Measuring poverty within and between population subgroups

In this paper we propose a decomposition of the Foster, Greer, Thorbecke (FGT) class of poverty indexes into two additive components (namely, poverty within groups and poverty between groups) when both a community-wide threshold and a specific poverty line for each subgroup of population is used. The aim is to suggest an integrated perspective that takes into account both group-specific and overall living conditions, and allows us to throw light on the relative well-being conditions of specific subgroups of population as well as of the entire society. The paper is complemented with an empirical application of the suggested methodology based on the European Community Household Panel.poverty measurement ; FGT index ; subgroup poverty lines

Chronic and Late Poverty as the Main Concerns in a Twofold Survey on Intertemporal Poverty Preferences

The increasing attention gained by the intertemporal aspect of poverty has led to the flourishing of measurement tools which are informed by conflicting views on deprivation dynamics. We test individual preferences for alternative intertemporal poverty patterns using primary data from a sample of 1,083 undergraduate students and a heterogeneous sample of 310 adults in the Dominican Republic. For both samples the strongest concerns are chronic (rather than intermittent) and poverty in the second rather than in the first part of one’s life. Preferences are significantly affected by a duration-based between-subject randomly assigned treatment. Individual characteristics such as age and standard of living are significant predictors of respondents’ views

The Capability Approach: A Framework for Population Studies

The aim of this paper is to present the main elements of the Capability Approach (CA) and discuss how and to what extent it can be a useful framework for capturing and analyzing population issues. Since the initial idea of Sen in 1979 to introduce the notion of human “capabilities” as a coherent alternative to measuring poverty, an extensive interdisciplinary school of thought has developed an analytical and normative framework that is outlined here in the first section. After introducing the CA, we sketch out a step-by-step procedure to use the CA in empirical analysis, focusing on the linkages among the plurality of circumstances at the individual, household and contextual levels. The fourth section discusses the approach shared by the CA and the population paradigm as formulated at the Cairo conference, which shifted away from aggregate indicators and biological functionings to a focus on choice and capabilities

How can Sen's 'Capabilities Approach' Contribute to Understanding the Role for Social Innovations for the Marginalized?

Chapter 3 of: Deliverable D1.1: Report on Institutions, Social Innovation & System Dynamics from the Perspective of the Marginalised

Overview of Existing Innovation Indicators - CrESSI Working Papers

CrESSI Deliverable 3.

Integrating Human Capital and Human Capabilities in Understanding the Value of Education

The aim of this chapter is to investigate the possibility of combining human capital theory and the capability approach in order to better understand and measure both the instrumental and the intrinsic values of education for individuals, and to trace its relative spillover effects on societies. This chapter discusses a combined human capital - capability approach as a possibility for working with a broader information space in assessing the value of education. It presents three integrated sections discussing the role and value of education for human well-being. The first section reviews the most significant attempts to define and measure education from a human capital (HC) perspective. The second is focussed on education and human capabilities and considers those aspects and empirical facts that are not fully encompassed within or justified by the HC perspective. The third section argues that human capital and the capabilities paradigms can complement each other in measuring the value of education, and discusses some methodological challenges and empirical features associated with this combined view

Integrating Human Capital and Human Capabilities in Understanding the Value of Education

The aim of this chapter is to investigate the possibility of combining human capital theory and the capability approach in order to better understand and measure both the instrumental and the intrinsic values of education for individuals, and to trace its relative spillover effects on societies. This chapter discusses a combined human capital - capability approach as a possibility for working with a broader information space in assessing the value of education. It presents three integrated sections discussing the role and value of education for human well-being. The first section reviews the most significant attempts to define and measure education from a human capital (HC) perspective. The second is focussed on education and human capabilities and considers those aspects and empirical facts that are not fully encompassed within or justified by the HC perspective. The third section argues that human capital and the capabilities paradigms can complement each other in measuring the value of education, and discusses some methodological challenges and empirical features associated with this combined view

Special Issue of the Journal of Human Development and Capabilities

CRESSI Deliverable 8.