In the case of differences by educational level, people with less schooling give less importance to inclusion criteria based on social and political citizenship (participating in political and voluntary activities, doing things that are important for others, and having something to say). This means that a setting of unequal distribution of opportunities is likely to produce perceptions and feelings of exclusion among those who are disadvantaged.32 Thus poverty-reduction policies should go beyond merely handing out compensatory monetary transfers and aim to promote social inclusion, which entails addressing aspirations for entering the labour market, gaining economic self-sufficiency (having a profession, having own income) and possessing assets (property, house, land) that ensure sustainable livelihoods. The acquisition of human capital to participate in information- and knowledge-based societies is also important to the most poor (e.g., having higher education qualifications).