.
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    Skills in Demand Model: Theory of Change
    (2021) Neal, Terry; Kuppuswami, Damodaram
    The Commonwealth of Learning’s Skills in Demand model offers TVET national agencies and institutions a way to increase access to TVET through blending distance and online learning with workplace learning. The Skills in Demand Theory of Change outlines the challenges facing TVET, in both the large developing countries and small island states of the Commonwealth. It also describes the three strategic interventions within COL’s model, and the outputs, outcomes and impact anticipated as a result of those activities.
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    Women’s Economic Security: A Study on Sustained Income for Farmers and Entrepreneurs
    (2024-06) Kuppuswami, Damodaram
    The Commonwealth of Learning (COL) conducted a post implementation study in 2023 on female farmers and female entrepreneurs who were trained as part of its development intervention in Malawi and Sri Lanka between 2019 and 2022. The results of this study will influence how COL approaches its future gender-based interventions on women’s economic security. The intervention on which the study is based was designed to enable disadvantaged communities and partner organisations to effectively implement global commitments towards gender equality and women’s empowerment .