Open and Distance Learning for Sustainable Development

Abstract
432
WOMEN EMPOWERMENT AND OPEN LEARNING:
A SELECTION OF CASE STUDIES FROM BANGLADESH
Zobaida Akhter
Bangladesh Open University
zobaidaakhter@hotmail.com
Bangladeshi societies often impose physical restrictions on women’s mobility. The impact of cultural norms
on women’s education is visible. We know that attitudes are difficult to change, but changes are needed in
those attitudes of men, that are derogatory or patronising to women. The lives of Bangladeshi women are
very complex, and no simple solution is possible to their problems. It is impractical, in the present context
of the Bangladesh scenario to suggest any overnight or radical changes. Through education, a woman can
become self-reliant, more aware of the changes in the surroundings, and have better self-esteem. The
submission is that women must have wider access to education, which can be possible through distance
education. Distance education overcomes many of the obstacles faced by the Muslim girls and women in
Bangladesh because, in distance education time, needs and places of the students are regulated according to
their convenience. This paper highlights the use of distance education through a series of case studies of
Muslim women of Bangladesh Open University and identifies some of the common problems and solutions
in strengthening basic education through open and distance learning.
Introduction
This article examines the role that open and distance learning plays in providing access to
secondary education for women in Bangladesh. Open schooling provides a flexible and adaptable
approach to learning that is compatible with the cultural roles and responsibilities that often
restrict and constrain females from continuing secondary education. Education statistics show that
there is a significant decline in the number of females enrolled from primary to secondary school
(UNESCO, 2000). Primary net enrolment ratio - girls 83% and boys 80%. Here gender gap is 3%.
Secondary gross enrolment ratio is boys - 56% and girls - 52%. Here gender gap is 4%. (Sources:
Statistical Yearbook 1999). Reasons for this are many and include poverty, early marriage, ill
health, pregnancy, and cultural constraints on female education.
The case for formal education is well documented. Education is seen as an indispensable agent to
bring about a qualitative change between what we are and what we want to be. In this context the
role of distance education is not an option but an unavoidable imperative for many of us
(Dhanarajan, 1996). It has been demonstrated categorically in a wide range of studies that an
informed and educated mother can cater for the health and nutritional requirements of the child in
a much better way than an uneducated mother can.
The significant impact that education has on women and their households is well documented. It
has been shown that educated mothers are able to contribute more efficiently to enhance the
quality of their children’s education. (Raj, 1982; Chaudry, 1995). What makes the task of
educating women potentially more difficult is that illiteracy is concentrated in countries with low
per capita income. Poverty and illiteracy in general are positively correlated. The poor can ill
afford to forego current earnings in favour of education that may possibly lead to higher income
later on. In the case of girls from poor households, the choice is even clearer. Given the social
construction of gender roles, boys will be given preference over girls in matters of education.
Especially since after marriage, women leave to join their husband’s families and, hence are not
regarded as being useful to their own families in the long term (Lunnborg, 1994). When
resources are limited and opportunity costs are high, the girl is doubly condemned. The second
factor that works more directly against education for women is the dominant social code in some
parts of the region that prohibits intermixing of the sexes.