The Capabilities Approach and Gendered Education: An Examination of South African Complexities

This article examines Amartya Sen's writings on the capabilities approach and education. Sen sometimes suggests a loose association between education and schooling. Elsewhere he concludes that one can read off the outputs of schooling as an indication of capabilities and an enhancement of freedom. While the capability approach provides a valuable way beyond human capital theorizing about education, Sen's writing fails to take account of the complex settings in which schooling takes place. Sometimes schooling does not entail an enhancement of capabilities and substantive freedom. South African policy responses to the HIV/AIDS epidemic highlight how using the capability approach to evaluation without paying attention to conditions of gender and race inequality yield only half the picture. © 2003, SAGE Publications. All rights reserved

Additional file 3: Table S1. of A clone-free, single molecule map of the domestic cow (Bos taurus) genome

Tabulation of discordances between BtOM1.0 and UMD3.1. (XLSX 399 kb

Additional file 1: Figure S1. of A clone-free, single molecule map of the domestic cow (Bos taurus) genome

Rmap alignments (“hits”) against UMD3.1 for each chromosome; colored hash marks represent aligned Rmaps and annotated by tallies of coverage (X) and total mass (Mb). Rmap alignment for each chromosome is shown at the end of each chromosome. Green box (21,500,000–24,800,000 bp) highlights a 3.3 Mb region harboring dense Rmap alignments. Purple boxes (chr7:7,800,000–22,500,000 bp; chr12:70,360,000–76,785,000 bp) show regions of diminished Rmap alignments, suggesting that the sequence assemblies here are likely problematic. (PDF 16691 kb