Education is growing at a phenomenal pace. Inclusiveness has been accommodated by the advantages that come with ICT and its link to ODL. The human capital levels of women stand far below that of men in institutions of higher learning. Whereas women (and the youth) are bound to reap abundantly from the much compensation that ICTs and ODL have to offer, it is the presupposition of this article that such an effort is fraught with obstacles. The article seeks to answer three basic questions; is ODL a conceivable socio-economic facility for the empowerment of women in Sub-Saharan Africa?, can the gender knowledge divide be equitably bridged via the ODL process?, and what are the drivers of success in enabling ODL to serve women?. This article assumes a critical-conceptual approach to analyze the setbacks accompanying the exploitation of ICT in particular and ODL in general, while at the same time fronting justification for the use of the programme from an equitable perspective.