ABSTRACT
This chapter explores the specific education function of the university and student learning opportunities and outcomes whether or how human development is operationalised in university spaces and diverse students multidimensional capabilities expanded. It assumes that curriculum and pedagogy both formally and informally at universities is a crucial space for making narratives and pictures of student's formation as ethical graduates, equipped with knowledge, skills and values to contribute to more equal societies. Curriculum debates are thus cultural, social and political, turning on knowledge and directly affect learning opportunities. The education field as we understand it includes the context, the formal teaching and learning in courses and classes, extra-curricular opportunities and social interactions inside and outside of classes. The point is that to count as education as opposed to training or indoctrination, processes and outcomes ought to make each person's life richer with the opportunity of reflective choice, for a life of genuine choices with serious.
