Skills Development and TVET Policies in South Africa: The Human Capabilities Approach

2018 ◽  
pp. 1-14 ◽  
Author(s):  
Siphelo Ngcwangu
Keyword(s):  
South Africa ◽  
Capabilities Approach ◽  
Skills Development ◽  
Human Capabilities

scholarly journals The Impact of Employment Quality and Housing Quality on Human Development in the European Union

2021 ◽  
Vol 13 (2) ◽  
pp. 969
Author(s):  
Marina Checa-Olivas ◽  
Bladimir de la Hoz-Rosales ◽  
Rafael Cano-Guervos
Keyword(s):  
European Union ◽  
Human Development ◽  
Capabilities Approach ◽  
Housing Quality ◽  
The European Union ◽  
Human Capabilities ◽  
Time Work ◽  
Part Time ◽  
Employment Quality ◽  
The Impact

This study aims to contribute new information on how and through which factors employment quality and housing quality can be improved from a human development approach so that people can live the life they want. Using the human capabilities approach as a theoretical reference framework, the article analyses the effect of involuntary part-time employment and overcrowded housing on the Human Development Index (HDI). The empirical analysis is based on the panel data technique, which is applied to data from the European Statistical Office (Eurostat) and the United Nations Development Programme (UNDP) for the 28 member countries of the European Union. The results shed new evidence on how involuntary part-time work and overcrowded housing limit or hinder people from living the lives they want, at least in the dimensions measured by the HDI.

scholarly journals The Centrality of Participant Voice in Illuminating the Gender Regime in Education Research Using a Human Capabilities Analysis

2015 ◽  
Vol 44 (2) ◽  
Author(s):  
Catherine Vanner
Keyword(s):  
Education Research ◽  
Research Synthesis ◽  
Analytical Framework ◽  
Capabilities Approach ◽  
Educational Values ◽  
Human Capabilities ◽  
Gender Regime ◽  
Gender And Education ◽  
Gender Regimes ◽  
Equality In Education

The human capabilities approach distinguishes between capabilities (a person’s ability to choose what she wants to do/be) and functionings (actually doing/being what she wants). When used to analyze gender equality in education, it draws attention to the nature of education and the extent to which it is equally empowering for girls and boys. This research synthesis examines the use of the human capabilities approach as an analytical framework for gender and education research. The approach’s emphasis on participant voice as a means of articulating what is valued in education highlights contradictions and similarities within a given community and attends to the way that the gender regime of the school characterizes the educational experience. This is particularly meaningful in relation to the views of student participants including children, whose descriptions of their educational values, goals and experiences are critical in understanding the daily operations and experiences of gender regimes in schools.

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