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Organizations, especially youth organizations, often use media and communication tools to engage participants and achieve their goals. While these tools have the potential to benefit organizations, it is unclear whether using media tools influences effectiveness and how their use compares to traditional engagement practices. In this chapter, I examine the impact of both media tools and participant inclusion on organizational efficacy, controlling for various organizational characteristics. I use originally collected survey data from paid staff youth nonprofit civic organizations in the Raleigh, North Carolina area. I find that using Twitter increases organizational efficacy, but the effect is ameliorated by the inclusion of organizational characteristics. I also find that media tools tend to be used by organizations in a one-directional manner, which may help explain their limited impact. Using media tools is not sufficient to increase efficacy since the way they are used also matters. Including youth in daily decision-making processes, however, increases organizational efficacy and the relationship is robust to including organizational characteristics.

The social inclusion of youth is addressed from the perspective of goal-directed action in order to understand and foster it effectively. Conceptualized from the perspective of contextual action theory (CAT), the specific understanding of action as levels, perspectives and systems provides the basis to unpack the complexity of human action. One pertinent action system is identified as project. It refers to a series of actions over time with the same goal. Using this understanding, the social inclusion of youth is described though the joint actions and projects between youth and non-familial adults. These joint actions and projects include advocating for youth, providing instrumental knowledge and encouraging community involvement and civil engagement. CAT is also used to conceptualize and conduct research on the social inclusion of youth. Specifically, the action project method was used to describe the joint projects of both youth with disability and immigrant youth as these projects involved the youth’s social inclusion.

The purpose of this paper is to anticipate the potential outcomes of efforts to promote social inclusion of youth from refugee backgrounds by considering diverse research conducted on information and communication technologies (ICTs), social inclusion, and young people of refugee backgrounds. It is argued that, while social inclusion programs might be successful at the local level, it is unclear whether they might actually do more harm than good in other, transnational contexts.

Literature reporting on projects that use ICTs to facilitate social inclusion is critically examined, with specific attention to identifying the foundational assumptions underlying such projects. These foundational assumptions are considered in relation to findings of research that identifies the transnational character of the experiences, expectations and aspirations of young people of refugee backgrounds.

The analysis highlights a conceptual disjuncture between the local aims of social inclusion and the transnational experiences of youth with refugee backgrounds. This conceptual disjuncture raises important questions about the potential effects of any program that aims to use ICTs to support young people from refugee backgrounds. While it is clear that a number of potentially positive outcomes are likely from using ICTs to promote social inclusion for refugee youth, several potentially negative outcomes are also apparent. It is argued that these potential harms tend to be overlooked because the foundational concepts of social inclusion assume a “local” community. One means of avoiding the potential for such harms could be to adequately recognise the extent to which individuals and groups participate in intersecting local and transnational communities, networks and flows of ideas, resources, and people.

This paper uses evidence of the significance of transnational social and cultural fields to propose an important intervention in social inclusion programs, by pointing to the possible harms that might result from the success of programs that facilitate social inclusion at a local level without appropriate awareness of its effects on non‐local contexts in which participants might also be active.

This paper aims to argue for the benefit of aligning the two policy objectives of youth inclusion and population regulation in Egypt. This alignment is mainly informed by the literature that identifies structural development issues as central to population regulation. These development issues relate to greater access to education, particularly to female youth, access to the labor market, access to family planning services and delayed age at marriage. These development issues are also at the heart of a youth‐focused policy agenda that would foster their successful transition to adulthood.

The paper provides stylized data on the situation of youth in Egypt along the youth‐ and population‐related parameters identified in the paper and surveys population policies in Egypt in view of recent changes related to the country's democratic transition.

There is great benefit in aligning the objectives of population regulation and youth integration policies in post‐January 25 Egypt. This alignment will revive the population‐focused policy agenda, which is ostensibly absent from the policy discourse, using an already vibrant discourse seeking to include youth as part of Egypt's democratic transition.

The paper contributes to the debate on youth and population issues in Egypt amid a highly volatile political scene and draws on the experience of post‐revolution Iran in terms of population policies.

The purpose of this paper is to outline the key global challenges relating to youth employment and consider some ways that they may be addressed to allow their inclusion in the contemporary workplace. Also, the paper provides a brief introduction and rationale for the other five articles comprising this special issue volume.

The approach concerns a review of the relevant literature and reports on the topic.

The challenges outlined in this paper and the others in this special issue volume emphasise the need for much more work to be done to address the current global challenges relating to youth unemployment. It points to: the difficulties many young workers face in taking the first step towards gaining employment; the need for stakeholder collaboration towards future policy investment as well as strategy implementation and integration.

To date, much of the research that has been conducted on the challenges of youth employment and inclusion appears to have focussed on Europe and the USA. This special issue volume includes countries that have been less researched to date: Australia, Indonesia, Malaysia, Mauritius, Singapore and the United Arab Emirates, thus adding to current understanding of the topic in those contexts.

The purpose of this paper is to contribute to knowledge and theory building in youth empowerment and entrepreneurship development.

This paper critically examines the Youth Enterprise with Innovation in Nigeria (YouWiN) programme and its relevance as a youth economic empowerment programme through the lens of the UNDP Youth Strategy entry points for promoting economic empowerment of youth and extant literature on critical youth empowerment using participatory development theories.

While YouWiN is a significant intervention towards entrepreneurship development, it presents some flaws and limitations in the design and implementation process, which may challenge sustainable economic development. Hence, there is a need to explore the millennials empowerment paradigm in light of three key complementary action-oriented approaches to youth entrepreneurship development.

This paper proposes three key complementary action-oriented approaches to youth entrepreneurship policy/programme design, implementation and evaluation for the multilateral agencies, private and voluntary sectors. These are in the form of facilitating participatory engagement and diversity, managing drivers (push/pull factors) of entrepreneurship, and ensuring access to enablers/support. There is the need for further debate and critical inputs to improve theory building towards a normative framework in youth empowerment and entrepreneurship. This contributes to ending poverty, and promoting intergenerational equity and sustainable development.

In light of the emphasis on “inclusion” in the sustainable development goals (SDGs), the notion of social inclusion encompasses the goal of granting opportunities for disabled people, integrate them and make them participate in the new environment. Referring to the capability theory, the purpose of this study is to examine the role of information and communication technology (ICT) in the social inclusion of disabled young people in Lebanon.

This paper uses a qualitative approach based on a series of focused semi-structured interviews with 11 participants occupying key positions in aid associations for disabled people.

The findings suggest that smart technologies can enhance social inclusion through three key factors: the nature of impairment and other personal characteristics of disabled people, the resources available to them and the environmental aspects provided by government policies and society’s cultural practices. In the contemporary society characterized by an increasing role of ICTs, the findings of this research could contribute to lead the developing countries to a sustainable and inclusive world through social inclusion of their youth.

This study has some limitations that should be mentioned. First, it was conducted only on a small sample size (with 11 interviewees). Further empirical research must be conducted on larger sample to build and elaborate on the findings. Second, the results are mainly based on the points of view of people working in aid associations for disabled people. In future research, semi-structured interviews can be carried out with the disabled people themselves or with members of their family to ask them about their personal experience with smart technologies and the impact of this on their social inclusion. It was also suggested that the future research should explore the challenges of inclusion for different categories of disabled people separately because they are not all facing the same issues and the same challenges. Furthermore, as this paper focuses on the role of smart technologies in the development of social inclusion of disabled people, future research could take place with other groups, for example, Palestinian and Syrian refugees, to identify whether these groups are experiencing similar challenges and barriers when trying to use smart technologies as a way to enhance their social inclusion.

Related to a larger and broader approach, social inclusion of disabled or marginalized people or refugees in developing countries could be a way to commit to a sustainable and inclusive world, in alignment with the eight goals of the Millennium Development Goals.

Related to a larger and broader approach, social inclusion of disabled or marginalized people or refugees in developing countries could be a way to commit to a sustainable and inclusive world, in alignment with the eight goals of the Millennium Development Goals.

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically marginalized students, specifically refugees and forced immigrant (RFI) youth. Modes of inquiry are qualitative document analysis of New Jersey and Ontario leadership policies, preparation requirements, and standards. The objective of this paper is to present an extensive literature review of policies related to educational leadership and supporting RFI youth and their teachers as well as to reveal gaps in policies and examine pre- and in-service training requirements. Within the field of comparative and international education, this chapter highlights the institutionalization of trends in educational leadership at state or provincial levels and how these macro-level policies influence educators’ abilities to meet the needs of students from marginalized communities, such as refugees and immigrants.