Dr Clark used primary data to re-evaluate the relevant dimensions of education for measurement purposes by comparing detailed lists of educational capabilities from disparate academic literatures with the values and aspirations of ordinary South Africans from rural and urban areas. His main finding is that most abstract lists need to say more about the practical side of education (skills, information and knowledge for everyday living). They also need to embrace a more joined-up view of education that can incorporate linkages between different aspects of education and between education and other aspects of well-being (including mental states and material things). In the final part of the paper Dr Clark makes the case for embracing the complexity and imprecision involved in measuring education and briefly sketches a methodological framework that can achieve this end.
Clark, D. A. (2017), ‘Valuing and Revaluing Education: What Can We Learn About Measurement from the South African Poor?’, Comparative Education, 53 (1), pp. 54–80.