Women empowerment through distance education

DR. K.B PRAVEENAASST. PROFESSOR IN EDUCATION (PG)

HAMID M. AZIMIRESEARCH SCHOLAR 1

Women Empowerment Through

Distance Education

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Sep, 12-13, 2013

“To awaken the people,

it is women who must be awaken;

once she is on the move,

the family moves,

the village moves

and

the nation moves” 3

Societies often impose physical

restrictions on women’s mobility. .

Introduction

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Studies from Bangladesh, India, Nepal and Pakistan have clearly shown that parents refrain from sending their daughters to school not so much because they fear for their daughter’s safety, but because they are wary of upsetting traditional gender roles which give girls little choice in matters of Education.

(Kanwar and Taplin, 2001)

Education is the most potent

instrument for the emancipation of

any group of people.

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It is on this believe that argued that Women all

over the world have been categorized under

the disadvantaged groups of people and society

itself has systematically and consistently

pursued the socialization of women into

accepting the notion of disadvantaged group.  

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Education opens

the opportunity and choice for women.

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When women are given the requisite education,

relevant to their needs and environment, they

will gradually become more visible and

recognised in the mainstream of activities both

at home and in

society at large.

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Empowerment

Empowerment is the process and the result of the process

whereby the powerless or less powerful members of the

society gain greater access and control over material and

knowledge, resources, challenges and ideologies of

discrimination and subordination and transform the

institutions and structures through which unequal access

and control over resources is sustained and perpetuated. 10

Distance Education

teaching at a distance involves the use of either print, audio, video or interactive

components. While much of distance education remains print-based only Interaction may be via television, teleconferencing, mail,

fax, E-mail or one-on-one telephone interaction between learner and teacher

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Distance instruction is delivered through:

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The advantage of distance education as an alternative option to women is that they can enroll for the course of their interest and need, based on the social or professional requirements

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Therefore, distance education becomes an inevitable tool for providing skills-based education and training. Research evidence also shows that “women with more education or higher qualifications earn more, on an average, than women with minimum level of education” (McIntosh, 1973, p.28).

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m-learning

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References• Indiresan,Jaya(1996) `Emerging Technologies in Open and Distance Education, Implications for Women in Women

and Emerging Technologies' editors Regina Papa and Yasodha Shanmuga Sundaram, British Council Division. Emerald Publishers, Chennai, 1996.

• Janaki,D.(2006).Empowering Women through Distance Learning in India. Retrived on 14.08.2013 from; http://pcf4.dec.uwi.edu/viewabstract.php?id=329 Learning, 16 (2), 155-168.

• Kanwar, A. and M. Taplin (eds) Brave New Women of Asia. Commonwealth of Learning, 2001.

• Keegan, D. (1986). Foundations of distance education (2nd ed.). New York: Routledge.

• Mclntosh, N.E. (1973). Women in higher education. Proceedings of the staff development conference, 29 June. London: Staff Development in University Programme.

• Moore, M. G. (1990). Recent contributions to the theory of distance education. Open Learning, 10-15.

• Okeke E.A.C. (1995) “Women Empowerment and Rural Developmen”. In E .C. Eboh, C. U. Okoye & D Ayichi (Eds) Rural Development in Nigeria: Concepts, Processes and Prospects. Enugu. Auto-Century pp.152-163.

• Olakulein, F.K (2006). Distance Education as a Women Empowerment Strategy in Africa. Turkish Online Journal of Distance Education-TOJDE January 2006 ISSN 1302-6488 Volume: 7 Number: 1

• Pillai, J.K. (1995). Women and employment, New Delhi: Gyan Publishing.

• Smith, E. & Norlen, V. S. (1994). Tele-distance education in women’s studies: Issues for feminist pedagogy. Canadian Journal for the Study of Adult Education, 8(2), 29-44.

• UNESCO (2002) Open and Distance Learning: Trends, Policy and Strategy Considerations. Paris. UNESCO.

• World Bank (2001a). Engendering Development through gender equity in rights, resources, and voice., Washington : World Bank, and New York : Oxford University Press

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