Equal opportunity in the context of "Meritocracy"

The International Development Association (IDA) (French: Association internationale de développement) is a development finance institution which offers concessional loans and grants to the world's poorest developing countries. The IDA is a member of the World Bank Group and is headquartered in Washington, D.C. in the United States. It was established in 1960 to complement the existing International Bank for Reconstruction and Development by lending to developing countries which suffer from the lowest gross national income, from troubled creditworthiness, or from the lowest per capita income. Together, the International Development Association and International Bank for Reconstruction and Development are collectively generally known as the World Bank, as they follow the same executive leadership and operate with the same staff.

The association shares the World Bank's mission of reducing poverty and aims to provide affordable development financing to countries whose credit risk is so prohibitive that they cannot afford to borrow commercially or from the Bank's other programs. The IDA's stated aim is to assist the poorest nations in growing more quickly, equitably, and sustainably to reduce poverty. The IDA is the single largest provider of funds to economic and human development projects in the world's poorest nations. From 2000 to 2010, it financed projects which recruited and trained 3 million teachers, immunized 310 million children, funded $792 million in loans to 120,000 small and medium enterprises, built or restored 118,000 kilometers of paved roads, built or restored 1,600 bridges, and expanded access to improved water to 113 million people and improved sanitation facilities to 5.8 million people. The IDA has issued a total US$238 billion in loans and grants since its launch in 1960. Thirty-six of the association's borrowing countries have graduated from their eligibility for its concessional lending. However, nine of these countries have relapsed and have not re-graduated.

A welfare state is a form of government in which the state (or a well-established network of social institutions) protects and promotes the economic and social well-being of its citizens, based upon the principles of equal opportunity, equitable distribution of wealth, and public responsibility for citizens unable to avail themselves of the minimal provisions for a good life.

There is substantial variability in the form and trajectory of the welfare state across countries and regions. All welfare states entail some degree of private–public partnerships wherein the administration and delivery of at least some welfare programs occur through private entities. Welfare state services are also provided at varying territorial levels of government.

Social justice is justice in relation to the distribution of wealth, opportunities, and privileges within a society where individuals' rights are recognized and protected. In Western and Asian cultures, the concept of social justice has often referred to the process of ensuring that individuals fulfill their societal roles and receive their due from society. In the current movements for social justice, the emphasis has been on the breaking of barriers for social mobility, the creation of safety nets, and economic justice. Social justice assigns rights and duties in the institutions of society, which enables people to receive the basic benefits and burdens of cooperation. The relevant institutions often include taxation, social insurance, public health, public school, public services, labor law and regulation of markets, to ensure distribution of wealth, and equal opportunity.

Modernist interpretations that relate justice to a reciprocal relationship to society are mediated by differences in cultural traditions, some of which emphasize the individual responsibility toward society and others the equilibrium between access to power and its responsible use. Hence, social justice is invoked today while reinterpreting historical figures such as Bartolomé de las Casas, in philosophical debates about differences among human beings, in efforts for gender, ethnic, and social equality, for advocating justice for migrants, prisoners, the environment, and the physically and developmentally disabled.

Sexism is prejudice or discrimination based on one's sex or gender. Sexism can affect anyone, but primarily affects women and girls. It has been linked to gender roles and stereotypes, and may include the belief that one sex or gender is intrinsically superior to another. Extreme sexism may foster sexual harassment, rape, and other forms of sexual violence. Discrimination in this context is defined as discrimination toward people based on their gender identity or their gender or sex differences. Sexism refers to violation of equal opportunities (formal equality) based on gender or refers to violation of equality of outcomes based on gender, also called substantive equality. Sexism may arise from social or cultural customs and norms.

First-wave feminism was a period of feminist activity and thought that occurred during the 19th and early 20th century throughout the Western world. It focused on legal issues, primarily on securing women's right to vote. The term is often used synonymously with the kind of feminism espoused by the liberal women's rights movement with roots in the first wave, with organizations such as the International Alliance of Women and its affiliates. This feminist movement still focuses on equality from a mainly legal perspective.

The term first-wave feminism itself was coined by journalist Martha Lear in a New York Times Magazine article in March 1968, "The Second Feminist Wave: What do these women want?" First-wave feminism is characterized as focusing on the fight for women's political power, as opposed to de facto unofficial inequalities. The first wave of feminism generally advocated for formal equality, while later waves typically advocated for substantive equality. The wave metaphor is well established, including in academic literature, but has been criticized for creating a narrow view of women's liberation that erases the lineage of activism and focuses on specific visible actors. The term "first-wave" and, more broadly, the wave model have been questioned when referencing women's movements in non-Western contexts because the periodization and the development of the terminology were entirely based on the happenings of Western feminism and thus cannot be applied to non-Western events in an exact manner. However, women participating in political activism for gender equity modeled their plans on western feminists demands for legal rights. This is connected to the Western first-wave and occurred in the late 19th century and continued into the 1930s in connection to the anti-colonial nationalist movement.

Second-wave feminism was a period of feminist activity that began in the early 1960s and lasted roughly two decades, ending with the feminist sex wars in the early 1980s and being replaced by third-wave feminism in the early 1990s. It occurred throughout the Western world and aimed to increase women's equality by building on the feminist gains of the late 19th and early 20th centuries.

Second-wave feminism built on first-wave feminism and broadened the scope of debate to include a wider range of issues: sexuality, family, domesticity, the workplace, reproductive rights, de facto inequalities, and official legal inequalities. First-wave feminism typically advocated for formal equality and second-wave feminism advocated for substantive equality. It was a movement focused on critiquing patriarchal or male-dominated institutions and cultural practices throughout society. Second-wave feminism also brought attention to issues of domestic violence and marital rape, created rape crisis centers and women's shelters, and brought about changes in custody law and divorce law. Feminist-owned bookstores, credit unions, and restaurants were among the key meeting spaces and economic engines of the movement.

Racial integration, or simply integration, includes desegregation (the process of ending systematic racial segregation), leveling barriers to association, creating equal opportunity regardless of race, and the development of a culture that draws on diverse traditions, rather than merely bringing a racial minority into the majority culture. Desegregation is largely a legal matter, integration largely a social one.

Universal access to education is the ability of all people to have equal opportunity in education, regardless of their social class, race, gender, sexuality, ethnic background or physical and mental disabilities. The term is used both in college admission for the middle and lower classes, and in assistive technology for the disabled. Some critics feel that this practice in higher education, as opposed to a strict meritocracy, causes lower academic standards. In order to facilitate the access of education to all, countries have right to education.

Universal access to education encourages a variety of pedagogical approaches to accomplish the dissemination of knowledge across the diversity of social, cultural, economic, national and biological backgrounds. Initially developed with the theme of equal opportunity access and inclusion of students with learning or physical and mental disabilities, the themes governing universal access to education have now expanded across all forms of ability and diversity. However, as the definition of diversity is within itself a broad amalgamation, teachers exercising universal access will continually face challenges and incorporate adjustments in their lesson plan to foster themes of equal opportunity of education.

Procedural justice is the idea of fairness in the processes that resolve disputes and allocate resources. One aspect of procedural justice is related to discussions of the administration of justice and legal proceedings. This sense of procedural justice is connected to due process (U.S.), fundamental justice (Canada), procedural fairness (Australia), and natural justice (other Common law jurisdictions), but the idea of procedural justice can also be applied to nonlegal contexts in which some process is employed to resolve conflict or divide benefits or burdens. Aspects of procedural justice are an area of study in social psychology, sociology, and organizational psychology.

Procedural justice concerns the fairness (formal equal opportunity) and the transparency of the processes by which decisions are made, and may be contrasted with distributive justice (fairness in the distribution of rights and outcomes), and retributive justice (fairness in the punishment of wrongs). Hearing all parties before a decision is made is one step which would be considered appropriate to be taken in order that a process may then be characterised as procedurally fair. Some theories of procedural justice hold that fair procedure leads to equitable outcomes, even if the requirements of distributive or restorative justice are not met. It has been suggested that this is the outcome of the higher quality interpersonal interactions often found in the procedural justice process, which has shown to be stronger in affecting the perception of fairness during conflict resolution.