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Basic Capabilities, Basic Learning Outcomes and Thresholds of Learning

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  • Marion Young

Abstract

Learning is assumed to be a fundamental means through which an individual can improve her life, particularly in the context of moving out of poverty. There is no prescribed methodology for evaluation of improvement to or deterioration of quality of life related to learning, beyond aggregated proxy indicators of economic benefit (e.g. lifetime earnings) and social benefit (e.g. mother and child health). Evaluation of basic capability and basic learning outcomes valued by the individual enables analysis of positive learning outcomes as capability enhancement, unrealized outcomes as potential capability, and negative outcomes as capability deprivation. A research study of 14-year-old children and their parents living in rural and urban poverty applies an assumption that valued learning equates with functional learning that is locally perceived as important in achieving improvement in the life of the individual.

Suggested Citation

  • Marion Young, 2009. "Basic Capabilities, Basic Learning Outcomes and Thresholds of Learning," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 10(2), pages 259-277.
  • Handle: RePEc:taf:jhudca:v:10:y:2009:i:2:p:259-277
    DOI: 10.1080/19452820902941206
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    Citations

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    Cited by:

    1. Chiappero-Martinetti, Enrica & Sabadash, Anna, 2014. "Integrating Human Capital and Human Capabilities in Understanding the Value of Education," MPRA Paper 61800, University Library of Munich, Germany.
    2. Paul Mark Mitchell & Tracy E. Roberts & Pelham M. Barton & Joanna Coast, 2017. "Applications of the Capability Approach in the Health Field: A Literature Review," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 133(1), pages 345-371, August.

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