Abstract
Deepened gaps of inequalities, increased extreme poverty, and decline in economic activity due to disruptions of the Corona Diseases Virus -19 (COVID-19) demands developing countries provide a quality education that promotes economic growth. Universal Declaration of Human Rights (UDHR), 1948 recognizes the fulfillment of universal human rights, dignity, and freedoms as the foundation for building national prosperity, peace, and justice. Paragraph 2 of Article 26 of the Universal Declaration of Human Rights (UDHR), 1948 prescribes that education shall be directed to the full development of the human personality and to strengthening respect for human rights and fundamental freedoms. Building on UDHR the human rights approach has since provided the dominant educational policies the world over. Literature critiqued the human rights approach as having some inherent conceptual and theoretical inadequacies that limit its capabilities to actualize the realization of rights and freedoms. This conceptual paper through a theory integration approach incorporates the human capital theory to extend the human rights education-based approach to quality education and capabilities to enact sustainable development-driven education policies in Sub-Saharan African developing countries. The findings of this study will contribute to a comprehensive understanding of the relationship between quality education, human capital, and sustainable development for Sub-Saharan African developing countries. The implications of the findings to educational policy and practice will be drawn and presented.
Author Information
Martha Matashu, North-West University, South Africa
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