Towards just futures: a capabilitarian approach to transforming undergraduate learning outcomes

ABSTRACT Learning outcomes are predominantly framed in narrow and measurable terms, with students as decontextualised learners. As an alternative, the paper outlines a capabilitarian approach, building a four-dimensional matrix for reconceptualising learning outcomes. It is made up of a varied, multi-dimensional set of opportunities, processes and outcomes to enable students to flourish and become people who can live fulfilling and connected lives in and beyond higher education. The matrix dimensions are made up of a capability set, corresponding functionings, material resources and conversion processes, underpinned by Constitutional and human development values. The paper draws on a project on higher education outcomes in South Africa, especially the longitudinal life history data. It makes the case for a reparative futures orientation which might dismantle the colonial-apartheid past and present, and outlines key capabilitarian concepts. The social and higher education context is sketched, followed by a focus on the capability set and what data supports its value to students.

[1]  M. Mclean,et al.  Low-Income Students, Human Development and Higher Education in South Africa: Opportunities, obstacles and outcomes , 2022 .

[2]  A. Sriprakash,et al.  Learning with the Past: Racism, Education and Reparative Futures , 2020 .

[3]  P. Ashwin.  Transforming University Education: A Manifesto , 2020 .

[4]  P. Christie,et al.  Decolonising schools in South Africa: the impossible dream? , 2020, International Studies in Sociology of Education.

[5]  S. Ndlovu-Gatsheni.  Epistemic Freedom in Africa , 2018 .

[6]  Precious Zikhali,et al.  Overcoming Poverty and Inequality in South Africa : An Assessment of Drivers, Constraints and Opportunities , 2018 .

[7]  M. Fricker.  Epistemic Contribution as a Central Human Capability , 2015 .

[8]  P. Ashwin.  Missionary zeal: some problems with the rhetoric, vision and approach of the AHELO project , 2015 .

[9]  R. Ross.  A concise history of South Africa , 1999 .

[10]  Deborah Nusche,et al.  Assessment of Learning Outcomes in Higher Education: A Comparative Review of Selected Practices. OECD Education Working Papers, No. 15. , 2008 .

[11]  M. Turshen.  Development as Freedom , 2001 .

[12]  Martha Craven Nussbaum,et al.  Women and Human Development , 2000 .

[13]  A. Sen,et al.  Inequality Re-examined , 1995 .

[14]  Grethe Peterson,et al.  The Tanner Lectures on Human Values , 1988 .

[15]  M. Walker,et al.  A Participatory Photovoice Project: Towards Capability Expansion of ‘Invisible’ Students in South Africa , 2020 .

[16]  Lena Jaeger,et al.  No Future Without Forgiveness , 2016 .

[17]  E. Martinetti,et al.  A MULTIDIMENSIONAL ASSESSMENT OF WELL-BEING BASED ON SEN ’ S FUNCTIONING APPROACH , 2000 .

[18]  A. Tutu.  No Future Without Forgiveness , 1999 .

[19]  Otto Bird.  The Idea of Justice , 1967 .