Institutional Scorecard for Gender Mainstreaming
To ensure the integration of gender equality in development interventions in ODL, COL supports the institutional capacity of partner institutions to mainstream gender in the planning, development and monitoring and evaluation of learning programmes. The Institutional Gender Scorecard is a gender audit tool that aims to: a) assess whether systems, practices and programs support gender equality; and b) recommend ways to address gender-related gaps and challenges. This tool determines the status of gender mainstreaming in an institution. It will help institutions devise measures to ensure that both women/girls and men/boys can influence, participate in and benefit from quality learning opportunities. It has been designed for organizations or institutions who have a keen interest in ensuring that their internal processes, systems, practices, and the services they render are responsive to the needs of women/girls and men/boys.
AuthorCommonwealth of Learning
- Guides & Toolkits 
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Kanwar, Asha (Commonwealth of Learning (COL), 2008-07-21)Transcript of opening remarks at Marlborough House, London, 21st July 2008. Presented by Asha Kanwar, Commonwealth of Learning.
Unlocking the Potential of Open Learning: A Shared Story of Education with Livelihood as a Force of Change for Mainstreaming Marginalized Women Mahapatra, Sukanta K (2013-11)Gender equality is critical to the development process. The process of globalization may have resulted in new avenues of growth, but due to unequal distribution of its benefits women are subject to discrimination in many ...
Sachdeva, Neena; Wong, Rosanne (Commonwealth of Learning (COL), 2015-08)Learning is not only the key to individual freedom, it also brings empowerment. Once people are empowered, they can make both choices and decisions, which increases their ability to act and to influence their lives and ...
Frei, Sibyl; Leowinata, Sevilla (Commonwealth of Learning (COL), 2014)The Commonwealth of Learning has developed this toolkit to help teachers and teacher educators learn more about gender mainstreaming, specifically: - why gender equality is important to students, teachers, communities and ...
Increasing Women Access in TVET Through ODL Programme: A Case of Thika Technical Training Institute in Kiambu County, Kenya Chege, Pauline N; Kariuki, J N (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)Statistics from Thika Institutional sex disaggregated baseline survey (2014) clearly showed that 65% were males and 35% were females . This clearly shows there is a gap as far as women participation in technical education ...