Data and measurement

Data and measurement

A third group of writers explore how people discuss and collect data on educational capabilities. For example, literacy has conventionally been used as an indicator of the capability to read and write, but people might express the view that they have that capability even if they do not pass standard literacy tests. There are different degrees of literacy, such as being able to read and write in the context of making accounts for one’s small rickshaw business, which can already be very empowering for many (Maddox, 2008). Other studies highlight important points about understanding the social context of capabilities, their relational dynamic and the difficulties of focusing solely on individuals and particular capabilities (Biggeri, 2007; Raynor, 2007).

The discussion on educational capabilities data takes two forms: on the one hand, there is an emerging literature on some of the distinctions that need to be made in order to improve current measures for education quality. In looking at the missing dimensions of poverty data (Chapter 6), we have already highlighted the significance of inadequate dimensions for measuring empowerment, which has a particular bearing on education. There is also the question of what is measured in assessing educational development and why we need to distinguish between different ways of understanding education in measuring progress between and within countries (Unterhalter and Brighouse, 2007).

On the other hand, in contrast to these exploratory and clarifying works on measurement, there are a number of practical studies that have attempted to develop capability-informed methods for measuring education. The UNESCO Global Monitoring Report drew on the methodology of the Human Development Index and the Gender Development Index (see Chapter 6) to

EDUCATION

develop an index of education for all, the Education Development Index, and an index for gender parity in education, the Gender Parity Index. However, these measures of gender equality in education remain too narrow, in that they focus solely on gender in terms of enrolment rates. The Beyond Access project sponsored by Oxfam has developed an index of gender equality in education, which tries to capture the ability of girls to convert educational resources into educational capabilities (Unterhalter et al, 2005). 4

Questions

9.1 In measuring educational achievements, are there better indicators than enrolment rates or success in examinations? What might those indicators be? How easy would it be to collect data on them?

9.2 Think about your own learning experience, concentrating on one

particular phase (primary, secondary, tertiary, training). How would you assess this education from a human development and capability perspective? Write a specific commentary of the curriculum, approach to learning, teaching and assessment, distribution and management of resources, and student participation in decision-making.

9.3 What would the human capital approach say about addressing the

education of children with disabilities?

9.4 What are the ways in which education can be a bridge to social justice?

9.5 Comment on this African proverb: ‘If you educate a boy, you educate

an individual. If you educate a girl, you educate a community’.

9.6 Drawing a distinction between a right-based and capability-based approach to education, make a critical assessment of the UNESCO campaign ‘Education for All’ (www.unesco.org/education/efa/).

Notes

1 This chapter draws from Walker and Unterhalter (2007), and Unterhalter, Vaughan and Walker (2007), and from many other discussions with the members of the HDCA education thematic group. 2 See, for example, the reports of the ActionAid projects TEGINT (Transforming education for girls in Nigeria and Tanzania) and SVAG (Stop Violence against Girls), see www.actionaid.org (‘what we do’ section, and then ‘education’ section). 3 Watts and Bridges (2006) have discussed questions about adaptive preference in education and some of the challenges they raise for the capability approach.

4 See www.ioe.ac.uk/efps/beyondaccess.