Paper short abstract:

There is a strong correlation between the Gender Development Index and the Capability Approach. An improvement in gender equality suggests an expression of capability, enabling women to have the freedom to do and become what they desire. The paper aims to analyze the trends of the GDI in Africa.

Paper long abstract:

There is a strong correlation between the Gender Development Index (GDI) and the Capability Approach. An improvement in gender equality suggests an expression of capability, enabling women to have the freedom to do and become what they desire - expressions of "beings and doings." The paper aims to analyze the GDI in Africa. This index measures gender equality by considering gender disparities in health, education, and economic opportunities which are crucial capability indicators. The paper will not only examine the GDI as a whole but also scrutinize the education components with a focus on gender disparity. According to a 2020 report by UNICEF, over 70% of countries worldwide that have not achieved gender equality in primary education and 75% in lower secondary are all located in sub-Saharan Africa. By studying both the GDI and the Capability Approach, we can better comprehend the gender inequalities that exist in terms of opportunities and capabilities.

The 2019 Human Development Report boldly stated that "no place in the world has gender equality" (United Nations Development Programme, 2019:148). Therefore, another objective of the paper would be to explore the factors that drive gender inequality in Africa, including, socio, economic and political factors. In addition, the paper will assess the progress made by African countries, if any, in improving gender capabilities over the years and compare these trends across different regions. This study will use mixed methods based on literature and secondary data collected from selected African countries. According to the United Nations Development Programme (UNDP), capabilities change with circumstances, values, and people's evolving demands and aspirations (UNDP, 2019). Therefore, we cannot fully understand gender inequality and capabilities at a surface level. By adopting the Capability Approach, I make a distinction between Basic and Enhanced Capabilities. The goal is not just for women to obtain basic capabilities but, more importantly, enhanced capabilities. This article aims to contribute to the ongoing discussion on gender equality, appreciating the nuances of gender equality through the capability approach and further expanding it to Basic and Enhanced capabilities in the region of Africa.

Key Words: Gender Development Index, Education, Capability Approach, Africa