Empowering Women’s Participation in ICT: Role of Universities

*Ms. Priya Pathak

**Ms. Swati Gupta

Article Published in: EduTracks (ISSN: 0972-9844), Dec’2010, Vol. 10, No.4, Page No. 25-27.

It must be appreciated that a nation that does not respect its women cannot be described as a

civilized nation at all. The role of women is key for socio-economic development and, therefore,

women participation in society should be promoted.

Empowerment as a multi-dimensional, gradual process by which women become

aware of their subordinate position and the power structures at play in their environment; then

they go ahead to do something to overcome these constraints. This process enables women to

become self-reliant and gain control over their own lives, and act on issues they consider

important but without infringing upon the rights of others; this process may also lead to

‘collective’ change. (Rowlands 1997 and Freire 1972).

ICT (Information and Communication Technology) can play a major role in women

empowerment. ICT comprise a complex and heterogeneous set of good application and services

used to produce, process, distribute and transform information. ICT embody a full range of old

and new technologies such as e-mail and internet services, telephones, fax, scanner, printer,

photocopiers, radio, television and mobile. As defined ICT is a tools that can enable the

participation of poor women and men in economic and civic life and help them to move out of

poverty.

* Ms. Swati Gupta, Research Scholar, Faculty of Education, Banasthali University, Banasthali, e-mail-

swati_1985@rediffmail.com

**Ms. Priya Pathak, Research Scholar, Faculty of Education, Banasthali University, Banasthali, e-mail-

Pearl171985@yahoo.com

ICT (Information and Communication Technology) can reduce discrimination and

empower women for all type of activities. Since information, ability to communicate and to

enroll in decision-making processes are the basic pillars of empowerment and Empowered

women is be one of the most effective drivers of development, As mentioned in the Beijing

Declaration “ICT is a powerful tool that women could use for mobilization, information

exchange and empowerment."

Many countries have experienced rapid changes in the information and

telecommunication sectors, which they call it as ‘ICT revolution’, and this could play a

resounding role in transforming the quality of life.

It is increasingly apparent though, the benefit of ICT is unevenly distributed between

and within countries to a large extent because of the differences in access and the knowledge-

base needed for their optimal use. There countries to be evidence of a “Digital Divide” between

those who have and those who have no access to ICT or the knowledge and training required to

use them. The danger of growing digital divide is not only due to a lack of access, resulting from

economic or geographical situations, but also because of limited training opportunities to adapt

to the new technologies. So, there remains a small minority of society that has access to the

global ICT network, and while this number is expected to grow, the divide may continue to

widen if the primary concerns of differential access and benefits are not addressed.

This uneven distribution is seemingly gender-based too. Women are certainly not using

ICT optimally. Therefore, they seen to have been left behind or set aside, and especially the rural

based women remain on the underprivileged side of this divide.

For example According to world development report (2000-2001), women constitute only 22%

of internet users in Asia, 38% of those in Latin America. In another example according to the

report researched by NASSCOM( National Association of Software and Service Companies) in

June-July 2002, the number of internet users in India was 3,700,000 and the proportion of males

to female was 77:23 and women’s employment rate in ICT- enable services in India is 37%.

Now let’s take a view of women’s literacy levels- women’s enrollment in

professional and technological education are even lower in most part of the world. Women

constituted only 1.6% of all engineering students in Kenya and 2.1% in Ghana.

Source-Engineering Development Report and Gender status, World Bank.

Therefore here some questions arise automatically.

• What are the causes of low participation of women in ICT?

• How can universities encourage and empower women’s participation in ICT?

Causes of low participation of women in ICT- There are so many causes and barriers that

affect the participation of women in ICT that must be understood and addressed. They include-

v Low rate of access to ICT in undeserved and rural areas, particularly by women, especially

when they are located in internet cafe’s, either because going to such places alone may be

socially inappropriate in some cultures or because the cafe’s are placed in areas where

women may feel concerned about their personal safety.

v Women in the science, engineering and technology sector do not receive equal salary for

equal work. A preview of a survey to be released by the Association of Professional

Engineers, Scientists and Managers Australia (APESMA) found more than 25% of

professional women reported a salary disparity with their male counterparts.

v Extremely low number of women in position of decision making in the ICT areas.

v Women and girls on an average receive less education and training, especially in

developing countries, and therefore may lack the language and other skills required for

engaging in activities leading to creation for the Information society.

v Female students tend to be less sensitive, less interested in computers, to have less positive

views about the values of computer and anxiety and lack of confidence in their computer

abilities.(Volman,2001 and Tomte,2008 )

v Women show less self –efficacy and task value beliefs which influence the quality of

learning and are in predictors of students future academic and career choices.(Pintrich and

Decroon)

Effort, Persistence, Use of effective strategies

Positive self-efficacy And value feelings Success

Avoidance of challenge, Reduced effort, ineffective strategies

Lower self-efficacy Failure And value feelings

v Low rate of computer literacy and pre-requisite skills for ICT use.

v Low participation of women in the development of ICT and technology applications.

v Lack or absence of co-operation.

v Poor networks in rural areas.

v Low availability of appropriate technology relevant to specific conditions. Given the

characteristics of rural women and men, such as having little or no schooling, speaking

only local language among others, they are among the last to reap any benefits from ICT.

v Lack or absence of evaluation mechanisms within gender and other development

programs.

Role of Universities-Universities can play important role for women by encouraging them to

participate in ICT and overcome these barriers to a maximum extent. There are some

recommendations which are given below-

v Create awareness in women not only about ICT but also how it can be useful in

identifying and articulate their needs.

v Bring about attitudinal change in society as well as in women, including sensitiveness,

concern towards women’s issues related to ICT.

v Establish partnership with community, NGOs (Non-Government Organizations) and

industry to develop gender sensitive ICT projects and programs.

A CD-ROM “Rural Women in Africa Ideas for earning money” is an example of a

deliberate effort to increase women’s participation in the use of ICT. CD-ROM has

empowered the women, by increasing access to information and to learn new ideas, by

giving them knowledge, skill and confidence. By using CD-ROM women have become

more sociable, willing to discuss own situations and together, come up with solutions to

help reduce poverty.

v Consultation at every stage of development should be given. It gives the beneficiaries

confidence to participate and contribute to their own cause. It also brings in the aspect of

relevance and feedback for improvement.

v Beside their conventional role, the universities have to play a positive role in building up

confidence, self-reliance, articulation and leadership qualities among women students.

v Generating of high level professional courses which make option more diversified for

women, while at the same time, retaining traditional options. Universities will have to

design and offer courses, which are adaptable to new situations.

v Conduct researches on issues related to women in deprived and weaker sections for

maximum use of ICT and bring out the relevant information programmes at grass-root for

the knowledge of others. Women is actual problems should be the central focus of

researches.

v Effort must be made to interact with wider society to develop training programmes such

as with industry, information technology centers. Training should be carefully assessed

for removing negative images and references to women.

v Prepare women for all top level position so that high number of women will be in

position of decision making in the ICT sectors.

v Promote the use of ICT as a tool to increase general literacy and improve basic education

for women. ICT can contribute to increase primary and secondary education for girls, to

ensure access to reproductive employment in the ICT and related sector.

v On-going monitoring and evaluation of women’s related issues, programmes, projects

and its implementation in universities through researches and workshops, seminars.

v Universities can generate some interdisciplinary courses and ICT can be an important

part of these courses.

v ICT courses to be designed and redesigned for mixed population, i.e. urban and rural.

v Women’s concern is incorporated as foundation course.

v Give leadership training to women at all levels.

v Give information and training in new technology with or without literacy.

Conclusions- Low participation of women in the area of ICT is a critical problem and there

are so many causes like socio-cultural barriers, technology and applications related barriers

etc.But these barriers can be minimized by using and developing some guidelines. These

guidelines can help the universities in empowering women and maximize the awareness,

competence, and participation in the area of ICT.

References-

Ø Eun-Ju, K. (2001). ITU Policies & Activities on Gender-Sensitive ICT Policies.

Expert Group Meeting. Bangkok, Thailand: UNESCAP. Retrieved from

http://www.unescap.org/esid/GAD/Event/EGMICT2001/itungenderersensitive.

Ø Louis Baron, G., Hourbette, D. and Khaneboubi, M. (2009). Promoting Equality in

Digital Literacy: ICT in education from a gender perspective. Project Number:

141967-LLP-1-2008-GR-COMENIUS-CMP. Retrieved from

predil.iacm.forth.gr/docs/PREDIL_D4_State_of_the_Art.pdf

Ø Malathi, S. and Saxena, A. (n.d.). Prospects for Rural Women in India ppt. Women in

Engineering Education and Employment- Prospects for rural Women in India.

Retrieved from http://ebookbrowse.com/malathi-subramanian-anupama-saxena-

prospects-for-rural-women-in-india-ppt-d24480469.

Ø Mijumbi, R. (2002). ICTs as a tool for economic empowerment of women:

experiences from the use of a CD ROM by rural women in Uganda. Retrieved from

United Nations Division for the Advancement of Women (DAW) Expert Group

Meeting on “Information and communication technologies and their impact on and

use as an instrument for the advancement and empowerment of women” Seoul,

Republic of Korea: http://www.un.org/womenwatch/daw/egm/ict2002/reports/Paper-

RMijumbi.PDF

Ø The World Bank: Gender and Development Group. (2006). Gender And

Development Briefing Notes. Information and Communication Technologies (ICTs),

Women’s Enterprises and Labor Force Participation. Retrieved from

http://siteresources.worldbank.org/INTGENDER/Resources/ICTPSDMarch26.pdf

Ø Vekiri, I.(2008). ICT(s) and socialization: The role of schools and teachers. Retrieved

from http://www.oecd.org/dataoecd/43/7/40832712.pdf

Ø World Summit on the Information Society: Geneva 2003- Tunis 2005. (2005). High-

Level Panel on “Women in the Information Society: Building a Gender Balanced

Knowledge-Based Economy”. Retrieved from http://www.un.org/women

watch/ianwage/taskforces/ict/UNECE_gender_panel.pdf