EDU604 Assignment 1 Fall 2025 Idea Solution

Comparative Education (EDU604)

Assignment – Fall 2025 | Total Marks: 20

Question:

Critically analyze the Human Capital, Rights-based, and Capability approaches to education in countries like Pakistan.

Answer:

Education plays a central role in national development, and its purpose can be viewed through multiple theoretical lenses. The Human Capital, Rights-based, and Capability approaches each provide distinct perspectives on why and how education should be promoted in countries like Pakistan. A critical analysis of these approaches highlights their key principles, benefits, and limitations.

1. Human Capital Approach

The Human Capital approach views education as an investment that increases the productivity, efficiency, and economic value of individuals. It assumes that educated citizens contribute to national growth by enhancing labor skills and innovation. In Pakistan, this view supports technical education, vocational training, and STEM-based initiatives aimed at improving employability. However, its limitation lies in its narrow economic focus — it often overlooks social justice, values, and holistic development, treating education mainly as a tool for economic output rather than human empowerment.

2. Rights-Based Approach

This approach considers education a fundamental human right rather than a privilege or economic instrument. It emphasizes equality, inclusivity, and state responsibility to ensure access for all children regardless of gender, class, or disability. Pakistan’s Article 25-A of the Constitution aligns with this framework, guaranteeing free and compulsory education for children aged 5–16. The approach strengthens educational justice and citizenship, but challenges like poor implementation, funding gaps, and regional inequalities weaken its full realization.

3. Capability Approach

Developed by Amartya Sen and Martha Nussbaum, the Capability approach extends beyond access and income. It argues that education should enhance individuals’ freedoms — their ability to think, choose, and live meaningful lives. In Pakistan, this approach encourages curriculum reforms, critical thinking, and empowerment of marginalized groups, particularly women. Its strength lies in its holistic vision of human development, though its implementation requires systemic change in teacher training, pedagogy, and social attitudes.

Comparative Analysis and Evaluation

While the Human Capital approach focuses on economic returns, the Rights-based and Capability approaches emphasize moral, social, and human development. The Rights-based model ensures legal access, whereas the Capability model deepens the quality and freedom gained through learning. Together, they offer a balanced framework for education reform in Pakistan—combining productivity with justice and personal growth. Effective educational policy should integrate all three perspectives to achieve quality, equity, and sustainable development.

Each approach contributes unique insights into how education shapes society. The Human Capital model promotes economic growth, the Rights-based approach ensures inclusion, and the Capability perspective broadens human potential. In Pakistan, a blended strategy that values learning as both an economic investment and a human right is essential for achieving long-term national progress.

References (APA Style):
Sen, A. (1999). Development as Freedom. Oxford University Press.
UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action.
Government of Pakistan. (2010). Constitution of Pakistan (Article 25-A).

Note: This answer is provided as just an Example of the Assignment Solution. Please read it carefully and rephrase it in your own words before submission.

For Paid Assignments, contact me at WhatsApp 0345-5828811