Competing Paradigms for Basic Education: Human Capital and Human Capabilities and What They Mean for the World Bank and UNESCO

This paper explores the history and philosophical ideas that have driven efforts to achieve universal primary and basic education since 1990. The paper focuses particularly on the role of UNESCO and the World Bank as primary multilateral agencies involved in international educational development debates and policy making. Using comparative policy analysis, the article examines the language of key documents in reference to basic and primary education and draws on human capital and human capability theories to make sense of the various approaches to educational development. The paper ends with some discussion of the way forward in the post-2015 international education development arena.