Youth Policy

تستعرض المقال  ملامح الاهتمام الرئاسي في مصر بفئة الشباب، وأبرز المبادرات التي تبنتها أجهزة الدولة، وأفرزها المناخ العام المصاحب لها، مع محاولة تقييم مدى فعاليتها، وتقديم مقترحات بشأن الآليات، والخطوات اللازمة في الفترة القادمة لتفعيل تلك الجهود، والحد من أوجه القصور. وهى تصل إلى نتيجة أن الفترة التالية لثورة 30 يونيو 2013 قد شهدت عدة مؤشرات دالة على ازدياد دمج الشباب في الحياة العامة، وعلى اهتمام نظام الرئيس عبد الفتاح السيسي بالشباب ليس بوصفهم فقط أداة لتعزيز شرعية نظام الحكم، وحمايته من أية اضطرابات أو هزات سياسية كما كانت تنظر النظم السابقة بل لكونهم أحد أهم الموارد التي يمكن أن تحقق التنمية المنشودة. إلا أن تلك المؤشرات الجادة لم تخل من تداعيات غير مقصودة تتطلب المزيد من تنسيق الجهود لدعم التوجه العام نحو دمج الشباب في الحركة الكلية للمجتمع.

The  ‘Eastern  Partnership  Youth  Policy  Analytic  Report’  (EYPAR)  was  prepared  between  September and December 2015, following a request
by the European Commission (DG NEAR)  to provide a study on youth policy developments in the EaP region. 
The report was developed  under the framework of the Eastern Partnership Youth Regional Unit Project (EPYRU), and is based  on  data  available  from  this  project, as  well  as  other  relevant  sources  identified  for  this  purpose.

The  report  includes  information  on  the  current  legal  frameworks  for  youth  policies  in  each  of  the  six  EaP  countries (Republic  of  Armenia, Republic  of  Azerbaijan,  Republic  of  Belarus, Georgia,  Republic  of  Moldova, and Ukraine) and  analyses  the  current  situation  on  mainstreaming youth issues across relevant policy spheres in EaP region, with a particular focus on  youth  employment  policies.  These are accompanied  by  references  and  examples  of  good practice  of  cross-sectoral  cooperation and  recommendations  on  youth  policy  development  and possible measures of EU support.

The current document provides a brief summary of the information contained in the EYPAR.

"The following article analyses the consideration afforded to the stage of youth over the last twenty-five years, coinciding with the period of democracy and the implementation of public policies in Catalonia. The article begins with a presentation of the complexity involved in defining the concept of youth and its implications in the design of policies for Young people. It goes on to address the evolution that youth policies have undergone, proposing
four stages, depending on whether the discourse is closer to policies of transition to adult life or closer to affirmative youth policies. The article closes with some food for thought, and poses future challenges for work in education that can be undertaken with this population sector.
KEY WORDS: youth policies, youth associations, young people, social education, history of young people."

Concern about high rates of mental health disorders amongst young people has underwritten a proliferation of social and educational policy aimed at improving youth wellbeing. This chapter examines educational concerns with mental health through a critical analysis of wellbeing as an object of educational policy and practice. It begins by considering the construction of mental health as an educational problem, in the past and in the present, and the policy solutions that have been developed in order to address this. It then explores how rising concern with the wellbeing of young people has fostered a shift from the historically narrow educational focus on targeted interventions – for students experiencing problems or identified as being at risk of mental health difficulties – to the more recent emphasis on universal approaches and preventative programs. The chapter concludes with some reflections on the seductive power of ideas of prevention and “psychological immunization” and considers the implications of this for contemporary educational policy and practice, and ultimately for understanding and promoting youth wellbeing.

What are the European Youth Goals and how do they relate to the EU Youth Strategy? Do they embody the principles of solidarity? Can they contribute to solidarity in the youth field at a national and European level and if yes, how?
This paper examines the EU Youth Strategy, especially the Youth Goals, from two different perspectives. This will be done on the one hand by understanding solidarity as a cohesive system and on the other by viewing solidarity as a common value. It will further give an insight as to whether the European Youth Goals incorporate the principles of solidarity. Lastly,
it assesses the role of the EU Youth Strategy and the Youth Goals as tools to achieve solidarity.
The analysis conducted in the paper provides the following insights. Solidarity can be understood as a cohesive system of cooperation in the European youth field. Each stakeholder has a specific role and knowledge base with which they contribute to the implementation of the EU Youth Strategy and the process of the EU Youth Dialogue. Additionally, solidarity as a common value has become even more crucial than before in the second EU Youth Strategy and in the European Youth Goals. However, the implementation of these documents depends on national realities.

Статья рассматривает историю учреждения литературных комсомольских премий в СССР во второй половине XX века. На примере учреждения премии Ленинского комсомола ЦК ВЛКСМ, литературной премии им. Н. Островского, литературных премий комсомола Украинской ССР автор показывает, как государство, поощряя и направляя творческую молодежь, создавало надежный инструмент поддержки идеологического курса действующей политической системы.

Leading education policy researchers argue that policy is best understood as a process of contestation and struggle. This theory is particularly convincing at a time when youth workers and young people are protesting against student fees, spending cuts and youth club closures, and while services for young people are debated by a parliamentary select committee. In this context the relative lack of controversy over the Coalition Government's 'new idea' for youth work is interesting. This article explores the National Citizen Service through discussion of its political context, the process of its production, how language is used to describe and support it, and how it may be contested in practice. It concludes that policy processes can involve silences as well as struggle and contestation.

Este artículo condensa nuestros últimos trabajos en torno al emprendimiento y la juventud y los sitúa en el marco de reflexión que Gaceta Sindical propone en este número. Para ello revisamos primero el contexto socio-laboral de precariedad en el que se ha desplegado el discurso del emprendimiento entre la juventud y proponemos la noción de gramáticas del emprendimiento para analizar los mecanismos de reproducción del fenómeno. Tras esbozar el tipo de individualidad, valores y actitudes que promueve el emprendimiento, recopilamos varias figuras analíticas, que denominamos anti-heroicas y que reflejan algunos de los desajustes y efectos no previstos del emprendimiento en una coyuntura de precarización laboral y vital. Finalmente, exploramos varias líneas de reflexión para situar el fenómeno del emprendimiento dentro de las coordenadas que marca la incipiente crisis del COVID-19.

However, national youth policies are highly diversed in the European Union, the role of the European Union should not be diminished in the formation of the national policies. This article attempts to analyze an impact of the European Union on the development of youth policy in 2002-2012. The recent development of national youth policies of EU Member States are mainly appeared after the EU documents as the White Paper on Youth, the European Youth Pact, Youth Strategy 2010-2018. The article explains youth policy-making process in the European Union and it´s Member States, presenting the main EU integration policy instruments that support to implement youth policy in simplistic way and focus on the institutional arrangements, rules, instruments that should be 'exported' into national youth policy in the period 2002-2012. The author presents different frameworks for further analysis of practices and experiences of formation youth national policy according to the EU recommendations.

تسعى هذه الورقة إلي بلورة المنطلقات الأساسية التي يجب أن تكون حاكمة
للعمل الشبابي في "عملية بناء الدولة الجديدة" في مصر بعد ثورة 30 يونيو،  وعرض أهم السياسات العامة والإجراءات التي يجب تبنيها أخذاً في الاعتبار التدرج في طرح هذه السياسات وتنفيذها. وتشمل أهم هذه المنطلقاتوالسياسات تغيير الأسس الفكرية الحاكمة للتعامل مع الشباب،  واصدار سياسة وطنية للشباب ملزمة لكافة هيئات الدولة،  واعادة هيكلة الإطار المؤسسي / الحكومي لأجهزة الشباب، وتعديل البنية القانونية المنظمة للعمل الشبابي، والاتجاه نحو مزيد من اللامركزية في تخطيط الأنشطة الشبابية وتنفيذها،  وإشراك  القطاع الخاص ومنظمات المجتمع المدني في التمويل، وتنشيط دور المجتمع المدني في استيعاب الطاقات الشبابية المهدرة، وتشجيع المعرفة بقضايا الشباب
http://ahramdigital.org.eg/articles.aspx?Serial=1752180&eid=5394

This paper is the introductory chapter of a reader on European Youth Studies, the first in a series of publications reflecting upon the rapidly changing world of young people in Europe and seeking to contextualise and understand those changes. Its primary objective is to create the ground for the conception of European youth studies as an emerging European-wide integrated field of youth research, youth policy and youth work.

Finlandiya’nın 2020 verilerine göre nüfusunun 5.540.720 olduğundan
bahsetmektedir. En büyük yaş grupları nüfusun yarısından fazlasını oluşturan 20-39 yaş aralığı 1.38 milyon, 49-59 yaş aralığı 1.39 milyondur
(https://www.statista.com/statistics/521152/population-of-finland-by-age/).Finlandiya'da genç nüfus sayısı 978.132, genç nüfus oranı ise (15-24 yaş grubu) %11.3'tür. 15-19 yaş arası nüfus oranı %5.4 iken, 15-24 yaş arası nüfus oranı %5.9'dur. AB üyesi olmayan ülkelerden gelen tüm göçmenlerde genç göçmenlerin oranı (15-29 yaş grubu) %22.9'dur.5 Finlandiya İstatistik kurumunun tahminlerine göre, eğer doğum oranı mevcut seviyede kalırsa, 2030'da Finlandiya'da 15 yaş altı nüfus 760.000 kişi olacaktır. 2050'lerde ise bu sayı 700.000 gencin altına düşeceği öngörülmektedir. Finlandiya'da gençlik çalışmaları, diğer Avrupa ülkelerine kıyasla oldukça nadir görülen güçlü bir yasal konuma sahiptir. Gençlik çalışmasının rolü, yalnızca gençlik çalışmaları, gençlik atölyeleri veya akran destek grupları gibi gençlere yönelik hedefli çalışma biçimleri sunmakla sınırlı değildir. Bunların yanında, herkese refahlarını destekleme ve genel olarak iyi bir yaşam sürme konusunda gençlere
yönelik çalışma hizmetleri sunar. Gençlik çalışmaları, hem serbest zaman tesislerinde (binalar), mobil alanlarda (gençlik çalışma araçları gibi) hem de web alanlarında (veri tabanlarının self servis kullanımı veya gençlik çalışanlarından ve / ve akranlarından destek alarak) açık erişim hizmetleri yoluyla çalışmaktadır. Finlandiya, 1970’lerin başından beri gençlik çalışmaları ile ilgili ayrı yasalar düzenlemiştir. Avrupa Birliği Politikaları kapsamında Finlandiya’da da birçok yasal düzenleme yapılmıştır. Bunlar: 1972 yılında “Yerel Gençlik Yönetimi Kanunu”, 1993 yılında “Gençlik Kanunu”, 1995 yılında “Gençlik Çalışması Kanunu”, 2006 yılında “Gençlik Kanunu”, 2010 yılında “Gençlik Kanunu Değişikliği” ve son olarak 2017 yılında çıkarılan Gençlik Yasası’dır. Finlandiya’da yapılan düzenlemeler ve çalışmalar bunlarla sınırlı kalmamış, bunların yanında eğitim alanında da kanun düzenlemeleri gençlere okullarda okul konseyleri ile birlikte katılım olanağı sağlanmıştır. Yukarıda sayılan yasal düzenlemelerden de anlaşılacağı üzere Finlandiya’da ülkenin geleceğini teşkil eden genç nüfusa büyük bir önem verilmiş, genç nüfusun daha aktif, topluma yararlı ve vatandaşlık bilinci yüksek bireyler olarak yetiştirilmeleri için çeşitli düzenlemeler yapılmıştır. Örgün eğitimde olduğu gibi, hizmetlerin yaygın eğitim süreçlerinde nasıl organize edileceğinin sorumluluğu yerel düzeydeki belediyelere verilmektedir. Sivil toplum - hem ulusal hem de yerel düzeylerde sivil toplum gençliği ve gençlik çalışmaları örgütleri - çok aktif bir rol oynamaktadır. Finlandiya’nın politika yapım sürecinde gençleri de sürece dahil ederek gençlerin aktif katılımını sağladığını gözlemlenmektedir. Finlandiya gençlik çalışmalarını ve gençlik katılımını ülkedeki tüm aktörlerle birlikte ele almıştır. Gençlik politikaları oluşturulurken yönetişim çerçevesinde gençlere yönelik çalışmalar yapan aktörlerin hepsi ile karar alınmıştır. Finlandiya’nın gençlere yönelik uyguladığı politikalar, katılım mekanizmaları ve platformları, yasal mevzuatı diğer ülkeler için de örnek teşkil edebilir.

În acest articol analizez situaţia tinerilor vulnerabili din România, cu accent pe tinerii
NEET, una dintre categoriile aflate în risc de excluziune socială în spaţiul european.
Scopul este de a înţelege situaţia tinerilor care se află în situaţii de vulnerabilitate,
împreună cu problemele specifice sistemului de învăţământ, pieţei muncii şi care
decurg din (in)eficienţa sistemului de protecţie socială. Prima parte a lucrării are ca
scop descrierea inegalităţilor sociale la care sunt expuşi tinerii din România. A doua
parte propune analiza descriptivă a profilului tinerilor NEET din România şi din
Uniunea Europeană. Realizez analize secundare utilizând date furnizate de Eurostat
pentru a contura un profil al tinerilor NEET din România, date pe care le completez cu
informaţii calitative obţinute de la tineri NEET şi asistenţi sociali, prezentate într-un
raport al Institutului de Ştiinţe ale Educaţiei (ISE, 2015). A treia parte se concentrează
pe problemele cu care tinerii se confruntă la ieşirea din sistemul de învăţământ,
precum şi pe inegalităţile de pe piaţa muncii şi pe aspecte ce ţin de eficienţa
transferurilor sociale în România. Ultima parte este dedicată prezentării unor programe
de tineret în contextul austerităţii.

In today’s globalized world, dramatically characterized by modernity, information technology (IT) and social media (SM), how do young Moroccan adults (aged between 18 and 29) identify themselves? How do they see their identity being influenced by globalization trends such as IT, SM, and modernity? These questions are the cornerstones of this study-based paper. Qualitatively designed, the study seeks to establish a bottom-up analytical reading of three triangular conception: a) the youth; b) identity and c) modernity. For so doing, qualitative data was collected from 78 surveyed young Moroccan men and women. Understanding the interconnectedness of youth identity and modernity from young people’s perspectives is an essential task in understanding not only the present but also the potential future trends and interactions between and among ‘local’, ‘national’ and transnational identities.

Pada saat ini potret pendidikan di Indonesia semakin memburuk, hal tersebut dikarenakan karena beberapa permasalahan yang timbul dalam dunia pendidikan yang tidak selayaknya dilakukan oleh para pelajar. Kejadian tersebut seakan-akan mencoreng nama baik institusi pendidikan yang ada di Indonesia. Perhatian masyarakat akhir-akhir ini tertuju pada perilaku-perilaku remaja yang semakin berani untuk melakukan tindak kekerasan. Kekerasan yang pelajar tentunya akan merugikan banyak pihak. Paling tidak ada empat kategori dampak negatif dari perkelahian pelajar menurut Polda DIY (2010). Pertama, pelajar (dan keluarganya) yang terlibat perkelahian sendiri jelas mengalami dampak negatif pertama bila mengalami cedera atau bahkan tewas. Kedua, rusaknya fasilitas umum seperti bus, halte dan fasilitas lainnya, serta fasilitas pribadi seperti kaca toko dan kendaraan. Ketiga, terganggunya proses belajar di sekolah. Terakhir, mungkin adalah yang paling dikhawatirkan para pendidik, adalah berkurangnya penghargaan siswa terhadap toleransi, perdamaian dan nilainilai hidup orang lain. Para pelajar yang terlibat memiliki kecenderungan belajar bahwa kekerasan merupakan cara yang paling efektif untuk memecahkan masalah mereka, dan karenanya memilih untuk melakukan apa saja agar tujuannya tercapai. Akibat yang terakhir ini jelas memiliki konsekuensi jangka panjang terhadap kelangsungan hidup bermasyarakat di Indonesia.

Pensar sobre os jovens e política em Moçambique, convida-nos para um debate maior que não pode unicamente ser visto do ponto de vista da idade que esses actores possuem. No nosso entender, a participação política juvenil não é apenas um direito político e democrático fundamental; é, acima de tudo, a construção de uma sociedade pacífica que procura responder às necessidades específicas das gerações mais jovens, pois, persistindo obstáculos à participação em processos políticos formais e institucionalizados, os jovens podem rapidamente se sentir destituídos de poder, dado que muitos tendem a acreditar que as suas vozes não serão ouvidas ou não serão levadas a sério.

Робота пошвецена випитованю становиска младих Руснацох ґу сущним еґзистенциялним темом котри ше находза у Националней  стратеґиї за младих Републики Сербиї. У випитованю автор хаснує  модификовану методу фокус-ґрупи. Структурованим интервюованьом ґрупи, дванац младих Руснацох розличного походзеня, образованя и других дружтвених прикметох, виражени їх становиска ґу темом за котри ше предпоставя же су значни за їх живот. На основи сублимованих резултатох достатих зоз интервюованьом, автор  представя  актуални  профил  младого  Руснака  и  препорученя за роботу зоз нїм у будучносци – стратеґийни напрямки.

The current status of education is outlined in Chapter 1, reflecting evolving challenges and opportunities, and the way the formal education sector is becoming informalised, while non-formal learning is simultaneously becoming more formalised. Kiilakoski urges a ‘rethink’ of education, so that it responds to online technologies and to the myriad opportunities for learning and for acquiring knowledge and skills. He depicts a world where new media are ‘democratising
education’, empowering young people and opening new pathways to tolerance for living and working in a multicultural Europe. He urges closer links between formal, non-formal and informal learning and cross-fertilisation so that institutions, social hierarchies and rigid structures can combine with youth work from diverse settings and sources and give new dynamism to defined curricula, with learning that springs from recreation, social fellowship and youth culture.  This, he points out, will require new models that give official recognition to learning that takes place outside schools.

Quitter ses parents, entrer dans la vie active, construire son autonomie : comment devient-on vraiment un adulte ? Cet ouvrage est le fruit d'une vaste enquête comparative sur les expériences contemporaines du passage à l'âge adulte, conduite au Danemark, au Royaume-Uni, en France et en Espagne. Il s'attache à analyser, sous l'apparente multiplicité des itinéraires familiaux, professionnels et identitaires, les logiques sociales fondamentales qui sous-tendent les différentes formes de ce passage en Europe occidentale.

Focused on the period after the 2008/09 crises, this qualitative study on the situation of disadvantaged youth in Austria is based on document analyses and 19 semi‐structured expert interviews. It shows that from an international perspective Austria seems to be quite good in offering youth adequate pathways into VET and employment. However, deeper analyses show that the Austrian school system continues to be the main mediator of inequalities. Growing problems with the apprenticeship system led to the implementation of a so called “training guarantee” which offers every school leaver an apprenticeship place in a publicly financed VET institution. Furthermore the study reveals that the concept of NEET is becoming more central in both policy making and research as the available structure do not reach every young person. A reported increase in mental ailments and the situation of young women in a NEET situation deem of interest for further investigation.

El presente texto da cuenta de los resultados de la Evaluación Participativa de la Política Pública de Juventud en Bogotá, producto derivado del Convenio N° 204 de 2013 entre el Observatorio Javeriano de Juventud de la Pontificia Universidad Javeriana y la Dirección de Equidad y Políticas Poblacionales de la Secretaría Distrital de Planeación, el cual finalizó el pasado mes de agosto de 2014. Allí se describen y analizan los resultados de la evaluación que, como su nombre lo indica, tuvo un enfoque participativo, por considerar justamente que la evaluación de una política pública constituye un espacio privilegiado de carácter pedagógico y social que fortalece, para el caso particular, la construcción de ciudadanía juvenil. En esta parte también se presenta la línea de base, producto del análisis de los periodos 2008-2010-2012, sobre pobreza, educación y salud de la población joven en Bogotá como insumo a los análisis y a la evaluación de la Política Pública de Juventud del Distrito.

Pubblicare un libro che restituisce alla città di Milano gli esiti della sperimenta- zione operata dal Servizio Giovani in materia di politiche giovanili, nel biennio 2013-2014, non è una scelta scontata. Non è nemmeno un’auto-celebrazione in cui l’Amministrazione Comunale presenta il “Piano Giovani”. Certo, il volume racconta le scelte politiche e le azioni amministrative che hanno reso possibile lo sviluppo di un piano di lavoro territoriale che rispondesse alle linee guida del bando promosso da Regione Lombardia, che ne ha permesso il co-finanziamento. Tuttavia questo non sarebbe stato sufficiente a riconsegnare la coralità di un per- corso partecipato e rappresentativo, la sfida di un lavoro collettivo e sperimentale. Sarebbe stato troppo ridotto l’impatto su coloro interessati a leggerlo, nella sola prospettiva degli strumenti attuativi. La progettazione di un modello di governan- ce delle politiche giovanili che avesse l’obiettivo di fare sistema, mettendo in rete Istituzioni e Terzo Settore, è invece auspicabile da sempre. Nel corso degli ultimi due anni questo impegno ha costituito il ruolo del Servizio Giovani del Comune di Milano, che ha saputo tenere insieme temi di intervento diversi quali lo stu- dio, il lavoro, l’abitare, gli spazi di partecipazione e quelli di aggregazione. Temi importanti, ripresi nei focus specifici dagli autori dei successivi capitoli di questo lavoro. Per questo Mi Generation è un libro collettaneo, che riunisce i contributi di amministratori comunali e studiosi appartenenti a quattro atenei milanesi per riflettere sulla valutazione “pratica” della messa in campo di azioni volte a favorire la piena cittadinanza dei giovani.
Come meglio verrà spiegato lungo le pagine di questa introduzione, il forum delle politiche giovanili, organizzato nel settembre 2013, ha fatto emergere l’asso- luta importanza di rendere accessibili non solo i contenuti del Piano Giovani, ma anche gli strumenti e le pratiche messe in atto nel sistema di governance. Dal suc-
7
cessivo coordinamento del gruppo multidisciplinare di studiosi, che si è occupato del monitoraggio del Piano, è nata la curatela di questo volume, interrogandosi primariamente su una questione di fondo: come si interviene a supporto dei percorsi di autonomia dei giovani? Come operare strategicamente senza nascondersi dietro l’ombra allarmante della crisi e dell’emergenza riforme? In altri termini, come pos- siamo ragionare - a livello urbano, o meglio metropolitano - su spazi di welfare che sottendano una nuova idea di cittadinanza e di protagonismo giovanile? L’Ammi- nistrazione Comunale è partita da una intenzione di base: tessere relazioni forti, arrivando a coordinare una rete di trentuno partner sul territorio. Queste, in sin- tesi, le premesse che hanno portato alla co-progettazione di “Mi Generation”, un sistema di politiche multi-level volte alla costruzione di un welfare metropolitano, costituito da servizi, opportunità, sinergie e soprattutto da spazi pubblici: luoghi attivi e costitutivi del protagonismo giovanile a Milano.
Forse non ci siamo riusciti appieno, non tutto è andato come si sarebbe desi- derato - scrive Alessandro Capelli in apertura - ma abbiamo comunque provato a ricostruire quel rapporto con le istituzioni e tra le generazioni che, a Milano, non funzionava. Abbiamo esplorato la messa in rete di risorse sociali, istituzionali e umane a favore di una programmazione partecipata che coinvolgesse in primo luogo i giovani e le formazioni sociali nelle quali esprimono il loro protagonismo, urbano. Mi Generation, allora, non è un libro che presenta un Piano Giovani di grande successo, bensì racconta la grande portata di un progetto che ha generato innovazione, mettendo i giovani in testa alle priorità di questa città - come affer- merà Giuliano Pisapia nelle note in chiusura.

Ukraine is the 19th country overall, and the third of the Commonwealth of Independent States (following Armenia and Moldova) to have its youth policy reviewed by the Council of Europe’s international review team. Ukraine presented a range of new challenges: it was by far the largest country geographically and it embodied geo-political characteristics (from North to South, and East to West) that are reflected in its philosophy and approach to youth policy development.
This international review explores three issues of particular interest to the Ukrainian authorities: health and healthy lifestyles, employment and employability, and patriotic education and citizenship. In addition, the international review pays special attention to questions of youth participation and engagement, and to those groups of “vulnerable” young people who are at most risk of social exclusion.
The review argues for the establishment of a more open development model for youth policy in Ukraine, supported by a clear strategic vision and the strengthening of its commitment to local capacity and autonomy in shaping relevant programmes and projects. In particular, it also advocates the promotion of more diverse methodologies in the implementation of youth policy, based on non-formal learning and skills-development principles.

Artikel ini menawarkan ide-ide kritis untuk mengembangkan kajian kepemudaan di Indonesia.
Secara spesifik, ide-ide ini difokuskan pada agenda teoritis dan praktis yang relevan dengan
kondisi kontemporer pemuda di Indonesia. Pemuda sebagai subjek studi menempati posisi
ambigu dalam konstelasi produksi pengetahuan. Pemuda dianggap penting dan krusial sebagai
sebagai subjek bagi masa depan bangsa. Di sisi yang lain, pemuda sebagai subjek juga berada
dalam posisi marjinal tidak hanya dalam konteks produksi pengetahuan namun juga dalam hal
pembuatan kebijakan. Kondisi ini merupakan peringatan dini bagi agen-agen sosial yang peduli
terhadap kajian kepemudaan di Indonesia. Berdasarkan refleksi kritis, observasi empiris dan studi
terhadap literatur kajian kepemudaan yang relevan, saya menawarkan agenda teoritis dan praktis
untuk mengembangkan kajian kepemudaan di Indonesia. Agenda teoritis tersebut antara lain:
menjembatani antara pendekatan transisi pemuda dan buday pemuda, pengarusutamaan konsep
kelas sosial dan kesenjangan sosial, dan pengembangan kajian kepemudaan berdasarkan konteks
Indonesia. Sedangkan agenda praktis yang ditawarkan antara lain: pengarusutamaan riset
strategis dan diseminasi kajian kepemudaan secara merata. Sebagai kesimpulan, harapan saya
semoga ide-ide dalam artikel ini dapat menjadi titik masuk bagi terwujudnya generasi muda
Indonesia yang lebih tercerahkan dan teremansipasi di masa depan.