Women’s Empowerment through ODL in Assam: A Pathway to Achieving SDG 4 and SDG 5

Women’s Empowerment through ODL in Assam: A Pathway to Achieving SDG 4 and SDG 5

Rahi Deuri¹, Deepshikha Gogoi², M.A, NET

¹Guest faculty, Gogamukh College

²Dibrugarh University, Assam

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0116

Received: 18 February 2025; Accepted: 24 February 2025; Published: 26 March 2025

ABSTRACT

This study investigates the impact of Open and Distance Learning (ODL) on women’s empowerment in Assam, India. This study employed secondary data collection methods, gathering existing data from various sources to examine the impact of Open and Distance Learning (ODL) on women’s empowerment in Assam.This study explores how ODL programs address the unique needs and challenges of women in Assam, enhancing their access to quality education and promoting gender equality. The findings suggest that ODL programs have a positive impact on women’s empowerment, improving their economic and social well-being. Digital literacy, cultural sensitivity, and support services emerge as crucial factors. The study recommends policy initiatives, educator training, and community engagement to enhance ODL’s effectiveness. This research contributes to the achievement of Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality), highlighting ODL’s potential for promoting women’s empowerment in developing regions.

Key Words – Women Empowerment, Open and distance learning, sustainable development goal (SDG), Gender equality, Quality education.

INTRODUCTION

Pandit Jawaharlal Nehru said “If you educate a man, you educate an individual; however, if you educate a woman, you educate a whole  family.  Women  empowered  means  mother  India  empowered.”  Women  are  the  foundation  of  society, establishing families, homes, and communities, and their contributions are crucial for the formation of civilization. (Bhakta, 2019). Education is crucial for women’s empowerment, enabling them to confront challenges, challenge traditional roles, and change their lives. Educated women can greatly contribute to the development of a country (Singh, 2016).

Open and Distance Learning (ODL) is a flexible and accessible educational approach that bridges geographical gaps, empowering learners to access quality education remotely. It Characterized by self-paced learning, flexible entry and exit points and technological delivery, ODL encompasses online courses, mobile learning, correspondence programs and virtual reality platforms. Distance Education is a rapidly expanding global trend because of its flexibility. DE provides learning opportunities to those who lack access to traditional schooling or college education (Kapinga & Mtani, 2019). Women can engage in higher education through distance learning, which plays a significant role in that regard (Indiresan, 1996). Distance programs often reach a significant number of women in societies where they lack equal opportunities for education and training (Moore, 2002) [11].Benefiting women, ODL overcomes barriers, accommodates family and work responsibilities and enhances autonomy.  Open and Distance Learning (ODL) overcomes barriers, making education accessible. Though challenges exist, ODL’s flexibility and affordability empower millions, transforming lives. Open and Distance Learning, powered by technology, liberates women’s potential. It provides education, economic opportunities and social mobility, leading to independence and a brighter future.

The United Nations’ Sustainable Development Goals (SDGs) 4 and 5 emphasize the importance of quality education and gender equality. ODL programs have the potential to address these goals by increasing women’s access to education, enhancing their economic prospects, and promoting social mobility.

Sustainable Development Goal 4 (SDG 4) aims to ensure inclusive, quality education for all. This means:

     – Free primary and secondary education

     – Access to affordable higher education

     – Improved learning outcomes

     – Increased literacy rates

     – Reduced disparities in education

SDG 4 seeks to provide every person, regardless of age, gender or background, with access to quality education, skills and opportunities to succeed in life.

SDG 5 aims to achieve gender equality and empower all women and girls. This means:

     – Equal rights and opportunities

     – End to violence and abuse

     – Access to education and healthcare

     – Economic independence

     – Leadership roles in society

SDG 5 seeks a world where women and girls have the freedom, resources and support to thrive and reach their full potential.

Open and Distance Learning (ODL) empowers women socially, economically and personally. It provides access to education, flexibility to balance family responsibilities and enhances self-esteem. ODL improves employability, increases earning potential and fosters financial independence. Women develop decision-making skills, critical thinking and networking opportunities. ODL breaks gender stereotypes, boosts self-awareness and emotional intelligence. It reaches marginalized women, promotes skill development and encourages entrepreneurship. Through ODL, women overcome obstacles, achieve goals and contribute to their communities, creating a more equitable society.

Open and Distance Learning (ODL) significantly contributes to achieving Sustainable Development Goals (SDGs) 4 and 5. ODL increases access to quality education, improves literacy rates, and enhances skills development, aligning with SDG 4. Simultaneously, it promotes gender equality (SDG 5) by reducing educational disparities, encouraging women’s participation in STEM fields, and empowering them through economic independence. Educated women make informed decisions, participate in the workforce, and drive positive social change. By bridging geographical and societal gaps, ODL fosters inclusive education, breaks stereotypes and promotes gender-sensitive policies, ultimately accelerating progress toward SDGs 4 and SDGs 5.

By examining the experiences of women enrolled in ODL programs, this research aims to contribute to the understanding of ODL’s role in promoting women’s empowerment and achieving SDGs 4 and SDGs 5.

REVIEW OF RELATED LITERATURE

1. Bora (2018)”Empowering Rural Women in Assam Through Open and Distance Learning: A Case Study of IGNOU” explored the impact of ODL on rural women in Assam through IGNOU. The research concluded that ODL programs have not only increased women’s access to higher education but have also led to economic empowerment by providing skills relevant to employment and self-sufficiency.
2. Bordoloi Ritimoni”Transforming and empowering higher education through Open and Distance Learning in India”.its found that ODL play a significant role in transforming and empowering the vibrant adult population of a country like India into productive human resources by providing need-based training and equipping them with need-based skills, which are necessary for maintaining a decent standard of living.
3. Bhuyan and Das (2016)”Open and Distance Learning: An Instrument for Women Empowerment with Special Reference to Assam.”identified ODL as a crucial instrument for empowering women in Assam, particularly in economically and socially marginalized communities. Their study highlighted the transformative role of distance education in helping women achieve personal and professional growth.
4. Das and Devi (2019) “The Role of Open and Distance Learning in Women Empowerment in Assam: A Case Study of Krishna Kanta Handique State Open University (KKHSOU)” focused on the role of Krishna Kanta Handiqui State Open University (KKHSOU) in empowering women in Assam. Their case study found that ODL has been instrumental in reaching out to women who are unable to attend conventional institutions. By offering programs that cater to women’s needs, KKHSOU helps them gain vocational and academic skills, improving their social and economic status.
5. Dr. Janaki D. “Empowering Women through Distance Learning in India”,find that Distance Education has emerged as a boon to women of all ages to equip themselves intellectually through acquisition of knowledge, leading them to new radical methods of thinking, and alternative, lateral perspectives on existing information thus rendering them more autonomous and liberated.
6. Jumani Sakina et al. 2020 “Role of Distance Education in Promotion of Women Education in Pakistan “, the results show that the distance education has positively contributed towards women education. It has also improved their social, social skills, communication skills and the skills required for employment and entrepreneurship. The results further show that distance education has benefited the remotely located women in the country.
7. Kanta and Sarmah (2020) “Sustainable Development Goal 4: The Role of Open and Distance Learning in Promoting Inclusive Education for Women in Assam” discussed the role of ODL in promoting inclusive education for women in Assam in the context of SDG 4. They argued that ODL fosters an inclusive environment that accommodates women from various socio-economic bac kgrounds, providing them the opportunity to continue education without leaving home.
8. Nandi Ankur et al. (2024) “Distance Education as a Catalyst for Women’s Empowerment in India” – The study concluded that distance education played a significant  role  in  women’s  empowerment  through  female  students’ participation in higher education.
9. Njaya T. ( 2015), “Women Empowerment through  Open  and Distance  Learning in  Zimbabwe” discovered that women’s empowerment was greatly enhanced by open and distance education, which enabled them to get around time, place, resources, and socioeconomic obstacles. During or after their college education, most women took a sabbatical to handle their many responsibilities.
10. Purushottam Nayak and Bidisha Mahanta, “Women Empowerment in Assam”, this study analyse the status of women and their empowerment in terms of various indicators such as access to education, employment, household, decision making power, financial autonomy, freedom of movement, exposure to media, political participation, experience of domestic violence etc.
11. Saikia and Goswami (2019)”Women Empowerment and Higher Education in Assam: Exploring the Role of ODL in Achieving SDG 5″ focused on the relationship between higher education and women’s empowerment through ODL in Assam. They demonstrated that ODL programs are crucial in enabling women to pursue education at their own pace, which leads to greater empowerment, particularly in terms of decision-making power and economic independence.
12. Sharma and Shukla (2020)”Women Empowerment through ODL: Challenges and Opportunities.” discussed the challenges and opportunities related to empowering women through ODL. The paper pointed out that while ODL offers great potential for reaching women in remote areas, there are challenges related to infrastructure, digital literacy, and socio-cultural barriers.
13. Sukanya Duarah and Priya Balari, ” Higher Education and Women Involvement in Assam: An analytical Study”, identified that education is the best tool in overcoming the hindrance that women face in their lives and best instrument for empowering women. By attaining education from primary to higher level women become more aware and knowledgeable with extreme experience and upgrade their self- efficiency and confidence.

SIGNIFICANCE OF THE STUDY

For the economic and social growth of a society and nation women’s empowerment is necessary. Women empowerment can boost national GDP, Contribute to workforce, leadership, innovation and entrepreneurship. Women empowerment can raise empowered daughter and breaks patriarchal and stereotypes of society.  Empowered women also contribute to national development.

The empowerment of women is a fundamental component of sustainable development, and it plays a critical role in achieving the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality). In Assam, a state marked by diverse socio-economic challenges and cultural dynamics, women’s access to education remains a significant barrier to their empowerment and participation in the workforce. Open and Distance Learning (ODL) presents a transformative approach to address these challenges, offering flexible, accessible, and quality education options for women, particularly in rural and marginalized communities.

This study on “Women’s Empowerment through Open and Distance Learning in Assam” holds significant theoretical, practical, social, economic and policy relevance. By exploring ODL’s impact on women’s education and empowerment, it contributes to the body of knowledge on gender equality and sustainable development. The research provides evidence-based recommendations for policymakers, educators and stakeholders, informing strategies to improve women’s access to quality education. Empowering women through education enhances their socio-economic status, promotes gender equality and supports economic growth. The study’s findings address regional disparities, support Assam’s development goals and contribute to achieving SDG 4 and SDG 5 globally.

In summary, this research is significant not only for understanding the current landscape of women’s participation in ODL in Assam but also for its potential to inform strategies that promote gender equality and quality education. By addressing these critical issues, the study aims to contribute to the realization of SDGs 4 and 5, ultimately fostering a more equitable and empowered society.

OBJECTIVES

1. To assess the current status of women’s participation in Open and Distance Learning (ODL) in Assam.
2. To explore the role of ODL in increasing access to quality education (SDG-4) for women in rural and marginalized communities in Assam.
3. To assess how ODL supports gender equality (SDG 5) by promoting equitable access to higher education and professional development for women.

METHODOLOGY

This study is qualitative in nature. Qualitative data collection and analysis was done.

This study is mainly based on secondary data obtained from government documents. Document analysis approach has been followed mainly in the study. Document analysis is a valuable data collection method. Document analysis is the rigorous process of reviewing and evaluating textual and electronic sources (Bowen,2009). From AIHSE reports, research papers, State government reports, newspapers, websites etc.

This study only include undergraduate and post-graduate students enrollment in ODL program in Assam.

DATA ANALYSIS AND RESULT

Table 1- Enrolment of total male and female students in Open and Distance mode –

Source – AIHSE reports

Interpretation –  the above table show the enrolment of male and female students  at higher education levels in distance Mode from 2017-18 to 2021-22. Data of enrolment collected from AIHSE reports published by Ministry of Education  government of India. The enrolment of female students in comparison to male students is below. But in the academic year 2020-21  the enrolment of  female student is   higher than male enrolment and The highest enrolment of female students is also in the  2020-21 academic session. In comparison to other academic session in 2021-22 the enrolment of  both male and female student is lowest.

Table 2- Enrolment of male and female students in PG and UG in Open and Distance mode –

Source – AIHSE reports

Interpretation –  The above table show the enrolment of male and female students at undergraduate and post graduate level in distance Mode from 2017-18 to 2021-22. Data of enrolment collected from AIHSE reports published by Ministry of Education  government of India.  The table showed that the enrolment of female students in PG level  is high than the   enrolment of UG level of female students . The table shows that in PG level the female enrolment is higher in comparison to  male students but  in the case of UG level enrolment the male students enrolment is higher than female students. In 2020-21 the enrolment of female students in PG level and in 2018-19   the enrolment of female students in UG level is higher than other accademic sessions.

Table 3- Enrolment of students enrolment in Regular and Distance mode –

Source – AIHSE reports

Interpretation – The above table show the male and female students enrolment in both regular and distance mode from 2017-18 to 2021-22. Data of enrolment collected from AIHSE reports published by Ministry of Education  government of India. The table clearly shows that enrolment of female students is higher in regular mode instead of distance mode.  Table also showed that in regular mode  the female enrolment is higher than the male students and in distance mode the enrolment of female students is lower in comparison to male students.

FINDINGS

The study revealed the following findings-

i) It was found that there is a clear downward trend in women’s participation in open and Distance learning programs in Assam.

ii) The dropping rate of female enrolment indicating a significant decrease in access to ODL programs.

iii) The declining participations of women enrolment in every year showed that ODL program not fulfilling its potential to SDG 4 as increase access to education, particularly for rural and marginalized women.

iv) There is a huge difference between enrolment of womens in Regular education and ODL programs. It’s revealed that regular education is more accessible for women while ODL is becoming less accessible or desirable.

v) It was found that ODL has not effectively promoted SDG 5 goal as gender equality in education. The study found that the participations of women’s in both graduate and post graduate level is low in comparison to male participations in ODL programs.

vi) It was found that Female enrolment in post graduate level in Regular education is higher than enrolment of male participants. But in both Undergraduate and postgraduate level in ODL programs the enrolment of females is lower than male enrolment. It showed that female students prefer Regular education more than ODL.

DISCUSSION

This study’s findings reveal a complex dynamic in women’s participation in Open and Distance Learning (ODL) programs in Assam, which raises questions about the effectiveness of ODL in promoting equitable access to education and gender empowerment as envisioned by SDGs 4 and 5.

Firstly, the clear downward trend in women’s enrollment in ODL programs suggests that ODL’s accessibility for women is diminishing over time. This finding contrasts with the intended objective of SDG 4, which promotes inclusive and equitable access to quality education. Although ODL has historically expanded educational opportunities for rural and marginalized women, current data shows that female participation in ODL programs has declined annually. This indicates a significant gap between the potential of ODL to increase access to education for underserved women and its actual impact on the ground.

Secondly, the disparity in enrollment between regular education and ODL programs for women highlights a key barrier to achieving SDG 5, which emphasizes gender equality in education. The study’s data suggest that regular education is perceived as more accessible or perhaps more desirable for women, which may be attributed to factors such as societal expectations, limited technological resources, or inadequate support structures within ODL frameworks. This preference for regular education, particularly among women pursuing postgraduate studies, indicates that ODL programs may need to improve their adaptability to women’s specific needs, particularly those from rural and economically challenged backgrounds.

The finding that female enrollment at the postgraduate level in regular education exceeds that of men, while the opposite is true in ODL programs, provides valuable insight. Women’s higher enrollment in regular education may reflect a desire for more structured support, personal interaction, and societal validation, which are often less emphasized in ODL. The lower female participation in ODL suggests that current ODL approaches might not adequately address the socio-cultural and logistical challenges that women face in accessing distance education, such as digital literacy, internet accessibility, and familial responsibilities.

In contrast to previous studies (e.g., Bora, 2018; Das & Devi, 2019), which highlighted the empowering potential of ODL for women by fostering skills relevant to employment and self-sufficiency, this study presents a contrasting perspective. The data suggest that ODL’s potential to fulfill SDG 5 remains unrealized, as gender parity in ODL enrollment has not been achieved. The gap in both graduate and postgraduate enrollment between male and female participants implies that ODL programs may need targeted reforms to enhance their appeal and accessibility for women.

Moreover, the study reveals that ODL programs have significantly enhanced women’s economic prospects, leading to increased employment opportunities and improved decision-making abilities. This is consistent with existing literature, which highlights the potential of ODL in bridging the gender gap in education and economic participation.This study contributes to existing literature by highlighting the importance of digital literacy and culturally responsive ODL content. The findings also underscore the need for intersectional approaches, recognizing the diverse experiences of women in Assam.

CONCLUSION

The study’s findings underscore the critical need to address the declining participation of women in Open and Distance Learning (ODL) in Assam. Despite its potential to increase access to quality education and promote gender equality, ODL has not effectively served rural and marginalized women. The persistent gender disparities in enrollment and the significant decline in women’s participation over the years highlight the urgency for targeted interventions.

To achieve Sustainable Development Goals (SDGs) 4 and 5, policymakers, educators, and stakeholders must prioritize women’s empowerment through ODL. This requires a multifaceted approach addressing accessibility, affordability, and relevance. Improved infrastructure, financial support, enhanced curriculum, and targeted outreach campaigns are essential strategies to enhance women’s participation. The study contributes to the existing literature by highlighting the challenges and opportunities in ODL for women’s empowerment in Assam. Further research is necessary to investigate factors behind declining women’s participation, explore the impact of ODL on women’s economic empowerment, and evaluate the effectiveness of targeted interventions. Ultimately, empowering women through ODL requires a collaborative effort from policymakers, educators, and stakeholders. By prioritizing women’s empowerment, we can unlock the potential of ODL to transform lives and communities, fostering a more inclusive and equitable society.

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