If we accept Sen’s (1999) capabilities theory that poverty is not solely tied to a lack of money, but it is also related to a lack of skills, knowledge, and capabilities, it supports the notion that knowledge is viewed as... [ view full abstract ]
If we accept Sen’s (1999) capabilities theory that poverty is not solely tied to a lack of money, but it is also related to a lack of skills, knowledge, and capabilities, it supports the notion that knowledge is viewed as emancipatory as well as a catalyst that enables individuals to realize their rights and exercise various skills and qualities gained through empowering activities, growth, and development. When exploring the capabilities, knowledge, and skills needed by adolescents as part of a sustainable approach to empowerment and development, this paper asserts that their age-appropriate economic empowerment should be explored. Adolescent economic empowerment may be viewed as the building of skills, capabilities, and capital so young people can make their own choices in life through access to and control over resources and opportunities, in relation to the people, norms, and structures that shape their lives.
This paper will explore data collected by CARE as part of adolescent education and empowerment projects across multiple countries in sub-Saharan Africa. Specifically, the constructs of economic empowerment will be explored through a triangulated and multi-dimensional analysis, exploring the nuanced understandings and perspectives of both adolescents and the adults who largely shape their access to spaces. When designing sustainable and progressive traditional education initiatives, as well as those focused on economic empowerment and financial education, understanding these perspectives alongside their complex interrelationships, may help in the creation and implementation of learning (traditional learning and learning through practice/application) opportunities that address the capabilities gap. The world’s current population of adolescents and youth is the largest the world has seen, and designing economically relevant and progressive curricula and experiences is one of the progressive steps that may be taken to adequately equip these children and adolescents with the adaptable and transferable skills needed to successfully navigate the changing environment.
