Melanie Walker and Arona Melanie Walker and Arona DisonDison

Cape Town, 21Cape Town, 21stst, 22, 22ndnd and 23 and 23rdrd October 2009October 2009

► ‘‘Developing Discourses. Higher Developing Discourses. Higher Education and Poverty Reduction in Education and Poverty Reduction in South Africa’. Research project funded South Africa’. Research project funded by ESRC/DfID July 2008-December by ESRC/DfID July 2008-December 2009, based at University of 2009, based at University of Nottingham, UKNottingham, UK

►Melanie Walker, Monica Mclean, Arona Melanie Walker, Monica Mclean, Arona Dison and Rosie VaughanDison and Rosie Vaughan

►   the purposes of universities in the purposes of universities in contemporary times: reductionist (human contemporary times: reductionist (human capital) or expansive (human capital) or expansive (human development); development);

► human development as the normative human development as the normative underpinning of a ‘good’/ ‘transforming’ underpinning of a ‘good’/ ‘transforming’ university; university;

► generating and indexing capability-based generating and indexing capability-based dimensions of professional educationdimensions of professional education

► professional education in universitiesprofessional education in universities

►Whose interests is higher education Whose interests is higher education serving?serving?

►What are people able to do and be? What are people able to do and be? What are groups able to do’? What are What are groups able to do’? What are professionals able to do and to be? professionals able to do and to be?

►What kind of professional education What kind of professional education holds the greatest promise for the holds the greatest promise for the realization of public good professional realization of public good professional capabilities by mobilizing agency and capabilities by mobilizing agency and forming identities, other-regarding forming identities, other-regarding goals and commitments to people living goals and commitments to people living in conditions of poverty? in conditions of poverty?

► (i) people in conditions of poverty are highly (i) people in conditions of poverty are highly dependent on public action and public services dependent on public action and public services as they have no private resources to invest and as they have no private resources to invest and suffer most from poor service provision and suffer most from poor service provision and delivery (Keefer and Khemani, 2005); delivery (Keefer and Khemani, 2005);

► (ii) socially conscious elites can play a significant (ii) socially conscious elites can play a significant role in affecting social policy and change in role in affecting social policy and change in society when they see themselves as having society when they see themselves as having interdependent lives with the poor, moral interdependent lives with the poor, moral responsibility and obligation to others, and responsibility and obligation to others, and believe that public action to reduce poverty is believe that public action to reduce poverty is possible (De Swaan et al, 2000); possible (De Swaan et al, 2000);

► (iii) professionals equipped with knowledge, (iii) professionals equipped with knowledge, practical skills and public service values can practical skills and public service values can make a positive difference in the everyday lives make a positive difference in the everyday lives of the people with whom they come into contact. of the people with whom they come into contact.

►Conventional conceptualisations: resource-Conventional conceptualisations: resource-based (under a dollar a day); and/or based (under a dollar a day); and/or subjective happiness (utility)subjective happiness (utility)

►Alternative: a Alternative: a multidimensional multidimensional understanding – poor people are deprived understanding – poor people are deprived of a range of possibilities and choices to be of a range of possibilities and choices to be and to do what they value being and doingand to do what they value being and doing

►Globalization, markets in higher Globalization, markets in higher education, human capital aim education, human capital aim dominates, managerialism, staff and dominates, managerialism, staff and student mobilities, stratified student mobilities, stratified universities, and inequalities universities, and inequalities between universities in North and between universities in North and South (cf league tables and what South (cf league tables and what they value/reward)they value/reward)

► Address ‘moral urgencies’ - foster a public Address ‘moral urgencies’ - foster a public culture of ‘non-domination and equality’ culture of ‘non-domination and equality’ that can inspire us, even as ‘fearful human that can inspire us, even as ‘fearful human beings’ to value ‘mutual aid and beings’ to value ‘mutual aid and reciprocity’ (Nussbaum, 2008); not well reciprocity’ (Nussbaum, 2008); not well served by training ‘useful profit-makers served by training ‘useful profit-makers with obtuse imaginations’(Nussbaum, with obtuse imaginations’(Nussbaum, 2006). 2006).

►Higher education which ‘cultivates Higher education which ‘cultivates humanity’ (Nussbaum, 1997)humanity’ (Nussbaum, 1997)

► ‘‘create an enabling environment for people to enjoy create an enabling environment for people to enjoy long, healthy and creative lives’ (UNDP)long, healthy and creative lives’ (UNDP)

► development by and for people-as-agents, humane development by and for people-as-agents, humane priorities, wide and deep participation priorities, wide and deep participation

► Goods in life – commodities and non commodifed Goods in life – commodities and non commodifed goods for a range of valued human ends. Income and goods for a range of valued human ends. Income and economy (productivity) matter, but the purpose of economy (productivity) matter, but the purpose of development is to enlarge all worthwhile human development is to enlarge all worthwhile human choices.choices.

► Links between economic growth and human Links between economic growth and human development are not automatic. ‘Valuable lives, even development are not automatic. ‘Valuable lives, even where there is high economic growth, can prove where there is high economic growth, can prove elusive’. (Alkire and Deneulin, 2009)elusive’. (Alkire and Deneulin, 2009)

Human Development South Human Development South Africa Report, 2000Africa Report, 2000

►Human development meaning of Human development meaning of transformation: promote the interests of all, transformation: promote the interests of all, especially the most marginalised and especially the most marginalised and poorest members of society. (Taylor, 2000)poorest members of society. (Taylor, 2000)

► ‘‘Human development is not an option. Human development is not an option. Indeed if there is to be social and political Indeed if there is to be social and political stability and economic growth, it is an stability and economic growth, it is an imperative’. (Taylor, 2000)imperative’. (Taylor, 2000)

► CCapabilities are the real and actual freedoms apabilities are the real and actual freedoms (opportunities) people have to do and be what (opportunities) people have to do and be what they value being and doing. Sen’s capability they value being and doing. Sen’s capability approach asks us to evaluate development as the approach asks us to evaluate development as the expansion of people’s freedoms to have well-expansion of people’s freedoms to have well-being and agency in terms of what they being and agency in terms of what they themselves value being and doing, and to work to themselves value being and doing, and to work to increase their freedom to be in those ways or to increase their freedom to be in those ways or to do those things.do those things.

► Nussbaum’s 10 central universal capabilities set Nussbaum’s 10 central universal capabilities set out what is required for a fully human life.out what is required for a fully human life.

►Pragmatic and comparative not Pragmatic and comparative not transcendental /ideal - reasoned transcendental /ideal - reasoned agreements about remediable agreements about remediable injusticesinjustices

►Capability formation in the space of Capability formation in the space of evaluating quality (‘real lives’)evaluating quality (‘real lives’)

►Obligations to othersObligations to others►Global in reach and responsivenessGlobal in reach and responsiveness

HD/Univ. Activi-ties

Teach-ing

Re-search

Soc. Engage-ment

Govern/policy

Univ.Envir-onment

Well- being

Particip &empow.

Equity & Diversity

Sustaina-bility

(from Boni and Gasper, 2009)

►For example, what would ‘well-being’ For example, what would ‘well-being’ (a human development value) look like (a human development value) look like in relation to key university activities: in relation to key university activities:

►researchresearch►teachingteaching►social engagementsocial engagement►University governance University governance ►university environmentuniversity environment

► www.nottingham.ac.uk/research/projects/mw-poverty-reduction.index.php

► ‘‘How might university-located professional How might university-located professional education contribute to transforming South education contribute to transforming South African universities to make contributions to African universities to make contributions to poverty reduction? How can universities educate poverty reduction? How can universities educate public good professionals who will make the public good professionals who will make the choice and have the knowledge and practical choice and have the knowledge and practical skills to function in the interests of people living skills to function in the interests of people living in conditions of poverty? How can we develop a in conditions of poverty? How can we develop a professional capabilities index/metric?professional capabilities index/metric?

► Prospective application of the capability Prospective application of the capability approach (rather than an evaluation of whether approach (rather than an evaluation of whether capabilities have been expanded)capabilities have been expanded)

► To ask what changes to existing educational To ask what changes to existing educational and social arrangements would expand and social arrangements would expand professional capabilities and how ‘durable, professional capabilities and how ‘durable, equitable and sustainable such expansions equitable and sustainable such expansions would be’ (Alkire, 2008,p.32). would be’ (Alkire, 2008,p.32).

► Which policies and actions would yield greater Which policies and actions would yield greater capabilities? capabilities?

► Prospective analysis recognizes that contexts of Prospective analysis recognizes that contexts of social norms, groups and social institutions are social norms, groups and social institutions are essential in developing policies which will essential in developing policies which will advance capability formation.advance capability formation.

► From data, research, theorizing, RWGsFrom data, research, theorizing, RWGs

► ‘‘Comprehensive’ capabilities taken into account:Comprehensive’ capabilities taken into account:1.1. LifeLife2.2. Bodily healthBodily health3.3. Bodily integrityBodily integrity4.4. Sense, imagination and thoughtSense, imagination and thought5.5. EmotionsEmotions6.6. Practical ReasonPractical Reason7.7. Affiliation (A and B)Affiliation (A and B)8.8. Other speciesOther species9.9. PlayPlay10.10.Control over one’s environment (A and B)Control over one’s environment (A and B)11.11.Doing good to othersDoing good to others12.12.Living in a law abiding fashionLiving in a law abiding fashion13.13.Understanding the law Understanding the law (Nussbaum, 2000 and Wolff and De Shalit, 2007)(Nussbaum, 2000 and Wolff and De Shalit, 2007)

Public good professionals and Public good professionals and poverty reductionpoverty reduction

►Expand comprehensive capabilities of Expand comprehensive capabilities of people living in conditions of poverty people living in conditions of poverty through formation of public good through formation of public good professionals and their capabilities and professionals and their capabilities and functionings functionings

► The overarching theme was conceptualized The overarching theme was conceptualized as public good professionalism; we take this as public good professionalism; we take this to mean ‘pro-poor’ professionalism. (around to mean ‘pro-poor’ professionalism. (around 61% of South Africans are ‘poor’ South Africa 61% of South Africans are ‘poor’ South Africa HD Report, 2000)HD Report, 2000)

►We looked at how public good professionals We looked at how public good professionals were being educated at universities (within were being educated at universities (within the 5 professional programmes studied)the 5 professional programmes studied)

► Awareness that transformation processes Awareness that transformation processes involve tensions, contradictions and involve tensions, contradictions and constraints, as well as opportunitiesconstraints, as well as opportunities

► We did not expect to find a homogenous vision of We did not expect to find a homogenous vision of transformation .transformation .

► We assumed there would be diverse professional We assumed there would be diverse professional capabilities within a professional site which were capabilities within a professional site which were valued.valued.

► We thought there would be an iterative 'thread’ which We thought there would be an iterative 'thread’ which could be ‘pulled through’ all the interviews for each could be ‘pulled through’ all the interviews for each professional site in order to tell a reasonably coherent professional site in order to tell a reasonably coherent story about educating professionals. If we found public story about educating professionals. If we found public good professionalism in alumni and students we good professionalism in alumni and students we assumed it is happening in some way in professional assumed it is happening in some way in professional education and that we should then be able to find education and that we should then be able to find evidence.evidence.

Stages of data collection and Stages of data collection and analysisanalysis

Stage 1: 90 interviews with students, lecturers, Stage 1: 90 interviews with students, lecturers, university leaders, alumni, professional bodies, university leaders, alumni, professional bodies, NGOs (August – October 2008). NGOs (August – October 2008).

Dissemination and discussion of project begins Dissemination and discussion of project begins October 2008 and continues through to October 2008 and continues through to November 2009.November 2009.

Stage 2: Coding of Social Work data around 9 Stage 2: Coding of Social Work data around 9 themes (informed by theory and data). We then themes (informed by theory and data). We then generated 4 grounded professional capabilities.generated 4 grounded professional capabilities.

Vision, Professional agency, Affiliation and Vision, Professional agency, Affiliation and Resilience Resilience

► Stage 3: Coding and ‘chunking’ of lecturer, Stage 3: Coding and ‘chunking’ of lecturer, alumni and student data using agreed alumni and student data using agreed categories of professional capabilities, categories of professional capabilities, educational arrangements, and social educational arrangements, and social constraints (by mid-March 2009)constraints (by mid-March 2009)

► Stage 4: summary narrative produced (March Stage 4: summary narrative produced (March 2009) 2009)

► Stage 5: construction of professional Stage 5: construction of professional capabilities tables (indexing) across all 5 case capabilities tables (indexing) across all 5 case studies, drawing on summary narratives (March studies, drawing on summary narratives (March 2009)2009)

► Stage 6: further adjustment of these 4 tables after Stage 6: further adjustment of these 4 tables after feedback from RWGs (July-September 2009)feedback from RWGs (July-September 2009)

► Stage 7: drafting of expanded case study for each Stage 7: drafting of expanded case study for each professional site (15000-20,000 words), including professional site (15000-20,000 words), including discussion and feedback from each participating discussion and feedback from each participating department (by November 2009) department (by November 2009)

► At each stage of the process, the Research Working Groups played an invaluable role in giving input and feedback on formation of professional capabilities at universities and specifically on our emerging professional capabilities index.

►Recognizing the full dignity of every Recognizing the full dignity of every human being.human being.

►   Acting for social transformation and Acting for social transformation and reducing injusticereducing injustice

►Making sound, knowledgeable, Making sound, knowledgeable, thoughtful professional judgmentsthoughtful professional judgments

►Working/acting with others to expand Working/acting with others to expand comprehensive capabilities of people comprehensive capabilities of people living in povertyliving in poverty

Table One- Professional capabilities (freedoms to Table One- Professional capabilities (freedoms to be and to do and to choose):be and to do and to choose):

► Informed Vision and ImaginationInformed Vision and Imagination► Affiliation (solidarity)Affiliation (solidarity)► ResilienceResilience► Social and collective struggleSocial and collective struggle► EmotionsEmotions► IntegrityIntegrity► Assurance and confidenceAssurance and confidence► Knowledge and practical skillsKnowledge and practical skills

(DRAFT) Indexing professional (DRAFT) Indexing professional capabilities and dimensions of capabilities and dimensions of

professional educationprofessional education

Table Two - Educational ArrangementsTable Two - Educational Arrangements►CurriculumCurriculum►PedagogyPedagogy►Encouraging professional ways of Encouraging professional ways of

beingbeing►Departmental cultureDepartmental culture

(DRAFT)Indexing professional (DRAFT)Indexing professional capabilities and dimensions of capabilities and dimensions of

professional educationprofessional education

Table Three - University conditions Table Three - University conditions ► Institutional culture and environmentInstitutional culture and environment►Advancing criticism, deliberation and Advancing criticism, deliberation and

responsibilityresponsibility►Social engagementSocial engagement►Building just futuresBuilding just futures

(DRAFT) Indexing professional (DRAFT) Indexing professional capabilities and dimensions of capabilities and dimensions of

professional educationprofessional education

Table four- Constraints (social & Table four- Constraints (social & educational/ legacy of apartheid)educational/ legacy of apartheid)

►Systemic and material baseSystemic and material base►CulturalCultural

1. vision

2. affiliation

3. resilience

4. struggle

5. emotions

6. Knowledge

& skills

7. integrity

8. confidence

PROFESSIONAL CAPS.

EDUCATIONAL ARRANGEMENTS

dep

art

men

tal cu

ltu

res

bu

ild

ing

ju

st

futu

re

pro

fessio

nal w

ays o

f bein

g

cu

lture

en

gag

em

en

t

leg

acy o

f ap

arth

eid

(racia

l op

pre

ssio

n)

INSTITUTIONAL CONDITIONS

SOCIAL ARRANGEMENTS

curr. & pedagogy

advancing criticism, delib, resp

systemic & material based

cu

ltu

ral

Capability

inputs

Biographies of dis/advantage (autonomous

agency & capability to

realize)

META FUNCTIONINGS

• recognise every person’s full human dignity

• act for social transformation and reduce injustice

• make wise prof. Judgements

• work/act with others to expand capabilities of the poor

►Praxis pedagogies: transformative, Praxis pedagogies: transformative, critical, attentive both to knowledge critical, attentive both to knowledge and to responsible action in society, and to responsible action in society, with these features :with these features :

i.i. Contextual and disciplinary knowledge Contextual and disciplinary knowledge and understandingand understanding

ii.ii. Developing identity, commitment and Developing identity, commitment and community community

iii.iii.Transformative learning to mirror the Transformative learning to mirror the emphasis on transformation in South emphasis on transformation in South African society. African society.

► If certain kinds of [public good] professionals are being If certain kinds of [public good] professionals are being educated by universities, this is a significant educated by universities, this is a significant contribution to poverty reduction in South Africa, contribution to poverty reduction in South Africa, given that all professionals - engineers, lawyers, given that all professionals - engineers, lawyers, doctors, nurses, teachers, economists, business doctors, nurses, teachers, economists, business leaders, social workers, and so on - are now educated leaders, social workers, and so on - are now educated in universities. in universities.

► Need for public reasoning about an evaluative /quality Need for public reasoning about an evaluative /quality framework and the reach and responsiveness of HD framework and the reach and responsiveness of HD and the CA.and the CA.

Working with tablesWorking with tables

► If we were to follow Boni and Gasper’s approach we might list If we were to follow Boni and Gasper’s approach we might list the professional capabilities as human development values or the professional capabilities as human development values or dimensions and ask what implications follow for teaching, dimensions and ask what implications follow for teaching, research, social responsibility, university governance and research, social responsibility, university governance and university environment. university environment.

Prof Caps/Univ. Activi-ties

Teach-ing

Re-search

Soc. Engage-ment

Govern/policy

Univ.Envir-onment

Vision

Affilia-tion

Resil-ience

Struggle

►Or HD values might be the vertical Or HD values might be the vertical axis and capabilities /public good axis and capabilities /public good professionalism the horizontal axis.professionalism the horizontal axis.

HD Values/Univ. Activi-ties

Teach-ing

Re-search

Soc. Engage-ment

Govern/policy

Univ.Envir-onment

Well-being

Partic & Empow.

Equity&Diversity

Sustain-iblity

<PUBLIC

GOOD PROFESS

/ PROF. CAPS>>

►Or the professional capabilities might Or the professional capabilities might form the basis of a process of public form the basis of a process of public reasoning to agree a smaller set of core reasoning to agree a smaller set of core values and dimensions for a whole values and dimensions for a whole university which might be the same, or university which might be the same, or different from our Index, but which were different from our Index, but which were still grounded in human development still grounded in human development ethics and values, and would constitute ethics and values, and would constitute the basis of internal deliberative quality the basis of internal deliberative quality evaluation processes. evaluation processes.