While it is accepted that there are "sensitive" and "critical" periods of life during which certain human capabilities are more readily acquired, and where the multiplied returns on our investment in human capability building are more significant, it is also argued that there are place-based contexts (society, nature, culture, economy) that are sensitive and critical in their relational contribution to such success. The discussion of the role of the regional milieu in enhancing human capability naturally raises questions about the engaged role of the learning institution, particularly the university, and the way pedagogy is designed and delivered. Human capital planning and actions that take into account capability enhancement at critical and sensitive stages of life and in critical and sensitive places of attachment appear to be useful initiatives in which universities could take the lead in their engagement with other formal and informal education sectors and with the wider communities in which they are located. Värmland region in west central Sweden is given as a successful example of human capability planning and building through engaged learning with place.