Open AccessDer Capability Approach als theoretisch-normative Grundlage für das Monitoring von Bildungsgerechtigkeit
Author(s) -
Markus Sauerwein,
Svenja Vieluf
Publication year - 2021
Publication title -
die deutsche schule
Language(s) - English
Resource type - Journals
eISSN - 2699-5379
pISSN - 0012-0731
DOI - 10.31244/dds.2021.01.09
Subject(s) - normative , foundation (evidence) , engineering ethics , computer science , epistemology , basis (linear algebra) , knowledge management , management science , political science , engineering , philosophy , mathematics , law , geometry
There is a broad consensus that educational monitoring contains normative stipulations. However, as yet these lack theoretical substantiation. This article proposes the Capability Approach as a theoretical foundation. Educational systems would then be assessed on the basis of information about opportunities and freedoms to achieve capabilities they are offering to students and on the basis of their success in fostering the basic abilities necessary for realizing the capabilities.