South African Universities and Human Development: Towards a Theorisation and Operationalisation of Professional Capabilities for Poverty Reduction

Autor/inn/en	Walker, Melanie; McLean, Monica; Dison, Arona; Peppin-Vaughan, Rosie
Titel	South African Universities and Human Development: Towards a Theorisation and Operationalisation of Professional Capabilities for Poverty Reduction
Quelle	In: International Journal of Educational Development, 29 (2009) 6, S.565-572 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2009.03.002
Schlagwörter	Poverty; Higher Education; Foreign Countries; Public Service; Professional Education; Role of Education; Social Justice; Educational Development; Economic Development; Developing Nations; International Education; Skill Development; Educational Policy; Economic Impact; Social Theories; Social Responsibility; College Role; Labor Force Development; South Africa + Suchen Sie Ihr Suchwort? Armut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Public services; Öffentlicher Sozialdienst; Berufsausbildung; Bildungsauftrag; Soziale Gerechtigkeit; Bildungsentwicklung; Wirtschaftsentwicklung; Developing country; Developing countries; Entwicklungsland; Internationale Erziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Politics of education; Bildungspolitik; Ökonomische Determinanten; Gesellschaftstheorie; Soziale Verantwortung; Arbeitskräftebestand; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on a research project investigating the role of universities in South Africa in contributing to poverty reduction through the quality of their professional education programmes. The focus here is on theorising and the early operationalisation of multi-layered, multi-dimensional transformation based on ideas from Amartya Sen's capability approach. Key features of a professionalism oriented to public service, which in South Africa must mean the needs and lives of the poor, are outlined. These features include: the demand from justice; the expansion of the comprehensive capabilities both of the poor and professional capability formation to be able to act in "pro-poor" ways; and, praxis pedagogies which shape this connected process. This theorisation is then tentatively operationalised in a process of selecting transformation dimensions. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10