Open and Distance Learning for Sustainable Development

encouraged her and helped her keep her dream alive. Gradually, she became comfortable with
distance education. The flexibility of the system suited her very well. She hopes that audiovisual
programmes could be extended to assist the students. In that case, the tutorial centres could
provide TV sets for them to watch and learn. She knows that she can continue her education
through perseverance and strong desire to gain knowledge. She believes that only education can
empower women.
When she was 18, her parents tried their best to marry her out, but she did not give her consent.
For her, marriage is not a first priority, not certainly over education. First she wanted to earn by
her own and then marry. She lives in is a very conservative area. As a Muslim woman, she was
expected to marry early and not to work out of the house. But her stamina and will power
permitted her to overcome the social and religious barriers. Her message to other women is that
anybody can continue education through distance learning. What is needed is that one has to be
rational in her thinking and sincere at work.
Case 6 – Halima: Education is a lifelong process
At over 45 years, Halima wants to revive the dream she had as a young girl. She is from a very
remote area of Rangamati district. Her father was a labourer and her mother worked in a paddy
field. She had three brothers and sisters. When she was in class 8, she was married to a
shopkeeper. Her husband also had a small plot of land to cultivate. Her mother-in-law also stayed
with them. Though her husband had no objection, her mother-in-law did not allow her to receive
any more education. She declared that it is the major duty of bouma (wife of a son) to give birth
to children and take care of the family. According to her, those who want to be educated are the
devil’s friends. So Halima’s dream was buried for that period.
She gave birth to four children. From dusk to dawn she had to do hard labour. Due to malnutrition
and extra load of the family, she was becoming sick and looked older than her age. When she was
44 years old, her mother-in law died. In the mean time her children grew up and were able to take
care of themselves. Halima has a little poultry farm. From her earnings she met the expenses of
her children’s education.
Now she started to feel inferior because she was not well educated. She heard about distance
education, and she took admission in BOU. She had to spend whole nights studying. She had to
bear extra loads to fulfill her dream. When she encountered some difficulty on course material she
took help from the tutors. She said that if the counseling session could be extended from twice to
four days in a month, it would be helpful for students, since they did not have enough money to
keep private tutors, nor are their parents educated enough to guide them. The course materials are
not hard to her, except English and Maths. She is taking help from her son. She was asked why
she had come for further education in the middle of her life. She told us that she did so to enhance
her social value and family prestige. She believes that the age should not be a barrier for
education. Education is a lifelong process, which could materialise through distance learning.
What was necessary, was to manage everything in a proper way. She is now very happy to have
education. She believes that distance education can have a strong impact on women
empowerment. That is why, the terms and conditions of distance education should be more
flexible and opportunities should be extended. She also hopes that if more optional subjects
related to women’s issues are included in the curriculum they could be more encouraged in
distance education.
Case 7 - Rashida: Education should continue
Rashida is 35 years old. She is from Bogra District. Her father was employed as a typist in a
private farm. Her mother was a housewife. She was very unfortunate that she could not get any
formal education. She had only religious education. She could recite the Holy Qu’ran by heart.
Rashida had five brothers and sisters. She received her early education from her village school.
Afterwards, she could not continue her studies because her family and relatives were very
conservative. Most of the female members of their family observe seclusion or purdah. Rashida
was different in her attitude and her dream was to become educated. Her father was not
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