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CHAPTER 01
1.1 INTRODUCTION
The concept of Self-Help Groups (SHGs) is an instrument of economic empowerment and the
strength of informal sector over formal sector. Self Help Groups (SHGs) of women in India have
been recognized as an effective strategy for the empowerment of women in rural as well as urban
areas: bringing women together from all spheres of life to fight for their rights or a cause. Since
the overall empowerment of women is crucially dependent on economic empowerment, women
through these SHGs work on a range of issues such as health, nutrition, agriculture, forestry, etc.
besides income generation activities and seeking micro credit. Therefore, the main purpose of the
Women Empowerment Project (WEP) is to organize women into effective Self Help Groups and
through the medium of IGNOU's training Certificate Programme "Empowering Women through
Self Help Groups" prepare a cadre/network of master trainers for the sustainability of these
SHGs. For the purpose, the WEP has also established 150 programme centers all over the
country with the satellite Direct Receiving System (DRS) to enable the women learners, at these
programme centers, to interact directly through teleconferencing sessions with the experts at
IGNOU headquarters. These teleconferencing sessions are available to the learners on the
Doordarshan Educational Channel "Gyan Darshan" on the first and fourth Friday of every month
from 3.00 -5.00 p.m. (i.e. for two hours each time). On all the other Fridays, we show
programmes relevant to the course from 3.00 - 4.00 p.m. (i.e. one hour each time). Regular faceto-face counseling is also provided at the programme centers and interactive radio counseling
over Akashvani's 'Gyan Vani'. The learner can also benefit from the other educational
programmes telecast regularly over 'Gyan Darshan' which is a 24 hours channel. Details of all

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these programmes are sent to all IGNOU learners every month in the form of a booklet called
"Gyan Darshan".

1.2 OBJECTIVE OF THE STUDY

To study the how Distance Education Empowers Women.

To study and analyze as to what extent ODL influences skill development, increase
access to wider range micro financial services for the poor and to address their pressing
issues.

1.3 SCOPE OF THE STUDY

The study will be important as it throws light on the role of Distance Education in Women
Empowerment through Self Help Groups.

1.4 REVIEW OF LITERATURE

1. G. Sreeamulu in his book Empowerment of women Through Self Help Groups states that in
modern state of the 19th and 20th centuries the concept of welfarism has taken a prime place in
governments objectives. Since the states declared themselves as welfare states, they have
responsibilities of amelioration of various programmes for vulnerable sections of the society. The
dawn of independence has given a chance to propose several programmes. The government of
India evolved several economic programmes. One such programmes is that Self Help
Programmes are designed in tune with directives of the world bank and IMF. After the collapse
of alternative economic systems, the world economy became a single independent unit resulting
in emergence of a unipolar economic system led by the USA, thus creating a different picture in

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the economics. The Indian economy is in no way different from these international institutions
have to percolate to the nook and corner of the economics of all the states.
2. B. Suguna in book Empowerment of Rural Women through Self Help Groups mentions that
empowerment is closely linked to economic independence. Nothing succeeds better than the
power of self-help. And when efforts are supported by the private organisations the results could
be extremely gratifying. Today self-help groups of women in Andhra Pradesh focused around
economic activities like savings, collective marketing, promotion of individual enterprise and in
the process moving into the mainstream of society.it also helps add value to the work they do, to
their families and their communities.

1.5 RESEARCH METHODOLOGY

Research Design:
Descriptive.

Source of data collection:

I.
Primary data:
Primary data has been collected by way of questionnaire where the Sample size is 40
II.

respondents.
Secondary data:
Secondary data has been collected from books, journals and web-sites
Sample unit:
General Public
Sample size:
40
Sampling technique:
Convenient sampling.

1.5.1 Statement of the problem

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A study on the role of Distance Education in Women Empowerment through Self Help Groups.

1.5.2 Methods of Collection of data

Primary data was collected through structured questionnaire

Secondary data collected from various reference books, journals, magazines &
newspapers

1.5.3 Research Instrument

Questionnaire was filled by 40 respondents and conclusions are drawn by the answers given by
the respondents

1.5.4 Sampling Plan

The questionnaires were filled by 40 respondents out of which 25 were females and 15 were
males.

RESPONDENTS

MALES

38% FEMALES
63%

1.5.5 Research Limitations

The study only focuses on the role of distance education in women empowerment through SHGs.
In-depth preferences of the customers with regards to other options could not be known due to
time constraints.

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CHAPTER 02
2.1 MICROFINANCE AND SELF-HELP GROUPS
Microfinance is a provision of small loans to the poorest sections of the society who are too poor
to qualify for traditional bank loans, as they have no assets to be offered as guarantee. In India,
microfinance has been working largely through Self-Help Groups, predominated by women.
A Self-Help Group is a group of about 10 to 20 people, usually women, from a similar class and
region, who come together to form savings and credit organization. They use seed money and
pool financial resources to make small interest bearing loans to their members to help pay for
important needs (NABARD, 2009a).
Pilot study with Society for Elimination of Rural Poverty (SERP) reveals that there are over 3
million SHGs in India and over 900,000 (0.9 million) SHGs exclusively for women covering
more than 1 crore members of SHGs in Andhra Pradesh State. It means Andhra Pradesh State
alone has about one-third of SHGs organized in India.

2.2 SOCIO ECONOMIC PROFILE OF SHG MEMBERS

The profile of SHG members is developed based on the discussions held with focus group, staff
of SERP and staff of NABARD. The average number of members in SHGs in Andhra Pradesh is
13. The SHG members mostly come from the disadvantaged sections of society. About 80% of
the SHG members are illiterate / neo literate. Around 50% of the SHG members are in the age
group of 18-35 years. A large number of SHG members do not own any land or own very little
land. Around 55% of the members are agriculture laborers, around 35% of the SHG members

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are engaged in agriculture and allied agriculture activities. About 10% of the members are
engaged in other activities such as petty business, beedi making, floor mills, etc.
Empowerment of women, gender discrimination, and violence against women, which have
become serious subjects of sociological research in contemporary times, was hitherto neglected.
While contemporary social changes have exposed women to unprotected socio-economic,
cultural and political environment, there are no corresponding protective social systems and
institutions of social justice to safeguard their interests. There are many who are skeptical about
womens ability to exercise equal rights with men and about their capacity to play equal role with
men. But such apprehensions are ill-founded in the context of the broader opportunities available
for women following mechanization of industry and agriculture, enabling women to complete
with men successfully. Innovations in science and technology have removed the disparity
between men and women attributed to physical strength alone. Women are able to handle modern
appliances which require intelligence and training and not merely physical strength. Thus, India
has now several women working as pilots, driving locomotives, buses, tractors and machinery in
workshops. It is not therefore fair to relegate women as a group to an inferior position in society.
The Constitution does not regard sex as a permitted classification and prohibits sex as a basis of
differential treatment in all areas of legal rights. Modernity has resulted in growing flexibility
and changes in the gender roles of men and women. The earlier conception that man was the
provider of basic necessities for family and women, the child bearer and caretaker of home, is no
longer valid in the changing social structure and economic compulsions. In spite of the progress
made, rural women and those belonging to the Dalit, Tribal, and nomadic communities remain
unaffected. So is the case with Muslim women among the minorities. The latter are far from
realizing their basic rights. For instance, the low level of political participation of Muslim

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women in India is not only a consequence of the lack of resources but also the result of the status
of Muslim women in the community. Since women in India have little place in the public arena,
they also express less faith in the political process. In spite of the UN Charter of Human Rights
and the provisions of the Indian Constitution, women continue to be victims of exploitation. The
view that the future generation of a family is carried on and preserved by boys-only has degraded
the position of women in society. Similarly, it is noticed that majority of women are lacking in
the spirit of rebellion. If careful attention is not paid and major steps are not taken, the situation
will become extremely critical. Therefore, any attempt to assess the status and problem of
women in a society should start from the social framework. Social structure, cultural norms, and
value systems are crucial determinants of womens role and their position in society. In respect of
the status, there is a gap between the theoretical possibilities and their actual realization.

2.3 PROGRESS OF MICRO-CREDIT THROUGH SHGS IN INDIA

A pilot project for linking SHGs with banks was launched by NABARD in 1992. The
Reserve Bank of India persuaded Commercial Banks, Regional Rural Banks and Cooperative
Banks to actively participate in the linkage programme. Under the RBIs guidelines, banks were
given permission to open saving bank account in the name of SHG, and relaxation of security
requirements. Thus, an informal credit system was evolved with assistance from formal financial
institutions. The agencies involved in the schemes were NABARD, Banks, NGOs and SHGs
members. The main objectives were to provide the following:

Supplementary credit to SHGs

Reductions in transactions cost for both banks as well as SHGs by reducing paper work.
To mobilize small savings among poor rural women.
To build mutual trust and confidence between Banks, NGOs and rural poor
To create healthy relations between SHGs members and linking agencies
Constant supervision and monitoring by banks through NGOs.

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In March 1999, about 0.56 million families engaged in micro enterprises were financed under the
scheme through 33000 SHGs (of which 84% were women SHGs 2.
In all 202 banks consisting of 129 (64%) RRBs 38 (19%) Commercial Banks and 35
(17%) Cooperative Banks participated in the programme. A total of 550 NGOs, were involved.
The aggregate loan outstanding was Rs. 570 million. The average loan outstanding per SHG and
per micro entrepreneur worked out to Rs. 17297 and Rs. 1019 respectively. The average number
of micro entrepreneurs per SHG is 19. The number of SHGs linked to banks has increased to
717360 as on March 31, 2003. This translates into an estimated 11.6 million very poor families
brought within the fold of formal banking services. About 90 percent of groups linked with banks
are exclusive women groups Cumulative disbursement of bank loans to these SHGs stood at Rs.
2048.7 crore with an average loan of Rs. 28,560 per SHG3
Recently, the government of India has launched Swarnajayanti Grameen Swarozgar Yojana
(SGSY) by merging all the poverty alleviation programmes. The SGSY envisaged the routing
credit preferably through SHG conduits. The earlier programmes like IRDP (Integrated Rural
Development Programme) that provided credit at low rates of interest along with subsidy failed
because of lack of incentives in the form of repeat loans and also because of absence of poor
pressure from group members. Further, in SGSY credit is one of the ingredients that contribute to
the success of micro entrepreneurs. The success actually depends on variety of other factors, like
level of education, social customs, family planning, health, medical services and environment
technology. Among these education acquires the top rank and therefore government should use
DE technique to impart knowledge at grass root level. The distance education technique is
women friendly.

2.4 CONCEPT OF SHG:

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Self Help Group (SHG) is a small voluntary association of poor people, preferably from the
same socioeconomic background. They come together for the purpose of solving their common
problems through self-help and mutual help. The SHG promotes small savings among its
members. The savings are kept with a bank. This common fund is in the name of the SHG.
Usually, the number of members in one SHG does not exceed twenty.
The concept of SHG is based on the following principles:

Self-help supplemented with mutual help can be a powerful vehicle for the poor in their

socioeconomic development
Participative financial services management is more responsive and efficient
Poor need not only credit support, but also savings and other services
Poor can save and are bankable and SHGs as clients, result in wider out reach, lower

transaction cost and much lower risk costs for the banks
Creation of a common fund by contributing small savings on a regular basis
Flexible democratic system of working
Loaning is done mainly on trust with a bare documentation and without any security;
Amounts loaned are small, frequent and for short duration
Defaults are rare mainly due to group pressure
Periodic meetings non-traditional savings.

Micro finance programmes are currently being promoted as a key strategy for simultaneously
addressing both poverty alleviation and womens empowerment.
Before 1990s, credit schemes for women were almost negligible. There were certain
misconception about the poor people that they need loan at subsidized rates of interest on soft
terms, they lack skills, capacity to save, credit worthiness and therefore are not bankable.
Nevertheless, the experiences of several and SHGs reveal that rural poor are actually efficient
managers of credit and finance. Availability oftimely and adequate credit is essential for them in
their enterprises rather than subsidies. Earlier government efforts through various poverty

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alleviation schemes for self-employment by providing credit and subsidy received little success.
Since most of them were target based involving various government agencies and banks.

2.5 FORMAL VS INFORMAL SYSTEMS

Traditionally, the formal sector Banking Institution in India have been serving only the needs of
the commercial sector and providing loans for middle and upper income groups because of the
followings risks of lending:

Credit and Risks

High transaction and service cost
Absence of land tenure for financing housing
Lack of tangible proofs for assessment of income
Unacceptable collaterals such as crops, utensils and jewelry

2.5.1 Formal Financial Institutions

In India, we have multi-agency rural credit delivery structure comprising commercial Banks,
Regional Rural Banks and Cooperative Banks with a large network of more than 1, 53,000 retail
credit outlets (One for every 4100 population).
Yet reaching the poorest, whose credit requirements are very small, frequent and unpredictable,
is still a difficult task and Sahukars (the rural non-formal Money Lenders) continues to be the
main agency. Further, the systems and lengthy procedures of the banking institutions with
emphasis on complicated qualifying requirements, tangible collateral, margin etc. also kept them
away from these formal agencies. Banks too experienced certain problems like poor repayment,
lack of supervision and monitoring, high proportion of non performing assets and poor
repayment. Since the credit requirements of the rural poor cannot be adopted on project lending
approach (like in formal organized sector) there emerged the need for an informal credit supply
through SHGs. Social intermediation is required for:

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Organizing rural poor women

Educating them
Imparting Training and skill

Government of India has recognized the important role of credit delivery for overall
development of agricultural sector that contributes 22.1 per cent of the GDP and provides
employment to nearly 65 per cent of rural labour. The National Agricultural Policy adopted in
July 2000 envisages annual growth in agriculture of over 4 per cent per annum and highlights
adequate and timely supply of institutional credit to farmers. The Tenth Five-Year Plan of the
Government of India has therefore, estimated that the credit requirements for achievement of
target growth rate would be of the order of Rs. 7 lakh crore over the plan period. The government
of India has also fixed up credit disbursement targets for various categories of banks and also
introduced several categories of banks and also introduced several measures to improve credit
flow to the agricultural sector. These measures include formulation of Special Agricultural Credit
Plans (SACP) since 1994-95, introduction of the Kishan Credit Cards scheme and expansion
of scope of lending to agriculture by commercial banks and strengthening of century old
cooperative credit structure as it has its access even in the remotest area. As on March 31, 2003
there were 370 District Central Cooperative Banks (DCCB) 30, State Cooperative Banks (SCB),
and 99000 Primary Agricultural Credit Societies (PACS). But despite the vast structure it could
not succeed in making desirable impact. This was due to lengthy procedures for obtaining loan
and also there were no intermediary to supervise the actual use of the amount. It gave rise to
corruption. Banks often suffered from poor repayment, high cost of lending and mounting nonperforming assets (NPAs).
Commercial Banks, Housing Finance Institutions, NABARD, Rural Development Banks, Land
Development Banks, Cooperative Banks, are the major formal financial institutions. Urban

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Cooperative Banks (UCB) Urban Credit Cooperative Societies (UCCS) are the two primary
cooperative financial institutions operating in the urban areas. There are about 1400 UCBs with
over 3400 branches in India having 14 million members. Similarly there exist about 32000
Credit Cooperative Societies with over 15 million members with the total outstanding lending in
1990-91 was Rs. 20 billion. The government has taken several initiatives to strengthen the
institutional rural credit system. The branch network of commercial banks has been expanded.
The commercial banks are required to ensure that 40% of total credit is provided to the priority
sector out of which 18% in the form of Direct finance to agriculture and 25% in priority sector in
favour of weaker sections.

2.5.2 Strength of informal sources

The informal financial sources generally include funds available from family sources or local
moneylenders. The local moneylenders charge exorbitant rates of interest due to their informal
behavior and absence of any other source of credit for nonconventional needs. Chit funds, Bishis,
are other forms of credit operated by groups of people for their mutual benefit. Lately, few of the
NGO engaged in the activities related to community mobilization for their socio economic
development have initiated savings and credit programmes for their target groups. The
community based financial system can be categorized into two models:

Group Based Financial Intermediary

NGO Linked Financial Intermediary

Most of the NGOs like SHARAN in Delhi, Federation of Thrift and Credit Association (FTCA)
in Hyderabad, or SPARC in Bombay have adopted the first model where they initiate the groups
and provide necessary management support. Others like SEWA in Ahmedabad, or Baroda
Citizens Council in Baroda pertain to the second model. The experience of these informal
intermediaries shows that although the savings of group members, small in nature do not attract

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high returns, it is still practiced due to security reasons for getting unsecured loans without much
formalities and collaterals at lower rates compared to that available from money lenders.
At international level Dr. Mohammed Yunus of Chittagong University popularized the informal
system of financing by establishing Grameen Bank (GB) in 1976. The Grameen Bank has over
1000branches (a branch covers 25-30 villages around 240 groups and 1200 borrowers) in every
province of Bangladesh, covering 28000 villages 12 lakh borrowers with over 90% being
women. The most important feature of GB is its recovery rate, which is as high as 98%. It
advances credit without any collateral security.
The Grameen Bank lending system is simple but effective. To obtain loans potential borrowers
must form a group of five, gather once a week for loan repayment meetings, and to start with,
learn the bend rules and 16 Decisions which they chant at the start of their weekly session
although these are not mandatory. These decisions incorporate a code of conduct that members
are encouraged to follow in their daily life e.g. production of fruits and vegetables in kitchen
gardens, investment for improvement of housing and education for children, use of latrines and
safe drinking water for better health, rejection of dowry in marriages etc. Number of groups in
the same village is federated into a Centre that gives them added sense of security and
confidence to take risks and launch new initiatives. Loans are initially made to two individuals in
the group who are then under pressure from the other members to repay in good time.
Repayment increases the borrowing eligibility for subsequent loans. It is compulsory for every
member to save One Taka per week, which is accumulated in Group Fund, which is deposited in
GB.
Factors behind success of Grameen Bank are participatory process in every aspect of lending
mechanism:

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Peer pressure of group members on each other, lending for activities, which generate

regular income
Weekly collection of loans in small amount
Intense interactions with borrowers through weekly meetings
Strong central management, dedicated field staff
Extensive staff training
Willingness to innovate
Committed pragmatic leadership
Decentralized as well as participatory style of working.

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CHAPTER 03
3.1 STRATEGY OF WOMEN EMPOWERMENT
In view of low literacy rate of women and the gigantic task of educating rural women a suitable
strategy will have to be planned. The major task is to identify the areas where these groups in
fact, are facing problems because at this stage only the problem solving adult learning technique
will attract these rural poor to improve their working and income.
The success of any strategy of women empowerment depends upon the following factors:

Level of education, hard work

Social custom
Family planning, small family
Health, medical services, cleanliness
Environment, tree growing, kitchen gardening.

Various case studies show that there is a positive correlation between credit availability and
empowerment of women. On the face of it, Distance Education appears as women friendly
form of acquiring education and formal qualifications. There are two characteristics which are
generally seen to render this mode of learning especially suitable for women, by making distance
education compatible with other spheres of life, first, there is no attendance requirement, second,
at the same time, and there is a high degree of flexibility in learning schedules and time
management. These characteristics have three distinct and undisputed advantages for the distant
student. Since, the distance-teaching curriculum is designed for independent study if can well fit
with family commitments and living at home. Learning material is sent to the women at their
home or workplace they can learn while they earn and the NGO/SHG may provide them the
required tuition wherever they desire. Rural women can learn at their own pace on the basis of
availability of time. Technology helps them round the clock access on student support services.
In rural India where girls and women are largely excluded from education at all levels D.E. may

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be the only option. Opportunities are not equal. Responsibilities are more they have to overcome
greater odds, less support from their families, early marriage childcare.
The members of SHGs are mainly illiterate and do not have access to formal education. In a
study it was reported that the members of the Groups were not fully literate and were not able to
read and write. 5 Many are now able to append their signatures perhaps an outcome of the
government-sponsored literacy programme and the compulsion to affix signature on several
occasions as members of SHGs. The handicap of literacy would be a hurdle for achieving many
desired results. For example they will be unable to follow the accounts maintained by the group
and hence remain ignorant about the amount pooled individually and in the group, and would be
unable to draft an application to represent their case. It is therefore essential to provide them
education through especially designed modules through distance education that are directly
useful as a member of SHG. At this stage they do not need school or university certificate,
Diploma or degrees. They need improvement in their professional skills and solving their day-today problems in the working and functioning of SHGs. They should be explained the advantage
of group based strategies in poverty alleviation. Importance of savings and opening bank
account, marketing of products, timely repayment and repeat loaning. It is important to explain
that she is not alone and that such problems are being faced universally. Only by self-help they
may fight against their misfortune and improve upon the fate of their family and children.
All these problems, opportunities and chances can be explained the women through short
duration training module delivered at their doorstep or work place. At the initial stage we may
face certain problems and resistance from the participants if we demand some extra time and
money. It is therefore suggested that the benefits should be linked with the DE modules and
subsidies should be in the form of distance education and not cash. There are instances where

P a g e | 17

cash subsidies were taken away forcefully by male, members in the family for liquor
consumption and gambling and made no significant impact in the society. But education is such a
type of subsidy that cannot be robbed by male members in the family. Secondly educated mother
will further educate her children and thus will help in mitigating the curse of illiteracy and
poverty from the society.

3.2 EDUCATION EMPOWERS WOMEN

It is also observed that open education at present is mainly catering to the needs of elites in the
urban areas and it has to make inroads in rural areas where India lives. In rural areas women are
totally dependent on men, as they do not have economic power to spend. The historical
relationships with their husbands can be seen as influenced by historical factors that shape the
social structures of how they are subordinated. It has been observed in several research studies
that women do experience a double day, as they return to study combined with their domestic
roles. The Policy planners must think to integrate the economic benefits with education. I suggest
the Differential Rate of Interest (DIR) for women do any Course through Open schools or any
other mode of Open and Flexible learning. Women Education is sometimes also perceived as a
threat by their husbands. Studying is seen as changing the identity of the partner from being
subservient and domesticated (Morgan 1995: 321)6 It has been noted that education as such
serves to empower women. This may be on the most basic level through literacy programmes or
on more advance levels through university study and even Ph. D. programmes. A UNICEF study
(1998) on Violence against women in South East Asia concluded that compulsory schooling for
all girls would be a long-term measure to reduce violence against women by providing them
qualifications as the basis for getting a job which in turn will enable them to earn a their own
income and improve their status. Thus the SHGs should in-fact also be converted in to Self Help

P a g e | 18

Study Groups that will give them not only enhanced income but also enhanced esteem and selfconfidence to do something meaningful for the society as a whole. They should realize that they
are not the isolated unproductive but important wheel for the smooth running of the society. The
economic incentives and effective NGOs participation will definitely make the women
empowerment a reality from a distant dream at present. The first Prime Minister of India Pandit
Jawaharlal Nehru once said, 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 (quoted in Pillai,
1995; p. 62).
The importance of womens education was first realized in the 18th century. Now much later,
UNESCO has underlined the importance of access by girls and women to technical and
vocational education for economic and social development, and they organised a conference on
this issue in 1962. After this, various forums and conferences have been organised on these
issues and have set some goals. In particular, some Millennium Development Goals (MDGs)
were set at the Millennium Summit of world heads of state in New York in 2000 that included
MDG-3 to Promote gender equality and empower women - Eliminate gender disparity in
primary and secondary education preferably by 2005, and at all levels by 2015.
The present study focused on the MDG-3 goal in the Indian context and investigated women
empowerment through the open and distance learning (ODL) system in India. According to the
most recent 2001 census data, women account for 48.26% of the 1028.6 million population of
India. About 27% of these are 15-29 years old. The literacy rate among women has improved
from 7.83% in 1951, to 54.16% in 2001.
However, there remain still 228 million women considered to be illiterate. Only 6% of women
who completed secondary education (35% of the total population who enrolled in Class 1)

P a g e | 19

entered higher education. It is clear therefore that a large number of women are still outside the
existing higher education system in India. Data show that women in India represent about 50%
of the adult population, but only 33% of the labour force. They perform nearly 66% of all
working hours, receive only 10% of the world average income, and own less than 1% of
property. Very few women are in a position to influence political thinking or the decision-making
process (Pillai, 1995). The empowering role of womens education affects not only the lives of
the women, but also the lives of their children and other dependents such as the aged.
Education - especially professional and technical education - is also likely to enhance womens
economic independence by equipping them with the skills necessary to take up paid employment
opportunities. At the national level, educating women has resulted in improved productivity,
improved income and economic development, as well as in a better quality of life, leading to a
notably healthier and better nourished population (World Bank, 2001a). Recently, the demand for
skilled labour has risen significantly as a result of globalisation, changes in technology, and as a
result of the re-organization of work. The process of skills development in the informal sector in
developing countries is more important since formal training institutions do not have the capacity
to train a large number of aspirants. Therefore, open and 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). All
over the world, the movement for improving the status of women has always emphasized
education as the most significant instrument for social change.

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CHAPTER 04
DATA ANALYSIS AND INTERPRETATION
1. Gender

Gender
Male

Female

38%
63%

This survey consists of 37% males and 63% females.

2. Age Group

P a g e | 21

Age Group
30
25
20
Age Group
15
10
5
0
Category 1

Category 2

Category 3

The majority of people in this survey are falling in the age group of21 to 45, followed by people
from age group of 00 to 20 then people from age group of 45 and above.
3. Qualification

P a g e | 22

Qualification
30
25
20
Qualification
15
10
5
0
Under Graduate

Graduate

Post Graduate

Majority of the people in this survey fall in the category of graduate. About 67.5% of the
respondents were graduates.
4. Are you aware about Open Distance Learning?

Awareness
Yes

No

20%

80%

P a g e | 23

80% were aware about Open Distance Learning.This indicates that people are quite
aware about Open Distance Learning.
5. Awareness through:

Awareness Through
25
20
15

Awareness Through

10
5
0
Institutes

Internet

Others

Around 52% of the people came to know about Open Distance Learning through Institutes and
20% of them were informed through Internet.
6. Is it beneficial?

P a g e | 24

Beneficial
Yes

No

23%

78%

77% of people were of view point that Open Distance Learning is beneficial, whereas remaining
23% people did not find it beneficial.
7. Have you or any of your relatives taken benefits of Open Distance Learning?

P a g e | 25

Benefits taken
Yes

No

20%

80%

Out of the total respondents, 80% of them had taken benefits of Open Distance Learning.
8. If yes, was it useful?

Useful
Yes

No

6%

94%

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94% of the people those who had taken benefits of Open Distance Learning said that it was
useful.
9. Do you think more awareness should be created about Open Distance Learning?

Creating Awareness
Yes

No

8%

93%

92% of the population felt that more awareness should be created about Open Distance Learning.
10. Do you think this attracts more people towards learning?

P a g e | 27

Attracts
Yes

No

18%

83%

Out of the total population, 82%of them feel that Open Distance Learning attracts more people
towards learning.
11. Has it helped in Empowering Women?

Empowering Women
Yes

No

10%

90%

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90% of the population strongly felt that Open Distance Learning has empowered women.
12. Will this help in empowering more women in the society?

Further Empowerment
Yes

No

8%

93%

Out of the total population 92% of them strongly feel that Open Distance Learning will further
Empower more women.
13. Does Open Distance Learning have positive impact on society?

P a g e | 29

Positive Impact
Yes

No

10%

90%

90% of the people felt that Open Distance Learning has positive impact on the society.
14. Rate it on the scale of 5.

Rating
18
16
14
12
Rating

10
8
6
4
2
0
1

P a g e | 30

40% of the people gave 3 points out of 5 for Open Distance Learning; which is followed by 25%
for point 4 out of 5.

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CONCLUSION
The impact of gender disparity underlies the UNDP statement that for too long, it was assumed
that development was a process that lifts all boats, that its benefits trickled down to all income
classes- and that it was gender neutral in its impact. Experience teaches otherwise (Akubue,
2001). Open and Distance Learning, evidence shows, seems a better approach in Nigeria in
democratising education, poverty alleviation and the empowerment of the marginalised groups,
especially women. Many of the difficulties and concerns experienced by women, particularly
those in rural or low-income areas, point to the fact that distance education may be an ideal way
for them to access education, since it potentially enables them to do most of their studying from
home if they wish to do so, thus reducing the need to conflict with social or cultural requirements
(Kanwar and Taplin, 2001:7). In the context of Nigeria, women themselves allude to this benefit.
Yet, most women are not utilising this window of opportunity to enhance their participation in
the global economy, and to play a tangible role in their families and society. The findings of this
study are supportive of earlier ones (Kanwar and Taplin, 2001; Olakulehin and Ojo, 2003;
Aderinoye and Ojokheta, 2004) that explained the potential of open and distance learning in
overcoming barriers. This study suggests that ODL is a promising and practical strategy to
address the challenge of widening access thus increasing the participation of women in higher
education, poverty reduction and empowerment. This in the final analysis is a sought out option
for womenfolk to catch-up with their male counterpart. However, the Nigerian government and
other stakeholders must be actively seen in transforming the ODL lanscape to address both the
internal and external challenges that women encounter in accessing education.
It could be seen clearly from the above discussion that most of the women have improvement in
their personal income status and also their share in household income. However, better

P a g e | 32

improvement status occupies the first position of reporting, moderate improvement the second
and low improvement the last in respect of changes in personal income status. In general the
rural women of Amaram village, Alathur village and Navalur village have shown considerably
better improvement status both in their personal income earning and also their share in household
income. It is observed from the result of caste wise analysis that scheduled caste women lag
behind others with respect to improvement in personal income status and their share in
household income they are poor and labour households. It is observed from the result of
education wise analysis that high level educated women have mainly better improved status in
personal earnings and also their share in household income than the primary level educated SHG
women, indicating lack of awareness of utilizing existing opportunities towards income
generation on the part of the primary level educated SHG women.The findings of respondents
participation in financial affairs in consequence of SHG membership indicate the following facts.
An increase in more participation in financial affairs in consequence of SHG membership takes
first in order of reporting, less participation in decision making after joining SHGs the second
and somewhat increase participation the third and no change in decision making the last. In
general the respondents of Pottipuram village, Alathur village and Adaiyur village have got less
change in their financial decision making in consequence of SHGs activities. It is observed from
the result of caste wise analysis that scheduled caste women lag behind others in their financial
empowerment even after joining SHGs. It is observed from the result of education wise analysis
that primary level educated women lag behind literate women in their financial empowerment in
consequence of empowerment training programme imparted in SHGs. The findings of
development of confidence indicate the following facts. At the people level rural women rated
more development of self confidence in the first order in consequence of SHG activities

P a g e | 33

particularly capacity building training programme, and decline in self-confidence the last. A
similar situation has been observed development of self-confidence at the institutional level. In
general the rural women Adaiyur village, Amaram village and Navalur village constitute more in
number in their development of self-confidence is a result of training programme imparted in
SHGs by the partner NGOs. It is observed from the result of caste wise analysis that the
scheduled caste women lag behind others in their self-confidence development after becoming
members of SHGs. This may be due to their low educational status and their traditional sociocultural background. It is observed from the result of education wise analysis that primary level
educated women lag behind literates in their development at self-confidence by the impact of
SHG capacity building training programmes. When the level education increases, the confidence
development also increases and the vice versa.The findings of skill development among the selfhelp group women indicate the following facts. A high level skill development in consequence of
SHG membership takes first in order of reporting, moderate level skill development the second
and low level skill development the last. The SHG women of Adaiyur village, Amaram village
and Navalur village have high level skill development through their involvement in the activities
of SHGs. It is observed from the result of caste wise analysis that backward caste women lag
behind other in the skill development with their involvement in the activities of SHGs. It is
observed from the result of education wise analysis that high level educated women have high
level skill development considerably than the primary and low level educated SHG women.

P a g e | 34

Annexure
Questionnaire:
Name ____________________
Gender _____________
1. Age Group
a. 0-20
b. 21-45
c. 45& above
2. Qualification
a. Undergraduate
b. Graduate
c. Post Graduate
3. Are you aware about open distance learning?
a. Yes
b. No
4. Awareness through
a. Institutes
b. Internet
c. Others
5. Is open distance learning beneficial?
a. Yes
b. No
6. Have you or any of your relatives taken benefits of Open distance Learning?
a. Yes
b. No
7. If yes, was it useful?

P a g e | 35

a. Yes
b. No
8. Do you think more awareness should be created about Open Distance Learning?
a. Yes
b. No
9. Do you think this attracts more people towards earning?
a. Yes
b. No
10. Has it helped in empowering women?
a. Yes
b. Partially
c. No
11. Will this help in empowering more women in the society?
a. Yes
b. No
12. Will this have a positive impact on society as well as nation on whole?
a. Yes
b. No
13. Rate it on the scale of 5.
a.
b.
c.
d.
e.

1
2
3
4
5

P a g e | 36

Bibliography
(A) Book Reference
G. Sreeamulu, Empowerment of women through Self Help
Groups, Kalpaz Publications, 2006

B. Suguna, Empowerment of Rural women through Self Help

Groups, Discovery Publishing House, 2006

Christine von Prummer, Women and Distance Education:

Challenges and oppurtunities, Routledge Fslmer, 2002
D. B Rao & D. P. Rao, Women, Education and Empowerment,
Discovery Publishing House, 2003
(B) Websites
www.ignou.ac.in
www.journal.ignouonline.ac.in/