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YOUTH DEVELOPMENT AND EDUCATION IN THE AGE OF INFORMATION

Razieh Tadayon Nabavi

razieh_nabavi@yahoo.com

Department of Human Development and Family Studies

Universiti Putra Malaysia

Mansor Abu Talib

mansorat@putra.upm.edu.my

Department of Human Development and Family Studies

Universiti Putra Malaysia

Sa'odah binti Ahmad saodahahmad@putra.upm.edu.my

Department of Human Development and Family Studies

Universiti Putra Malaysia

Mariani Mansor

mariani@putra.upm.edu.my

Department of Human Development and Family Studies

Universiti Putra Malaysia

Introduction

Knowledge is increasingly important for the development of the individual and society in an ever

more globalized world. On this regards, the term ”youth” particularly the needs of youth and

youth at risk have been widely discussed and debated in the latter 20th century by the media,

educators, social workers, legislators, economists, and sociologists, as well as by members of

various other disciplines (Dryfoos, 1991; Lerner, 1999; McWhirter, Whiteman, Valery, & Green,

1998). Therefore, it is difficult to specify clearly what are the real needs and necessities of youth,

and consequently difficult to know and predict exactly which youths will engage in problematic

education and behavior. Scholars such as Brooks-Gunn, Duncan, Klebanov, & Sealand (1993) as

the early researchers according to their findings which are supported by other researchers have

identified several factors as predictors of youth in today‟s society, including family relations,

neighborhood characteristics, demographic positioning, school related influences and peers. But,

we still know less about the links between the historical development of youth as a distinct social

category and the display of behavior needs and demands among contemporary youths. For

example, Tait (1995) reported that behavior factors and needs and demands of youth are

culturally and historically produced through social conceptions of youth development and both is

linked with the acceptance of psychosocial development theories. On this regards, Hines (1997)

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also stated that some popular theories about youth development have not only reshaped our social

conceptions of youth, but also have come to permeate the social institutions, such as the

educational system, that are tailored to youths.

Before entering to the details the researchers believed that the term information age needs to be

clarified more. Based on the previous studies, the information age has opened just as many

avenues for the target to try to obtain the truth. For that reason, its implications are far-reaching

and pervasive through many aspects of law, sociology, politics, and psychology. On the other

hand, information age might be seen as beginning with the first instance of communication. For

the purpose of this study, however, the information age refers specifically to the digital age, the

period covering the last fifteen years (1991­ 2006), when computers and computer technology

have experienced a similar exponential advance and personal computers began to proliferate and

connect to the Internet. These technologies resulted in an exponential growth in information

channels and a corresponding increase in the amount and quantity of information available. On

the other hand, it can be said that these days, mass media comprises all forms of communication

to large groups of people, from a handmade sign to an international news network. However,

according to the literature we can claim that there is no standard for how large the audience needs

to be before communication becomes "mass" communication. Finally, the researcher is going to

declare that information age closes the communication process to each signal while transmitted

bit of information requires a means of assuring that the target nation or actor has acquired the

information and reacted in the expected manner. Therefore, the researchers of the current study

are going to find, “Do these points mean that all the information age technological advancements

have a counter, thus imparting no effects on strategic deception?” The answer depends on how

actors in the deception cycle react and adapt to the new information environment. In the current

study the researchers tried to find the factors on this area.

The purpose of this paper is to arrive at a better understanding of how needs of youth should be

designed, planned and managed for transforming development from words and statements into

act and reality in the age of information. That is, we must look at what youth and youth demands

have meant to understand what these have come to mean today. As a first step, the researchers

very briefly review the substantial literature around youth, and try critically evaluating the

findings coming out of the literature. The next step is to understand how educators and youth

supporters think about youth needs and demands in the process of information age in public and

private high schools in Tehran, Iran. Finally, the authors use the evaluation to offer some

activities and suggestions in order to facilitate youth needs in the process of information age.

Youth Development and Education

Youth, teenager, and adolescent are terms that usually used interchangeably within the literature

by researchers all over the world. Nevertheless, youth is a broader category that includes

individuals who are not adults, with no clearly defined age specifications. In other words, youths

are those who are no longer considered children, but are not yet adults. However, the term does

not specifically refer to a period in the life course, but is a “catch all” word for those who are

between the child and adult status. In order to successfully resolve the identity crisis, youth must

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be given enough social freedom to experiment with different possible life paths (activities,

norms, values, goals, etc.) without having to take full adult responsibility for misguided

decisions/experiments (Mirkamali, 2005).

The idea that youth need space to develop and mature before entering adult life fit nicely with the

new emphasis on high school for all teens were emphasized by some scholars such as Schein

(2010); Murphy and Datnow (2003). While, Mirkamali (2005) according to his studies stated that

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century is usually characterized as the “time of youth”. This generation of youth spends more

of their time in school, but they are not enjoyed from their leisure time and freedoms. On this

regards, some other educators such as Alagheband, (2006); Hallinger & Heck (2004);

Sergiovanni (1998); and Hoy & Miskel (2007) pointed out that the educational system was not

receiving the kind of social recognition and support that it both deserved and needed. They also

claimed that previously it was thought by raising the status of the teaching profession and

improving facilities, educators would be in a better position to provide quality education for the

young. However, the later findings of the studies have shown that they are not in a better

position. In other words, as Wise & Ball (1964) pointed out that through the introduction of

teacher‟s schools, teachers would be better equipped to teach young persons, and the teaching

profession would be more esteemed in the public eye. From other perspective, some scholars

such as Hoy and Miskel (2007); Schein (2010); and Murphy & Datnow (2003) have reported that

for improving and development of the knowledge of youth, educators were not taking into

consideration the role of human development within education and curriculum when it is a

necessity for teachers to understand human development.

Recently literature and debate about youth in modern societies are toward intervening and

preventing particular youths from engaging in certain behaviors that are considered risky both to

them, developing productive adults, and to society at large. After scanning the youth literature

concerning what programs are available for youths, the researchers have discovered that there are

many different types of programs. However, there are some fundamental similarities across these

programs. Many of the similarities are due to the intent or result of the programs. On this point,

all youths are given some preparation for the future or adult life. The responsibility for preparing

youths for adulthood has increasingly fallen onto the public educational system. Consequently,

this is a main reason for the high school to increase different programs and efforts.

In this regards, some programs are aimed at all youths, so schools have developed many

strategies and implemented some programs to keep students in school and to keep them at their

optimal educational level. But, there has been a debate among educators such as Alagheband

(2006) about how and when to start programs. For example, Hallinger & Heck (2004);

Sergiovanni (1998); and Murphy & Datnow (2003) confirmed that these programs and activities

should start as early as kindergarten and first grade while others such as Hoy & Miskel (2007)

and Schein (2010) argue that they should begin just before the youth enters puberty. Nowadays,

schools are also trying other methods to help more students to complete high school successfully.

Since large schools have been found to be problematic for students, some schools have attempted

to departmentalize school activities. This helps to create a climate of caring and support (Rossi,

1994), and it also helps teachers get to know their students better so that they may be better able

to identify their needs and necessities according to the age of information (Pallas, Natriello, &

McDill, 1990; Rossi, 1994). Many educators like Javadi (2000); Mansouri (2007); Delavar

(2001); and Ariani & Abbasi (2008) believe most of the times the youths are at risk so the

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schools and families should be aware about it. Accordingly, they emphasized that teachers are the

best lines of defense against youth needs, since they are in the best position to identify the issues.

Teachers are those who youths see day-to-day and provide stability and structure to student lives.

Finally, they reported that teachers can create “safe learning environments” for students, and

serve as resources and leaders for classroom discussions.

Based on the previous studies, teachers are given a special role within the classroom setting. They

are the ones who educate the students, and they also have other special roles to fill within the

lives of students (Pallas et al., 1990). On this regards, some researchers who are mentioned above

also emphasis that teachers can help students gain positive social support and resist negative

social pressures, and teach skills that students may use to manage and defuse stressful challenges.

Iranian schools particularly private schools, have recently started to organize programs that

involve real world learning tactics in the age of information and development, such as

internships. There have also been efforts to integrate academic and vocational skills for youths.

Closer connections and partnerships between schools, work and college, parents, community and

social services are becoming more commonplace and acceptable. These programs are

administered in some schools and allow students to get hands-on experience with work training.

Schools are also utilizing tutoring and various kinds of mentoring programs. Some of these

programs are designed to help youths who have difficulties in the regular academic classroom

(Javadi, 2000; Mansouri, 2007).

Research Process

This paper is a part of a mix method study that have studied the differential effects of youth needs

in the process of information age and development in public and private female high schools in

Tehran, Iran. In the qualitative part and based on this question that “To what extent students,

parents, teachers and principals understand each other in the age of information?” Five open-

ended questions were asked from respondents. In the current paper, the researchers are going to

report the results and findings of five open-ended questions, but before reporting the findings, the

process of data analyzing should be defined more.

Based on some researchers such as Ratcliff & Tuerlinckx (2002) text or narrative data come in

many forms and from a variety of sources. In this survey, first of all, the research team tried to

make brief responses from open-ended questions among female students in public and private

schools. Then for each open-ended question the researchers have written some comments. These

comments and notes could generate single words, brief phrases, or full paragraphs of text that

were the narrative data for analysis. After that, in order to have a good analysis the team tried to

understanding the data by reading and re-reading the text. By using this method, we could write

down any impressions as we went through the data. Writing these impressions were useful later

and helped us a lot to find the themes. For this approach, we focused on how all students

responded to each open-ended question. In order to identify consistencies and differences, we

also organized the data by question to look across all respondents and their answers. Then we put

all the data from each question together. Later, we explored the connections and relationships

between questions. Then, we referred to categorize information by coding the data or indexing

the data. As the data was categorized, we could identify other themes that served as

subcategories. We continued to categorize until we identified and labeled all relevant themes.

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During coding, a master list of all codes was developed. Then, the codes were reapplied to new

segments of data each time and finally an appropriate segment was encountered. The following

paragraphs based on the five questions are categorized and talk more about findings.

1- Do you know where are you going and what is your goal in the age of information?

The first question of the study was looking for the goals of students in the age of information.

Examination of the data to identify do they know where are they going and what is their goal in

the age of information? It is revealed that the goals could be classified into two groups including

self-goals and common or society goals. Some of the participants pointed to self-goals as the

most effective factor for developing and achieving goals. For example participant “H” stated “my

main goal is finding a good job. I try my best for achieving it and nothing and nobody can stop

me and I know that information and new technology is very important” On this view, participant

“C” pointed “ I love to be an important person in my society with more income and power.

Therefore, I should familiar with the latest devices such as laptop, mobile.” Participant “F”

declared “Without having a university degree your dream can‟t be true, so I am going to get a

good one.” These statements were confirmed by most of participants. Therefore, by definition the

researchers can demonstrate their self-goals refer to university degree, good job, new friends,

new experiences, having the best laptop, having the best mobile, having the new devices, going

abroad, getting high position in society and more income.

Regarding to the society goals, participant “D” pointed “I love to be a helpful person that can

solve the problems of people and it will happen when I can choose the right way with right goal.”

Participant “E” confirmed this point and mentioned “For helping people we should know how to

work with each other and have the latest information.” Participant “K” mentioned “People are

people not the people of my country…. problem is problem it is not only for my country, I try to

help all people around the world.” These points were confirmed by most of participants.

According to the data, they unequivocally believed that common or society goals refer to

participation in team work, helping for improving new technology, help the country, invention,

solve the problems of society and help the society for getting the high position in the world.

Table 1 The Goals of students in the age of information

Self-goals

Finding a good job

To become an skill person in information and new technologies

Getting more income and power

Having a university degree

Common or society goals

To be a helpful person for society

Solving the problems of people and society

Improving new technology

Helping the country for getting high position

2- Do you think your parents and teachers are agree with your plans and goals? Why?

The second question of the study was looking for the causes which affect on agreement and

satisfaction of students‟ plans and goals by parents and teachers in the age of information.

Examination of the data for exploring parents‟ and teachers‟ agreement and satisfaction with

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students‟ plans and goals has been shown that, a number of parents and teachers are agreed with

the students‟ plans and goals. On the other hand, this agreement and satisfaction could be

classified into two groups including positive and negative causes. Interpreting of the data has

addressed some positive factors such as having good relationship with parents and understanding

each other very well. For example, participant “E” pointed “Most of the time, I consult with my

parents because I think they are familiar with my dreams and goals therefore, their consultation is

near to my idea.” On this regards, participant “F” pointed

“My parents are graduated from university. Thus, I believe they are up to date and

they know my needs. They understand the new generation; they agree and understand

the new technology.”

The researchers come to this conclusion that graduated parents and the opportunity of gaudiness

in different ways by teachers have the biggest impact on parents‟ and teachers‟ satisfaction.

In addition, data showed that lack of understating by parents and teachers and lack of up-to-date

should be consider in a quite specific way. For example, Participant “A” pointed:

“Sometimes my friends say some stories about their parents and teachers which is

unbelievable. It shows that they don‟t confidence to the youth and they are not

familiar with the latest information and technology”.

Interpreting of the data has been also clarified that lack of understanding by parents and teachers,

lack of up-to-date, lack of using new methods, lack of good and friendly relationship, and lack of

confidence to the youth were the most complained from the situation.

Table 2 The Causes Which Affect on Agreement and Satisfaction of Students „ Plans

and Goals by Parents and Teachers in the Age of Information

Positive causes

Having good relationship with each other

Understanding each other very well

Consult with each other very friendly

Having university degree and being up-to-date

Negative causes

Lack of being up-to-date

Lack of understanding

Lack of good and friendly relationship

Lack of confidence to the youth

3- What are the most challenges in your schools?

The third question of the study was looking for the most challenges in schools in the age of

information. Examination of the data for finding the most challenges in schools has been shown

some of the most challenges which are emerged from the data. The findings on this regards,

could be classified into two groups including education challenges and facilities challenges. For

example participant “A” stated “most of the times we learn theory but we need to learn how to do

in practical way”. Moreover, the participant “G” pointed “these days everything is very officially,

only we should follow the roles and regulation but sometimes they don‟t work because we are

human and we don‟t care have been seen like tools or worker of a factory”. Participants “F”

mentioned “we are short in facilities and new devices.” Interpreting of data categorized some

items such as less practice and useable programs in education system, need for additional

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training, needs for more co-curriculum activities, lack of time for finishing the books, lack of

financial resources, lack of acceptable feedback, lack of mentoring and uncertainty for future as

the most challenges in the age of information.

Table 3 The Most Challenges in Schools in the Age of Information

Education challenges

Teaching and learning method (insist of theories method)

Less practice and useable programs

Roles and regulations are very officially in education system

Lack of mentoring and evaluation

Lack of co-curriculum activities

Lack of training programs for parents and teachers, principles

Facility challenges

Lack of facilities and new devices

Lack of financial resources

Lack of skill persons

4- If you were a teacher or a principal, what kind of students would you like to have?

The fourth question of the study was looking for the characteristics of students in the age of

information from students‟ perspective if they were teachers or principles. Examination of the

data for finding the proper students in the age of information from future teachers‟ and principals‟

perspective has been shown some characteristics. Based on the data, the findings could be

classified from teachers‟ and principals‟ perspectives. They like to have some students with self-

possessed, clever, on time, active, and up to date characteristics. The findings confirmed that the

mention characteristics will be happen when; parents have a good relationship with schools and

come to school at least one time a week. On this view, Participants “T” declared “…. most of my

students during years of learning have been monitoring by their parents and principals, therefore,

they tried to improve their abilities”. Moreover, participants “S” stated “some characteristics

can‟t be obligatory so we should try more than before. We should try to learn how to behave and

perform in the age of information.” Participant “U” pointed “we should be up to date then can ask

them to be up to date. We should be on time and active then we can expect them to be on time

and active.”

Table 4 The Characteristics of Students in the Age of Information from students

perspective if they were teachers or principles

Principals‟ perspectives

Monitoring by their parents

Knowing how to behave in schools

Knowing how to perform in schools

To be on time,

Teachers‟ perspectives

Monitoring by principals

To be active,

To be self-possessed,

To be clever

Knowing how to behave in schools

Knowing how to perform in schools

Monitoring by their parents

Knowing their goals and aims

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5- Imagine it is the end of your school time. What would you want to say about your school

time?

The fifth question of the study was looking for memoirs of school time. Data has been confirmed

that the imagination of the end of school time can be classified into satisfaction group and none

satisfaction group. In the first group most of participants were satisfied. For example participants

“H” noted “I love it” while participants “A” declared “it was enjoyable, so I never forget it”.

Participant “C” stated “I love that time because of my friends, I love it only because of some of

my excellent teachers”. Meanwhile, in the second group some of the participants said they didn‟t

have enjoyable time there. From the perspective of this group, Participant “M” said “I hate it, I

always try to forget bad memory; however, it‟s not easy”. Participant “D” pointed “….not bad

but I don‟t want it comeback again”. Participants “F” reported “… most of our homework and

assignments are so much useless homework.

Table 5 Memories in Schools in the Age of Information

Satisfaction group

Enjoyable friend

Friendly teachers

Knowledgeable and up-to-date teachers and principles

Useable classes

Good management system

None satisfaction group

Useless homework and assignments

Unfriendly teachers

Lack of facilities

Lack of friends

Strict rules and regulation

Wasting time and money

Conclusion

The five main dominant themes emerging from the data can be classified as managing, training,

planning, curriculum and facilities issues. On the other hand, reconstruction of management and

officially environment, parents training for understanding their kids, teacher training for being up

to date, improvement of friendship, pay more attention to the role of co-curriculum and extra

curriculum activities, amplification relationship parents and teachers, increase education

facilities, reconstruction of curriculum structure, development of human resource and

educational consulting can be consider as the main keys in the process of youth development and

education in the age of information and reality. Data also verified that interactivity between

teachers, parents and students is explicitly regarded as an important and effective component for

facilitating youth needs in the process of information age and development. Finally, the

researchers based on the findings themes which some of them have mentioned in the above

sentences, are going to declare some suggestions. On this regards, in order to have a successful

plan and reducing the gap among students, teachers and parents for facilitating youth needs in the

process of information age and development, the policy makers should conduct and arrange some

activities as follow (See figure 1).

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Figure 1: Some of the youth needs in the process of information age

According to the above figure, all these items can affect and facilitate the process of changing

schools for youth is needs in the age of information and development particularly when a society

wants to transfer from words and statements to reality.

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