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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. [ABSTRACT FROM AUTHOR]

The paper explores the contributions of undergraduate university education to the Sustainable Development Goals (SDGs)' goals and development outcomes, proposing a normative capability-based approach oriented to human development. The approach is aligned with a developmental model of the university and development policy in sub-Saharan Africa and South Africa, where the study is located. It draws empirically from a four and a half year mixed-methods research project conducted with low-income, mostly rural students at five historically diverse universities in South Africa. The paper presents a justification for using the capability approach, and outlines the rationale and methodology for synthesising a specific capability set generated by theorising and empirical data. A set of corresponding functioning indicators offers an expansive approach to understanding 'learning outcomes' in contrast to dominant neoliberal approaches that seek quantification and efficiency, overlooking what cannot be easily measured. An indicative sketch of university arrangements required to advance and evaluate each functioning for development outcomes is then outlined. [ABSTRACT FROM AUTHOR]

The role of higher education in development and social mobility is now widely acknowledged and globally recognised. In South Africa in particular, graduates have greatly increased employment prospects. This paper takes up the importance of addressing South African university students' multi-dimensional well-being in the light of global higher education development agendas. Considering poverty and development in the space of higher education – specifically in the lives of youth from low-income households in South Africa – I draw on two waves of life history data from undergraduate students at five universities. Material-cultural conditions for a threshold of well-being emerged powerfully in every single student narrative, indicating a need for some rethinking of capability deprivation and poverty. This paper conceptualises three broad hardship categories specific to higher education, considering the multiplicity of factors and complexity of low-income in student experiences and achievements. Even though the theoretical framing draws on Sen's capability approach and its attractive moral perspective, the paper also foregrounds students' material well-being as significant in understanding how education can advance change, and not only reproduce social inequalities. The challenge remains, how do we reconcile resources and capabilities, and to link freedoms to financial analysis in evaluating the lives that students value? [ABSTRACT FROM AUTHOR]

The article explores the continuing effects of race-based inequalities in South Africa, with a particular focus on university education; it seeks to understand what lies beneath the persistence of race-based thinking. A conceptual framework which aligns everyday racism as a daily practice and the normative yardstick of human capabilities is outlined before examining an empirical case study of a student development programme at one South African university. The policy and historical context of the case study is sketched before proceeding to an interpretation of 70 qualitative interviews with black and white students who have participated in the programme. The data was analyzed for evidence of personal and interpersonal dimensions of racism, but also for evidence of self transformation enabled by the programme. The article argues that persistent though race inequalities still are in South Africa, there is the possibility of change and the development of inclusive social relations among diverse students through education, and that it is then the responsibility of a university to fashion critical educational opportunities that can foster this potential and reconfigure views, attitudes and relationships. [ABSTRACT FROM PUBLISHER]

The complex transformative intent of policy goals is often marginalized in favour of tangible, measurable outcomes. Such a pattern is evident in the tracking of global social justice goals, such as gender equality, where sole reliance on numerical parity data to track progress has led to the simplification of the concept for the sake of measurement. This intensifies the need to focus both on conceptual and methodological considerations in policy development and evaluation to enhance human development and promote the transformation of inequalities towards social justice. Through reporting on a mixed-methods process to inform and develop a capabilities-based gender equality policy at a South African university, the paper asks what gender equality should look like conceptually, and identifies empirically valued functionings and capabilities which could act as transformative policy evaluation indicators. The paper reports on diverse student data from 57 qualitative interviews and 843 survey respondents, which indicate differences between what social groups value and where interventions are needed. The paper suggests that the capabilities approach could be an important evidence-based policy driver in higher education, with the possibility to combine both a rich conceptual approach and methodological considerations in operationalization so that social justice goals and outcomes result. [ABSTRACT FROM PUBLISHER]

Evidence from international literature shows that despite interventions and policies, students with disabilities face persistent challenges in higher education. The capabilities approach can take us forward in addressing these challenges in two ways. Nussbaum's version of the capabilities approach, in particular, provides us with an analytical framework to explore valued opportunities and freedoms from a social justice perspective. Secondly, in line with Sen's argument, the approach can serve as the informational base for disability policies. In this study, the capabilities approach is operationalized within education by applying Walker's list of eight valued freedoms and opportunities to students with disabilities. Data are drawn from a qualitative study examining the processes through which students with disabilities at two South African universities make their educational choices and negotiate different structures on their way to, and in higher education. These students identified key valued freedoms and opportunities that are needed to access and succeed in higher education. Four of the eight valued freedoms and opportunities on Walker's list emerged strongly in this study. Seven other valued freedoms and opportunities which fall outside of Walker's list were also identified. These 11 key valued freedoms and opportunities, we argue, are needed for the formulation of socially just disability-inclusive policies. [ABSTRACT FROM PUBLISHER]