The term social allocation could be determined by the rules developed for a particular social welfare policy. Social allocation operates from the principles of eligibility, which have been distinguished by selectivity and universalism. The principle of universalism rests on the idea that various administrations have to provide the people with their basic rights, which are inclusive of the right to education. For this reason, the government has to ensure that the universal rights of their people have been met (Gilbert & Terrell, 2012). Contrary to universalism, the selectivity principle provides that individuals will receive benefits based on their individual needs. The needs are at times determined by their incomes (Gilbert & Terrell, 2012). In spite of the principle used to determine the eligibility of people, the state is responsible for providing broad programs that will cater for the needs of individuals, regardless of their economic status or ages.
A considerable number of researchers have argued in support for the need to implement liberal democratic rule. This rule is characterized by parliament, the existence of strong political parties as well as special interest groups. The political power structure can assist the masses since the institutions have the ability to push for public welfare and for redistributing resources appropriately. However, critics to the view can contend that a liberal social structure can provide the government with a façade of mass legitimacy, which is a provision that can mask the control of public policy. In their view, the critics are likely to state that the political class will use their privilege to control the means of production, consequently leading to the development of imbalanced social policies that would affect resource distribution and the provision of social services.
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A Continuum of Choice
A continuum can be understood as a coherent whole that is has several collections, a sequence, of a progression of different elements that have different minute degrees. In this light, and in relation to the learning process, the continuum of choice provides learners with opportunities to choose their preferred learning style applicable for different levels. The choice depends on the level that the learner has reached in terms of tackling a particular task, whether their learning environment provides them with different learning opportunities, and the level of empowerment they have in terms of shouldering the responsibility of their choices. The continuum of choice provides learners with the opportunity to take part in guiding the design of their learning. They can acquire essential information from their mentors or advisors, which are capable of guiding them in exploring their interest and in discovering their purpose.
The fundamental objective of providing learners with more choice in terms of following through their learning process is to enable them to move from being participants, to independent learners. In this case, the continuum of choice exists to provide learners with the opportunity to choose extending their learning opportunities such as through apprenticeship or internships. Through such programs, it will be possible for the students to extend their learning experiences, consequently elevating their aspirations. When individuals acquire the skills needed for innovation, they automatically take responsibility of their learning. For this reason, it is vital to ensure that the choices learners make after taking responsibility of their learning enable them to acquire the skills they need to advocate for their person, which is a factor that propels them to discover the purpose of their learning.
Reference
Gilbert, N., & Terrell, P. (2012). Dimensions of social welfare policy . New Jersey: Prentice-Hall.
