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Capabilities, Values and Education Policy

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  • Rosie Peppin Vaughan
  • Melanie Walker

Abstract

This paper outlines and explores a key obstacle to evaluating education policy using the capability approach. According to the capability approach, education policy should be targeted towards expanding people's capabilities. Values are central to an individual's capability set, because they determine the functionings important to them, and therefore the capabilities which are valuable to that individual. However, it is argued here that education has a more complex function than other areas of social policy, as education is able to influence and transfer values much more directly. How do we examine the relationship between education and the expansion of an individual's capabilities, if at the same time the process of education may directly determine the very nature of the capability set itself? As a solution, a form of education is proposed that would enable students to become aware of the values they hold, and develop them further through fostering critical thinking, practical reason, and access to knowledge, rather than directly imparting values to students. We illustrate this drawing on a recent project on higher education and transformation in South Africa.

Suggested Citation

  • Rosie Peppin Vaughan & Melanie Walker, 2012. "Capabilities, Values and Education Policy," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 13(3), pages 495-512, August.
    • Handle: RePEc:taf:jhudca:v:13:y:2012:i:3:p:495-512
    DOI: 10.1080/19452829.2012.679648
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    Cited by:

    1. Martínez-Usarralde, María-Jesús & Pausá, Juan Murillo & García-López, Rafaela, 2017. "The ERASMUS experience and its capacitating potential: Analysis of adaptive capabilities," International Journal of Educational Development, Elsevier, vol. 53(C), pages 101-109.
    2. André, Kévin, 2013. "Applying the Capability Approach to the French Education System: An Assessment of the "Pourquoi pas moi ?"," ESSEC Working Papers WP1316, ESSEC Research Center, ESSEC Business School.
    3. Chen, Jidong & Liu, Shenglong & Zhang, Xiaoming & Zhou, Xingyu, 2023. "Building social trust through education," China Economic Review, Elsevier, vol. 82(C).
    4. Fabio Humberto Sepúlveda Murillo & Jorge Chica Olmo & Norely Margarita Soto Builes, 2019. "Spatial Variability Analysis of Quality of Life and Its Determinants: A Case Study of Medellín, Colombia," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 144(3), pages 1233-1256, August.
    5. Kévin André, 2013. "Applying the Capability Approach to the French Education System: An Assessment of the "Pourquoi pas moi ?" Programme," Working Papers hal-00880246, HAL.
    6. Joaquín, 2018. "Educación artística, elección de bachillerato y capacidades. Efecto de la creación del bachillerato artístico en la matrícula universitaria," Documentos de Investigación Estudiantil (students working papers) 18-03, Instituto de Economía - IECON.
    7. Addabbo, Tindara & Di Tommaso, Maria Laura & Maccagnan, Anna, 2014. "Education capability: a focus on gender and science," Department of Economics and Statistics Cognetti de Martiis. Working Papers 201433, University of Turin.
    8. repec:hal:journl:hal-00880246 is not listed on IDEAS
    9. Tindara Addabbo & Maria Laura Di Tommaso & Anna Maccagnan, 2016. "Education Capability: A Focus on Gender and Science," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 128(2), pages 793-812, September.
    10. Walker, Melanie & Mkwananzi, Faith, 2015. "Challenges in accessing higher education: A case study of marginalised young people in one South African informal settlement," International Journal of Educational Development, Elsevier, vol. 40(C), pages 40-49.

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