A model for training youth to participate in expert activities in joint state-community governance
DOI:
https://doi.org/10.33910/Keywords:
joint state-community governance, youth, expert activity, pedagogical model, competence-based approach, axiological approach, agencyAbstract
Introduction. The development of joint state-community governance (JSCG) in modern Russia requires the systemic inclusion of young people in expert procedures and decision-making processes. Although legal mechanisms exist to ensure youth participation in JSCG structures, there remains a lack of targeted training for young people to engage effectively in expert activities. This article presents a pedagogical model designed to address this gap, based on contemporary educational approaches and practical needs.
Materials and Methods. The research is grounded in the activity-based, competence-based, and axiological approaches to professional training. Methods include theoretical and methodological analysis, student surveys, baseline assessment using standardized psychological tests (the Zamfir Motivation Test, McClelland’s Achievement Motivation Test, Belbin’s Team Roles Questionnaire, and others), and modeling of educational trajectories. The pedagogical model proposed in this article was tested within an original course at Lomonosov Moscow State University, where students practice analytical and legislative procedures in realistic conditions simulating expert activity within the JSCG system.
Results. The study identified that students demonstrate insufficient motivational and organizational competencies, which hinders their effective participation in expert procedures. The pedagogical model comprises four components: goal-setting, conceptual-methodological, content-processual, and evaluative components. The model was implemented in an academic course aimed at developing students’ analytical, communication, and project-management skills necessary for effective participation in the JSCG system.
Conclusions. The proposed training model can be applied in vocational and higher education to support the integration of young people into expert practices. Its practical focus enables the development of the competencies necessary for meaningful and sustainable participation in the institutional mechanisms of joint state-community governance. The conceptual-methodological component of the model can be used to develop other similar courses.
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