Efficient use of equal opportunities

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Step 1 Select a dimension of ex/inclusion Open

Selected: Relational

Exclusion is relational as both a process and an outcome. As a process, exclusion is about the rupture between individuals, groups and societies. As an outcome, it is about the end result of this rupture when the excluded cannot enjoy shared opportunities and are in a position of relative deprivation as compared to the rest of the society. In other words, both the process of exclusion and its result are about differentiated and unequal relations between the excluded and mainstream society.

 

Many adopt this approach in their policy actions. The World Health Organization, for example, has used it since 2008 to inform the work of its Commission on Social Determinants of Health. The body developed a policy analysis framework that examines exclusionary processes in four dimensions – social, economic, political and cultural – as drivers of health inequalities. The approach proved useful by shedding light on how and why the excluded have differential access to the resources required to protect their health, and by, subsequently, revealing ways to redress the situation.

 

The diagnosis and tackling of this relationality is amongst the major policy merits of ex/inclusion. Four markers can assist inclusive policy work in this regard.  

Step 2 Select an Inclusive Policy Marker Open

Selected: Equality of opportunities and outcomes

Inclusive policies should be well placed to deal with both equality of opportunities (or lack thereof) and persistent structural factors that affect equality of outcomes. Two key points elaborate on why and how it can be done.  

Step 3 Select a Policy Design Consideration

Selected: Efficient use of equal opportunities

Inclusive interventions extend beyond equality of opportunities to reach equality of outcomes. They capture the fact that individuals subjected to deep, long-lasting and cumulative disadvantages cannot benefit from opportunities with the same efficiency and outcomes as the rest. Evidence from various countries shows, for example, that no overt discrimination is needed for the children of long-term privileged groups to do better in competitive examinations as compared to their peers coming from disadvantaged backgrounds. The same pattern extends well into adulthood through differential access to networks, job opportunities, knowledge etc. Levelling, in such cases, only access to opportunities, without covering deeper issues of outcomes, of how these compare across groups and categories, of the factors that shape these results, and of their inter-generational transmission, is not sufficient to redress inequalities and exclusion.

 

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