scholarly journals Planning for freedom: From human capital to human capabilities

2021 ◽  
pp. 1-21
Author(s):  
Lesley Powell
Keyword(s):  
Human Capital ◽  
Capability Approach ◽  
Planning System ◽  
Planning Systems ◽  
Human Capabilities ◽  
New Approaches ◽  
Alternative Vision ◽  
The Capability Approach

In this article, I build on critiques of the dominant skills orthodoxies that underpin National Skills Planning Systems (NSPS). I respond to calls for a broader conceptualisation of skills planning by discussing the contribution that the capability approach brings to the reconceptualisation of the role, purpose, and orientation of NSPS. Applying the capability approach as a thinking tool for building a broader approach to skills planning led to the identification of seven dimensions that frame an emancipatory approach to skills planning. My core argument is that COVID-19 has laid bare the urgent need for new approaches to skills planning that are informed by a different set of assumptions, driven by a different set of indicators, inclusive of different voices, undertaken through different processes, and, importantly, driven by a different set of goals. Responding to the call for a broader approach to skills planning and taking seriously the seven dimensions of an emancipatory skills planning system will require an alternative vision not only of skills and of work, but of society as a whole.

Stakeholder Capability Enhancement as a Path to Promote Human Dignity and Cooperative Advantage

2016 ◽  
Vol 26 (4) ◽  
pp. 529-555 ◽  
Author(s):  
Michelle K. Westermann-Behaylo ◽  
Harry J. Van Buren ◽  
Shawn L. Berman
Keyword(s):  
Value Creation ◽  
Capability Approach ◽  
Stakeholder Management ◽  
Future Research ◽  
Enterprise Strategy ◽  
Human Capabilities ◽  
Social Wellbeing ◽  
Human Capability ◽  
Cooperative Advantage ◽  
The Capability Approach

ABSTRACT:Promoting dignity is at the heart of the human capability approach to development. We introduce the concept of stakeholder capability enhancement, beginning with a discussion of the capability approach to development proposed by Sen (1985) and further advanced by Nussbaum (1990) to incorporate notions of dignity. Thereafter follows a review of the literature on value creation stakeholder management and convergent stakeholder theory (Freeman, 1984; Freeman, Harrison, Wicks, Palmer, & DeColle, 2010; Harrison & Wicks, 2013; Jones & Wicks, 1999), as the foundation for our concept of stakeholder capability enhancement. The remainder of this article develops a model that integrates stakeholder management with the human capability approach to detail the cooperative advantage that accrues to business and its stakeholders, as well as the gains in social wellbeing and dignity, when stakeholder capability enhancement becomes a common enterprise strategy. The model also explores the risks and boundary conditions firms face when seeking to profit from stakeholder capability tradeoffs. In explaining the model, we explore normative responsibilities and consequences with regard to human capabilities and dignity. We conclude with implications for future research.

The Capabilities Approach and Gendered Education

2003 ◽  
Vol 1 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Elaine Unterhalter
Keyword(s):  
Human Capital ◽  
South African ◽  
Capability Approach ◽  
Capabilities Approach ◽  
Gender And Race ◽  
Policy Responses ◽  
Race Inequality ◽  
Aids Epidemic ◽  
Complex Settings ◽  
The Capability Approach

This article examines Amartya Sen's writings on the capabilities approach and education. Sen sometimes suggests a loose association between education and schooling. Elsewhere he concludes that one can read off the outputs of schooling as an indication of capabilities and an enhancement of freedom. While the capability approach provides a valuable way beyond human capital theorizing about education, Sen's writing fails to take account of the complex settings in which schooling takes place. Sometimes schooling does not entail an enhancement of capabilities and substantive freedom. South African policy responses to the HIV/AIDS epidemic highlight how using the capability approach to evaluation without paying attention to conditions of gender and race inequality yield only half the picture.

scholarly journals Cultivating Moral Attention: a Virtue-Oriented Approach to Responsible Data Science in Healthcare

2021 ◽  
Author(s):  
Emanuele Ratti ◽  
Mark Graves
Keyword(s):  
Data Science ◽  
Ethical Decision ◽  
Capability Approach ◽  
Ethical Decision Making ◽  
Human Capabilities ◽  
Health Records ◽  
The Past ◽  
Moral Attention ◽  
Science Activities ◽  
The Capability Approach

AbstractIn the past few years, the ethical ramifications of AI technologies (in particular data science) have been at the center of intense debates. Considerable attention has been devoted to understanding how a morally responsible practice of data science can be promoted and which values have to shape it. In this context, ethics and moral responsibility have been mainly conceptualized as compliance to widely shared principles. However, several scholars have highlighted the limitations of such a principled approach. Drawing from microethics and the virtue theory tradition, in this paper, we formulate a different approach to ethics in data science which is based on a different conception of “being ethical” and, ultimately, of what it means to promote a morally responsible data science. First, we develop the idea that, rather than only compliance, ethical decision-making consists in using certain moral abilities (e.g., virtues), which are cultivated by practicing and exercising them in the data science process. An aspect of virtue development that we discuss here is moral attention, which is the ability of data scientists to identify the ethical relevance of their own technical decisions in data science activities. Next, by elaborating on the capability approach, we define a technical act as ethically relevant when it impacts one or more of the basic human capabilities of data subjects. Therefore, rather than “applying ethics” (which can be mindless), data scientists should cultivate ethics as a form of reflection on how technical choices and ethical impacts shape one another. Finally, we show how this microethical framework concretely works, by dissecting the ethical dimension of the technical procedures involved in data understanding and preparation of electronic health records.

scholarly journals Meninjau Tanggungjawab Sosial Perusahaan dalam Pendekatan Kapabilitas

2020 ◽  
Vol 6 (1) ◽  
pp. 16
Author(s):  
Pinurba Parama Pratiyudha
Keyword(s):  
Corporate Social Responsibility ◽  
Social Development ◽  
Third World ◽  
Capability Approach ◽  
Human Capabilities ◽  
The Past ◽  
The Individual ◽  
Corporate Social ◽  
The Capability Approach

This paper departs from the discourse of the paradigm of social development in third world countries. The first discourse reviews the critics of the broad state in social development. It supports the non-state actors to take a part in development through corporate social responsibility (CSR). The second discourse departs from economic development which weakens the capability of the individual in achieving development itself. The concept of the capability approach in human development emerged as a solution to create inclusive welfare. This paper itself raises these two things in one discussion related to the role of CSR in relation to the development of human capabilities. Taking an analysis of the Program Desa Mandiri Energi by PJB UP Paiton, the study examines the role of CSR activities in supporting community capabilities. This paper argues that the existence of CSR provides a strong contribution to strengthening the capabilities of the community that has developed from the past. However, in the subsequent findings, there are several aspects of CSR programs that still several actions to be developed and improved human capabilities.

scholarly journals From Handmaidens to POSH Humanitarians: The Case for Making Human Capabilities the Business of I-O Psychology

2017 ◽  
Vol 10 (3) ◽  
pp. 329-369 ◽  
Author(s):  
Alexander Gloss ◽  
Stuart C. Carr ◽  
Walter Reichman ◽  
Inusah Abdul-Nasiru ◽  
W. Trevor Oestereich
Keyword(s):  
Capability Approach ◽  
Multidimensional Poverty ◽  
Moral Justification ◽  
Moral Imperative ◽  
Human Capabilities ◽  
Formal Economy ◽  
Recent Commentary ◽  
Relative Safety ◽  
The World ◽  
The Capability Approach

Industrial-organizational (I-O) psychology has begun to shed its reputation as a handmaiden to corporate and managerial interests, in part, through its engagement with humanitarian concerns. However, as highlighted by recent commentary, I-O psychology still has a decidedly POSH perspective on the world; that is, it has focused on Professionals who hold Official jobs in a formal economy and who enjoy relative Safety from discrimination while also living in High-income countries. This POSH perspective reflects an underlying bias away from people living in multidimensional poverty. We empirically illustrate some of the connections between a POSH perspective and poverty by reviewing 100 years of research in I-O psychology, and then we make a case for why a neglect of people living in poverty undermines the discipline's science, its practice, and its humanist charge. As moral justification for greater engagement with humanitarian concerns and as a guide to navigate the difficult ethical quandaries involved in doing so, we suggest that I-O psychologists should consider the capability approach. We discuss the concept of human capabilities, relate it to I-O psychology, and demonstrate its utility in the form of three hypothetical scenarios. Perhaps our most controversial claim is that there is a moral imperative for I-O psychology to overrepresent people living in the deepest forms of poverty in both its science and practice.

Three models of education

2006 ◽  
Vol 4 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Ingrid Robeyns
Keyword(s):  
Human Capital ◽  
Educational Policy ◽  
Capability Approach ◽  
Gender Issues ◽  
Human Capital Theory ◽  
Human Capital Approach ◽  
Educational Policies ◽  
Capital Theory ◽  
Economic Roles ◽  
The Capability Approach

This article analyses three normative accounts that can underlie educational policies, with special attention to gender issues. These three models of education are human capital theory, rights discourses and the capability approach. I first outline five different roles that education can play. Then I analyse these three models of educational policies. The human capital approach is problematic because it is economistic, fragmentized and exclusively instrumentalistic. Rights and capabilities are in principle multi-dimensional and comprehensive models, and can therefore account for the intrinsic and non-economic roles that education plays. However, depending on how one fills out the specific details of the rights and capability frameworks, they also have some drawbacks. I conclude by arguing that the intrinsic aim of educational policy should be to expand people’s capabilities, whereas we should use the rights discourses strategically, that is, when they are likely to contribute to expanding people’s capabilities.

Early childhood educational curricula: implications of the capability approach

2017 ◽  
Author(s):  
Antoanneta Potsi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Curriculum Development ◽  
Capability Approach ◽  
Human Capabilities ◽  
Childhood Education ◽  
Policy Frameworks ◽  
Academic Content ◽  
Instrumental View ◽  
The Capability Approach

This chapter examines the potential of the capability approach as a framework of normative aims for early childhood education (ECE) curricula. More specifically, it considers Martha Nussbaum's list of basic human capabilities, developed as a relatively definite standard of minimal justice and as the minimum entitlements a person should have, as an adequate frame for capability-promoting policy in ECE and especially in curriculum development. Nussbaum's basic human capabilities are deeply rooted in the normative principles that govern ECE and care and contrast with the reductionist and instrumental view of the ECE curriculum that prevails within contemporary policy frameworks. The chapter argues that a capability-promoting curriculum could help us better understand what is worth seeking for its own sake without lacking academic content.

Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

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