Education Expectations and Income Level of Families: An Assessment within the Framework of Human Capabilities Approach

Author(s):  
Burcu Yavuz Tabak
2021 ◽  
Vol 13 (2) ◽  
pp. 969
Author(s):  
Marina Checa-Olivas ◽  
Bladimir de la Hoz-Rosales ◽  
Rafael Cano-Guervos

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.


2015 ◽  
Vol 44 (2) ◽  
Author(s):  
Catherine Vanner

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.


Author(s):  
Bruce P. Archibald

This chapter examines the question of whether the law should prohibit or prevent jobs that are robotic in the nature of their performance against two normative frameworks: first, the framework of human rights and, secondly, the framework of human capabilities. These two frameworks justify controls, albeit not necessarily the same, over the sorts of jobs that are available on the labour market. The chapter finds that both frameworks recognize the value of work as an important interest and an element of human flourishing, and both frameworks impose duties as to the content of work. The duties that human rights impose include the creation of work opportunities and the prohibition of exploitation at work, rather than the creation of meaningful work. Working like a robot, or like a cog in a machine, is not necessarily incompatible with human rights. However, it appears to be incompatible with Nussbaum’s account of human capabilities. It undermines both architectonic capabilities of practical reason and affiliation, the exercise of which affects all other capabilities. Even though boring and monotonous work is incompatible with this approach, it is less clear whether there should be a state duty to prohibit it, according to the theory of human capabilities. This is because work, even if boring and monotonous, may still be conducive to human flourishing for it is good for the enjoyment of several human capabilities. This lack of clarity as to the duties imposed in this area is a weakness of the capabilities approach.


Author(s):  
Virginia Mantouvalou

This chapter examines the value of work and the requirements of the content of work against two normative frameworks: first, human rights, and second, human capabilities. Its main question is whether working like a robot should be prohibited. The chapter identifies certain overlaps in the requirements imposed by the two frameworks, such as a duty to create opportunities to work and the prohibition of being forced to work. When it comes to the content of work, both frameworks prohibit workers’ exploitation, and both recognize the value of self-development in the workplace, up to a certain extent. The overlap is justified given that there are connections between human dignity and human flourishing, both values that are also linked to human rights. However, the chapter also suggests that capabilities theory, as a theory of human flourishing, requires the promotion of meaningful work for everyone. This requirement is more demanding than the duties imposed by human rights, which are primarily about identifying and addressing moral wrongs. Whether boring and monotonous jobs should be prohibited as a moral wrong, though, is not specifically addressed within capabilities theory. The lack of specificity as to the duties imposed is a weakness of the capabilities approach.


2013 ◽  
Vol 12 (3) ◽  
pp. 361-390
Author(s):  
Robert M. Marsh

Abstract One of the problems Amartya Sen raised in his capabilities approach was: why do people in some societies realize a much lower level of various kinds of human capabilities than would be expected on the basis of their GDP per capita, while other societies do better than expected? This paper focuses on six capabilities and functionings: life expectancy, schooling, living in a society with less income inequality and less gender inequality, political freedom and life satisfaction. Empirically I start with data on 156 societies and use regression analysis and case diagnostics to identify societies that are extreme outliers. These are identified as Singapore, Saudi Arabia and South Africa, each of which does significantly worse than expected (given their relatively high level of economic development) on two or more of the six capabilities. I then use qualitative analysis to specify, through “process-tracing”, the causal mechanisms that explain why these particular societies are so “unbalanced” in the relationship between their economic development and their human capabilities.


2018 ◽  
Vol 3 (4) ◽  
pp. 42-50
Author(s):  
Rosita Tandos

Some studies exploring the life of migrant domestic workers found that the main factor that push Indonesian migrant domestic workers is experiencing severe economic condition (Raharto, 2000; Silvey, 2004; Pitoyo, 2007). The poor economic condition forces women and girls to be domestic workers. Additionally, cultural value of patriarchy puts a responsibility for women at domestic area influencing the women’s ability to fill the demand of the domestic workers in overseas. This paper addresses the main topic of enhancing protection and empowerment for Indonesian female migrant domestic workers by specifically exploring the issues after working in overseas. The study exploring the life of former migrant domestic workers from Bondan village of Indramayu district using qualitative method. The informants of the study were the workers who just finished their work contract, staying at the moment in the village waiting for the next call or deciding to stop working in overseas. The number of participants was 40 women (n=40), joining focus-group discussions and in-depth interviews. The theoretical frameworks used in the study consist of human capabilities approach, feminist perspective, and social work theories of empowering individual, family, and community. Then, the discussion covers three main points: first, discussion of the theories applied in the study; second, the life of transnational domestic workers of examining abusive conditions; third, developing future practices to empowering the workers; and fourth, a part of the paper provides conclusion to whole points discussed.


Information ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 327
Author(s):  
Ermias Abebe Kassa ◽  
Jan C. Mentz

This conceptual paper argues that enterprise architecture (EA) should move towards a conscious human-centered conception of the enterprise. Employing the conceptual methodological approach of theory synthesis and drawing on the extant literature in enterprise architecture as well as pertinent social and organizational theories, we suggested foundational propositions that could holistically serve as a theoretical lens for (re)viewing the foundations of EA within a progressive conscious enterprise agenda. The novel contribution of the paper is the introduction of human capabilities approach (HCA) as a method theory, to supplement systems and stakeholder theories, for design and evaluation of enterprise architecture in the modern enterprise. The paper concludes by showing the implications of the propositions for practitioners and researchers.


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