ABSTRACT
This chapter has two main objectives: first, to reflect, from the perspective of development ethics, on how different theories of development (liberal capitalist, Marxist, post-colonial and post-development, liberal egalitarian and radical humanist approaches) have understood education. The second objective is to position ourselves in a particular perspective, the capability approach for human development enriched by elements of other theories of development, and use it to analyze a particular case in South Africa, in the city of Bloemfontein. This case study demonstrates what a human development and capability approach to education might look like and what aspects are considered in research education and development from this perspective. Key values such as equality, diversity and participation are essential to promote a worthwhile education that acts as capability multiplier, not only for the students themselves but also for their families and communities.
