What are capabilities?
‘Capabilities’ are becoming increasingly referenced by academics, educators, industry leaders and policy makers.
Capabilities are typically traits or dispositions like creativity, critical thinking, problem-solving and resilience. Australia uses the term ‘capabilities’ but they exist in many international systems under a range of terms, such as ‘competencies’, ‘habits of mind’, ‘attributes’ and ‘dispositions’.
Capabilities play a vital role in global education and should be treated with the same respect as other subject areas. The four key capability areas include:
- Critical and Creative Thinking
- Personal and Social
- Ethical Understanding
- Intercultural Understanding
These are not additional learning areas taught separately to subjects like maths and English – they a core element of traditional learning.
Lucas, B. (2018). Capabilities in Context.
Why capabilities?
Capabilities are the things that allow us to apply knowledge and skills – they are vital for lifelong wellbeing and job success.
Many people think we acquire capabilities like critical thinking, resilience, creativity, problem solving and communication automatically – but this is not the case. We need our education system to support all learners to grow their capabilities, to make sure all Australian children grow up to become capable young adults.
Capabilities in Context- The Capability Approach in Catholic Schools
The Capability Approach, developed by Amartya Sen and expanded by Martha Nussbaum, is a framework for thinking about human development. Instead of focusing only on resources or outcomes, it asks: what are people really able to be and do? It emphasises real freedoms — the capabilities — that individuals need to live a life they have reason to value.
Why does it matter in schools?
In education, the Capability Approach encourages teachers and schools to look beyond grades and test scores, and instead consider whether students are developing the skills, confidence, and opportunities they need to flourish as individuals and contribute to their communities. It recognises that social, economic, or cultural barriers can limit some students’ ability to fully participate and thrive — and calls on educators to address those inequities.
For Catholic and values-based schools, this perspective aligns with the mission to educate the whole person, uphold the dignity of every student, and promote justice by ensuring all learners can reach their God-given potential.
Although U.S. standards don’t explicitly reference “capabilities,” much of modern curriculum design is moving in the same direction: equipping students not just with knowledge, but also with the confidence, agency, and moral grounding to live meaningful lives and contribute to society. Teachers can build on this by making intentional connections to students’ real freedoms, choices, and dignity — in harmony with the Capability Approach.
How can schools apply it?
Common Core (CCSS): Encourages critical thinking, problem-solving, and the ability to apply knowledge in real-world contexts — expanding students’ capabilities beyond rote learning.
Next Generation Science Standards (NGSS): Students explore the impact of human actions on the environment and design solutions — fostering agency and creativity.
C3 Framework for Social Studies: Civic participation, informed decision-making, and social responsibility — capabilities for engaged citizenship.
State SEL standards: In many states (e.g., Illinois, CASEL-aligned frameworks), students develop self-management, decision-making, and relationship skills — personal and social capabilities.
OECD Future of Education and Skills 2030/2040 aims to build a common understanding of the knowledge, skills, attitudes and values students need in the 21st century. It also supports countries in sharing and creating new knowledge on future curriculum design, implementation, and evaluation. This is a great resource to help guide our thinking around a capabilities approach and nurturing these skills, attitudes and values in our students.
OECD poses the following questions:
- How can we prepare students for jobs that have not yet been created, to tackle societal challenges that we can’t yet imagine, and to use technologies that have not yet been invented?
- How can we equip them to thrive in an interconnected world where they need to understand and appreciate different perspectives and world views, interact respectfully with others, and take responsible action towards sustainability and collective well-being?
Watch the video below which provides some insights about the future of education. Consider, what does this mean in your context?
