An Introduction to the Human Development and Capability Approach
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The Capability Approach an Interdisciplinary Introduction
The Capability Approach An Interdisciplinary Introduction Ingrid Robeyns Version August 14th, 2017 Draft Book Manuscript Not for further circulation, please. Revising will start on September 22nd, 2017. Comments welcome, E: [email protected] 1 Table of Contents 1 Introduction ................................................................................................................ 5 1.1 Why the capability approach? ................................................................................. 5 1.2 The worries of the sceptics ....................................................................................... 7 1.3 A yardstick for the evaluation of prosperity and progress ........................... 9 1.4 Scope and development of the capability approach ...................................... 13 1.5 A guide to the reader ................................................................................................ 16 2 Core ideas and the framework .......................................................................... 18 2.1 Introduction ................................................................................................................ 18 2.2 A preliminary definition of the capability approach ..................................... 20 2.3 The capability approach versus capability theories ...................................... 24 2.4 The many modes of capability analysis ............................................................. 26 2.5 The modular view of the capability approach ................................................ -
Reducing Vulnerabilities and Building Resilience
Human Development Report 2014 Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience Explanatory note on the 2014 Human Development Report composite indices Oman HDI values and rank changes in the 2014 Human Development Report Introduction The 2014 Human Development Report (HDR) presents the 2014 Human Development Index (HDI) (values and ranks) for 187 countries and UN-recognized territories, along with the Inequality-adjusted HDI for 145 countries, the Gender Development Index for 148 countries, the Gender Inequality Index for 149 countries, and the Multidimensional Poverty Index for 91 countries. Country rankings and values of the annual Human Development Index (HDI) are kept under strict embargo until the global launch and worldwide electronic release of the Human Development Report. It is misleading to compare values and rankings with those of previously published reports, because of revisions and updates of the underlying data and adjustments to goalposts. Readers are advised to assess progress in HDI values by referring to table 2 (‘Human Development Index Trends’) in the Statistical Annex of the report. Table 2 is based on consistent indicators, methodology and time-series data and thus shows real changes in values and ranks over time, reflecting the actual progress countries have made. Small changes in values should be interpreted with caution as they may not be statistically significant due to sampling variation. Generally speaking, changes at the level of the third decimal place in any of the composite indices -
The Capability Approach and the Right to Education for Persons with Disabilities
Social Inclusion (ISSN: 2183–2803) 2018, Volume 6, Issue 1, Pages 29–39 DOI: 10.17645/si.v6i1.1193 Article Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities Andrea Broderick Department of International and European Law, Maastricht University, 6211 LH Maastricht, The Netherlands; E-Mail: [email protected] Submitted: 29 September 2017 | Accepted: 27 December 2017 | Published: 26 March 2018 Abstract The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal partici- pation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equal- ity in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is of- ten viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level. -
GDP in the Dock
COMMENT BOOKS & ARTS free online services, because the relevant statistics are not col- lected or do not fit easily into existing categories. There is even a mini-boom in ALFRED EISENSTAEDT/GETTY books about economic statistics. A decisive The Great coalition is shaping Invention: The up in favour of mov- Story of GDP and ing away from GDP. the Making (and The question is what Unmaking) of the Modern World to use instead. EHSAN MASOOD In The Great Inven- Pegasus: 2016. tion, Ehsan Masood, editor of policy peri- odicals Research Europe and Research Fort- night, argues for an improved GDP. Into this single metric for economic-activity indica- tors — defined as the monetary value of all goods and services produced in a country — he would combine environmental impacts and human well-being. His book traces the history of GDP since its creation, as well as the calls for alternatives, mainly from environmentalists. Masood agrees with the sentiment of suggestions to use ‘dashboards’ that incorporate other economic data and supplementary indicators, but he concludes that GDP matters. As he writes of countries that adopted it: “The act of measuring their economies would ultimately determine how their economies would be managed.” And it matters despite, or because of, its flaws. GDP is too entrenched to be successfully replaced, he finds; instead, it needs radical reform. FORMATIVE FACTORS GDP began, as Masood notes, as an aggre- gate measure when the need arose for governments to manage economies during the Depression in the 1930s and the Sec- ond World War. Pioneers of the statistics involved, such as US economist and Nobel John Maynard Keynes (right, with Henry Morgenthau) laid the foundations for the GDP metric. -
ADVANCED JURISPRUDENCE CONCEPTIONS of SOCIAL JUSTICE: RAWLS, HAYEK, NOZICK, SEN and NUSSBAUM Component-I (A)- Personal
LAW < ADVANCED JURISPRUDENCE CONCEPTIONS OF SOCIAL JUSTICE: RAWLS, HAYEK, NOZICK, SEN AND NUSSBAUM Component-I (A)- Personal Details Principal Investigator Prof. Ranbir Singh VC NLU Delhi Co-Principal Prof. G.S. Bajpai Registrar, NLU Delhi Investigator Paper Coordinator Prof. Sri Krishna Deva VC NLU Odisha Rao Content Writer Dr. Afroz Alam Associate Professor, Maulana Azad National Urdu University, Hyderabad Content Reviewer Component-I (B)- Description of Module Description of Module Subject Name Law Paper Name Advanced Jurisprudence Module Name/Title Conceptions of Social Justice: Rawls, Hayek, Nozick, Sen and Nussbaum Module Id Module 3 Pre-requisites A general understanding of social justice is required for a proper understanding of this module. Objectives After going through this module, you should be able to: understand the meaning and nature of social justice; understand the overarching theoretical frameworks of social justice developed by John Rawls, Friedrich Hayek, Robert Nozick, Amartya Sen, and Martha C. Nussbaum articulate your own positions in a clear, coherent and logical manner on the issues of social justice; and examine issues concerning social injustice, and critically analyse them with remedial tools. Key Words Social Justice, Difference Principle, Primary Goods, Spontaneous Order, Capability, MODULE OVERVIEW: For centuries, human society is constantly assessed with the principle of social justice. Yet the demands and principles of social justice are not always clear. What is social justice? Why does social justice matter? Is it concerned with equal opportunity or outcome or distribution of resources or capabilities or removal of poverty or creation of just institutions? As a result, there are great theoretical disagreements on the issues and remedies of the social justice concepts. -
Economic Theory, Freedom and Human Rights
Briefing Paper November 2001 Economic Theory, Freedom and Human Rights: The Work of Amartya Sen This Briefing Paper reviews the ways in which the Nobel Prize expanding the types of variables and influences that are winning economist Professor Amartya Sen has focussed accommodated in theoretical and empirical economics. His international attention on the significance of fundamental human contributions include far-reaching proposals for incorporating freedoms and human rights for development theory and practice. individual entitlements, functionings, opportunities, capabilities, In the past, dominant approaches have often characterised freedoms and rights into the conceptual foundations and development in terms of GDP per capita; food security in terms technical apparatus of economics and social choice. These of food availability; and poverty in terms of income deprivation. proposals reflect a number of central recurring themes Emphasis was placed on economic efficiency – with no explicit including: role being given to fundamental freedoms, individual agency and • the importance of pluralist informational frameworks that human rights. In contrast, Sen’s research has highlighted the central take account of both the well-being aspect of a person idea that, in the final analysis, market outcomes and government (relating to his or her own personal physical and mental actions should be judged in terms of valuable human ends. His well-being) and the agency aspect (relating to the goals work has contributed to important paradigm shifts in economics that a person values, desires and has reasons to pursue; and development – away from approaches that focus exclusively and being sensitive to processes as well as to outcomes – on income, growth and utility, with an increased emphasis on reflecting the intrinsic value of individual choice and individual entitlements, capabilities, freedoms and rights. -
Miss World 1970 by Jennifer Hosten, Coming Spring 2020 About Sutherland House
MISS WORLD 1970 BY JENNIFER HOSTEN, COMING SPRING 2020 ABOUT SUTHERLAND HOUSE Founded in 2017 by Canadian author and publishing executive Kenneth Whyte, Sutherland House is a new Toronto-based publisher of non-fiction books for global English-language audiences. Sutherland House specializes in narrative works of biography, memoir, history, business, culture, and current affairs. Aiming for high-quality and broad appeal, it published eight books in 2019 and will deliver nine in 2020. Each volume will be commissioned and edited by Mr. Whyte. All of our publications will bear the unique aesthetic of the Sutherland House brand, and be subjected to rigorous market testing from conception to launch. By maintaining a low overhead, the company is dedicating an unusually high portion of its resources to the promotion and mar- keting of its titles, which will be managed by our international network of service providers. Our Sutherland Classics series, which began in 2019 with the republication of Bernard Crick’s definitive George Orwell: A Life, is indicative of our commitment to quality non-fiction. We will reprint one or two masterpieces of biography, memoir, or character-driven history every year under the Sutherland Classics imprint. CONTACT INFORMATION CONTACT PUBLICITY SPRING 2020 THE SUTHERLAND HOUSE INC. [email protected] 416 Moore Ave, Suite 205 Toronto, ON M4G 109 RIGHTS INQUIRIES [email protected] MATTHEW BUCEMI [email protected] ORDERING INFORMATION CANADA WORLD UNIVERSITY OF BAKER AND TAYLOR TORONTO PRESS PUBLISHING SERVICES 5201 Dufferin Street 30 Amberwood Parkway Toronto, ON M3H 5T8 Ashland, OH 44805 Email: utpbooks@utpress. Tel: (888) 814-0208 utoronto.ca Email: [email protected] Misbehaviour, a major motion picture based on To be the luckiest kid in America, he first had to the author’s life and starring Keira Knightley and be the unluckiest. -
The Capability Approach: Its Development, Critiques and Recent Advances
An ESRC Research Group The Capability Approach: Its Development, Critiques and Recent Advances GPRG-WPS-032 David A. Clark Global Poverty Research Group Website: http://www.gprg.org/ The support of the Economic and Social Research Council (ESRC) is gratefully acknowledged. The work was part of the programme of the ESRC Global Poverty Research Group. 1 The Capability Approach: Its Development, Critiques and Recent Advances By David A. Clark* Over the last decade Amartya Sen’s Capability Approach (CA) has emerged as the leading alternative to standard economic frameworks for thinking about poverty, inequality and human development generally. In countless articles and several books that tackle a range of economic, social and ethical questions (beginning with the Tanner Lecture ‘Equality of What?’ delivered at Stanford University in 1979), Professor Sen has developed, refined and defended a framework that is directly concerned with human capability and freedom (e.g. Sen, 1980; 1984; 1985; 1987; 1992; 1999). From the outset Sen acknowledged strong connections with Adam Smith’s (1776) analysis of ‘necessities’ and living conditions and Karl Marx’s (1844) concern with human freedom and emancipation. Later Sen (1993, p.46) recognised that ‘the most powerful conceptual connections’ (which he initially failed to appreciate) relate to Aristotle’s theory of ‘political distribution’ and his analysis of eudaimonia – ‘human flourishing’ (see Nussbaum, 1988; 1990). While the roots of the CA can be traced back to Aristotle, Classical Political Economy and Marx, it is possible to identify more recent links. For example, Sen often notes that Rawls’s Theory of Justice (1971) and his emphasis on ‘self-respect’ and access to primary goods has ‘deeply influenced’ the CA (Sen, 1992, p.8). -
Human Development Index (HDI)
Human Development Report 2020 The Next Frontier: Human Development and the Anthropocene Briefing note for countries on the 2020 Human Development Report Chile Introduction This year marks the 30th Anniversary of the first Human Development Report and of the introduction of the Human Development Index (HDI). The HDI was published to steer discussions about development progress away from GPD towards a measure that genuinely “counts” for people’s lives. Introduced by the Human Development Report Office (HDRO) thirty years ago to provide a simple measure of human progress – built around people’s freedoms to live the lives they want to - the HDI has gained popularity with its simple yet comprehensive formula that assesses a population’s average longevity, education, and income. Over the years, however, there has been a growing interest in providing a more comprehensive set of measurements that capture other critical dimensions of human development. To respond to this call, new measures of aspects of human development were introduced to complement the HDI and capture some of the “missing dimensions” of development such as poverty, inequality and gender gaps. Since 2010, HDRO has published the Inequality-adjusted HDI, which adjusts a nation’s HDI value for inequality within each of its components (life expectancy, education and income) and the Multidimensional Poverty Index that measures people’s deprivations directly. Similarly, HDRO’s efforts to measure gender inequalities began in the 1995 Human Development Report on gender, and recent reports have included two indices on gender, one accounting for differences between men and women in the HDI dimensions, the other a composite of inequalities in empowerment and well-being. -
Technical Notes
Technical notes Calculating the human development indices—graphical presentation Human Development DIMENSIONS Long and healthy life Knowledge A decent standard of living Index (HDI) INDICATORS Life expectancy at birth Expected years Mean years GNI per capita (PPP $) of schooling of schooling DIMENSION Life expectancy index Education index GNI index INDEX Human Development Index (HDI) Inequality-adjusted DIMENSIONS Long and healthy life Knowledge A decent standard of living Human Development Index (IHDI) INDICATORS Life expectancy at birth Expected years Mean years GNI per capita (PPP $) of schooling of schooling DIMENSION Life expectancy Years of schooling Income/consumption INDEX INEQUALITY- Inequality-adjusted Inequality-adjusted Inequality-adjusted ADJUSTED life expectancy index education index income index INDEX Inequality-adjusted Human Development Index (IHDI) Gender Development Female Male Index (GDI) DIMENSIONS Long and Standard Long and Standard healthy life Knowledge of living healthy life Knowledge of living INDICATORS Life expectancy Expected Mean GNI per capita Life expectancy Expected Mean GNI per capita years of years of (PPP $) years of years of (PPP $) schooling schooling schooling schooling DIMENSION INDEX Life expectancy index Education index GNI index Life expectancy index Education index GNI index Human Development Index (female) Human Development Index (male) Gender Development Index (GDI) Gender Inequality DIMENSIONS Health Empowerment Labour market Index (GII) INDICATORS Maternal Adolescent Female and male Female -
The Capability Approach and Well-Being Measurement for Public Policy
Oxford Poverty & Human Development Initiative (OPHI) Oxford Department of International Development Queen Elizabeth House (QEH), University of Oxford OPHI WORKING PAPER NO. 94 The Capability Approach and Well-Being Measurement for Public Policy Sabina Alkire* March 2015 Abstract This chapter presents Sen’s capability approach as a framework for well-being measurement with powerful and ongoing relevance to current work on measuring well-being in order to guide public policy. It discusses how preferences and values inform the relative weights across capabilities, then draws readers’ attention to measurement properties of multidimensional measures that have proven to be policy-relevant in poverty reduction. It presents a dual-cutoff counting methodology that satisfies these principles and outlines the assumptions that must be fulfilled in order to interpret ensuing indices as measuring capability poverty. It then discusses Bhutan’s innovative extension of this methodology in the Gross National Happiness Index and reflects upon whether it might be suited to other contexts. It closes with some remarks on relevant material in other Handbook chapters. Keywords: capability approach, Amartya Sen, preferences, ordinal data, relative weights, AF dual-cutoff counting methodology, multidimensional poverty, Bhutan’s Gross National Happiness Index. JEL classification: D60, I30, I32, A13 Acknowledgements This is a chapter 'The Capability Approach' drafted for Oxford Handbook on Well-being and Public Policy. The early sections of this chapter drew on a 2008 unpublished background note for the Sarkozy Commission. I am grateful to Amartya Sen, James Foster, and Enrica Chiappero-Martinetti for discussion and comments; I am also grateful to participants in the March 2014 Handbook workshop for * Oxford Poverty & Human Development Initiative, Oxford Department of International Development, University of Oxford, 3 Mansfield Road, Oxford OX1 3TB, UK, +44-1865-271915, [email protected]. -
A Revision of Anderson and Satz
Georgia State University ScholarWorks @ Georgia State University Philosophy Theses Department of Philosophy 5-8-2020 Educational Adequacy, Capability, And Basic Educational Justice: A Revision Of Anderson and Satz Jared Corbett Follow this and additional works at: https://scholarworks.gsu.edu/philosophy_theses Recommended Citation Corbett, Jared, "Educational Adequacy, Capability, And Basic Educational Justice: A Revision Of Anderson and Satz." Thesis, Georgia State University, 2020. https://scholarworks.gsu.edu/philosophy_theses/272 This Thesis is brought to you for free and open access by the Department of Philosophy at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Philosophy Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. EDUCATIONAL ADEQUACY, CAPABILITY, AND BASIC EDUCATIONAL JUSTICE: A REVISION OF ANDERSON AND SATZ by JARED CORBETT Under the Direction of Suzanne Love, PhD ABSTRACT There are two leading accounts of the principles of educational adequacy by Elizabeth Anderson and Debra Satz. Anderson’s and Satz’s accounts have been criticized for being insufficiently value-pluralist, and both lack a metric of justice. In this paper, I revise the principle of educational adequacy in order to address these problems. I argue that although the principle of educational adequacy cannot be the only principle in a complete theory of educational justice, it can tell us what basic justice in education requires in measurable terms. I highlight two core commitments that Anderson and Satz share: a commitment to 1) democratic egalitarianism and 2) sufficientarian equal citizenship. Then, I reformulate these commitments in a way that accounts for the role that other egalitarian values have to play in a complete theory of justice in education.