In this paper, with empirical data, the Capabilities Approach to identify 'conversion factors' that are not typically addressed in the utility approach is used. The two approaches are juxtaposed to examine how institutions such as caste and religion mediate access and returns to education of men and women. The effort is to discuss whether, the capabilities approach provides any advantage in addressing questions of inequity that may be mediated through such institutions. The main innovation in this paper is a comparison between the knowledge generated through use of traditional data sources to measure access and returns to education compared with knowledge about the dynamics of capability formation generated through a mixture of traditional quantitative and some qualitative data within the capabilities approach.
Download Info
To download:
If you experience problems downloading a file, check if you have the
proper application to
view it first. Information about this may be contained
in the File-Format links below. In case of further problems read
the IDEAS help
page. Note that these files are not on the IDEAS
site. Please be patient as the files may be large.
Publisher Info
Paper provided by esocialsciences.com in its series Working Papers with number
id:2227.
References listed on IDEAS Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.: