An overview of the capability approach: basic concepts, open issues and empirical applications

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An overview of the capability approach basic
concepts, open issues and empirical applications

• Seminar at the Laboratoire de démographie
• et détudes familiales,
• Universitè de Geneve,7 June 2008
• Enrica Chiappero - Martinetti,
• Università di Pavia
• and HDCP-IRC, IUSS Pavia
• enrica.chiappero_at_unipv.it

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Aims and contents

• On overview of the capability approach
• CA as a complex, multidimensional, multilevel
  way of thinking for conceiving and analysing
  well-being and development
• A few keywords
• Some simplified diagrams
• Empirical applications and datasources

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The intrinsic complexity of the CA

• A complex, multilevel and multidimensional
  framework of thought for which
• The whole cannot be fully understood by analysing
  its components separately
• Looking at the overall picture makes it possible
  to capture linkages/details that cannot be fully
  perceived through a fragmented/partial vision.
• Not a mere multidimensional framework for
  assessing poverty and well-being, but a broader,
  richer and intrinsically complex perspective for
  describing the multifaceted nature of human
  well-being.

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On the intrinsic complexity (II)

• Two different levels of analysis
• Complexity in measurement
• Intrinsic (or conceptual) complexity, which can
  berelated to
• the object of analysis
• the unit of analysis
• the context of analysis
• the relationships and linkages among each
  leveland element involved

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On the intrinsic complexity (III)

• intrinsic (or conceptual) complexity related to
• the object of analysis the CA identifies two
  distinct levels or spaces of analysis, each with
  a precise and distinct meaning, and both
  intrinsically complex and multidimensional
• the unit of analysis the CA accounts for
  heterogeneity in personal features that
  affect/determine the conversion rates.

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On the intrinsic complexity (IV)

• the context of analysis
• the CA emphasizes how exogenous factors,
  plurality of circumstances, heterogeneity of
  social constraints and cultural norms can
  determine the means to achieve, the conversion
  rates and thus affect both freedom to achieve as
  well as achievements
• the relationships among each level and element
  involvedwhat are the linkages among the
  aforementioned layers of analysis? (ex.
  Education)

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A few keywords

• Functionings e capabilities. A functioning is an
  achievement whereas a capability is the ability
  to achieve. Functionings are, in a sense, more
  directly related to living conditions since they
  are different aspects of living conditions.
  Capabilities, in contrast, are notions of freedom
  in the positive sense what real opportunities
  you have regarding the life you may lead (Sen,
  The standard of living, 1987)

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A few keywords II

• capability a vector of functionings that a
  person can achieve (realizable objectives) ?
  person's freedom to choose what kind of life to
  live real opportunities for a person to have
  well-being, including the freedom to have
  alternatives other than the chosen combination
• achieved functionings constitutive elements of a
  person's w-b set of beings and doings (realized
  objectives) being nourished, avoiding escapable
  morbidity and premature mortality, having
  self-respect, taking part in the community life,
  etc.
• standard of living personal well-being related
  to ones (material) life
• well-being it also includes outcomes resulting
  from sympathies etc,
• Agency/empowerment the ability to pursue goals
  that one values and has reason to value

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A simplified overall view of the capability
approach
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Education as an end

• Education as a basic dimension of individual
  well- being (education as an end) being able to
  be educated and to use and produce knowledge
  (Robeyns, 2003)

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Education as a means education and work status

• Education as a means for achieving well-being in
  other relevant dimensions being able to work or
  to undertake project (Robeyns, 2003)

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Education as a means education and health status

• Education as a mean for achieving well-being in
  other relevant well-being dimensions being able
  to have good health, including reproductive
  health (Nussbaum, 2003)

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Some open issues

• Open issues
• Functionings or capabilities?
• Do we need a list of capabilities or not? Which
  capabilities are valuable?
• Can the CA be operationalized? Does a capability
  metric or an algorithm exist?
• More redistributive policies, paternalism,
  "intrusion?
• Role of individual responsibilities role of
  Institutions and democracy

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Question 3 Can the CA be really
operationalized? What do we need?

• Too demanding in terms of statistical
  requirements (plurality of evaluative spaces,
  domains and variables for each domain, units of
  analysis and human diversity, plurality of
  contexts)
• While achieved functioning can, at the certain
  extent, be observable, capabilities cannot be
  measured
• A unique metric or algorithm doesnt exist

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Empirical evidence

• On HDCA website (www.hd-ca.org ) in a member-only
  section you can find
• An updated selection and basic features of
  empirical papers on CA, with some briefing on the
  applied techniqu)
• An updated selection and basic features of
  questionnaires expressly created to measure CA,
  F, A, WB
• An updated list of datasources and datasets
  available on the web and potentially useful for
  empirical applications of the CA
• Aim to disseminate data and tools for
  stimulating new research and improving quantity
  and quality of empirical work in this field

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Empirical evidence II

• Main features of the empirical analysis
• It takes into consideration a plurality of
  domains
• It pays attention to human diversity
• It is equally addressed to developing and
  developed countries
• Primarily focused on achievements even if some
  attempts to measure capabilities has been done
• It makes use of a variety of mathematical,
  statistical and econometric techniques
• Make equally use of both aggregate figures and
  micro-data sets
• Generally based on secondary data with some
  interesting experience of gathering primary data