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Using human capital theory and resource-based view (RBV), the authors argue that individuals and societies derive economic benefits from investments in people (Becker, 1992; Sweetland, 1996), thus effective management of talent is critical for economic development (Lepak and Snell, 2002; Khilji, 2012a). Next, the authors review governmental policies in three of the world's most populous countries, Bangladesh, India, and Pakistan, in order to highlight their national talent development efforts. The authors discuss how each country is meeting the challenge of making the talent they own, as well as buying diaspora talent in order to strengthen their local capabilities. The paper aims to discuss these issues.

The authors adopted a comparative analysis approach in order to frame our arguments and discussion.

The paper finds that Bangladesh, India and Pakistan have implemented a wide range of initiatives, from skill development programs to citizenship policies for its diaspora, in order to upgrade their local capabilities. In addition, these countries are simultaneously using inclusive, exclusive, and subject dimensions (Gallardo-Gallardo et al., 2013) in developing their national talent. The paper highlights prevalence of the paradox of development and retention particularly in Bangladesh and Pakistan, where youth is also being trained to emigrate.

Global talent management (GTM) has become an increasingly important policy initiative, in view of a global generational divide that will require youth-rich emerging economies and aging developed countries to implement policies that help them meet global talent needs.

This commentary advances a macro GTM view, and argues in favor of promoting a policy perspective to better connect policy, research and practice that may lead to maximizing human potential globally and addressing global talent shortages.

Given the importance of hostels to students’ welfare and academic performance and recognition of the roles youths can play for affordable university housing, this study aims to investigate hostel management problems in the Buea Municipality, an educational hub in the South West Region of Cameroon. It explores potentials for youth advocacy for affordable university housing within the process of efficient hostel management.

The data were collected through a descriptive survey design from May to July 2015 via reconnaissance surveys, field observation, photographs, administration of questionnaires to hostel tenants (students) and interviews with hostel managers and law enforcement officials. The data have been presented and analysed using descriptive statistical techniques involving frequency tables, charts and percentages. Cartographic techniques have also been used to locate the study area.

It was found that hostel management problems in Buea stem from flaws arising from both hostel managers (landlords and/or caretakers) and hostel tenants (students) in contravention to affordable student housing and good governance principles of rent control, accountability, transparency, equality, participation and fairness. The notable hostel management problems found are indiscriminate rent increase, lack of transparency in billing and non-functional sub metres and non-refund of caution deposits by hostel managers, as well as violation of hostel rules, damage of hostel facilities and “selling of rooms” by hostel tenants.

This paper contends that youths have to be mainstreamed in the hostel management process with better platforms of advocating for affordable university students’ housing through rent control and other good governance practices in their hostel setting. It is hoped that the proposed efficient hostel management system and mainstreaming youth-led advocacy activities in affordable university students’ housing will go a long way to enhance students’ welfare and academic performance, help in rent control, fight against bribery and corruption and other governance problems.

The Teen Excellence in Leadership Institute (TELI) was created to provide meaningful leadership and civic- engagementexperiencestoteens.WeintegratedChickering’sTheoryofIdentityDevelopmentandthe 4-H Citizenship Framework to develop program objectives and a model, consisting of four components: understanding of self, developing a network, community problem solving, and advocacy. This study aimed to determinetheoveralleffectivenessoftheprogram,highlightareasforprogramimprovement,andprovide a proof of concept for the model. Results on select 4-H Citizenship Common Measures indicated statistically significantgainsinthefourcomponentsofthemodelforcohortsoneandtwo.Focusgroupdatarevealed five themes: diversity, connection, skill development, practical application, and learning about self. Evaluative resultssubstantiateprogramimpactandareasforcontinuedprogramdevelopment.

Evidence is accumulating to suggest that positive youth development may be an effective approach to preventing teen pregnancy. Studies show that selected protective factors or “youth assets” are associated with lower levels of adolescent sexual risk behavior. This paper describes the development of “Healthy, empowered and responsible teens of Oklahoma City” (HEART of OKC), one of 13 CDC‐funded demonstration projects designed to mobilize community resources to prevent teen pregnancy. During a two‐year planning phase, HEART of OKC conducted needs and assets assessments in five, very diverse, inner‐city neighborhoods. Data collection methods included geocoding and mapping of teen birth rates and census data, over 100 key informant interviews, and 23 focus groups with 168 teens from the priority neighborhoods. Focus group findings suggested numerous opportunities for asset‐based interventions. Assessment findings were used to develop a conceptual model that served as the foundation of the project. Assessment findings were also helpful in the development of a survey instrument used in a major research project to provide baseline data for HEART of OKC and to examine the relationship between specific “youth assets” and several adolescent risk behaviors, including sexual activity.

This paper explores “lessons learned” resulting from a process evaluation of a peer‐led HIV/AIDS prevention programme targeting street children and youth in urban Uganda. The purpose was to explore aspects of implementation that either enhanced or hindered the effectiveness of the peer educator (PE) role.

The process data derive from three reviews conducted throughout the project lifespan. The reviews engaged participatory evaluation methods such as focus groups (four) and workshops (three), as well as drawing on monitoring data such as activity evaluations.

The street youth in this project made effective peer educators. We suggest that letting the target group choose their peers and focusing on street youth undergoing rehabilitation engendered ownership of PEs by the target group and accountability among PEs themselves. The role was highly coveted and the PEs became powerful role models. The most useful work of the PEs lay in helping their peers to leave the risky environment of the streets, hence reducing their vulnerability to HIV/AIDS. By defining the role broadly and situating peer education activities within a broader strategy of capacity building and advocacy, we were able to remain sensitive to the context in which street youth make “choices” about their sexual behaviour.

This paper contributes significantly to our understanding of the effective implementation of the PE method in this setting. It will be particularly helpful to practitioners in the design stage of similar peer‐led programmes.

This paper aimed to review globally the empowerment programs for the prevention and control of smoking behavior among youths, to examine the role of empowerment in health promotion, to explore the stages of health promotion through community empowerment strategies including planning, implementation and evaluation. Finally, this paper will develop a model of youth empowerment to prevent and control smoking behavior that reflects theory and experience drawn from the literature.

This review synthesized articles on community empowerment and health promotion, youth empowerment programs for tobacco prevention and control globally from books and electronic databases from the Universitas Gadjah Mada (UGM) library in the publication period 2000–2020. Relevant literature was selected and critically reviewed which reflected the role empowerment in health promotion, stage of community empowerment strategy as described by Laverack and youth empowerment concept in tobacco control as described by Holden.

Documents that specifically discuss empowerment programs for smoking prevention and control are still limited. The findings document that youth empowerment in tobacco control do not fully integrate the theory empowerment as described by Laverack and Holden. This paper provides information about the stages of youth empowerment, and a conceptual framework of youth empowerment for the prevention and control of smoking behavior. Youth empowerment is done through the direct involvement of youth in programs starting from program design, planning, implementation and evaluation. Indicators of the success of the empowerment process are reflected in the increase in the empowerment domain. Meanwhile, the output of empowerment can be seen from the individual- or group-level changes.

This paper proposes a model of youth empowerment for the prevention and control of smoking behavior among youths based on theory and experience in the field.

This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing.

A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research.

Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond.

This study has value for applying critical, youth-centered pedagogies in secondary English language arts classrooms and schools.

This study aims to explore how youth express empathy as an aspect of social action. Social empathy was investigated among adolescents participating in a youth organizing initiative.

This study used elements of critical discourse analysis to examine participant expression of social empathy through examination of participant journal entries. The social empathy model was used as a conceptual framework to guide the analysis and interpretation of themes.

Two core themes emerged from the analysis: characterization of empathy and empathy as a desired trait. Overall, results indicate that social empathy may be expressed differentially according to one’s development of empathy and critical consciousness. Thus, this study classifies dimensions of empathetic expression as existing across a continuum.

Before youth can engage in meaningful social action, they must first understand an issue from differing social and affective perspectives, defined as social empathy. While existing research highlights the role of social empathy in social action initiatives, there are no known studies that investigate the performative expressions of social empathy among youth organizing participants. Building from these results, this study offers a continuum that elucidates the multidimensionality of empathy expression among youth engaged in a social action initiative.

The purpose of this paper is to critically examine the current state of literature on peer parental advocacy, offering practical insights and ideas for researchers and practitioners interested in this evolving field.

This narrative review is a comprehensive, critical and objective analysis of the current knowledge on peer parental advocacy.

Parental peer advocacy (PPA) has seen growing interest, with increasing research detailing the benefits and challenges. It is now being considered within children’s services across the UK, drawing upon the success of similar initiatives, especially in the USA. There is a compelling case for PPA, not least as it may contribute to resolving the longstanding challenges within children services of families having the opportunity to meaningfully participate in decision-making (Corby et al., 1996; Muench et al., 2017; Bekaert et al., 2021).

Parental advocacy (PA) continues to be an evolving area of academic research and policy development both in the United Kingdom and internationally. Emerging research suggests a compelling case for an expansion in PPA within child welfare and protection systems, specifically in case, program and policy advocacy.

PA continues to be an evolving area of academic research and policy development both in the United Kingdom and internationally. Emerging research suggests a compelling case for an expansion in PPA within child welfare and protection systems, specifically in case, program and policy advocacy.

To the best of the authors’ knowledge, this is one of the first UK-based narrative reviews that critically analyses the research, highlighting the limitations and strengths of adopting PPA as an approach.

The purpose of this paper is to explore how critical literacy practices within a community youth program opened spaces for restoration for youth. In turn, youth created civic conversations about race, juvenile justice and school discipline inequities to enact change within their community.

This qualitative study used ethnographic methods such as interviews and observation to collect data from youth, community members and adults who run the youth center. Data were analyzed using constant comparative analysis.

Youth created spaces of restoration by reclaiming historicized narratives about themselves, their families and their community. Youth engaged critical literacy practices to explore their own identity, critique inequality in their community and work as community organizers to lead adults in conversations for change.

This paper explores how critical literacy practices have restorative value when youth use them in authentic ways to research community problems and work for change.