Views of young people

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  • Views of young people

    1. 1. <ul><li>An international survey of young people’s views about the world, themselves and other people </li></ul><ul><li>Dr Philip Powell-Davies </li></ul><ul><li>Director Research and Development </li></ul>
    2. 2. An international survey of young people’s views about the world, themselves and other people <ul><li>A survey of 2500 young people aged 15-25 </li></ul><ul><li>Indonesia, Pakistan, Saudi Arabia, UK. Over 30 metropolitan areas </li></ul><ul><li>First time that young people in the UK have been surveyed with the aim of gathering comparable data with other countries </li></ul><ul><li>Questions informed by feedback from participants in CF projects, intermediaries, partners and BC project teams from more than 15 countries </li></ul><ul><li>2- phase approach </li></ul><ul><ul><li>Qualitative : c. 230 young people (& smaller groups of intermediaries) surveyed </li></ul></ul><ul><ul><li>Quantitative : c. 2200 young people surveyed </li></ul></ul><ul><ul><ul><li>Outputs : 5 themes </li></ul></ul></ul><ul><ul><ul><li>* Lives of young people * Working with young people </li></ul></ul></ul><ul><ul><ul><li>* Cross-cultural interaction * Mutual understanding </li></ul></ul></ul><ul><ul><ul><li>& perceptions of others * British Council </li></ul></ul></ul><ul><ul><li>Analysis </li></ul></ul><ul><ul><li>links between the four countries – comparable data </li></ul></ul><ul><ul><li>strong similarity in the things that concern them, how they see themselves and others </li></ul></ul>
    3. 3. An international survey of young people’s views about the world, themselves and other people <ul><li>British Council methodology and activities - affirmed by the research </li></ul><ul><li>need for an apolitical, neutral international organisation to facilitate mutual understanding and recognition that the British Council is well-placed to do this </li></ul><ul><li>working in partnership in support of mutuality </li></ul><ul><li>ensuring the active participation of the UK in projects </li></ul><ul><li>providing structured learning and reflection </li></ul>
    4. 4. Nature of organisation to promote mutual understanding Multicultural & global Intelligent CORE Open-minded & fair Respected & respects others; gives peace of mind Types of people running organisation Main characteristics Values The emotional underpinning Activities/benefits it should offer Main suggestions Handsome (younger Indo) Good facilities/ equipment provided Togetherness /cooperation; teamwork Respect time, work ethic, disciplined No personal financial gain Learning/ knowledge & fun Future-oriented Create (job) opportunities Young people help shape/define the agenda/project Relaxing, comfortable Unite cultures Strong, enthusiastic, motivated Happy to be there, stimulated Independent, funded by donations Gue Banget – really me/my kind of thing; expresses our feelings (KSA) Promote mutual understanding Promote all cultures Informal, not too serious Incorruptible Experts in their field Educated overseas Elected Understand teens’ aspirations; interested in young people Have social conscience Loyal Honest, sincere, trustworthy Exercise, sport Music Open all year for women, not just summer Appeal to interests of ALL young people Give young focus, goals, ambition Dialogue/ discussion groups Strong, fearless, swift Computer courses Language courses Work experience Self-expression – painting, poetry Local Charitable /philanthropic work Cultural, theatre, film Creative, innovative Serve food Library Mobile, taking ed to people Family-oriented A-political
    5. 5. Opportunities to enhance mutual understanding Joint projects, eg science, music, youth camps Voluntary charitable projects together at community level (eg building a school) Learning re others’ cultures, eg via exchanges/trips, pen-pals, internet, chatting on net – spreading mutual respect Language-learning/ exchanges Cross-cultural debates Sport (esp UK) Working with organisations, eg OSIS, PMR, Rohis (Indonesia) Most effective when ‘naturally’ taps into a common interest rather than an engineered exercise to promote mutual understanding More inter-school competitions, interaction (Indo)
    6. 6. An international survey of young people’s views about the world, themselves and other people <ul><li>The research has also identified where Connecting Futures can further enhance the contribution of the British Council to broadening the international outlook of young people </li></ul><ul><ul><li>To provide a baseline control group against which to measure the impact of the programme and other British Council activity with the age group </li></ul></ul><ul><ul><li>Working with intermediaries to reach young people effectively in areas to which they feel committed and responsible </li></ul></ul><ul><ul><ul><ul><li>‘ The best way of dealing with young people is to listen to their opinions and adapt ourselves to be on the same level as them… we need to form good communication’ Male teacher, Sukabumi, Indonesia </li></ul></ul></ul></ul><ul><ul><ul><ul><li>‘ Our purpose is to provide them with the means to have a brighter future’ Female teacher, Karachi, Pakistan </li></ul></ul></ul></ul>
    7. 7. An international survey of young people’s views about the world, themselves and other people <ul><ul><li>Ensuring that activities facilitate an understanding of the individualism of the UK and the greater community focus of other countries </li></ul></ul><ul><ul><ul><ul><li>‘ It’s my right to live how I want to live…’, Male, 17-18, Leeds UK </li></ul></ul></ul></ul><ul><ul><ul><ul><li>‘ We are free but bound by society’s customs too’ Female, 19-21, Jakarta </li></ul></ul></ul></ul><ul><ul><li>Providing opportunities for young Britons to learn from people in other countries and gain an awareness of the UK’s place in the world </li></ul></ul><ul><ul><li>‘ We are all part of the same world, and what affects one affects all’ Female, 19-21, Riyadh KSA </li></ul></ul><ul><ul><li>‘ The level headed Briton will understand us and praise us for our adherence to our religion, customs and traditions regardless of the difference in culture between him and us’ Male, 22-25, </li></ul></ul><ul><ul><li>Lahore, Pakistan </li></ul></ul>
    8. 8. An international survey of young people’s views about the world, themselves and other people <ul><ul><li>Understanding young people’s interests and ensuring their role in shaping the agenda </li></ul></ul><ul><ul><ul><ul><li>‘ We are people that are directed and with no opinion of our own’ Female, 15-16, Jeddah, KSA </li></ul></ul></ul></ul><ul><ul><li>Focus on the development of life skills which address future aspirations </li></ul></ul><ul><ul><ul><ul><li>‘ People of my age can get a lot of benefit from dealing with other people. It takes skill.’ Male, 17-18, Lahore, Pakistan </li></ul></ul></ul></ul><ul><ul><ul><ul><li>‘ I will need to communicate with people in other countries and I can do this through English and learning to use computers (the new international language). In this way I can understand people better and achieve my goals’. Female, 15-16, Jeddah, KSA </li></ul></ul></ul></ul>
    9. 9. An international survey of young people’s views about the world, themselves and other people <ul><ul><li>Addressing clearly articulated needs to ‘give something back’ to communities </li></ul></ul><ul><ul><ul><ul><li>‘ It’s my responsibility to be a role model for younger kids. That’s why I want to be a youth worker and contribute to my community’. Male, 17-18, Luton, UK </li></ul></ul></ul></ul><ul><ul><ul><ul><li>‘ Once you get your rights you forget your responsibilities. We should give our communities something back if we have benefited’. Female, 18-19, Jakarta, Indonesia </li></ul></ul></ul></ul><ul><ul><li>Developing projects that support exchange between wider groups of young people, through an appropriate mix of face to face and virtual interactions </li></ul></ul><ul><ul><ul><ul><li>‘ We need to understand each other’s cultures. We must learn more and in this way take the positive points, not the negatives’ Female, 15-16, Jakarta, Indonesia </li></ul></ul></ul></ul>
    10. 10. An international survey of young people’s views about the world, themselves and other people <ul><li>What next… ? </li></ul><ul><li>How should this research be shared </li></ul><ul><li>What is the best way of publicising it </li></ul><ul><li>What do we need to do next as a follow-up to this research </li></ul>
    11. 11. Issues concerning young British people Environment War & terrorism National issues Iraq war & terrorism Tabloid news (eg paedophilia, asylum seekers) Negative stereotyping of youth Property prices Declining NHS Unemployment Binge drinking (older) Pensions (older) Tuition fees (students & teens) Crime Olympic bid (older) Global issues Local issues With friends Disaffected youth Teenage pregnancy Street crime (gangs) Decline in children’s behaviour (eg no respect) Shopping Boys Clothes Gossip Girls Sport Drinking Gadgets Work (older) Front page news Nights out The world is falling apart, according to the media M ale, 17-18, Leeds, UK Red italics = also a concern in other countries
    12. 12. <ul><li>Mainly school, university, work </li></ul><ul><li>Comfortable to their generation </li></ul><ul><li>Natural curiosity </li></ul>Cross-cultural interaction – young people Highly open to cross-cultural interaction Significant opportunities to interact Limited opportunities to interact <ul><li>Chatting on net </li></ul><ul><li>In tourist areas </li></ul><ul><li>Fascinated by West and interest in travel but no money (Indo) </li></ul><ul><li>Limited EL is an issue, esp in Indonesia & Pakistan </li></ul><ul><li>Correcting misperceptions </li></ul><ul><li>Mutual learning re cultures, lifestyle, religion, attitudes, experiences, etc </li></ul><ul><li>Learning/practising English </li></ul>
    13. 13. Young Britons’ self-perceptions Essence of young people in UK Freedom, materialistic luxury and security but also pressure – on balance, very positive view Positive Negative Motivated, work hard Travel Individualistic Spoilt Competitive Fun Freedom of expression Socialising Drink/drugs /violence Ownership of latest technology/ entertainment – cars, mobiles, Internet Fashion Pressurised to succeed (academic/work) More developed and recognised education system Independent but right to be a child Majority are well behaved Ambitious More developed health system Teen gangs/ rivalry Minority of young delinquents Freedom of religious beliefs Vain/ materialistic Less time spent with family Dream fulfilment possible Experiencing age discrimination & stereotyping
    14. 14. Others’ perceptions of young Britons Essence of young people in UK Freedom – blessing & blight, but on balance, positive view Positive Negative Motivated, work hard Travel Individualistic, no values/morals, selfish Vulgar fashions Trend setters, progressive Competitive to be best, ambitious Go against parents Freedom of expression Sophisticated technology – cars, mobiles, software Culture, customs, royalty Independent/leave home at 17 – pos & neg More developed thinking, educated Creative/ innovative Self-confident Polite, good manners Punctual Well organised Little weight given to religion Drink & drugs Progressed & civilized Self-reliant Boring, routinised life Follow/respect rules/law, disciplined Red italics = all agree ; blue = 2 countries agree Tattoos
    15. 15. <ul><li>Lower standard of living </li></ul><ul><ul><li>Many in poverty </li></ul></ul><ul><ul><li>Access to water, food, electricity, healthcare, housing, education </li></ul></ul><ul><li>Significantly lower incidence of owning ‘luxuries’ – cars, mobiles, computers, personal & electronic gadgets </li></ul><ul><li>Many live in rural settings </li></ul><ul><li>War Zone! </li></ul><ul><ul><li>Religious conflicts </li></ul></ul><ul><ul><li>Extremism </li></ul></ul>Britons’ perceptions of others (Indonesia/KSA/Pakistan) Materially Environmentally <ul><li>Generally more restrictive </li></ul><ul><ul><li>Gender inequality </li></ul></ul><ul><ul><li>Limited freedom of speech </li></ul></ul><ul><ul><li>Harsh justice system </li></ul></ul><ul><ul><li>Religious obligations </li></ul></ul><ul><li>Less ‘fun’ (shopping, nightlife, entertainment) </li></ul><ul><li>Less of a childhood (work and marry younger) </li></ul><ul><li>Pos: traditional family & community values – still play important role </li></ul>Socially The lives of young people in countries such as Pakistan, Indonesia, KSA perceived to be significantly different (worse) Everything’s based around religions, whereas we’re based around work Female, 22-25, Luton, UK Underprivileged Harsh & uncertain environment More responsibilities than rights
    16. 16. Developing/enhancing mutual understanding Exhibited through friendships across races and cultures – feel pride at higher levels of mutual understanding in their generation Grown ‘naturally’ out of intercultural contact Harness opinion formers, eg media, Imams, religious & political leaders, teachers Prejudice best confronted & mutual understanding developed through opportunities for interaction Tap into curiosity re others’ lives & opportunity to correct misperceptions
    17. 17. An international survey of young people’s views about the world, themselves and other people <ul><li>Qualitative phase </li></ul><ul><li>The first phase was in two stages using qualitative focus group discussions (of 6-8 people per group and lasting between 1.5 to 2 hours each – in total about 230 young people were involved). </li></ul><ul><li>Participants were young people aged 15-25 who fit the profile of the Connecting Futures target audience, and potential intermediaries. The intermediaries included teachers and youth workers/leaders. All these intermediaries are people who work with the target audience, either as their teachers or working in organisations and clubs providing activities for young people. </li></ul><ul><li>This phase was designed to explore : </li></ul><ul><li>young people’s views about their own lives and those of people in other countries </li></ul><ul><li>mutual understanding and the type of organisation they envisaged being able to develop this </li></ul><ul><li>identify relevant issues (and the language they use to describe them) for measurement in subsequent quantitative work. </li></ul><ul><li>(Specifically, this phase covered issues relating to self-identity, perceptions of young people in other countries, interests and concerns at a local and global level, rights and responsibilities, initial thoughts about what constitutes mutual understanding and their interest in being involved in projects with this theme, and the nature of organisation they would expect to provide such projects) </li></ul><ul><li>attitudes of intermediaries to young people, their reactions to young people’s views, how they perceive their role in working with young people, as well as exploring their ideas about supporting Connecting Futures projects and how best to engage with them. </li></ul>
    18. 18. An international survey of young people’s views about the world, themselves and other people <ul><li>Quantitative Phase </li></ul><ul><li>The second phase used quantitative measures among the direct target audience, ie 15-25s, to provide an indication of the scale of young people’s views of, and interest in, different aspects of the Connecting Futures programme. </li></ul><ul><li>2200 young people were surveyed across the four countries in 35 centres </li></ul><ul><li>Questionnaires covered </li></ul><ul><ul><ul><li>young people’s values and attitudes </li></ul></ul></ul><ul><ul><ul><li>significant experiences in their lives and the reasons for their significance </li></ul></ul></ul><ul><ul><ul><li>their aspirations </li></ul></ul></ul><ul><ul><ul><li>skills they feel they need for the workplace </li></ul></ul></ul><ul><ul><ul><li>perceived importance of the various elements of mutual understanding identified in the qualitative phase </li></ul></ul></ul><ul><ul><ul><li>activities they would welcome and outcomes they would expect as a result of their participation </li></ul></ul></ul><ul><ul><ul><li>how they would like to have their interests and needs taken into account to help set the agenda </li></ul></ul></ul>
    19. 19. An international survey of young people’s views about the world, themselves and other people <ul><li>Aims of the research : </li></ul><ul><li>To explore the interests, ideas and attitudes of young people in the UK and selected countries to inform the development of CF projects </li></ul><ul><li>To confirm that what we are doing is on the right track, esp with respect to mutuality and partnership </li></ul><ul><li>To understand who the target audiences for the programme are, esp in the UK </li></ul><ul><li>To explore approaches to building the capacity for delivery and identification of participants in the UK </li></ul><ul><li>To understand more fully what kind of activity actively facilitates participants in shaping the agenda </li></ul><ul><li>To identify how best to work with intermediaries to reach young people </li></ul><ul><li>To establish a baseline control group against which to measure the impact of the programme </li></ul>
    20. 20. An international survey of young people’s views about the world, themselves and other people <ul><li>Where the survey was carried out </li></ul><ul><li>Indonesia Jakarta, Jog Jakarta, Medan, Surabaya, Bandung, Makassar, Sukabumi </li></ul><ul><li>KSA Riyadh, Mekkah, Medinah, Jeddah, Dammam/Khobar, Al Ahsa, Abha/Khair, Qassim </li></ul><ul><li>Pakistan Faisalabad, Gujranwala, Hyderabad, Islamabad, Karachi, Lahore, Multan, Peshawar, Rawalpindi </li></ul><ul><li>UK Bradford, Leeds, York, Cardiff, Luton, Edinburgh, Bristol/South West </li></ul>

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