Page 249 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 249
commentary: positive youth development: implications of research ...
developing evidence-based policies grounded on theoretically based mod-
els and longitudinal empirical support.
This book is about PYD in Europe. National policies supporting PYD
can draw on several existing mechanisms of European cooperation. A
comparative policy study, examining how various countries in Europe sup-
port different developmental assets, might be a useful source in this sense.
Still, the development of national policies should carefully consider their
own national cultural, political and structural context, as well as the gener-
al state of well-being in the country. Also beneficial might be longitudinal
research that looks at the impact of particular public policies (such as the
exo- and macro systems) on PYD. As concerns EU cooperation in the field
of education, the concept of PYD is not explicitly evident. However, the re-
search reveals that its recognised positive outcomes are closely contribut-
ing to genuine EU priorities like the personal, social and professional ful-
filment of all citizens whilst promoting democratic values, equality, social
cohesion, active citizenship, and intercultural dialogue and concrete goals
such as reducing low-achievement and early school leaving (Council of the
EU, 2021). Coherence with the PYD perspective is also seen in the Personal,
social and learning to learn key competence as one of the eight key com-
petencies for lifelong learning (Council of the EU, 2018). In addition, the
PYD understanding of adolescents as a group with distinct developmen-
tal needs and potential is close to the UNESCO Sustainable Development
Goals where social inclusion is defined as a process of decisions and prac-
tices that accept diversity and create a sense of belonging based on the belief
that each individual has meaning, potential and the need to be respected.
As part of striving for social inclusion in the education system, the equal-
ity of educational opportunities, namely, a necessary condition for all cit-
izens in modern societies to have equal opportunities for success in life,
should be assured (UNESCO, 2020). Altogether, the evidence shows that
even though PYD is under-represented in European research and policies,
with appropriate contextualisation, it can be understood as an important
measure for realising current and future educational goals across Europe.
To conclude, given the recognised paucity of research on PYD in
Europe, this book provides unique, comprehensive and international com-
parative insights into the field. Its particular strength is the combination of
rigorous empirical research conducted in various countries and the inves-
tigation of the role different PYD developmental assets play in youth out-
comes. By presenting a systematic review of existing studies and original
249
developing evidence-based policies grounded on theoretically based mod-
els and longitudinal empirical support.
This book is about PYD in Europe. National policies supporting PYD
can draw on several existing mechanisms of European cooperation. A
comparative policy study, examining how various countries in Europe sup-
port different developmental assets, might be a useful source in this sense.
Still, the development of national policies should carefully consider their
own national cultural, political and structural context, as well as the gener-
al state of well-being in the country. Also beneficial might be longitudinal
research that looks at the impact of particular public policies (such as the
exo- and macro systems) on PYD. As concerns EU cooperation in the field
of education, the concept of PYD is not explicitly evident. However, the re-
search reveals that its recognised positive outcomes are closely contribut-
ing to genuine EU priorities like the personal, social and professional ful-
filment of all citizens whilst promoting democratic values, equality, social
cohesion, active citizenship, and intercultural dialogue and concrete goals
such as reducing low-achievement and early school leaving (Council of the
EU, 2021). Coherence with the PYD perspective is also seen in the Personal,
social and learning to learn key competence as one of the eight key com-
petencies for lifelong learning (Council of the EU, 2018). In addition, the
PYD understanding of adolescents as a group with distinct developmen-
tal needs and potential is close to the UNESCO Sustainable Development
Goals where social inclusion is defined as a process of decisions and prac-
tices that accept diversity and create a sense of belonging based on the belief
that each individual has meaning, potential and the need to be respected.
As part of striving for social inclusion in the education system, the equal-
ity of educational opportunities, namely, a necessary condition for all cit-
izens in modern societies to have equal opportunities for success in life,
should be assured (UNESCO, 2020). Altogether, the evidence shows that
even though PYD is under-represented in European research and policies,
with appropriate contextualisation, it can be understood as an important
measure for realising current and future educational goals across Europe.
To conclude, given the recognised paucity of research on PYD in
Europe, this book provides unique, comprehensive and international com-
parative insights into the field. Its particular strength is the combination of
rigorous empirical research conducted in various countries and the inves-
tigation of the role different PYD developmental assets play in youth out-
comes. By presenting a systematic review of existing studies and original
249
