A capital or capabilities education narrative in a world of staggering inequalities?

In a world of tremendous inequalities, this paper explores two contrasting normative models for education policy, and the relationship of each to policy, practices and outcomes that can improve lives by reducing injustice and building societies which value capabilities for all. The first model is that of human capital which currently dominates contemporary education policy globally, harnessing education policy to economic growth imperatives so that development through education is the means to the end of increased resources and income. The second model draws on the work of Amartya Sen to present a human capabilities model of education policy in which human lives are the end of development and the education focus is on promoting capabilities and functionings to choose a good life. An argument is advanced for capabilities as the superior approach. The paper closes by noting the problematic of social change and struggle demanded by a transformative view of education and how or if the capability approach is adequate to the task.

► Education policy globally is influenced by human capital thinking which prioritises economic growth and income generation.
► But this does not capture the full range of human flourishing or address fairness and inequalities.
► An alternative approach, human capabilities, offers a richer policy direction with its focus on human well-being, agency and realizing justice.
► There is a deep concern with equality for whom.
► Human capabilities theorising thus provides an expansive language to design more just education policies.