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International Research Journal ISSN-0975-3486 VOL. I * ISSUE—3&4 RNI : RAJBIL/2009/30097

Research Paper—Bus. Admn.
WOMEN EMPOWERMENT IN
RURAL SECTOR OF INDIA

* Dr. Anurag Sharma
Dec.-09—Jan.-2010
* Asstt.Professor, Deptt. of Bus Admn; University of Rajasthan, Jaipur

A B S T R A C T
The women in Indian society had been subjected to various social, economic disabilities for many
years and rural women were the major victims in those times. There are many reasons responsible for
their low socioeconomic status. However, their status began to change in early part of the twentieth
century by the efforts of various social movements, reform movements and women’s movements. De-
spite the efforts of various movements in India, the majority of the rural women in the country suffer in
respect of suppression, oppression and socio-economic exploitation. Hence, their empowerment de-
pends on distance education. Generally, women prefer distance learning because of its nature, since
studies of this type allow them to fulfill their family and career responsibilities. Furthermore, it
enables them to learn at their own pace, while minimising costs - saving money and time on commut-
ing and child care. Older women students, in particular, comment that the “virtual classroom”
minimises the discomfort and alienation they sometimes experience on conventional college cam-
puses populated by 18 to 22 year-olds. This paper aims at analysing the development of rural women
by identifying the possible ways of educating them through distance mode of education.This paper
focuses on the women’s way of being a distance learner. There it points out the crucial reasons why
women attend open, distance, and flexible learning programmes, as well as their objectives and
theirmotives. It reports on the factors they consider when they select a distance learning programme
or course. Finally, it explores the obstacles hindering women’s access to distance education or imped-
ing their successful studies and suggests actions that would make their attending easier.

WOMEN IN RURAL INDIA occupational choice (iv) inadequate finance and ex-
In Indian context, rural women empowerment is very pert guidance for promoting socio-economic activity
essential through distance education. Hence, one can of rural women and their participation (v) inadequate
look into the following features of rural women status monitoring of women’s participation (vii) inadequate
in India. In India rural women suffer in respect of vari- application of science and technology to remove
ous causes and reasons. They are: (i) marginality of drudgery and (ix) low health and nutritional status.
attention and services of rural women in rural and The second aspect of rural women development
agricultural development (ii) special constraints to their is economic empowerment. It could be achieved in the
development and lack of training to develop their form of greater access to financial resources outside
awareness and skills, lack of information and lack of the household, reducing vulnerability of poor women
bargaining power (iii) low productivity and narrow to crisis situation like famine, food, riots, accidents
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International Research Journal ISSN-0975-3486 VOL. I * ISSUE—3 &4 RNI : RAJBIL/2009/30097
etc. in the family. Hence, there is a need to increase the of time spent and potential neglect of relationships
level of rural women’s income and the power to retain and responsibilities, but on the understanding that
such income and use it at their discretion. Further, eco- this is an aberration.
nomic empowerment should be assured in the form of Dowling (1983) argues that the fear of women
equal access and control over various resources at achieving success leads them to choices beneath their
the household level and also financial self-reliance of possibilities and generally hinders their social devel-
women both in the household and in the external envi- opment. “It seems as if women are consumed by
ronment. Capacity building is one of the aspects of “gendered panic” in the face of success”, she points
developing rural women. The capacity building de- out. One can assume the consequences that this atti-
pends on better awareness of health, education, envi- tude will have on women’s self-esteem and confidence.”
ronment, legal rights and improvement of functional (Nova 1994) and evidently on their studies, especially
literacy and numeracy. It also includes better commu- in the distance learning mode, where initiative plays a
nication skills, better leadership skills and self-help decisive role. For all the benefits of distance learning
and mutual help. Thus achievement of overall women for women, these students still have to make tremen-
empowerment depends on distance education particu- dous sacrifices to balance the demands of work, fam-
larly school droupouts among rural women and the ily, and school study, writing assignments, research
Open University system also promotes education for etc. as mothers, female partners, employees and citi-
semi-literate rural women. However, many factors zens. That is why the majority of women declare anxi-
hinder education of rural women by distance mode. ety, and many others especially mothers of young chil-
BARRIERS TO EDUCATING RURAL WOMEN dren often do their coursework while the other family
THROUGH DISTANCE EDUCATION members are sleeping (Morgan 1991, Stalker 1997, May
Any learning at any age requires time, space and 1994) commented that taking on distance study roles
support. At a distance, the onus is on the learner to often results in “double duty” and Kramarae (2000)
organize the necessary space and structure their avail- concludes that working mothers interested in further-
able time, often accompanied by external and internal ing their education are adding a difficult “third shift”
conflicts. These are conflicts related to a series of cor- to their responsibilities. “We need to deal with the
responding barriers whose relative significance varies time bind that all parents and older students face if we
according to the level of education and training, the want to make the rhetoric of “lifelong learning” for the
age of the women and the cultural context. (Evans “information economy” a reality”, she suggests.
1995). Further to this point, we put forward the barriers Women empowerment depends on access to edu-
to women’s participation in distance learning; barriers cation. However, rural women do not have easy ac-
which are underpinned by contemporary ideological cess to education due to various causes and reasons.
and social structures. Improving the indicators that This section makes a comprehensive discussion about
concern the participation of women in distance learn- factors hindering women’s access to distance educa-
ing will succeed if only the educational institutions tion. Common patterns in lack of family support for
comprehend these obstacles. Even though they try women engaged in distance learning are the cultural
hard to combine study with other responsibilities and and cross-cultural social norms and traditions by
roles, and despite the motivation and dedication on- which the subservient status of women is maintained.
line learners demonstrate, many are still made to feel (Effeh 1991, Kirkup and Abbot 1997, Athanasiadou
that they are letting their families down when they try 2002). However, the intersection of discourses in the
to further their education. (Kramarae 2000) Distance home is located where traditional and postmodern gen-
learning demands devotion and time and there are male der expectations collide. The under education of
partners who experience anxiety owing to the extent women due to cultural restrictions at their expense,
that they are alienated from this new concern for not only in developing countries (Commonwealth Sec-
women’s lives. Tolerance is conditional based on length retariat 1987), but in many developed countries (United

4

Nations 2000, Vergidis 1995) is one more limiting factor etc., by distance education. Hence efforts should be
since it deprives women of the basic prerequisite nec- made about possible ways and means of continuing
essary for distance learning studies. The principle of their education by distance mode.
the autonomy of the programme participants with their Further difficulties may present themselves in les-
interaction with the teaching material, as well as the sons that demand the extended use of computers for
development of critical thinking abilities, that are ap- example. (Furst-Bowe 2001, May 1994) due to the fact
plied in distance learning, create additional problems that women may have (whether they believe or not)
of adaptation in women who follow the general model less ease of use and experience working with techno-
of passivity of their gender. (Evans 1995, May 1994). logical interfaces. Female students may have less ex-
As feminists have pointed out for decades, when perience of working with technology than do their male
women pursue an interest or activity which does not counterparts and may become frustrated with distance
relate directly to their domestic role, and effectively learning courses that require extensive use of comput-
expose and challenge unequal power relations within ers. Despite this, the belief to persists that females are
the family, they quite often meet with strong resis- by nature technologically ignorant and unable to ab-
tance from male partners because of suspicion/jeal- sorb scientific and technological information or ac-
ousy as well as ridicule. (Evans 1995). Sometimes wider quire technical skills. On more obstacle related to the
family with children, parents and parents-in-law, cre- nature of distance learning programs is that students
ates and sustains internal and external barriers to study, experience isolation and lack of individual attention.
reinforcing gender stereotypes. Greek grandmothers The sense of isolation that women students experi-
who do baby-sitting during the face-to-face Team ence in their studies is due to the lack of natural con-
Counseling meetings usually state, “She should be at tact with their peers. (Kirkup and Von Prummer 1990,
home taking care of her family. What does she want Furst-Bowe 2001). Gilligan (1982) confirms the differ-
with this course of action?” In general majority of the ence of women, supporting that the tendency of women
rural households are either illiterate or semi-literate. In to share their studies with their classmates, their friends
such households there is no self-interest on the part and their families is not connected to any type of infe-
of women members. This is due to lack of knowledge riority or to any negative personal experiences, but to
and awareness of education. Hence efforts should be a positive stance of participation and “dependent con-
made to develop self-motivation among rural women nection.” This stance probably extends from their so-
with a view to give them of educational opportunities cial role that strengthens a model of behaviour, which
by distance education mode. is less independent. (Beauvoir 1989). In rural areas
In rural India, majority of the poor households are people are conservatives and their traditional back-
unable to meet their basic needs. In this situation they ground hinder their learning environment. Women in
send their female children as wage labour rather than rural areas engage themselves in various households
to school. They feel double burden with respect to activities and they find little time to engage themselves
educating their female children; it is loss of earning in reading and writing activities. Usually there is a dis-
due to sending female children to school and the sec- couraging social setup with regard to women’s educa-
ond one is cost of educating their children. Thus tion. In illiterate and semi-illiterate households early
supplementing household income as wage labour pre- marriage practice is quite common among women and
vents women’s education by distance mode. In rural it is a discouraging learning environment.
area because of illiteracy and semi-illiteracy majority In villages people have gender bias towards girls’
of the rural households do not know anything about education. As a result, parents give more importance
existing opportunities and potentialities and ways and to educating their sons rather than daughters. Usually
means of availing themselves of such opportunities. their daughters will be married of as soon as they at-
Further due to lack of communication they do not know tain puberty. Tuition fees in distance learning are very
about available courses, subjects, degrees, diplomas expensive in some countries. It is obvious that the


International Research Journal ISSN-0975-3486 VOL. I * ISSUE—3 &4 RNI : RAJBIL/2009/30097
high cost of the studies inevitably hinders women’s develop effective support systems. Supportive condi-
participation. This is a crucial factor especially for those tions, which raise the self-confidence and self-aware-
who depend on their family for financial support or on ness of the learner in the context of distance learning
sponsorship from their employers. Even women who education, can be ensured by the use of a variety of
have their own source of income are on an average communication means and pedagogical methods -
paid less than their male counterparts, and as a result strategies as well as the promotion of interaction be-
the economic obligations for study become insur- tween students, professors- counselors and technol-
mountable. There are some other factors hindering edu- ogy. (Furst- Bowe 2001, Kirkup and VonPrummer 1990).
cation of rural women. They are listed here: Priority In order to promote distance learning education,
consideration for the education of male children in the the broad dissemination of information to women
household budget ; Child labour practice ; Unedu- populations that can benefit from the advantages of
cated peer group ; Inadequate transport facility; High distance learning programs of study but for whom it
rate of dropouts at the primary level ; Long distance of would be impossible otherwise to access the typical
access to educational institutions ; Playing multiple sources of information such as websites, must be en-
roles; sured. Within this category are unemployed women,
Scholarships, the low tuition costs and the wid- older women, women living in rural/agricultural areas,
ening of economic assistance for distance learning and women in prison. Women themselves can contrib-
study programmes are extended to the educational in- ute to this effort through the network of the women’s
stitutions and the state can make it easier for women movement and of women’s professional organisations.
with economic dependence to break free of social and Discrimination against women must be confronted
educational isolation. The establishment of more local more generally First and foremost, the role that the
study centers is one way to counter the isolation that house and the local setting play in the learning envi-
women distance learners experience (thus ensuring a ronment of the woman student must be recognised
quiet place for study - supportive services and one- and the fact that this education, like technology must
on-one lessons). (Effeh 1991) Educational policy-mak- be adapted to local circumstances (May 1994). The
ers must be sensitised to the needs in particular of next step is to conduct research into the special way in
working mothers who are engaged in distance learn- which women engage themselves in distance learn-
ing programmes. The services for the professional ori- ing, into the types and levels of interaction between
entation, finally, belong to that category of supportive students and tutors that suit the female way of learn-
mechanisms which give meaning to all of the previous ing, as well as the documentation of the major social
effort. Otherwise, there exists the strong possibility aspects that influence women’s learning.
that women distance learners will be unable to utilise As far as the programme of study is concerned,
the knowledge and skills that are gained through the more women’s studies courses must be made avail-
programme thus rendering their efforts futile both typi- able via distance learning programmes and a feminist
cally and essentially. Professors and counsellors can perspective must be incorporated in the curriculum in
decisively contribute to the removal of barriers that other disciplines. More women administrators, teach-
women in distance learning encounter by treating dis- ers and students should be involved in the planning
tance learners as responsible and intelligent human process for on-line courses so that their experience
beings, not as passive educational consumers can contribute more directly to the benefit of others.
(Kramarae 2000) and by creating a safe and supportive (Kramarae 2000). This means that the possibility of
environment in accordance with the principles of adult adapting study programmes to suit the needs of women
education (Rogers 1999), with the intent of dispelling can be utilised in such a way that steadily the educa-
women’s fears concerning education. Educators need tional demands of other categories of learners can also
to be sensitive to women’s personal and unique cir- be satisfied.
cumstances and to investigate ways to help students STRATEGIES TO EDUCATING RURAL WOMEN

6

THROUGH DISTANCE EDUCATION awareness campaign in rural areas about the educa-
In order to overcome the problems as cited above, tional opportunities, courses offered, eligibility condi-
one needs some action oriented programmes. 1. Con- tions etc. This will motivate rural women to pursue
ducting awareness campaign in rural areas, thereby higher education by distance education. 9. School
the importance of women’s education could be imparted dropouts among rural girls should be encouraged to
to the rural households. 2. Involving women volun- pursue their education by distance education system.
tary groups and non-governmental organisations to 10. There is a need to impart computer education in
initiate various kinds of activities, which would moti- rural Girls schools with a view to develop their voca-
vate girls to go for higher education by distance mode. tional skills and thereby make use of them of IT in
3. There is a need to motivate women’s self-help groups distance education. 11. Efforts should be made to en-
in imparting awareness of women’s education through roll more girls’ students under distance education sys-
distance mode with a view to disseminate the same to tem by offering job-oriented courses. 12. There is a
their members. 4. Initiating special counselling need to start development programme to promote
programme on raising the study skills of women in- awareness of the academic needs of the rural women
cluding career guidance in rural area itself. 5. There is students. 13. The curriculum of distance education at
a need to start rural communication centre with a view least should have one general paper on women devel-
to disseminate knowledge of educational opportuni- opment, focusing on health and family welfare, envi-
ties available through distance education system. 6. ronment awareness, plan policies and programmes per-
Encouraging Open University system of learning taining to women empowerment. 14. There is a need to
among rural women. This can be done with the help of start separate website on courses offered by various
NGOs and civil society. 7. There is a need to reduce universities under distance education system. The
the cost of distance education, particularly for the ben- website address could be disseminated to our rural
efit of rural women. 8. Universities should conduct people particularly, girls and women.

R E F E R E N C E

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thesis, Department of Psychology, Thessaloniki. *Baig Tara Ali, India’s Women power S. Chand , Co New Delhi, 1976. *
Beauvoir S (1989) The Second Sex. H. M. Parshley (Translator) Vintage Books’; Reissued Edition. * Burke C (2000) Time and
Space for Women: Distance Learning and Domestic Constraints, School of Education, Bretton Hall College, UK. *Common-
wealth Secretariat (1987) Gender Stereotyping in Science, Technology and Mathematics Education. Report of Commonwealth
Africa Regional Workshop, Ghana. *Deligianni-Kouimtzi B and Ziogou S (1993) Education and Gender. Vanias Publications,
Thessaloniki. *Dowling C (1983) The Cinderella Complex. Glaros Publications, Athens. * Effeh E (1991) Determinants of the
study patterns of female distance learners: An evaluative survey. Journal of Distance Education, vol 6, no 2, pps. 58-63. *Evans
K (1995) Distance Education: Helping overcome the barriers to women’s technological education. In the COL’s (The Common-
wealth of Learning) News Publication vol 6, no 2.* Fragoudaki A (1985) Sociology and Education - Theories on the social
inequality of school. Papazizi Publications, Athens. * Furst-Bowe J (2001) Identifying the Needs of Adult Women Learners in
Distance Education Programs. University of Wisconsin – Stout. * Gilligan C (1982) In a different voice: Psychological theory
and women’s development. Cambridge, MA, Harvard University Press. * Kirkup G and Abbott J (1997) The Gender Gap: A
Gender Analysis of the 1996 Computing Access Survey. PLU, Milton Keynes.* Kramarae, Ch (2000) The Third Shift: Women
Learning On-line, American Association of University Women (AAUW) Educational Foundation * May S (1994) Women’s
experiences as distance learners: Access and technology, Journal of Distance Education. Vol 9, no 1, pps 81-98 ISSN: 0830-
0445. * Rogers A (1999) Adult Education. _ranslation: Papadopolou K. M. and Tobrou M, Metaixmio Publications, Athens.
*Stalker J (1997) Women’s participation in tertiary education: Misogynistic responses’ in Crossing Borders, Breaking Bound-
aries: Research in the Education of Adults. Proceedings of the 27th Annual SCUTREA Conference. * United Nations (2000)
Special Conference at the General Assembly, Women 2000: equality between the sexes, Development and Peace for the
21 st Century, New York, 5-9 June 2000. Action for the Equality of the Sexes and the Progress of Women * Vergidis D
(1995) Undereducation: Social, Political and Cultural dimensions. Epsilon Publications, 2nd edition.


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