The Human Capability Approach and Education for Sustainable Development: Making the Abstract Real



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The Capability Approach and educational policies and strategies:

Effective life skills education for sustainable development

Anna Maria Hoffmann



(About the author: Anna Maria Hoffmann, Bachelor of Science and Medicine Licentiat of Umeå University, Sweden, has worked on life skills related issues at UNESCO, Paris, between 1991 and 2005. She is currently HIV/AIDS and Life Skills Project Officer in the Education Section of UNICEF’s Programme Division, New York. The statements in this publication are the views of the author and do not necessarily reflect the policies or the views of UNICEF.)

Abstract
This article is based on three previous papers (presented at the 3rd, 4th and 5th International Conferences on the Capability Approach) on linkages to education as concerns the direct promotion of capabilities through skills-based teaching and learning. The current article looks more specifically on how this notion of the Capability Approach is increasingly reflected in national education policies and plans, in particular in the form of life skills education. Building on more than a decade of research and various studies by countries and agencies in the field of life skills education, it also summarizes some core characteristics that might help define more effective implementation.


Development, education and capabilities

Learning is not development; however, properly organized learning results in mental development and sets in motion a variety of developmental processes that would be impossible apart from learning” (Vygotsky, 1978).



The way we view education is challenged by the paradigm shift towards viewing development in less economic terms. The human being is placed at the centre of concerns, and sustainable and human development is presented in terms of enlarging people’s choices (UNDP, 1990). The Capability Approach, proposed by Amartya Sen, takes this view a step further in viewing human development as a process of expanding the real freedoms that people enjoy, expressed as their capabilities in doing so (Sen, 1999). In this latter approach, real poverty is identified not only as deprivation of income but also as deprivation of capability.
The role of education as regards the Capability Approach is multiple and complex. Being educated has been described by Sen as a basic capability, i.e. part of centrally important beings and doings that are crucial to well-being (Sen 1992). Education is referred to as foundational to other capabilities through providing access to education and promoting a concrete set of basic learning outcomes, such as the abilities to read and write (Unterhalter, 2002). However, from the point of view of the Capability Approach, one can also argue that learning that stops at the level of providing only basic reading and writing skills would be insufficient to advance sustainable development and fighting poverty in its full sense, i.e. addressing capability poverty (Bakhshi et al. 2003, Bakhshi et al. 2004, Hoffmann et al., 2005).
In order to fully expand the substantive freedom of people to live the life they value and to enhance their real choices, education can and should be seen as more than only foundational to other capabilities. A more complete perspective would be the concept of equitable access to an education that specifically enhances capability. Education needs to take into account the inter-relatedness of teaching, learning, and human development. Through education, children and adolescents need to be assisted in developing abilities that help them think critically and creatively, solve problems, make informed decisions, cope with and manage new situations, and communicate effectively. In other words, education contents, processes, and contexts must be of such quality that it leads to specific learning outcomes in the form of capabilities.
This vision is in line with the Convention of the Rights of the Child declaring that education of the child needs to be directed to “development of the child’s personality, talents and mental and physical abilities to their fullest potential” (United Nations General Assembly, 1989). The increasing shift towards such learning outcomes is also found in international education commitments. The World Education Forum in 2000 took the position that education geared to tapping and developing each individual's potential needs to emphasize the acquisition of skills (UNESCO, 2000a). The resulting Dakar Framework for Action gave new impetus to the concept of quality in education. Included in its goals were recognized and measurable learning outcomes in literacy, numeracy as well as essential life skills. The latter are thought to be what ultimately positively shape agency, attitudes and behaviour, and have been proposed to be closely linked to capability (Bakhshi et al., 2003, Bakhshi et al., 2004, Hoffmann et al., 2005).


capabilitY AS A LEARNING OUTCOME OF Life skills education?

To fully enhance freedom and development as expressed in the Capability Approach, education must move from rote learning towards specifically addressing the development needs and aspirations of the individuals, their ability to think and reason, build up self-respect, as well as respect for others, think ahead and plan their future. The importance of such mental power, i.e. cognitive, emotional and social abilities, is making its way into education policies and plans, often under the name of life skills. This term appeared early in the field of health promotion where it was recognized that people cannot achieve their fullest health potential unless they are able to take control of what determines their health (WHO, 1986). Life skills were seen as the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. In applying the broader vision of health that encompasses not only physical, but also emotional and social health, life skills were applied on such various topics as prevention of drug abuse and HIV/AIDS, sexual and reproductive health, hygiene, nutrition and violence prevention (UNESCO, 2000b).


Life skills education has gradually come to be seen as a comprehensive approach to education of good quality. Specific teaching methodologies for mental skills development based on participation, interaction and the use of learning friendly environments have been developed and extensively used for teaching and learning life skills. By focusing on the methodology, the approach can be adapted to specifically address multiple values, attitudes and behaviours regarding a number of different topics. These now also include environmental protection, gender issues, human rights approaches, the promotion of tolerance and peace building (www.unicef.org/lifeskills, www.unesco.org/education/fresh).
To facilitate understanding of the notion behind life skills, the large number of specific abilities has been grouped under three overarching categories (WHO, 2004). These three categories relate to problem-solving skills, autonomy and a sense of purpose, and social ability, directly in line with characteristics and abilities identified as constituting resilience among young people (Bernard, 1991).
The Dakar Framework for Action describes life skills as a right for all young people and adults and as an important element of quality education. It specifically calls for life skills education in two of the six EFA goals (UNESCO, 2000a). Although not providing a specific definition, the Dakar Framework for Action states that all young people and adults have “the human right to benefit from an education that will meet their basic learning needs in the best and fullest sense of the term, an education that includes learning to know, to do, to live together and to be”. This vision is based on the Report to UNESCO of the International Commission on Education for the Twenty-first Century (Delors et al., 1996), which stresses the importance of enhancing “inner capacities” in order to meet the challenges of education. It proposes a framework for teaching, learning and human development consisting of four pillars of learning that combines the three categories of life skills with manual skills in a teaching learning situation:

  • Learning to know is the understanding and use of knowledge. Related abilities include critical thinking, problem solving and decision-making life skills which are fundamental to informed action.

  • Learning to be concerns the concept of agency. Related abilities include life skills for coping, self- awareness, esteem, and confidence, aiming at building an identity, valuing oneself, setting goals, etc.

  • Learning to live together implies feeling affiliated to a group, a category, a society and a culture, and understanding and respecting differences. Related inter-personal abilities include communication, negotiation and refusal life skills etc. essential to define a person as a social being, in constant interaction with the world.

  • Learning to do is linked to the mastering of cultural tools, i.e. objects or patterns of behaviour, in order to act. The related abilities are linked to the practical application of what is learned, and need to be associated with life skills in a teaching learning situation.

This combination of manual skills (learning to do), with the three categories of life skills in order to obtain quality learning outcomes could be linked to Sen’s vision for reaching achieved functionings (Fig.1). It is supported by a variety of educational, behavioural and developmental theories. The importance of reflective thinking and cognitive problem-solving skills relies on theories that actions are influenced not only by knowledge alone but by perceptions and attitudes of vulnerability and risk in relation to this action (Fishbein et al., 1975). Learning to be and to live together underlines the importance of inter-action between internal and external factors. The internal factors refer to theories that reality for each person is defined by him or herself and is directly linked to the notion of agency in the Capability Approach, i.e. seeing oneself as the main actor in defining a positive outcome. External factors refer to the need for constant social support and collective well-being as a pre-requisite to individual well-being, and recognize the impact of external pressure (Jessor et al., 1977, Bandura, 1977, Vygotsky, 1978). Finally, learning to do is linked to what actions a person takes. When addressed alone in an educational programme, or when an individual is “on survival mode”, learning to do relates to the manual, or psychomotor, skills for immediate needs and day to day functioning. When addressed in an educational approach taking into account all four of the pillars of education, learning to do can also represent an achievement linked to “refined” functionings.


Fig. 1. Potential links between capability and life skills.

Basic capability + Capability Achieved Functionings

or Opportunity Set

“Freedoms”


Knowledge + Manual skills + Life skills Cognition, agency,

attitudes and behaviour



Life skills as THE BASIS for education for sustainable DEVELOPMENT?

Life skills can be closely linked to the notion of capability, and has as such also been proposed as being part of the underlying principles for education for sustainable development (Hoffmann et al., 2005). The notions of the Capability Approach and of life skills are also being expressed in new global and regional strategies. The United Nations Economic Commission for Europe (UNECE) Strategy for Education for Sustainable Development (ESD), expresses the vision that ESD should “equip people with knowledge of and skills in sustainable development, making them more competent and confident and increasing their opportunities for acting for a healthy and productive life in harmony with nature and with concern for social values, gender equity and cultural diversity” (United Nations, 2005).


Education for sustainable human development must be an education that aims to help people of all ages better understand the world in which they live, and better act on this understanding. It needs to address the complexity and interconnectedness of problems such as poverty, consumption, environmental degradation, health and population issues including HIV/AIDS, conflict and violation of human rights, etc. It needs to address these topics not only by providing information, but also the abilities needed to understand and use this information, to establish agency and attitudes supporting behaviour that leads to sustainable development (UNESCO, 2005, United Nations, 2005).
In this respect, the four pillars of education offer a conceptual basis for sustainable human development that can bring together the various topics needed to be addressed under one framework for skills building (Hoffmann et al., 2005). Together they present an educational framework with broad categories of acquired physical and mental skills (basic capability and capability) that can be applied to various situations at various moments in life and that aims at freedoms to choose a way of life (achieved functionings). The framework could be used to group the Central Human Capabilities as described by Nussbaum (Nussbaum, 2000, Bakhshi, et al., 2003). The four pillars also directly reflect the four principles for achieving sustainable human development enunciated at the Johannesburg World Summit on Sustainable Development in 2002: Recognition of the challenge; The indivisibility of human dignity; Collective responsibility and constructive partnership; Acting with determination (see Fig.2).


Fig. 2. Links between education for sustainable development and human capabilities.


ESD provides skills for:

Sustainable human development requires:

The Capability Approach covers:

Central Human Capabilities include:

Learning to know

Recognition of the challenge

Reasoning

“Practical Reason”

Learning to be

The indivisibility of human dignity

Agency

“Senses, Imagination and Thought”, “Play”

Learning to live together

Collective responsibility and constructive partnership

Potential through social capital

“Affiliation”, “Emotions”, “Other species”

Learning to do

Acting with determination

Basic capability or Achieved functionings

”Life”, “Bodily Health”, “Bodily Integrity”, “Control of One’s Environment”.


IMPACT OF THE CAPABILITY APPROACH ON EDUCATION PolicIES

An education which addresses the needs of the present generation while building the skills of future generations can be considered sustainable in its approach and in line with the concept of sustainable development. However, it needs to be driven and coordinated by national policy. A shift towards sustainable human development, including the notions of the Capability Approach is already influencing national education policies.


The last decade has seen changes towards broader sector-wide planning in education, and increasingly also with Sector-Wide Approaches (SWAps) as new aid modalities. As a follow-up to the World Education Forum in 2000, a number of countries have developed national Education For All (EFA) action plans integrating the six goals described in the Dakar Framework for Action. Of the 41 EFA national action plans by developing countries that were studied (available at www.unesco.org), all incorporated some notion of human capabilities as discussed above. 26 out of the 41 countries directly include life skills education in their plans1. The other 15 countries integrate a notion of various mental abilities although not specifically using the term life skills2. Self-reporting from countries concerning their EFA action plans and their implementation also shows a high level of recognition of the importance of life skills education. In a UNESCO survey of EFA National Action Plans, 75 countries (out of 78 countries having responded to the survey) report that they are covering EFA Goal 3 on relevant learning and life skills programmes in their EFA plans (UNESCO 2004a).
Sub-sector and cross-sector plans are also being established. The Education For All Fast Track Initiative (EFA-FTI) launched in 2002 aims to accelerate progress towards universal primary completion, and countries with a sector-wide approach also focus specifically on the primary education sub-sector or basic education in their efforts to qualify for FTI funding. As in a in a large number of developing countries, life skills education programmes are increasingly being driven by the HIV/AIDS pandemic and its impact, life skills education is specifically referred under appraisal of additional costs of HIV/AIDS of the primary education components of an education sector plan (World Bank, 2005). Governments are also establishing specific national education sector policies on HIV/AIDS, linked to target indicators for MDG 6 on HIV/AIDS, malaria and other infectious diseases and UNGASS article 53, which both include life skills. Not surprisingly, out of six such policies studied, all specifically refer to life skills education. The HIV/AIDS and education sector policies in Kenya, Botswana and Rwanda all stress integration and mainstreaming of life skills and HIV education into existing curriculum and co-curricular activities at all levels, with subsequent actions concerning materials, teacher training and support etc. (Government of Kenya, 2004, Botswana Ministry of Education, 1998, Rwanda Ministry of Education, Science, Technology and Scientific Research, 2002). The South Africa national policy on HIV/AIDS outlines that learners and students must receive education about HIV/AIDS in the context of life-skills education on an ongoing basis (South Africa Department of Education,1999), and the national policies of Namibia and Jamaica both stress integration of HIV/AIDS issues using life skills methodology into existing sexual health and life-skills education and health and family life education respectively (Namibia Ministry of Basic Education, Sport and Culture and Ministry of Higher Education, Training and Employment Creation, 2003, Jamaica Ministry of Education, Youth and Culture, 2001).
The benefits of life skills education on general educational outcomes are increasingly acknowledged at all levels. In addition to impacting on national policies, developing countries are also increasingly integrating life skills education in their national curricula. The India National Curriculum Framework for School Education of 2001 includes life skills in areas linked to health, consumer rights and legal literacy. School-based programmes in Zambia reflect an even wider application of life skills, grouping these under the same three headings: skills of making effective decisions; skills of knowing and living with oneself; skills of knowing and living with others. Some countries have life skills infused throughout the curriculum, such as in Bosnia and Herzegovina and in Jordan, or infused into another topic of the curriculum such as the Nepal National Life Skills Education programme infused into the health curriculum. Other countries, such as Afghanistan, Lesotho and Sri Lanka for example, have opted for a specific curriculum on Life Skills. This is also the case for Iceland, where life skills is a new subject in compulsory schools as a response to demands that the school expand its role in raising children (Iceland Ministry of Education, Science and Culture, 2004). This core curriculum includes aspects intended to increase pupils’ self-knowledge, assist them in creating responsible lifestyles and values for themselves, finding solid ground to stand on and a sense of purpose in their lives, and developing their ability to build up and maintain productive relations with others.
In addition, according to a recent Education Sector Global HIV/AIDS Readiness Survey, out of 70 countries, 59 countries report having life skills or life orientation programmes in their education systems at primary level, and 58 at secondary levels - covering issues such as health promotion, family planning, health and family life education, personal and social development, religious education, physical education and, in some countries also HIV/AIDS awareness (UNESCO, 2004b).


PLANNING AND IMPLEMENTING EFFECTIVE EFFORTS

A decade of experiences in life skills education, assessed for the World Education Forum in 2000, show that life skills education can be effective in promoting capabilities and positively impact on behaviour related to delinquent behavior, violence, the use of alcohol, tobacco, and other drugs, high risk sexual behaviour that can result in pregnancy or STD or HIV infections, emotional disorders and bullying (UNESCO, 2000b. However, the wide use of the term has also led to the establishment of programmes under the heading of life skills, but where the programmes address the topics in a knowledge-based approach only and do in fact not focus on skills building. Also, an effective life skills approach demands mastery of participatory methodologies and more complex assessment of outcomes. Due to increased need for training of educators and teachers, and to the difficulties to clearly show direct effects on behaviour, the cost-effectiveness of life skills education has also been questioned (Boler et al., 2004). Concerns have also been raised regarding failures in implementation of existing strategies, including their development in isolation from other policy and budgetary processes, or non-comprehensive approaches, or not enough involvement of civil society (Global Campaign for Education, 2005).


More efforts must therefore be placed on looking at what makes an effective life skills education programme. Learning is contextual. Children need to make connections between their own understanding and the new ideas and information learned in the classroom for constructing meaning in their daily lives, underlining the importance of taking the local contexts and traditions into account, and to bring in children, teachers and civil society groups in planning of activities (Global Campaign for Education, 2005).
A cross-country analysis of sex education and HIV prevention programmes have identified a list of common characteristics of effective programmes, which are suggested to remain also when scaling-up programmes and adapting them in another context (Kirby et al., 2005). These studies show that there are some basic underlying principles that should be considered when planning and implementing a life skills education programme in order to increase their chances of success. To be relevant to children and adolescents, the real concerns and their underlying reasons need to be properly identified and addressed. The identified goals need to be appropriate to the age, knowledge and experience of the learner, which implies full participation in planning, implementing and evaluating activities. All teaching learning activities should be directed towards the identified goals, providing accurate, clear and complete information and include enough time to develop the related physical and mental skills. The skills imparted should to the largest extent cover life skills for problem-solving, autonomy and a sense of purpose, and social ability (Delors et al., 1996, WHO, 2004,).
Early studies clearly show that learning is a social process and children only construct meaning in dialogue with parents, peers, and teachers calling for interactive and participatory approaches to teaching and learning (Vygotsky, 1978). Strong emphasis should be placed on those methods that give children opportunities to observe, verbalize, interact, and learn from each other in order for them to acquire life skills. Such pedagogy relies on the capacity and motivation of teachers and the quality of teaching, and teacher training, or selection of motivated educators is a crucial component (Connell et al., 1985, Ross et al., 1991, WHO, 1997).

Information
Teachers must be part of the elaboration of the programmes, and assisted in becoming better facilitators of learning. Teachers also need to recognize that acknowledging children’s active role does not diminish their important role, but rather that better understanding the child’s point of view and prior knowledge and experience will help cultivate the most powerful learning experiences.

The benefits of multiple and targeted coordinated strategies have also been studied, such as combining a curriculum with youth community service or with school policies (O’Donnell et al., 1998, Sussman et al., 1993, Weisen et al, 1995). The importance of a comprehensive approach with several components being addressed simultaneously is outlined in Strategy 8 of the Dakar Framework for Action (UNESCO 2000a), and is reflected in major education initiatives spearheaded by agencies such as UNICEF’s child-friendly schools, WHO’s health promoting schools and the inter-agency initiative on Focusing Resources on Effective School Health (FRESH). For implementation, specific efforts need to be made to combine life skills education with other complementary strategies such as school policies, welcoming and supportive psychosocial environments, and links to community services. Life skills education should also be part of a broader educational process which seeks to allow children to fully use their capabilities for action by influencing local customs. The synergistic combination of all these parameters ensures that efforts in one area are not undermined by lack of attention in others.

CONCLUSION

As presented in this article, the Capability Approach is very relevant to current international education commitments and in particular the EFA Goals 3 and 6 of the Dakar Framework for Action. It is crucial for these two goals to be understood also with respect to their life skills components, and the contributions to promoting human capability.


National education commitments, policies, strategies and curricula are increasingly reflecting the notions of human development and the Capability Approach. Not only the equitable access to basic education and related learning outcomes are being included in the commitments, but so is also the notion of helping children acquire and develop their capabilities and potentials to their fullest potential. This is show in the shift from rote learning and manual skills towards increasingly recognizing the importance of building capabilities and reorienting curricula and methodologies to promote life skills-based teaching and learning.
However, policies and strategies are only first steps. Life skills education planning, implementation and evaluation are complex tasks. Important lessons learned in the last few decades need to be taken into account to increase chances of success. The underlying principles need to be correctly understood and applied. Many programmes claiming a life skills approach lack many of the crucial components identified for effectiveness. Other programmes cover the principles and methods comprehensively, but do not always specifically use the term, such as education for sustainable development, skills-based health education, etc. A common understanding is needed in order to avoid confusion and potential overlap, and to ensure the contribution of education to making the vision of the Capability Approach a reality.
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1 Bhutan, Bolivia, Botswana, Burundi, Cameroon, Congo, Democratic Republic of the Congo, Dominican Republic, Egypt, Gambia, Guyana, India, Indonesia, Kenya, Democratic People’s Republic of Korea, Lesotho, Liberia, Lithuania, Madagascar, Moldova, Mongolia, Namibia, Nepal, Sri Lanka, Uzbekistan, Viet Nam

2 Angola, Armenia, Brazil, Burkina Faso, Cap Verde, Chad, Colombia, Djibouti, Ecuador Guinea Bissau, Latvia, Russian Federation, Sao Tome and Principe, Senegal, Venezuela

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