Human Capital and Capability Approach in European Lifelong Learning Development: A Case Study of Macedonia in the Balkan
The paper discusses European Lifelong Learning policy in the European enlargement to the Balkan. The European Lifelong Learning policy with Human Capital approach is researched in the country case of Macedonia. The paper argues that Human Capital approach focusing on instrumental and economic importance of learning for employability and economic growth needs to be complemented with Capability Approach for intrinsic and noneconomic needs of learning among the ethnic minorities. The paper identifies two dimensions of importance – minority languages and civic education – that the Capability Approach may develop to guarantee equal opportunities to all to benefit from European educational and lifelong learning development and to build an inclusive and socially just democracy in Macedonia.
[1] UN, UN Millennium Declaration. 2000, Availabe at:
http://www.un.org/millennium/declaration/ares552e.pdf: New York.
[2] EU, EU Donor Atlas - Mapping Official Development Assistance, ed. C.
Montes and M. Stefano. 2004.
[3] Commission, The European Consensus on European Union
Development Policy, (2006/C 46/01). 2006.
[4] EC. Enlargement. 2007 [cited 2007 31.07.2007]; Available from:
http://ec.europa.eu.
[5] UNDP. Human Development Reports. 2006 [cited 2007 12 September
2007]; Available from: http://hdr.undp.org/en/statistics/.
[6] Robson, C., Real World Research: A Resource for Social Scientists and
Practitioner-Researchers. 2002, Oxford: Blackwell Publishing.
[7] Becker, G., Human Capital. 1975, New York: Columbia University
Press.
[8] Iyer, S., ed. Human Capital. The Elgar Companion to Development
Studies, ed. D. Clark. 2006, Edward Elgar Publish Ltd, UK: Cheltenham.
[9] Sen, A.K., Development as Freedom. 1999, Oxford: Oxford University
Press.
[10] Clark, D.A., ed. Capability Approach. The Elgar Companion to
Development Studies. 2006, Edward Elgar Publish Ltd, UK:
Cheltenham.
[11] Gallagher, T., A Balkan History Learning Curve. European History
Quarterly, 2001. 31(141).
[12] Huntington, S., The Clash of Civilisations, 1993, Available at:
http://history.club.fatih.edu.tr/103%20Huntington%20Clash%20of%20
Civilizations%20full%20text.htm.
[13] Glenny, M., The Balkans 1804-1999: Nationalism, War and the Great
Powers. 1999, London: Granta.
[14] Said, E.W., Orientalism: Western Conceptions of the Orient. 1995,
London: Penguin Books.
[15] So, A.Y., Social Change and Development. Sage Library of Social
Research 178. 1990, California: SAGE Publications, Inc.
[16] Sen, A., Violence, Identity and Poverty. Journal of Peace Research,
2008. 45(5).
[17] Engström, J., The Power of Perception: The Impact of the Macedonian
Question on Inter-ethnic Relations in the Republic of Macedonia. The
Global Review of Ethnopolitics, 2002. 1(3).
[18] Pettifer, ed. The New Macedonian Question. 1999, Macmillan: London.
[19] UNDP (2004) National Human Development Report 2004, FYR
Macedonia: Decentralization for human development.
[20] EC, Terms of Reference for Lifelong Learning in the FYROM of
Macedonia - final SKID891(1). 2007.
[21] Jones, P.W. and D. Coleman, The United Nations and Education. 2005,
Abingdon, Oxon: Routledge Falmer.
[22] Mundy, K., Education for All and the New Development Compact.
International Journal of Educational Development, 2006. 52.
[23] Chabbott, C., Constructing Educational Consensus: International
Development Professionals and the World Conference on Education for
All. International Journal of Educational Development, 1998. 18(3).
[24] Schuetze, H.G., International concepts and agendas of Lifelong
Learning. COMPARE, 2006. 36, Number 3(September 2006).
[25] UNESCO, Learning: The Treasure Within (Delors Report). 1996,
UNESCO: Paris.
[26] UNESCO, Learning to be (Faure report). 1972, UNESCO: Paris.
[27] EC, Making a European Area of Lifelong Learnig a Reality, COM(2001)
678 final. 2001, Luxembourg, Office for Official Publications of the
European Commission.
[28] Robeyns, I., Three models of education: Rights, capabilities and human
capital. Theory and Research in Education, 2006. 4(69).
[29] Drèze, J. and A. Sen, India: Development and Participation. 2002,
Oxford: Oxford University Press.
[30] Unterhalter, E., Global inequality, capabilities, social justice: The
Millenium development goal for gender equality in education.
International Journal of Educational Development, 2005. 25: p. 111-122.
[31] Freeman, K., If Only My Eyes were Different: The Loss of Identity and
the Under-Utilisation of Black Children's Educational Potential -
Rethinking Social Justice and Assimilation. International Review of
Education, 2006. 52(Special Issue: Education and Social Justice).
[32] Nussbaum, M.C., Education and Democratic Citizenship: Capabilities
and Quality Education. Journal of Human Development, 2006. 7(3).
[33] May, S., Language and Minority Rights: Ethncity, Nationalism and the
Politics of Language. 2001, Harlow: Pearson Education Limited.
[34] Costa, V., Rawlsian Civic Education: Political not Minimal. Journal of
Applied Philosophy, 2004. 21(1).
[35] Papastephanou, M., Rawls' Theory of Justice and Citizenship Education.
Journal of Philosophy of Education, 2005. 39(3).
[1] UN, UN Millennium Declaration. 2000, Availabe at:
http://www.un.org/millennium/declaration/ares552e.pdf: New York.
[2] EU, EU Donor Atlas - Mapping Official Development Assistance, ed. C.
Montes and M. Stefano. 2004.
[3] Commission, The European Consensus on European Union
Development Policy, (2006/C 46/01). 2006.
[4] EC. Enlargement. 2007 [cited 2007 31.07.2007]; Available from:
http://ec.europa.eu.
[5] UNDP. Human Development Reports. 2006 [cited 2007 12 September
2007]; Available from: http://hdr.undp.org/en/statistics/.
[6] Robson, C., Real World Research: A Resource for Social Scientists and
Practitioner-Researchers. 2002, Oxford: Blackwell Publishing.
[7] Becker, G., Human Capital. 1975, New York: Columbia University
Press.
[8] Iyer, S., ed. Human Capital. The Elgar Companion to Development
Studies, ed. D. Clark. 2006, Edward Elgar Publish Ltd, UK: Cheltenham.
[9] Sen, A.K., Development as Freedom. 1999, Oxford: Oxford University
Press.
[10] Clark, D.A., ed. Capability Approach. The Elgar Companion to
Development Studies. 2006, Edward Elgar Publish Ltd, UK:
Cheltenham.
[11] Gallagher, T., A Balkan History Learning Curve. European History
Quarterly, 2001. 31(141).
[12] Huntington, S., The Clash of Civilisations, 1993, Available at:
http://history.club.fatih.edu.tr/103%20Huntington%20Clash%20of%20
Civilizations%20full%20text.htm.
[13] Glenny, M., The Balkans 1804-1999: Nationalism, War and the Great
Powers. 1999, London: Granta.
[14] Said, E.W., Orientalism: Western Conceptions of the Orient. 1995,
London: Penguin Books.
[15] So, A.Y., Social Change and Development. Sage Library of Social
Research 178. 1990, California: SAGE Publications, Inc.
[16] Sen, A., Violence, Identity and Poverty. Journal of Peace Research,
2008. 45(5).
[17] Engström, J., The Power of Perception: The Impact of the Macedonian
Question on Inter-ethnic Relations in the Republic of Macedonia. The
Global Review of Ethnopolitics, 2002. 1(3).
[18] Pettifer, ed. The New Macedonian Question. 1999, Macmillan: London.
[19] UNDP (2004) National Human Development Report 2004, FYR
Macedonia: Decentralization for human development.
[20] EC, Terms of Reference for Lifelong Learning in the FYROM of
Macedonia - final SKID891(1). 2007.
[21] Jones, P.W. and D. Coleman, The United Nations and Education. 2005,
Abingdon, Oxon: Routledge Falmer.
[22] Mundy, K., Education for All and the New Development Compact.
International Journal of Educational Development, 2006. 52.
[23] Chabbott, C., Constructing Educational Consensus: International
Development Professionals and the World Conference on Education for
All. International Journal of Educational Development, 1998. 18(3).
[24] Schuetze, H.G., International concepts and agendas of Lifelong
Learning. COMPARE, 2006. 36, Number 3(September 2006).
[25] UNESCO, Learning: The Treasure Within (Delors Report). 1996,
UNESCO: Paris.
[26] UNESCO, Learning to be (Faure report). 1972, UNESCO: Paris.
[27] EC, Making a European Area of Lifelong Learnig a Reality, COM(2001)
678 final. 2001, Luxembourg, Office for Official Publications of the
European Commission.
[28] Robeyns, I., Three models of education: Rights, capabilities and human
capital. Theory and Research in Education, 2006. 4(69).
[29] Drèze, J. and A. Sen, India: Development and Participation. 2002,
Oxford: Oxford University Press.
[30] Unterhalter, E., Global inequality, capabilities, social justice: The
Millenium development goal for gender equality in education.
International Journal of Educational Development, 2005. 25: p. 111-122.
[31] Freeman, K., If Only My Eyes were Different: The Loss of Identity and
the Under-Utilisation of Black Children's Educational Potential -
Rethinking Social Justice and Assimilation. International Review of
Education, 2006. 52(Special Issue: Education and Social Justice).
[32] Nussbaum, M.C., Education and Democratic Citizenship: Capabilities
and Quality Education. Journal of Human Development, 2006. 7(3).
[33] May, S., Language and Minority Rights: Ethncity, Nationalism and the
Politics of Language. 2001, Harlow: Pearson Education Limited.
[34] Costa, V., Rawlsian Civic Education: Political not Minimal. Journal of
Applied Philosophy, 2004. 21(1).
[35] Papastephanou, M., Rawls' Theory of Justice and Citizenship Education.
Journal of Philosophy of Education, 2005. 39(3).
@article{"International Journal of Business, Human and Social Sciences:57470", author = "E. Heikkilä", title = "Human Capital and Capability Approach in European Lifelong Learning Development: A Case Study of Macedonia in the Balkan", abstract = "The paper discusses European Lifelong Learning policy in the European enlargement to the Balkan. The European Lifelong Learning policy with Human Capital approach is researched in the country case of Macedonia. The paper argues that Human Capital approach focusing on instrumental and economic importance of learning for employability and economic growth needs to be complemented with Capability Approach for intrinsic and noneconomic needs of learning among the ethnic minorities. The paper identifies two dimensions of importance – minority languages and civic education – that the Capability Approach may develop to guarantee equal opportunities to all to benefit from European educational and lifelong learning development and to build an inclusive and socially just democracy in Macedonia.
", keywords = "Capability approach, European lifelong learning, human capital theory.", volume = "2", number = "4", pages = "299-4", }
