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    Open Access
    Technology-Enabled Learning in the Commonwealth Countries: A Research Synthesis
    (2025-01) Bhagat, Kaushal Kumar; Mishra, Sanjaya
    This synthesis report summarises the impact of technology-enabled learning (TEL) initiatives by the Commonwealth of Learning (COL) across Member Countries, emphasising the role of TEL in enhancing educational outcomes. The report provides an overview of blended learning (BL) interventions, highlighting successful strategies, technological integrations, and pedagogical innovations tailored to local contexts. It addresses key challenges such as barriers to change, technological access disparities, and digital literacy gaps, offering solutions that include infrastructure development, educator support, and community engagement. Research indicates that BL significantly improves academic achievement compared to traditional methods, emphasising the importance of government policies and learning management systems (LMS) for promoting ICT in education. Challenges such as inadequate training, infrastructure limitations, and digital divide issues were identified, along with recommendations for addressing these obstacles through professional development, infrastructure improvement, and inclusive policies. The report underscores the importance of continuous support and investment in TEL to ensure equitable and effective educational experiences across the Commonwealth.
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    Open Access
    Empowering Women and Girls Project Baseline Study Report 2024
    (2024) Kuppuswami, Damodaram
    The Empowering Women and Girls (EWG) Project, funded by Global Affairs Canada (GAC) and implemented by the Commonwealth of Learning (COL), aims to promote gender equality and empower women and girls (women/girls) from disadvantaged communities in 24 districts across five Commonwealth countries — Bangladesh, Malawi, Mozambique, Pakistan and Sri Lanka. This baseline study, conducted in the first year of the project’s implementation, establishes critical benchmarks to measure the project’s progress in key areas, including education, health, economic participation and gender equality, during 2023–2026.
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    Open Access
    Benchmarking of Technology-Enabled Learning at University of Kabianga
    (2024-12) Uys, Philip
    This report presents the findings of the TEL benchmarking carried out at University of Kabianga, Kenya during September -November 2024. It provides an overview of the methodology, the validated self-study report and an action plan developed by the University of Kabianga team.
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    Open Access
    Benchmarking of Technology-Enabled Learning at Alupe University
    (2024-12) Uys, Philip
    This report presents the findings of the TEL benchmarking carried out at Alupe University, Kenya during September -November 2024. It provides an overview of the methodology, the validated self-study report and an action plan developed by the Alupe University team.
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    Open Access
    Policy Brief on Youth not in Education, Employment or Training
    (2024-10) Thomson, Ann
    Addressing Youth not in Employment, Education, or Training (YNEET) is a critical policy issue because of serious economic consequences such as lost productivity, social exclusion, permanent skill loss and inter-generational poverty. Current policies do not adequately address YNEET because they fail to identify at-risk youth and often do not reach young women and marginalised youth. There is a lack of coordination among stakeholders that hinders effective support and a focus on short-term outcomes over long-term solutions. This policy brief examines pathways to skilling and education for Youth NEET in the Commonwealth and provides recommendations for policies that will reduce inequality, improve health and well-being and increase youth civic engagement, especially for women, girls and persons with disabilities.