THE SOCIO-PEDAGOGICAL SIGNIFICANCE OF PARTICIPATORY GOVERNANCE MODELS IN THE IMPLEMENTATION OF YOUTH POLICY
Keywords:
youth policy, participatory governance, social project, civic engagement, pedagogical mechanism, youth initiative, social partnership.Abstract
This article analyzes the socio-pedagogical significance of participatory governance
models in the implementation of youth policy. The study substantiates the need to consider young
people not merely as objects of state policy, but as active subjects of social processes who directly
participate in decision-making, initiative development, and implementation of social projects. The
article reveals the essence of participatory governance and its role in developing youth social
activity, civic responsibility, leadership potential, communicative culture, and collaborative skills.
Educational institutions, mahalla communities, youth organizations, non-governmental
organizations, and digital platforms are also analyzed as important institutional spaces for
participatory governance. The findings show that the effectiveness of youth policy depends not on
defining youth needs from above, but on organizing policy implementation based on young
people’s opinions, initiatives, and social experience.
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