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Community-based Water Management in Urban Informal Spaces: Capabilities and Collective ActionSamantara, Anisha January 2023 (has links)
This thesis contributes to scholarship on applying the Capability Approach (CA) in the informal water sector in post-colonial cities in the Global South. It lays out helpful insights in the field of Sustainable Development Goal no. 6- clean water and sanitation in the backdrop of climate justice. This research aims to translate theoretical roots of the CA into meaningful participatory policy by using a case study approach complimented by different methods of qualitative data collection. The empirical findings are built on in-depth semi-structured interviews and focus-group discussions with participants from informal settlements in India and Indonesia, members of universities, NGOs, government organizations and peoples’ collectives. This study underscores that cities in the global south are complex and that to study them requires more epistemic diversity guided by a decolonial lens. It starts with a systematic literature review, followed by a purposive literature review. The reviews generated four themes: (i) Human needs, well-being and development; (ii) Social cohesion and community processes; (iii) Water security and psycho-social stress and (iv) Vulnerabilities, resilience and adaption. After which, three overarching theories guided the conceptual framework- Sen’s Capability Approach, Ostrom’s theory of the commons, and combined theories of socio-ecological resilience. Through its findings, it proposes the Capability Locus Pathway for Socio-Spatial Change, along with the concept of the Capability Space, to evaluate what transformative processes look like in informal urban spaces and what power communities have in terms of agency and opportunities to lead such collective action. / IDF-Global Challenges Research Fund
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Public university education : an analysis of capability expansion among students in UgandaBigabwenkya, Sebastian 06 1900 (has links)
University education is ideally expected to significantly expand higher education capabilities among students. Yet, if left unchecked, university education processes can under-equip students in terms of higher education capabilities. In the last one and a half decades, public university education in Uganda has been rapidly growing in terms of student enrolment and course completion. However, the higher education capability levels among students and consequently new graduates (2001-2010) have apparently been declining, especially in terms of practical reason, sociality and participation, learning dispositions, and science and technology. The current study analyses why the new graduates of public universities in Uganda are seemingly deficient in higher education capabilities. Data for analysis were mainly collected from 221 stakeholders of two public universities, namely Makerere University and Mbarara University. The analysis focused on respondents’ perceptions of the three sub-variables of university education, namely curriculum content, teaching processes, and learning processes. Through regression analysis, it was established that these sub-variables jointly predict higher education capability expansion among students in Uganda by 81.2%. Meanwhile, results from qualitative analyses suggest that the curriculum content of public university education is at an acceptable standard and, therefore, a minor cause of higher education capability deficiency among students. However, the teaching processes are perceived as ineffective since lecturers mainly use non-participatory approaches, teach fewer sessions than timetabled, and engage ‘liberal’ quality assurance measures that are open to abuse. Moreover, the learning approaches of some students seem to be surface in nature and the students’ levels of research learning and practice are low. Hence, the study conclusions suggest that low levels of higher education capabilities among students or new graduates in Uganda are largely due to ineffective teaching and learning processes at the two public universities studied. Consequently, the study recommends that, in a bid to enhance higher education capability expansion among students, public universities should focus on improving teaching processes and learning processes, particularly on staff pedagogical skills, commitment, quality controls, and reducing the number of students enrolled in most university courses. / Development Studies / D. Litt et Phil. (Development Studies)
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Strengthening the capability approach : the foundations of the capability approach, with insights from two challengesWatene, Krushil P. M. January 2011 (has links)
The Capability Approach was initially developed by Nobel laureate Amartya Sen, with the first basic articulation presented in his 1979 ‘Equality of What?’ Tanner Lecture. Since then, the approach has gained a huge amount of attention as a conceptual framework which offers a clear and insightful way to measure well-being and development. Most recently, the approach has been refined and extended by Martha Nussbaum to issues of disability, nationality, and species membership in political philosophy. This project is about the foundations of the capability approach. More specifically, this project asks whether we can, and whether there are good reasons to, strengthen those foundations. The conclusions drawn here are that we ought to think seriously about the way that the capability approach develops as a theory that responds to real world challenges and change. More importantly, this project contends – in light of the challenges of future people and indigenous peoples – that there is good reason to think of new ways to ground the approach. This project takes up this challenge and grounds the approach in a modified version of Tim Mulgan’s approach to well-being. This project demonstrates that this alternative enriches the capability approach by providing us with a way of making sense of important problems, and with options for moving forward. Overall, this project asks important questions about how the capability approach could evolve based on challenges that remain relatively under-explored in the current literature. This project contributes to this literature by demonstrating that we can and ought to strengthen the capability approach and its ability to understand, take on board, and resolve these challenges.
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The impact of public secondary school education on the empowerment of Dalit women in Andhra Pradesh, South IndiaReith, Magdalena 21 May 2019 (has links)
Women are central to human development and yet, nowhere around the globe are they treated as equals to men. Although the need to empower them has been widely recognised, equality is not more than a theoretical construct and empowerment remains low, especially for female Dalits (the most disadvantaged social group in India). This study thus seeks to explore the impact of public secondary school education on the empowerment of Dalit women in Andhra Pradesh, India. Twelve female Dalits were interviewed to better comprehend the effects of their educational experiences from their own perspective. Nine indicators for empowerment were used, among them decision making, social and physical mobility, choices surrounding sexuality and self-reported attitude changes. Findings showed a positive effect of education on empowerment, although deeply embedded social and patriarchal thought patterns were challenged only partly. The study suggests that education clearly needs to exceed primary schooling to result in empowerment. / Development Studies / M.A. (Development Studies)
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The impact of social assistance on human capacity development: a study amongst households affected by HIV and AIDS in South AfricaKiabilua, Pascal Nkay 04 1900 (has links)
Many poor households in South Africa rely on social grants for their survival,
forcing the government to spend on the programme, to the detriment of other
socioeconomic programmes necessary for poverty alleviation and economy
growth. This study investigated the impact of the South African social assistance
policies and programmes on the human capacity development of beneficiaries,
especially households affected by HIV/AIDS, residing in informal settlements.
Following a qualitative approach, exploratory and case study techniques were
used to collect and analyse data. In-depth interviews and observations at
research sites uncovered rich data elucidated by social capital theory and the
capability approach. The thesis commenced with social assistance as
implemented in OECD and BRICS countries, including South Africa. The notion
of human capacity development, as linked to social assistance, poverty
alleviation and economic growth, was presented. Conditional social
programmes directed at human capacity development via educational
assistance were contrasted with universal social assistance systems. Findings
revealed that South Africa, despite its low level of economic growth, has a welldeveloped,
selective social assistance system. Social grants assist beneficiaries
to meet urgent needs, such as food and transport to hospital and for job seeking.
It is insufficient to meet other basic needs, including capacity development.
There is a shortage of educational facilities and training programmes in poor
communities, which sometimes exclude adult men and youth without Grade 12.
There is no guarantee of a job or business opportunities for graduates from skills
development centres. Many who have completed their training are placed in
entry-level jobs that earn salaries below the social grant exit requirements.
Recommendations to increase the array of social grant instruments and to
introduce conditional grants for vulnerable adults were made. In particular, the
provision of scholarships to needy youths and adults was recommended,
augmented by more educational facilities in poor communities, more training
programmes, and the establishment of structures that will provide decent job
placement and business opportunities for graduates. Urgent provision of decent
housing for the poor and improvements in public health infrastructure, roads, water and electricity, in order to facilitate the human development of needy
people is further needed. / Development Studies / Ph. D. (Development Studies)
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Vulnerabilidade socioambiental no município de São Paulo: análise das capacidades e liberdades humanas / Social and environmental vulnerability in São Paulo: Analysis of human capacities and freedomsJacob, Amanda Martins 17 September 2013 (has links)
Com o objetivo de identificar e discutir as inter-relações que aproximam os problemas de restrição de capacidades e liberdades humanas da questão da vulnerabilidade socioambiental, esta pesquisa buscou analisar indicadores de desenvolvimento, previamente selecionados, que refletissem as desigualdades sociais, econômicas e ambientais relativas aos noventa e seis distritos do município de São Paulo. Para discorrer sobre a questão das capacidades e liberdades humanas, a pesquisa bibliográfica levou em conta principalmente, os trabalhos do economista indiano Amartya Sen, em especial seus escritos sobre a abordagem das capacidades na teoria da justiça e do desenvolvimento como liberdade. O estudo de caso utilizou indicadores secundários separados em duas grandes dimensões: vulnerabilidade que corresponde aos indicadores de: condição de... e desenvolvimento que corresponde aos indicadores de: acesso a.... As categorias segundo as quais os indicadores foram classificados são: demografia, habitação, violência, condições de saúde e assistência social, educação, renda e susceptibilidade ao risco ambiental, na dimensão vulnerabilidade; e transportes, infraestrutura em saúde e assistência social, cultura e lazer, infraestrutura em educação, emprego, abastecimento e saneamento, e áreas verdes na dimensão desenvolvimento. Através do agrupamento dos indicadores e transformação das variáveis pela média, obtiveram-se valores de índices tanto para vulnerabilidade, quanto para desenvolvimento. Por meio da utilização de mapas e tabelas, o estudo mostra de que forma a vulnerabilidade e o desenvolvimento estão dispostos no território paulistano. O resultado da pesquisa quantitativa mostrou que cerca de 50% dos distritos paulistanos apresentaram índices de alta vulnerabilidade ou vulnerabilidade extrema, a grande maioria em áreas periféricas. Ao mesmo tempo, apenas dez distritos dos noventa e seis, apresentaram resultados bons de desenvolvimento, sete dos quais inseridos na porção sudoeste do município de São Paulo, área nobre e extremamente valorizada da cidade. Este resultado da análise mostrou que a capital paulista é extremamente desigual dos pontos de vista social, ambiental e econômico, e que os problemas associados à vulnerabilidade se expressam no próprio território do município, de forma que as periferias são o reflexo de espaços altamente segregados, com graves problemas sociais, riscos ambientais iminentes e ainda, baixos níveis de desenvolvimento devido, em especial, à insuficiente atuação do Estado como promotor de políticas públicas. A constatação da vulnerabilidade deveu-se, entre outros fatores, à precariedade de acesso a serviços como transporte, saúde e educação, incluindo demais equipamentos, sobretudo públicos, de acesso ao saneamento básico, lazer e cultura. Além disso, há baixa oferta de empregos locais com boa remuneração e níveis consideráveis de violência e pobreza características que limitam o empoderamento dos grupos sociais residentes, sobretudo dos mais vulneráveis como as mulheres, os jovens, os negros e os idosos. A todo este conjunto de características, atribui-se a responsabilidade pela restrição das capacidades e liberdades elementares dos indivíduos. Dessa forma verificou-se que as desigualdades de vulnerabilidade e desenvolvimento existentes representam as diferenças de capacidades e liberdades entre as populações, e que o enfrentamento desses problemas deve considerar princípios de justiça que levem em conta a construção das capacidades das populações mais desfavorecidas a fim de se promover justiça social e igualdade de oportunidades. / With the objective to identify and discuss the interrelations that approximate the problems of human capabilities e freedoms restriction of issue social and environmental vulnerability, this study examined indicators, previously selected, that reflect the social, economic and environmental inequalities relative to ninety-six districts of the city of São Paulo. To discuss the issue about human capabilities and freedoms, the bibliographic research took into account, mainly, the works of the Indian economist Amartya Sen, in particular his writings about the capability approach, in the theory of justice, and the development as freedom. The case study used secondary indicators separated into two major dimensions: vulnerability, that corresponds to the indicators of \"condition of...\", and development that refers to the indicators of \"access to...\". The categories under which the indicators were classified are: demographics, housing, violence, health and social care, education, income and susceptibility to environmental risk, in the vulnerability dimension; and transport, health and social care infrastructure, culture and recreation, education infrastructure, employment, water and sanitation, and green areas in the development dimension. With the transformation of variables and the grouping of indicators, were obtained values for both indexes: vulnerability and development. Through the use of maps and tables, the study showed how the vulnerability and development are arranged in the São Paulo city. The result of the quantitative survey showed that nearly fifty percent of São Paulo districts have high levels of vulnerability or extreme vulnerability, the large majority in outskirts. At the same time, only ten of the ninety-six districts showed good results of development, seven of which inserted in the southwest portion of city the prime area and extremely rich. This showed that São Paulo is extremely unequal in the points of views social, environmental and economic, and that the problems associated with vulnerability are expressed in the territory, such that the outskirts are the reflection of highly segregated spaces, with serious social problems, imminent environmental risks, and yet, low levels of development, due to, in particular, the inadequate performance of the State as promoter of public polices. The verification of vulnerability is due, among other factors, to the limited access to public services as transport, health and education, including other equipment for access to basic sanitation, recreation and culture. In addition, there is low offer of local jobs with a good salary, and considerable levels of violence and poverty features that limited the empowerment of specific social groups, especially the most vulnerable like as women, younger, blacks and elderly. The whole this package of characteristics is attributed the responsibility for restricting the capabilities and freedoms of the individuals. Therefore, it was found that the inequalities of vulnerabilities and developing represent the difference of capabilities and freedoms between the populations and that for facing these issues, is necessary consider the principles of justice concerning the capacities construction of vulnerable groups, in order to promote social justice and equal opportunities.
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The impact of HIV/AIDS on infected and affected rural primary school children in Zimbabwe : children's perspectives : a case studyMtimbiri, Siza January 2019 (has links)
Although there has been increasing research on HIV/AIDS and children, albeit mostly outside the school environment, most research in the area tends to view 'children as objects' (Christensen and James, 1999) in the research process whereby the change in the child is what is being observed. This view lessens the role of the child and as such means that the results are inadequate - mostly the researcher's perspective is represented. In Zimbabwe, with an estimated 1.1 million AIDS orphans and 115,000 children under 14 living with HIV/AIDS, not much empirical research has been conducted in school settings where they spend most of their time; the complexities of infected and affected students' experiences within the school-home-community spheres are mostly inferred due to lack of empirical research. Using Bronfenbrenner's Ecological System's Theory and the Capability Approach to adopt a holistic psychosocio-cultural lens, the research aims to understand the experiences of infected and affected students from their perspectives within their school, home and community environments. Added to observations, in-depth interviews based on data collected using photography, drawings, timelines, sociograms and student diaries were conducted with 65 boys and 27 girls aged 10 -13 years from a rural primary school during the months of August to December 2011. In-depth interviews were also conducted with 161 parents and caregivers. Also interviewed were 13 stakeholders comprising of a Senior Research Officer within the Ministry of Education, District Education Officer, 5 Teachers and their Principal, a District Councilor, the Chief, a village head, a local Baptist Minister and a research staff person from, FACT, a local NGO that works with AIDS orphans. Among children, findings point to dilapidating issues of stigma, abandonment, unaddressed emotional and physical needs; children relied on each other's advice more than that of teachers and caregivers. Among the adult community, the education authorities and community leaders who are custodians of their education, ignorance about infected and affected children is astounding. An ageing population of caregivers is barely able to deal with the complexities of infected children. Religion has a powerful negative influence on addressing HIV/AIDS issues. Teachers, citing taboo issues about sex and the fact that HIV/AIDS is not an exam at the school, refused to broach the subject. Education Officials at the time clearly pointed out that there has been no research nor any plans yet to address this population and their needs. Further research will need to be conducted for educational planning that will be most effective in implementing meaningful changes for this group and other rural primary school children.
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Public university education : an analysis of capability expansion among students in UgandaBigabwenkya, Sebastian 06 1900 (has links)
University education is ideally expected to significantly expand higher education capabilities among students. Yet, if left unchecked, university education processes can under-equip students in terms of higher education capabilities. In the last one and a half decades, public university education in Uganda has been rapidly growing in terms of student enrolment and course completion. However, the higher education capability levels among students and consequently new graduates (2001-2010) have apparently been declining, especially in terms of practical reason, sociality and participation, learning dispositions, and science and technology. The current study analyses why the new graduates of public universities in Uganda are seemingly deficient in higher education capabilities. Data for analysis were mainly collected from 221 stakeholders of two public universities, namely Makerere University and Mbarara University. The analysis focused on respondents’ perceptions of the three sub-variables of university education, namely curriculum content, teaching processes, and learning processes. Through regression analysis, it was established that these sub-variables jointly predict higher education capability expansion among students in Uganda by 81.2%. Meanwhile, results from qualitative analyses suggest that the curriculum content of public university education is at an acceptable standard and, therefore, a minor cause of higher education capability deficiency among students. However, the teaching processes are perceived as ineffective since lecturers mainly use non-participatory approaches, teach fewer sessions than timetabled, and engage ‘liberal’ quality assurance measures that are open to abuse. Moreover, the learning approaches of some students seem to be surface in nature and the students’ levels of research learning and practice are low. Hence, the study conclusions suggest that low levels of higher education capabilities among students or new graduates in Uganda are largely due to ineffective teaching and learning processes at the two public universities studied. Consequently, the study recommends that, in a bid to enhance higher education capability expansion among students, public universities should focus on improving teaching processes and learning processes, particularly on staff pedagogical skills, commitment, quality controls, and reducing the number of students enrolled in most university courses. / Development Studies / D. Litt et Phil. (Development Studies)
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Developing and applying a smart city for development model: the case of COR in Rio de JaneiroKuhl, Alexander 19 June 2018 (has links)
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Previous issue date: 2018-06-19 / Purpose: The present thesis addresses how smart city initiatives can positively impact development, with a special emphasis on developing countries in Latin America. Existing definitions and maturity models have a very strong focus on the mere use of Information and Communication Technology (ICT) and ignore the special needs and factors to be considered in developing countries. Methodology: By using the extant literature on Smart Cities and Information and Communication Technology for Development (ICT4D) as a related area from which to learn, a comprehensive Smart City for Development (SC4D) model is introduced and then exemplified via its application to a Latin American smart city initiative. Findings: The thesis argues that a favorable ecosystem for SC4D is one that is backed by both national and local sustainability, infrastructure, human capital, services, apps, and data. Practical implications: Successful SC4D initiatives include bottom-up approaches, citizen participation, a fit with both the national and the local culture, as well as a fit with the United Nations’ Sustainable Development Goals and the Capability Approach developed by Amartya Sen. / Objetivo: A presente dissertação analisa como as iniciativas de cidades inteligentes podem ter impacto no desenvolvimento de países, com ênfase especial nos países em desenvolvimento da América Latina. As definições e os modelos de maturidade atualmente existentes para Cidade Inteligente têm um foco muito forte no uso de Tecnologias da Informação e da Comunicação (ICT), ignorando as necessidades especiais e os fatores a serem considerados nos países em desenvolvimento. Metodologia: Fazendo uso da literatura existente e da revisão da literatura sobre Tecnologias da Informação e da Comunicação para Desenvolvimento (ICT4D), como área relacionada, um modelo abrangente de Cidade Inteligente para Desenvolvimento (SC4D) é apresentado e então exemplificado por meio da sua aplicação em uma iniciativa de Cidade Inteligente na América Latina. Resultados: O trabalho argumenta que um ecossistema favorável para o SC4D é aquele apoiado pela sustentabilidade nacional e local, infraestrutura, capital humano, serviços, aplicativos e dados. Aplicabilidade: As iniciativas de sucesso de SC4D incluem abordagens bottom-up, participação dos cidadãos, adequação à cultura nacional e local, bem como adequação aos Objetivos de Desenvolvimento Sustentável das Nações Unidas e à Abordagem das Capacidades de Amartya Sen.
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Analyse multidimensionnelle de la pauvreté : le cas de Djibouti / Multidimensional analysis of poverty : the case of DjiboutiOkiye Waais, Idriss 13 October 2017 (has links)
L'objet de cette thèse est de proposer et de développer les différentes mesures multidimensionnelles de la pauvreté. La multidimensionnalité de la pauvreté fait aujourd'hui consensus. Scientifiques, décideurs politiques et professionnels du développement s'accordent pour dire que la seule dimension monétaire (le manque de revenu) ne suffit pas à représenter la pauvreté. En se basant sur les travaux de Sen (Prix Nobel d'Economie) en particulier sur l'approche des capacités, nous proposons quatre mesures différentes de la pauvreté. La première est une mesure monétaire basée sur l'approche utilitaire ; la seconde est une mesure subjective basée sur les expériences des ménages ; la troisième est une mesure multidimensionnelle axiomatique et enfin la dernière est une mesure non axiomatique basée sur la théorie des ensembles flous. Elles sont toutes mises en oeuvre en utilisant les données d'enquêtes EDAM3-IS (Enquête Djiboutienne Auprès des Ménages 2012). Les résultats s'inscrivent dans un contexte de croissance économique que connait Djibouti. Cependant, toutes les mesures utilisées ont montré des grandes disparités régionales entre la capitale et les régions en termes d'infrastructure de base et de bien-être des ménages. Chacune de ses méthodes a fourni des résultats avec différentes interprétations des déterminants de la pauvreté. Cela ne signifie pas qu'il existe une méthode bien meilleure que l'autre, mais chaque approche, dans un contexte particulier, peut-être plus pertinente. Ainsi, l'identification des pauvres en appliquant les différentes mesures de la pauvreté nous a donné un profil différencié. Par conséquent, le décideur doit définir au préalable l'objectif poursuivi dans les politiques de lutte contre la pauvreté. Nous pouvons souligner que l'intégration d'une pondération subjective dans la mesure de la pauvreté est une de nos contributions au développement de mesures multidimensionnelles de la pauvreté. / The aim of this thesis is to propose and develop the various multidimensional measures of poverty. There is a consensus on the multidimensional nature of poverty. Scientists, policy makers and development professionals agree that the monetary dimension (lack of income) is inadequate to represent poverty. On the basis of the work of Sen (Nobel Proze of Economics), particularly on the capability approach, we propose four different measures of poverty. The first one is a monetary measure based on the utilitarian approach ; the second is a subjective measure founded on household experience ; the third is a multidimensional axiomatic measure and the final one is a non-axiomatic measure based on the theory of fuzzy sets. They are implemented using survey data EDAM3-IS (Djiboutian Survey of Households 2012). The esults fall within the framework of economic growth in Djibouti. However, all the measures used have shown great disparities between the capital and the regions in terms of basic infrastructure and household welfare. Each method produced results with different interpretations of the determinants of poverty. This does not mean that there is one method being better than the other but rather each approach, in a particular context, may be more relevant. Thus, identifying the poor by applying the different measures of poverty gave us a clear-cut profile, which implies that the decision-maker must first set the aim in view in the implementation of anti-poverty policies. It can be emphasized that the inclusion of a subjective weighting in the process of measuring of poverty is one of our contributions towards the development of multidimensional measures of poverty.
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