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Research has shown that young people are showing increased interest in the political process in their respective countries. However in Nigeria and perhaps globally there is the belief that the young people are lazy and politically indifferent preferring instead to be allowed to live as they deem fit. The young people view politics as essentially the exclusive domain of the old people who soon after they are elected into political office tended to focus on enriching themselves and frantically seek to perpetuate their stay in office thereby forestalling any hope of they youth becoming political leaders in the society. Using empirical documents and other available literatures sourced online this paper reinforces the need for citizenship education in order to promote a culture of active citizenship and democratic participation by the youths in Nigeria. The study showed that young people were not apathetic to politics and that citizenship education was considered to be imperative to enhancing their active participation in the political processes. It concluded that youth participation in the political process could be enhanced by educating the citizens to imbibe moral and ethical values in line with democratic tenets through the family schools the mass media as well as the political parties for the overall development of the society.

บทคัดย่อการวิจัยนี้มีวัตถุประสงค์เพื่อ 1) ศึกษาแนวทางการมีส่วนร่วมของภาคประชาชนในการตัดสินใจในนโยบายต่างประเทศของรัฐ และ 2) ศึกษาการมีส่วนร่วมของภาคประชาชนในการตัดสินใจในนโยบายต่างประเทศของประเทศอื่นเพื่อนำมาเป็นข้อเสนอแนะต่อไป เป็นการศึกษาด้วยวิธีวิจัยเชิงคุณภาพด้วยกระบวนการศึกษาและวิเคราะห์ข้อมูลจากเอกสาร โดยการวิเคราะห์ข้อมูลด้วยการวิเคราะห์เชิงเนื้อหาผลการศึกษาพบว่ารัฐธรรมนูญแห่งราชอาณาจักรไทย พุทธศักราช 2560 ได้ให้อำนาจการมีส่วนร่วมของประชาชนในการแสดงความคิดเห็นในนโยบายต่างประเทศผ่านมาตรา 178 โดยกำหนดว่าให้มีกฎหมายกำหนด วิธีการที่ประชาชนจะเข้ามามีส่วนร่วมในการแสดงความคิดเห็นและได้รับการเยียวยาที่จำเป็นอันเกิดจากผลกระทบของการทำหนังสือสัญญา ขณะที่ในบางประเทศ เช่น ประเทศสหรัฐอเมริกาและประเทศฝรั่งเศส มีการบัญญัติการมีส่วนร่วมของประชาชนในนโยบายต่างประเทศโดยการทำประชามติ ดังนั้น ประเทศไทยควรมีกฎหมายที่เกี่ยวข้องและครอบคลุมการออกเสียงประชามติของประชาชนต่อการมีส่วนร่วมในการตัดสินใจในนโยบายต่างประเทศของรัฐ ABSTRACTThe objectives of this research are to study 1) the procedure of people participation in decision making of foreign policy of the government and 2) the procedure of people participation in decision making of foreign policy of the other countries in order to propose the recommendation of this issue. This research employed qualitative research method. Documentary collection was used to collect information from all the relevant sources and documentary analysis was used to analyse documentary to find answers to the research problem. This research found that the Constitution of the Kingdom of Thailand BE.2560 has granted right of people participation under Section 178 paragraph four which prescribed that "….there shall also be a law prescribing procedures for the public to participate in the expression of opinions and to obtain necessary remedy from the effects of conclusion of a treaty…". Meanwhile in some countries such as the United Stated of America and French, there are laws that prescribed procedure for the public to participate in the expression of opinion in foreign policy by means of referendum. ...

The objectives of this research were 1) to design and develop the educational assembly model 2) to test and improve the designed educational assembly model and 3) to propose policy implication for implementing the educational assembly model to promote people participation in educational provision. The designed educational assembly model was examined by experts and stakeholders and tested at the provincial level in eight provinces. The findings revealed that the "Triple Three Educational Assembly Model: 333 Model" was an essential add appropriate tool to promote people participation in education. The first "Three" refers to three levels of educational assembly comprise of the provincial level, the provincial cluster level, and the national level. The second "Three" refers to three components of educational assembly comprise of knowledge sector, people sector, and government sector. The third "Three" refers to three key activities comprise of knowledge research and development, assembly meeting, and monitoring of meeting resolutions. The research suggested that he Office of Education Council should set up a task force for the implementation of the educational assembly to promote people participation in educational provision

This paper presents critical reflections regarding entangled relationships between access, communication and inclusion and illustrates how these play out across multiple analytical scales, ranging from interactional data analysis to engagement with policy data. The study draws on our ethnographic fieldwork from two large projects where roughly 45 18-50+ year-old people have been shadowed across settings. The study aims to illuminate dimensions of analyst's participation in terms of the flow of the everyday lives of people they track within and across physical-online spaces and within and across education, workplaces, cultural settings, homes, leisure-time, governmental agencies, health services, social media, etc. Such a stance acknowledges the mobile yet situated, partial and limited nature of contemporary existence and that of knowledge generation within the research enterprise. By engaging with what we call a "second wave of southern perspectives" (SWaSP), the access that scholars have and the identity-positionings of people they track can be understood in terms of (non)support i.e. (non)affordances of different settings for human beings' possibilities to engage in social practices. In addition to bringing into dialogue different theoretical clusters within a SWaSP framing, the study goes beyond essentialized ways of understanding methodologies or single project reporting, and attempts to shed light on the chained entanglements, intersections and enactments of policy and practice, artefacts and humans, including the ways in which such relationships seldom present themselves in an intuitive manner for the analyst (or project participants). A SWaSP framing is attended to as dimensions of doing multiple-scale ethnography, in terms of being positioned as scholars who are mobile across contemporary physical-online spaces, are reflexive about their mobile gaze and who follow individuals, tools and inscriptions as they emerge across online/physical/private/institutional spaces. Where someone is, how and when people meet, what such meetings offer in terms of positionality, opportunities, meaning-making and learning, are riddled with continua and disruptions that not only create analytical and methodological dissonance in mainstream scholarship but, more significantly, emerge as challenges for scientific enquiry by taking onboard the very theoretical and methodological implications of such continua and disruptions.