Youth participation in policy-making processes is an action-oriented process involving young people in institutions, initiatives and decisions, and affording them control over resources that affect their lives (World Bank, 1994). Youth participation “includes efforts by young people to organise around issues of their choice, by adults to involve young people in community agencies, and by youth and adults to join together in intergenerational partnerships” (Checkoway, 2011). This toolkit focuses on participation in policy-making processes via youth associations (often designated “informal participation”), which stand in contrast to traditional avenues of civic participation (e.g. voting and party affiliation).
Legally, youth participation is often described as a “cluster” of rights (United Nations Children’s Fund [UNICEF], 2003). The United Nations Convention on the Rights of the Child refers to participation as young people’s i) right to freely express their views (Article 12); ii) freedom to seek, receive and impart information (Article 13); iii) freedom of thought, conscience and religion (Article 14); and iv) freedom of association and peaceful assembly (Article 15). Often, participation and civic engagement are used interchangeably. “Civic engagement allows people to express their voice and to contribute to the political functioning of their society” (OECD, 2011). However, active participation in politics is not an indispensable prerequisite for civic engagement; the form of civic engagement differs depending on the subject and individuals involved.
Youth participation can benefit young people’s skills development, self-perception as a citizen, as well as policy design and implementation. First, youth participation fosters transferrable non-cognitive skills and competences. Civic participation promotes young people’s “personal development, and provides them with substantive knowledge and practical skills” (Checkoway, 2011). Connecting with peers through active engagement allows young people to build social capital, an important competency for joint actions which allow achieving objectives usually beyond a single individual’s reach (OECD, 2014).
Second, young people who feel that their views and needs are being included and respected develop a positive sense of self-awareness and identity, which increases resilience and well-being (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2012). Through participation, young people learn to process information and build decision-making abilities. It also allows young people to understand better how government bodies work and increases public transparency and thus accountability. An improved understanding of the political and administrative machinery helps to create trust in public authorities (OECD, 2011). Third, policy makers can improve programme design and implementation by incorporating information provided by young people. Furthermore, participation increases the ownership of policies and initiatives, which is an important factor for their success (OECD, 2011).
The main barriers to youth participations are social, economic and institutional in nature. First, the prevailing societal attitude towards young people is often that they are troubled and troubling, which gives justification to “act upon them without their agreement” (Checkoway, 2011). Youth agendas set by adults who hold this opinion might focus on young people’s shortcomings and problems rather than invest in youth’s potential as a positive source of change. Discrimination based on other factors, such as gender, disability, ethnicity, sexual orientation, religion or even age, can also be a barrier to participation. Second, income inequality restricts participation. Voluntary non-remunerated engagement of young people requires time, but time always has opportunity costs. When engaging civically, young people forego the opportunity of pursuing a paid activity.
Not all young people can afford this, resulting in the involuntary exclusion of poorer young people, which distorts the representativeness of the active youth. Financial constraints also endanger the sustainability of youth associations. Third, employees of public institutions can lack the will or the knowledge to involve young people in processes effectively. Furthermore, there can be conflicts with the organisational culture (e.g. a very formal setting not apt for young people) and procedures (e.g. the final steps of policy design and planning may be behind closed doors).
PAR POLITICS 