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Rethinking Access to Education through the Capability Approach: The Case of Street Children

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Children and the Capability Approach

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Abstract

As emphasized in previous chapters, education is considered by children as one of the most important dimension of their well-being. The intrinsic and instrumental value of education and its role in children’s evolving capabilities means it is often at centre of policy approaches for children (for example, as in the Millennium Development Goals). The aim of this chapter is to apply the capability approach (CA) framework in order to assess policies towards education and, in particular, access to education.

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Authors
  1. Jérôme Ballet
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  2. Augendra Bhukuth
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  3. Katia Radja
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Editor information

Editors and Affiliations

  1. University of Florence, Italy

    Mario Biggeri

  2. Université de Versailles Saint-Quentin-en Yvelines, France

    Jérôme Ballet

  3. St Edmund’s College, University of Cambridge, UK

    Flavio Comim

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© 2011 Jérôme Ballet, Augendra Bhukuth and Katia Radja

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Ballet, J., Bhukuth, A., Radja, K. (2011). Rethinking Access to Education through the Capability Approach: The Case of Street Children. In: Biggeri, M., Ballet, J., Comim, F. (eds) Children and the Capability Approach. Palgrave Macmillan, London. https://doi.org/10.1057/9780230308374_12

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