Capabilities and flourishing: The role of social network support in previously disadvantaged African communities

Abstract

This study investigated capabilities present among secondary school learners. It also looked at the enablers of capabilities and functioning’s through a systematic review of the literature within the sub-Saharan African context. A descriptive research design was followed using ASReview. PRISMA guidelines were used to conduct the study. Twenty-two articles from Western, Eastern, and Southern African countries were identified. The article identified the following nine capabilities: technical capabilities (numeracy and science, knowledge, and cognition and ideation); and behavioural capabilities (affiliation, autonomy, confidence, morals, resilience, and a growth mindset). Four groupings that related to resources, capabilities, and functionings of secondary school learners were identified: leadership, quality education, a policy framework, and conversion factors. Leadership improves and transforms the performance of educational institutions by having an impact on capabilities and functioning. Quality education prepares learners to become economically active citizens. A policy framework helps steer innovation and ensures essential skill sets and capability development among all educational stakeholders. Conversion factors allow learners to convert available resources within their contextual situation. These factors and the capabilities associated with them should be included in a model that enhances secondary school learners’ capabilities to promote their well-being and employability.