Online published on 28 February, 2020.
Women constitute of half the population in India but do not have similar access to resources, employment or income opportunity as men. Concomitantly their contribution to the development of the country is significantly constrained. Disconcertingly, there is still a wide gap in the literacy levels of men and women in India and more so in the state of Odisha, despite the RTE Act. Girls face multidimensional impediments to educational attainment on account of socio cultural, economic and psychological set-backs arising out of years of constant dominion in a primarily patriarchal set up of society. The concept of empowerment involves increasing one's control over productive resources, assets, expanding the freedom of choice and decision making rights within the family as well as beyond it, that would strive towards improvement in the quality of life of self and achieve selfdefined goals. Empowerment exists in different facets ranging from economic, social or psychological. This study has been conducted to analyse the interrelationship of these variables in a composite and coherent manner through a conceptual and empirical framework of women empowerment in the Indian context. Total sample of 446 women in the age group of 18–50 years were taken from 24 selected villages in Khordha. The urban samples were from the city of Bhubaneswar and Khordha town. Multi stage purposive sampling was adopted and responses were recorded using interview schedules. The results show that on a rural-urban comparison, education level enhances the economic condition of women due to factors like income, gainful employment, land holdings, access to assets,
savings and expenditure. Educated women display better child care, immunisation of children and maintenance health records. Access to health care in rural areas is poor compared to urban areas and women have to travel some distance to reach health care centres.
Empowerment of women was also measured on similar variables based on the ‘core-periphery’ model. The education level was a differentiating factor in the income and expenditure level of respondents of the two districts. Scales to measure empowerment have been developed and validated applying Structural Equation Modelling (SEM). The scales show significantfactor loadings on all items, sample adequacy, high Cronbach reliability Education was found to enhance economic empowerment (CR=1.820; p<.06) and social perception (CR= 2.251; p<.02). However, it neither influences the psychological empowerment nor decision making directly. It was observed that economic empowerment has enhanced decision making (CR=1.947; p<.05) and psychological empowerment (CR=2.318; p<.02).
The roadblocks to education and empowerment of women in the context have been addressed in this study. Creating employment opportunities for low skilled uneducated female workers in rural parts through the MNREGA and skill inculcations in educated girls can be potent initiatives in providing employment to women and girls. Greater devolution of funds for woman specific programmes, adequate allocation in gender budgeting and better monitoring of utilisation of funds can also effective tools for employment, empowerment and reducing entrenched gender gaps. This study can be a torch bearer for triggering institutional initiative and public policy intervention for greater empowerment of women. Significance of the research lies in highlighting that women's education plays a relatively dominant role in capability building and development. The study has not considered aspects like cultural implications and birth order or personality traits in assessing women empowerment.
