This article critically analyses a batch of open and distance learning (ODL) literature that is focused on gender inequality in post-secondary and higher education contexts, looking at 34 studies over 30 years. Using Therborn's scale, they determined that "Resource inequality is the most pressing issue in most of the studies (58%), followed by existential inequality (34%) and vital inequality (8%)." Factors leading to these inequalities included patriarchy, androcentric worldview, exploitation of land and people, poor economy, perceived competencies in technology-use, and transition into market economy. They note that "the affordances of ODL—such as learning anytime, anywhere, at low cost, and with flexible entry—are often posited as strategic responses to the barriers in women's education." However, as some have argued, ""the problem is not only women's equal education opportunity, but also their equality in the system. A patriarchal social system that ignores women's needs will naturally not provide [their equality in the system of education]."
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