Beruflich Dokumente
Kultur Dokumente
The Green Island, published by the World Scout Bureau in 2005, tells the story of a
National Programme Team using the Renewed Approach to Programme to improve
the youth programme of their Association.
It gives useful complementary information.
TB001
become Scouts because they are offered objectives should become increasingly
the chance to take part in exciting personal with age. Young people join
activities. However, an activity has to be the Movement not only to take part in
more than just exciting to be educational. interesting activities, but also to find
It should also help young people gain answers to their needs and aspirations. If
the skills they need in order to develop an association is no longer able to attract
themselves. The adult’s role is to channel adolescents and limits its recruitment
a young person’s motivation and to those under the age of 14, it is a
enthusiasm into a natural educational sign that adults alone have designed its
process. programme, without discussing it with
The kind of youth programme, which young people and without taking their
RAP hopes to promote, is based upon aspirations into account.
educational objectives. We believe that Adapted to each culture and each
not only educators but also young generation
people themselves should be aware The world of young people has
of the attitudes, knowledge and skills dynamism of its own, focusing on diverse
which the Scout programme proposes in and constantly changing interests. For
order to round off their development. A this reason, a real youth programme
youth programme, which only proposes cannot be defined once and for all. The
activities without highlighting the World Programme Policy states that
educational objectives underlying these each national association is not only free
activities risks falling into the trap of to develop its own specific activities,
“activism”: activities are done for their methods and educational objectives,
own sake; they are repeated passively but also should regularly revise its
and their quality gradually diminishes. programme, in order to adapt it to the
A programme, which is not oriented evolving world of young people and of
towards goals, may not be clearly society as a whole.
understood and cannot be adapted
to new needs. It will rapidly become Invariable elements and variable
sclerotic and eventually obsolete. elements
Scouting strives to make young people The strength of the Scout Movement
responsible for their own development. lies in its marvellous capacity to adapt
It tries to encourage them to learn for to highly diverse settings and cultures.
themselves instead of passively receiving But does this flexibility not ultimately
standardised instruction. It is, therefore, threaten its identity and unity?
essential to help them appropriate Supposing we were all free to adapt
educational objectives, which are relevant the elements of Scouting as we wished.
to their own development. How would it then be possible to keep
A youth programme is basically a enough in common so that we could still
programme based on objectives to be identified as members of one and the
which young people adhere. These same Movement?
TB001 - The World Programme Policy 3
Fundamental
elements
Mission, Purpose World Level
Principles and
Method
Needs, aspirations
of young people
Girls and boys
of a specific
National Level
generation in a
specific culture
Programme
Development
8 steps of RAP
Programme
Dissemination
Publications
Training
Support
Youth Programme
Implementation
Young people
Activities Objectives
Adult leaders
Experts
National
National Programme
Adult resources
Committee
Committee
Pilot teams
Secretariat
Resource centre
policies on youth programme and adult chart can be proposed (fig. 2):
resources should be closely linked. • The national programme committee
As a worldwide educational movement, works under the supervision of
Scouting’s success lies in its ability to the national board (council or
combine these different levels, from the committee) of the association, to
which it submits regular progress
definition of the fundamental elements at
reports. Its role will be to prepare a
world level to the implementation of the project, which should be approved
programme within a local community, in by the national board before it is
a harmonious and creative way. submitted to a democratic decision-
National Programme making body, such as the general
Committee assembly of the association.
• It is essential to identify experts who
Every national Scout association should
can support the committee in its
have a national programme committee work. These could be internal experts
or team. This committee is responsible (Scout leaders who are particularly
for supervising all the age sections qualified in one field of youth
and ensuring that their proposals are programme or another) or external
coherent. experts (sociologists, educationalists,
The national programme committee specialised educators, etc.).
usually includes the national • Pilot teams should be selected in
commissioners of the different age different regions. These teams should
sections, and is led by a national involve experienced leaders, to
programme commissioner. Leaders field-test the committee’s ideas and
proposals.
qualified in other specialised fields (Sea
Scouting, Scouting with the disabled, • As there is no point in trying to
coeducation, etc.) may also belong to the re-invent the wheel, it is advisable
to network with several other
committee.
educational organisations (Scout
The implementation of RAP should or non-Scout), either in the same
be placed under the responsibility of country or abroad, which are able
the national programme committee. to share experiences or experiments
It is, however, essential that there is already conducted in similar areas.
close cooperation between the national • Finally, it is preferable to have a
programme committee and the national permanent resource centre, supported
adult resources committee, which is by a secretariat, comprising at least
responsible for recruiting, training, two professionals (an executive
supporting and managing adults in and a secretary), to follow up the
Scouting. work, gather useful documentation,
produce and circulate reports, and
Organisational chart ensure smooth communication
Before embarking on this approach, among all those involved (committee
a suitable plan of action needs to be members, experts, pilot teams, other
organisations, etc.).
established, for which an organisational
TB002
2. Areas of
1. Educational personal growth
proposal
3. General
educational
8. Personal objectives
progressive
scheme
4.Stages of
development
7. Section and age
methods sections
5. Section
6. Educational educational
activities objectives
Fig. 3
Educational Proposal
Concept • The type of youth programme and
services offered by the association in
An educational proposal enables you
order to reach these goals; the type of
to explain to a given community how a relationship proposed between young
Scout association meets the educational people and adults.
needs of young people, in accordance
with the mission, purpose, principles and How to develop an
method of the Movement. educational proposal
The educational proposal of a National There are several steps, which can
Scout Association is what it offers to be identified when developing an
young people in the society in which it educational proposal.
operates. 1. Mission of Scouting
Objectives In July 1999, the 35th World Scout
• To introduce the Movement and Conference (Durban, South Africa)
what it offers young people to parents adopted a mission statement for
and the community, and to make a Scouting. The statement, which is based
clear commitment towards them. on WOSM’s Constitution, is intended to
• To express the Movement’s mission reaffirm Scouting’s role in today’s world.
and goals, so that educational The adoption of the statement has been
objectives can be set. a key step forward in WOSM’s work
• To encourage adult leaders to on the development of a Strategy for
offer young people an attractive Scouting.
programme and to be committed The mission of Scouting is to contribute
to a certain style of educational to the education of young people,
relationship with them. through a value system based on the
Content Scout promise and Law, to help build
a better world where people are self-
• An analysis of the main needs and
fulfilled as individuals and play a
aspirations of young people, as well as
constructive role in society.
the opportunities and threats, which
confront them in their daily lives. This is achieved by
• Scouting’s response: the general • Involving them throughout their
educational goals that the association formative years in a non-formal
proposes; the qualities that a young education process
person can be expected to have • Using a specific method that makes
acquired by the time he or she leaves each individual the principal agent
the Movement. in his or her development as a self-
12 TB003. The Educational Proposal
Fig. 5
What it offers young people reflects their • When was the current youth
needs and aspirations in the society programme of each age section of your
in which they live, and attracts and association introduced?
retains their interest over a sufficient - If a thorough review and update has
period of time, especially adolescence, to not taken place for some time (e.g.
advance their personal development ten years or more), what reasons
Key issues and obstacles have prevented this
from happening (e.g. are there
• The critical importance of
aspects of the youth programme
understanding the needs and
that are considered as being
aspirations of young people, girls and
“unchangeable”)?
boys, of different ages in their society,
and of how societal changes affect - If your association has developed a
young people; culture of traditions over time (e.g.
ceremonies, rituals, etc.) has the
• The need to adapt Scouting’s
educational values of these been
educational proposal to the needs of
examined?
young people in a particular society
and to market a youth programme • In your opinion, how have young
that is suited to each age range, based people in the different age groups
on this proposal; changed since the current youth
programme was introduced?
• An emphasis on Scouting’s
educational provision for the - How could your association verify
adolescent age range (as opposed these perceptions (e.g. through
to provision for younger children), surveys, research, etc.)?
especially in societies where - To what extent are your findings
adolescents have specific needs that linked to changes taking place in
the Scout Method can help meet. your society, directly or indirectly?
Some questions to consider - In what ways have these changes
affected young people, positively
• What is the total membership in each
or negatively, in terms of their
age section of your association?
physical, intellectual, emotional,
- Compared to 10 years ago, is the social and spiritual development?
membership of each age range
- What new needs and aspirations
section increasing or decreasing?
can you identify among young
- Has the average age of a youth people today in each age group?
member in your association
- In what ways does your association’s
changed significantly during the
current youth programme respond,
same period?
or not respond, to these needs and
- In particular, how has the aspirations?
number/ratio of youth members
- If there are difficulties in
in the adolescent age range
responding to these needs and
changed during the same period?
aspirations, are they related to the
- What reasons can you identify for design, delivery or implementation
the above changes? of the youth programme?
14 TB003. The Educational Proposal
A HUMAN BEING
EMOTIONS Emotional development
IS MADE OF
Fig. 6
24 TB004. Areas of Growth
Movement because when that section of cardboard. The six faces are identical and
the constitution was written, some 25 are on the same level, just like the six areas
years ago, that area of personal growth of growth described above. However, to
was less known and understood, and build a cube, it is necessary to join each
the constitution was not amended since. of the six faces to the others on different
This is not a departure from the original planes (fig. 7).
proposal of the Founder, since in his In the same way, when the human
writings he often stressed the notion of personality is developing, the six areas
happiness and the “capacity of enjoyment”,
as well as self-expression. We consider that
the area of emotions and feelings, which
is essential to an individual’s well-being,
has generally been somewhat neglected in
Scout programmes and should be the focus
of renewed interest. Affective or emotional
development is therefore mentioned in
all recent educational publication of the
WOSM.
The definition of the areas of personal
growth is the necessary starting point to
develop a Scout programme.
The six areas
Scouting takes all the dimensions of the
human personality into account and,
therefore, identifies several areas of growth
on which the Scouting’s educational
objectives are based.
The areas of growth should not be
considered separate elements, but as parts
of a whole. RAP proposes the model
illustrated in fig. 6
These six dimensions have been presented
on the same level as separate areas in order Spiritual
Intellectual
to make them easier to analyse. In fact, Affective
they are all interrelated and form a whole, Character
the human personality.
Physical
Let us illustrate this with a concrete Social
example: making a cube from cardboard.
You start by drawing the six faces of
the cube in the form of a cross on the Fig. 7
TB004. Areas of Growth 25
of growth interact with each other, but growth, but in reality it is bound to
they can only be described correctly have an impact on other areas. We
from different perspectives. The human cannot choose to develop only our body,
personality is a whole integrating all the character or social nature. Whichever area
areas of growth. The character occupies is aimed for, the personality as a whole
a central position: it unifies a person and will be affected.
forms his or her identity. We are dealing here with the
The body seems to be at the root of fundamental, invariable elements of the
everything else: emotions, intelligence and Scout programme. Therefore, national
social nature. It is through one’s senses associations need to check that their
and body that one discovers the world programmes cover all the dimensions of
and communicates with others. However, the individual’s personality.
physical development is itself influenced
The educational trails
by emotions and social relationships.
Disorders such as obesity are often due In each area of personal growth it is
to emotional or relationship problems. necessary to identify educational priorities
The spiritual dimension is related to or trails, taking into account the needs
the meaning of life. It cannot develop and aspirations of young people in your
independently from one’s relationship particular social and cultural context.
with others and with oneself; it is based From each educational trail you can then
on sociability, intelligence and affectivity. build coherent educational objectives. Here
Finally the character is the dimension, too we have proposed some examples, but
which unifies a person and forms his or you are encouraged to find the formulation
her identity. which best corresponds to the situation
It would be a serious error to consider faced by young people in your country.
each area of growth independently from For example, in the area of intellectual
the others. The human personality cannot development, we propose three priorities or
be cut into slices. On the contrary, the educational trails: collecting information;
aim of education is to help the child processing information; problem-solving.
and then the young person to gradually This choice is based on the need for
build up an identity and develop his or young people in our society of mass
her autonomy, in other words the ability communications to be encouraged to think
to unify all the dimensions of his or her for themselves instead of letting themselves
personality into a coherent life plan. It is be influenced by the media. It is possible to
for this reason that Baden-Powell placed identify other urgent needs and to translate
so much emphasis on the development of them into different educational trails.
character. The areas of personal growth and
It will be necessary to draw conclusions the educational trails are necessary to
from this when we deal with educational establish the educational objectives on
objectives. We can define an educational which you will develop your programme.
objective targeting one main area of
26 TB004. Areas of Growth
Jim
Number of
Paul Denise
Nothing Everyting
is learnt is learnt
Fig. 9
32 TB005. Final Educational Objectives
Fig. 10
group. The learners are judged not in A general educational objective defines,
relation to themselves, but in relation in terms of an ability to be acquired by a
to others, or in relation to an external young person, one of the results expected
norm (the group level). This is normative at the end of the last stage of the Scout
evaluation. programme.
New state as reference Each general educational objective will
In this case, an educator tries to be declined in several section educational
determine which abilities (knowledge, objectives (or intermediate objectives),
skills, attitudes) he or she expects all adapted to the possibilities of each age
the learners to have acquired by the range.
end of the educational process. These Since Scouting is a movement of self-
are formulated in terms of educational education, it is through an ongoing
objectives. dialogue between each young person
Having carefully defined the abilities, and the supporting adult that the
which the learner should acquire, the educational objectives proposed by the
educator then has to prepare the path, national association are adapted to suit
which will lead from the initial state the particular needs of each individual.
to the new state. He or she will “go They then become personal educational
backwards”: starting from the general objectives.
educational objective, he or she will The senior section should not be
determine the successive steps from considered merely as a source of leaders
the end of the process to the beginning for the younger age sections, but as an
(intermediate educational objectives) integral part of the youth membership.
which the learner has to reach in order A senior age section, which can attract
to gain a certain ability. This is the and retain a large number of young
approach proposed by the Renewed people, is proof of a high-quality youth
Approach to programme. programme, since young people make
their own choices, unlike children whose
TB005. Final Educational Objectives 33
parents often decide how they should Identifying priorities and support
spend their leisure time.
a. Reviewing previous work
General educational objectives clearly
The work already undertaken by the
define results to be reached. It is only
national programme committee will
after having formulated them that an
have enabled priorities to be identified
association is able to evaluate whether
for young people of different ages and
the educational experience it offers
both sexes: the analysis of the needs of
young people is effective or not and to
young people in a specific socio-cultural
identify how it can be improved. Once
context and the expectations of partners;
they have been formulated, it is possible
the educational proposal presenting the
to establish related educational objectives
services offered by the national Scout
for the younger age sections and thus
association; the identification of the
ensure a smooth progression from one
different areas of personal growth and
section to another.
educational trails within each area of
In each of the six areas of growth growth. The results of this work should
(physical, intellectual, affective, social, be re-examined and discussed and the
spiritual and character), it is necessary most relevant educational trails selected.
to formulate, in accordance with the It is recommended to select from three to
association’s educational proposal: six trails for each area of growth.
• Knowledge to be acquired (to know);
b. Setting an age limit
• Skills to be acquired (to do);
Before attempting to formulate general
• Attitudes to be developed (to be). educational objectives, it is essential
4. How to set final educational to decide upon an upper age limit for
objectives membership in the senior age section of
There are several steps, which should the association. To do this, various factors
be taken when formulating general need to be taken into account, including
educational objectives: the needs of young people in the specific
society in which they live, other youth
provision and the resources available to
the association. Since this issue concerns In TB004 Areas of Personal Growth,
the association as a whole, various other examine the reference on physical
decision-making bodies will need to be development, in which three educational
involved in the debate. If no consensus trails are proposed.
can be reached, the national programme • The first is identifying needs. Let us
committee should fix a theoretical age define an objective corresponding to
limit, for example 18, 20, 22 or 25, to this educational trail. We propose:
enable it to develop a clear framework for Is able to describe the main biological
the youth programme. processes, which regulate his/her body,
accepts his/her physical capabilities and
c. Obtaining support
takes action to protect his/her health.
Formulating educational objectives is • For the second trail, maintenance, we
a challenging, time-consuming task propose:
and it may be useful to ask for advice
Values his/her appearance, takes care
or support from people specialised in of his/her personal hygiene and that
educating young people of the previously of his/her surroundings, keeps to an
determined age (18-25). The role of appropriate and balanced diet and
these specialists should be to ensure that achieves a balanced distribution of time
the objectives are drafted clearly, using between rest, physical, intellectual and
the correct terminology, and that they social activities.
are S.M.A.R.T (specific, measurable, • For the third trail, efficiency, we
attainable, relevant and timed). propose:
Formulating educational objectives Develops his/her senses (sight, hearing,
taste, smell, touch) and physical fitness,
It is recommended to do some exercises compensating for any disabilities.
to practise formulating educational
objectives. It may be useful to start by Proceed in the same way for all the other
drawing up a list of verbs, which should areas of growth.
or should not be used when formulating
objectives.
Some simple advice is to use only verbs
describing an action, which is observable.
You should not use verbs like know,
understand or learn, because it is not
clear whether an individual knows or
understands except if he or she is able to
explain or show (fig. 10).
For each educational trail selected, one or
more objectives should be formulated in
terms of knowledge, skills or attitudes to
be attained.
TB006
Stages of Development
In the development of children and young This is an important issue to take into
people, several stages can be identified. consideration if you are planning to
The different areas of personal growth develop a programme for a Pre-Cub
interact with each other at certain periods section.
to create a temporary state of balance or One of the key elements of the Scout
imbalance, which is called a stage. These method (the team system) cannot really
stages represent successive steps in the be implemented.
process of growth. It is necessary to take
them into account in order to establish or Late childhood
review our system of age range sections. Certain stages can easily be identified, such
Sociological and economic factors have as “late childhood” from 7/8 to 10/11 years
an impact on purely physiological and old, which is characterised by a certain level
psychological factors, creating different of stability. It is even referred to as “infant
rhythms and steps according the culture maturity”.
and the era. Moreover, depending on the The physical growth is slower. The child
criteria selected (psychological, social, is at ease in his or her body. He/she has
etc.), the stages of development can be acquired the capacity for logical reasoning
analysed in different ways. on concrete data; he/she demonstrates
For this reason, it is important to regularly intellectual curiosity.
question the relevance of the stages of The child tries to adapt to a group and be
development under consideration and to appreciated. He/she has the capacity to
review them in order to respond to the develop reciprocal exchanges in a group.
needs and aspirations of young people He/she can imagine oneself in another
in the best possible way. It should be person’s situation. He/she accepts the
noted from the outset that a child is not authority of adults. This is the Cub Scout
a miniature adult. At each age, he or she age.
has particular characteristics and interests.
Puberty
It is, therefore, necessary to grade the
educational objectives according to the This stability is perturbed between 10
potential reached by the young person. and 12 years old (earlier among girls,
later among boys) by the occurrence of
Before the age of 7 numerous changes, both on a personal
It can be seen, for example, that before level (an acceleration in physical growth,
the age of seven the ability of a child to the onset of puberty, a new stage of logical
cooperate within a group is very limited. reasoning) and on the social level (the end
36 TB006. Stages of Development
of primary school and the beginning of After that, youth begins, with its major
secondary school in many countries). challenge of taking on adult roles and
This is what some psychologists call becoming fully integrated into society.
the crisis of early adolescence, which
is shown by the rejection of childhood
rules, the challenging of adult authority,
the attraction towards smaller social
groupings, etc.
This is a period of opposition and
rejection of previous identifications.
Childhood rules and regulations are
called into question. However the ability
to create new rules through mutual
consent appears. That announces the
development of moral autonomy and
the acceptance of moral principles as a
way of sharing rights and responsibilities
within a group
Adolescence
Between 13 and 15 years old, a new stage
is reached with the acquisition of sexual
maturity, the establishment of gender
identity and the development of abstract
logical reasoning.
However, the restructuring phase which
started at the age of 11 or 12 continues,
i.e. it is only towards 16 or 17 that a new
balance is progressively attained.
Between 11 and 16, a fairly unstable
stage is experienced, during which
development rhythms vary widely
depending on sex (maturity is reached
more quickly by girls) and under the
influence of social and cultural factors.
This explains the wide range of age
section systems used by associations.
Nevertheless, a distinction is usually
made between early adolescence, from
10/11 to 14/15, and late adolescence,
from 14/15 to 17/18.
TB006. Stages of Development 37
Age Sections
In Aids to Scoutmastership, Baden- child development, as well as to the age
Powell wrote: groupings favoured by the school and
“At this difficult age, what is good for social system in your country.
an adolescent of sixteen is not so good Establishing a well-balanced and
for a boy of fifteen and may even be coherent system of age sections is a
bad for one of thirteen or fourteen... precondition for formulating educational
Even though Scout education has the objectives and designing a personal
same four ambitions for older and
progressive scheme.
younger boys (character, manual skills,
health, altruism), the details of the 1. The original system
action vary according to the different
As mentioned above, the traditional
stages of development of the child.”
system comprises three age sections:
So from the very beginning, the Scout
• Cub Scouts, from 7/8 to 11/12 years
programme was developed in a specific old.
way for each age section. But which
• Scouts, from 11/12 to 16/17 years
age sections should be maintained? The
old.
Scout method was originally intended
for young adolescents aged 12 to 16. It • Rovers, from 16/17 to 21/22 years
old.
was for young people of this age that
Baden-Powell chose to organise his first This system has been in use for a very
experimental camp on Brownsea Island long time and can still be found in many
in 1907. Soon afterwards, a need was countries. It corresponds to the three
felt to extend the Movement to younger main stages of development:
boys: to “Cubs”, originally aged 8 to 11; • Childhood.
then to older boys, “Rovers”, aged 17 • Adolescence.
to 20. Scouting traditionally identifies • Youth.
three main age ranges: childhood (8-11);
It provides a good balance between
adolescence (12-16); youth (17-20).
childhood and adolescence because there
Many Scout associations throughout is only one section below 12 and two
the world have preserved this traditional sections above.
division into three age sections.
The intermediate section, Scouts,
However, as part of your work to renew
originally had the widest range of ages
the programme, it is important to
from the youngest to the oldest (5-6
question whether the section divisions
years). As previously mentioned, this was
already existing within your association
due to the fact that this section formed
correspond to the different stages of
the original core of the Movement and
42 TB007. Age Sections
provided the backbone for the rest. societies, where parents are anxious to
Moreover, this section implemented find activities for children from 5-7.
to the greatest extent one of the Therefore, they have added a Pre-Cub
fundamental elements of the Scout section, covering the 5th, 6th and 7th
method: the system of small teams, or years. It is generally called the Beaver
the team system (fig. 11). section.
2. Various developments In countries such as United Kingdom or
With time, a number of associations felt Canada, this section was very successful
the need to develop their age section and brought to Scouting a large number
system. of children.
a. Emphasis on adolescents However, there were also negative
consequences, particularly due to the fact
Since the adolescence has become longer that the balance between children and
and more diversified, particularly in the adolescents was destroyed.
industrialised societies, it is more and
more difficult for the traditional Scout On one hand, there was a drop in the
section to meet the needs of younger adolescent membership and on the
adolescents (11-14) as well as those of other hand an increase in the child
older adolescents (15-18). membership. As a consequence, the
proportion of members below the
In consequence, a drop in the age of 11 has reached 80-90% of the
membership around the age of 14 was membership in some associations.
noted in a number of countries. In order
to solve this problem, several associations Generally, this kind of situation has a
have decided to set up two sections cumulative effect, because the adolescents
between 11 and 18 (fig. 11): are not very keen to join an organisation,
which seems to be too much child-
• A Scout section from 11 to 14
oriented.
• A Senior-Scout section from 15 to 18
c. Length of the proposed Scout
The Senior Scout section has received experience
various names: “Venture-Scouts”;
“Pioneers”; “Explorers”, etc. A last tendency, which probably appeared
with the aim to overcome the previous
In general, the consequences of this difficulties, is to enlarge the length of the
decision were positive: the proportion proposed Scout experience on both sides
of adolescents over 14 is bigger in (in older sections as well as in younger
associations having two sections between sections).
11 and 18.
Sometimes the upper age limit of the
b. Emphasis on children Scout programme was suppressed. In
Other associations were keener to other words, the oldest section (Rovers)
respond to a social demand, which starts at 17 but does not have any upper
appeared in several industrialised limit. Some associations have even
cancelled the lower age limit (!).
TB007. Age Sections 43
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
1. Original system
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
2. Emphasis on childhood
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
3. Emphasis on adolescence
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
4. No emphasis
This kind of decision had several bad Scout method cannot be really used
consequences: before children are able to co-operate
i. Without precise limits at which in a group (e.g. before 6-7); and it is
the Scout programme begins end not conceived for educating adults.
ends, it is impossible to define the iii. The difference between those who
educational objectives to be achieved. benefit from the Scout programme
ii. It is necessary to look at the total (the young people) and those who
length of the Scout programme. have the responsibility to deliver
Scouting was originally created for it (the adult leaders) risks to be
the age range 12-16. The Cub Scout cancelled if the Scout programme
and Rover sections were added later does not have an upper limit. This
on, extending the total length of the difference is essential in order to
Scout experience from 5 to 12 years. define the rights and the duties of the
This trend has been reinforced over different categories of members in a
the years and in some associations it clear way. For example, at the level of
now reaches 15 years or more. Is it young people, the Scout Movement
really possible to offer programmes, is open to all, while adult leaders
which are attractive and varied must be selected (in order to protect
enough to cover a so long period? young people and keep the quality
Scouting has limited possibilities and of the programme). You cannot
a specific range of action. One cannot stay as an adult in the Movement
use it for any purpose: educating without having a clear managerial or
young children as well as adults. The educational responsibility.
44 TB007. Age Sections
In contrast, if the age difference within between each age section gives more
a section is reduced, the peer group flexibility to the whole system and makes
dimension will be dominant. In this it easier to adapt to individual needs, as
case, there will be more common well as ensuring a smoother passage from
interests within the group, it will be one section to another. Moreover, such
easier to organise activities and the group a system can be adapted to the different
will function in a more democratic rhythms of development between girls
manner, enabling all members to take and boys. For example, since puberty
part in decision-making and share occurs on average one year earlier among
responsibilities. On the other hand, girls than among boys, girls should move
a large proportion of the group will up earlier from the younger section to
be newcomers each year and it will be the intermediate section.
difficult to transmit experience, learning f. It proposes a reasonable length of
and “traditions”. Scout experience
Care should, therefore, be taken to The length of Scout experience that an
maintain a moderated difference of ages Association proposes is theoretical, since
within each section. in reality only a small proportion of
d. It maintain a good balance young people stay for the whole period.
between the various sections Furthermore, it is difficult to offer
In associations, which have a good attractive programmes over a very long
balance among their age sections, period (15 years or more). We need to
the number of under-12 year-olds is focus on the ages, which correspond to
approximately equal to the number the expertise and capacities of Scouting.
of over-12s. If you note a significant Since enrolment in the younger age
imbalance between these two figures, sections is often a decision taken by
for example a ratio of 2/3 under 12s:1/3 parents rather than a personal choice,
over-12s, you certainly need to review there is naturally a loss of membership
the programme of the older age sections. between the younger and older age
It is also interesting to check carefully sections. Extending the theoretical length
the links between the age sections: for of the Scout experience by adding a
example, how the 11-12 year-olds are Pre-Cub section generally may result
shared between the Cub Scout and Scout in a sharp reduction in the proportion
sections; or how the 17-18 year-olds are of over-14 year-olds in the Movement.
shared between the Venturer and Rover That risk giving Scouting the image of a
sections. This comparison will enable children’s movement and puts even more
you to check whether the older age adolescents and young people off.
sections are attractive enough. g. It is oriented towards the senior
e. It is flexible section
Development rhythms vary according It should always be remembered that
to the individual. An overlap of one year Scouting aims to help young people take
a creative role in society. This goal cannot h. It takes the association’s adult
be reached by providing a programme, resources into consideration
which essentially caters for children up to Even if you have good theoretical reasons
the age of 14. for changing from a classical three-
• It is by aiming at the educational section system to a system with four or
objectives of the senior section that five age sections, it is preferable, before
we can give a good orientation to the taking a decision, to check whether
programme of the younger sections. your association has sufficient adult
In education, success is measured by resources, both in quantity and quality,
the results attained at the age of 18-
to undertake this reform successfully.
20, not at 13-14. It is not possible
to measure the relevance of an Many associations have experienced
educational objective for children, if serious setbacks as a result of attempting
it is not possible at the same time to to divide their Scout section (age 12-17)
observe what this implies in terms of into two sections too quickly. This kind
progression until adulthood, in other of reform requires an efficient system of
words for young people over 20. leader recruitment and training.
• The development of the senior
section will pull the adolescent
sections up by making them take
their rightful places as intermediate
sections between childhood and
youth.
• Strong Venturer and Rover sections
will ensure a balance among the
ages and come closer to the optimal
state of having 50% of the youth
membership over the age of 12 and
50% under the age of 12.
• Finally, the development of the senior
section will have a positive effect
on adult leadership. On the one
hand, it will prevent for recruiting
leaders who are too young, and on
the other hand it will improve leader
recruitment. This will in turn have
a beneficial effect on the younger
sections. It is noticeable that the
associations, which have a strong
senior section, representing a large
proportion of their members, are also
the most dynamic and develop the
most successful programmes for all
ages.
TB008
Educational trail
Collecting information
Curiosity
Exploration
Investigation
Observation
Responsibility
TB008. Section Educational Objectives
Shows that he Explains how the Recognizes the Describes the Explains the Is aware of the
knows where the major bodily changes which are relation between physical and biological
main organs systems happening in his the physical and psychological processes
of his body are. function. body as it develops. psychological differences which regulate his
processes of his between male and body,
body. female protects his
development. health,
Identifying needs
accepts his
physical
Takes care of his capabilities and
Describes the main Develops habits to Helps to prevent Takes suitable directs his
illnesses which protect his health. situations which measures in case of health at all times
and avoids habits impulses and
could affect him could adversely illness or accident. strengths.
and their causes. affect his own or his which could
companions’ damage it.
health.
Maintenance
Line of objectives (educational trail) Final objectives
51
52
Intellectual development (creativity)
Mid-childhood Late childhood Puberty Mid-adolescence Late adolescence Youth
7-9 9 - 11 11-13 13-15 15-17 17-21
Expresses what he Shows an interest Shows an interest Extends fields of Progressively Continually
finds surprising or in discovering and in expanding his knowledge in focuses his learning expands his
strange. learning. knowledge of which he learns for on subjects linked knowledge by
things going on himself. to his career learning
around him. options. systematically
and for himself.
Collecting
information
Tells little stories or Explains the Is capable of Demonstrates an Shows an ability to Acts with mental
talks about conclusions which expressing his own ability to analyse a sum up, criticize agility in the most
situations from life he draws from thoughts about situation from and make diverse situations,
in the Pack. stories, tales and situations which he different suggestions. developing a
characters in them. experiences. standpoints. capacity for
thought, innovation
Processing
information
and adventure.
Describes the use Describes solutions Recognizes some of Participates in a Actively Values science and
or application of to small problems. the different project, which participates in technology as ways
the objects he elements presents a novel a project which to understand and
knows. of a problem. technical solution uses innovative help man, society
to a common technology. and the world.
solving
problem.
Problem
Line of objectives (educational trail) Final objectives
TB008. Section Educational Objectives
Affective development
Mid-childhood Late childhood Puberty Adolescence Late adolescence Youth
7-9 9 - 11 11-13 13-15 15-17 17-21
Expresses emotions Shows an interest Expresses in Shares his worries, Has an on-going Expresses what he
and feelings in different aspirations and mutually enriching thinks and feels
naturally. expressing himself ways what he lives, feelings in his team. dialogue with his through different
during different thinks and feels, in parents and his media
activities. the friends
Patrol Book.
Self-expression
TB008. Section Educational Objectives
Identifies and Recognizes and Identifies the Recognizes in himself Progressively Reaches and
describes his expresses his fears causes tendencies such as manages maintains an inner
emotions and anxieties. of his reactions and loneliness, shyness, to handle his state of freedom,
and feelings. impulses. rebelliousness and emotions equilibrium and
emotional maturity.
insecurity and and feelings,
progressively learns achieving
to a more stable state of
Self-awareness
and equilibrium
handle them. mind.
Adapts easily to Says what he thinks Listens to other Expresses his Knows how to Behaves assertively
affective relation- without hurting his peoples’ opinions opinion express and is affectionate
ships companions or and showing respect for his opinions freely in towards other
in the Pack. making expresses his other people. different people,
fun of them. differences circumstances, without being
appropriately. without inhibited
dismissing those of or aggressive.
assertiveness
and friendliness
others.
Social development
Mid-childhood Late childhood Puberty Adolescence Late adolescence Youth
7-9 9 - 11 11-13 13-15 15-17 17-21
Shows respect for Encourages respect Demonstrates that he Is open to different Is able to recognise Is keen to explore
other people’s for his weaker or considers people who opinions, social and challenge other ways of life
opinions. less pleasant are different to him to classes and ways of gender and ethnic and consider
companions.. be equal in dignity. life. stereotypes and diversity enriching
prejudices. rather than
threatening.
Communication
Relationships and
Accepts rules and Carries out the Shows an ability to Helps to establish Is able to play a role Is able to work as a
demonstrates a duties assigned to take decisions rules in the groups he of leader (mediator, part of a team,
sense of fair play in him within the pack jointly and act belongs to. tutor, mentor) in a manage collective
games. upon them with the group. projects and serve
team actively in the local
community,
influencing the
Cooperation
and leaddership
process of change.
Shares what he has Shows that he Is able to comment Demonstrates his Make suggestions Is able to explain the
with his compan- knows the Rights of on human rights deep concern about and assists in the principles of human
ions. the Child and with the Patrol. human rights organisation of social rights and the many
relates them to violations and acts service projects ways in which they
current situations. accordingly. undertaken by the can be denied or
promoted, taking
service
team or the unit.
action accordingly
Solidarity and
Line of objectives (educational trail) Final objectives
TB008. Section Educational Objectives
Spiritual development
Mid-childhood Late childhood Puberty Adolescence Late adolescence Youth
7-9 9 - 11 11-13 13-15 15-17 17-21
Notices and Participates in Participates with his Is able to recognise Prepares and leads Search for a Spiritual
recognises his meditation activities patrol in time of the spiritual activities aimed at Reality through
companions’ good during excursions reflection aimed at significance of helping the wonders of nature,
deeds. and camps. finding out and personal and members of his empathising with
expressing the collective team to find out the other people,working
for justice and peace,
spiritual meaning experience. spiritual meaning
Spiritual
discovery
taking responsibility for
of their experience. of their experience. his own development.
TB008. Section Educational Objectives
Shows an interest Values all his Shares with people of Deepens his Has reached a more Has a deep
in finding out about companions equally, different faiths knowledge of the personally understanding of the
his family’s religion without distinction without prejudices. spiritual heritage of meaningful, spiritual heritage of his
of religious ideals. his family or individualized community, shares
community. attitude towards with people of
belief and faith. different faiths
Spiritual
without discriminat-
understanding
ing
Shows that he Respects the Shows an interest in Constantly examines Perseveres with Make his spiritual
understand that the attitudes of people acting consistently the consistency commitments, principles part of his
value of his faith is who make an with his faith, between his beliefs which he has daily life, achieving
expressed in his effort to live especially in and his actions. undertaken to his consistency between
attitudes towards according moments of difficulty. faith. them, his personal life
other people. to their religious and his participation
Spiritual
beliefs. in society
commitment
Line of objectives (educational trail) Final objectives
55
56
Character development
Mid-childhood Late childhood Puberty Adolescence Late adolescence Youth
7-9 9 - 11 11-13 13-15 15-17 17-21
Appreciate what he Identifies his main Is able of accepting Is capable of Is capable of Recognises his
is capable of doing. abilities and and evaluating the looking at himself projecting his possibilities and
limitations. criticisms made in a critical way. present abilities limitations,has a critical
about his and limitations awareness of himself,
behaviour. onto adult life. accepts the way he is
Identity
and preserves a good
image of himself.
Accepts difficulties Cheerfully faces up Is able to make Adopts consistency as Expresses his own Demonstrates a
cheerfully. to and overcomes decisions by a value to direct his views assertively. critical awareness of
difficulties. himself and to life. the world around him,
implement them. is able to make
personal choices and
accepts the
Autonomy
consequences.
Generally fulfils the Shows constant Takes responsibility for Is able to manage Sets goals for his Makes efforts to
tasks he efforts to be his own development his personal time, personal life. determine his lifestyle
undertakes. consistent. and sets objectives to respecting and plans his social
achieve it. priorities set. and professional
integration
Commitment
Line of objectives (educational trail) Final objectives
TB008. Section Educational Objectives
TB009
Educational Activities
From the very beginning, Scouting a. Activity and experience
was defined as active education. A key The young people learn through the
element of the Scout method is learning experiences they gain from the activities.
by doing. Activities are the most visible We must distinguish between the
part of the Scout programme. They activity, which everyone carries out, and
represent what young people do in the experience that each young person
Scouting. The prospect of taking part has during the activity (fig. 13). In the
in exciting activities with friends is one “Handbook for the Leaders of the Scout
of the main reasons why a young person section”, published by the Interamerican
joins the Movement. The activities are Scout Office, the following distinction is
the motor for the Scout experience. made between activity and experience:
“The child wants to do things, so let us • Activity=what is happening
encourage him to do them by pointing externally; the action which involves
him in the right direction, and everyone.
allowing him to do them how he likes.
Let him make mistakes; it is through • Experience=the internal part, which
making mistakes that his experience is happens within each person; what
formed”. each person gets from the action.
(Baden-Powell, Headquarters Gazette, The truly educational part is the
January 1916). experience since this is the personal
relationship that each young person has
Scouting considers a child’s spontaneous with the reality.
activity, games, exploration, building,
etc. to be an excellent support for
education. The Scout leader tries to use
attractive activities, which correspond to
the young people’s interests, to reach the
Activity Objective
educational objectives, which he or she
has set.
1. Concepts
An activity is a flow of experiences,
which offer a young person the Experience
possibility to acquire knowledge, skills
and attitudes corresponding to one or
more educational objectives.
Fig. 13
58 TB009. Educational Activities
c. Activities and the peer group 1) The adult leader prepares and
Activities serve as a motor for team proposes an activity to young people
which is likely to offer learning
building.
opportunities in line with the
• Young people come together, interact educational objectives for that age
and get to know each other by taking section and corresponding to the
part in activities (sharing ideas, interests expressed by the group;
making decisions, working together
2) The leader encourages the young
as a team, sharing responsibilities
people to express their interests
and problems, pooling resources and
and then helps them to build an
talents, evaluating and celebrating
activity, which corresponds to them.
successes, etc.). In order to stimulate
He or she will try to identify the
group life, activities should provide
learning opportunities, which the
opportunities to interact in a
activity could offer, in order to link
constructive way.
these opportunities to the section
• Peer education is especially effective objectives.
when young people are truly
motivated by an activity, which will In practice, these two approaches will
require a substantial amount of effort probably be combined. Associations
from each individual. Each young tend to develop activities, which may
person is thus aware that the activity be proposed to new groups or those in
will not just happen on its own. It difficulty, as well as to new leaders. As
will need individual talents to be both the leaders and the young people
pooled, various skills to be acquired gain experience and have a clearer idea
or shared and responsibilities to be of what they are able to do, they find it
shared fairly. easier to think of new activity ideas.
• In order to keep the activity going, Whatever its source, an activity proposal
it will be necessary to help anyone
needs to be examined closely to ascertain
in difficulty. The feeling of success
is both collective, “we’ve done it” how full advantage can be taken of all
(which strengthens the links among the elements of the Scout method when
the members), and individual, “I implementing it. At local level, the leader
didn’t think I’d be able to do that” should consider how each young person’s
(thanks to everybody’s efforts, each personal educational objectives could be
individual is able to try out and taken into account during the activity.
succeed in something unusual). Young people should be involved as
d. Activities and the adult leader much as possible in the complete
Every activity involves a process - it has process of organising an activity
to be chosen, planned, organised, carried (from its selection to its evaluation)
out and evaluated. Evaluation provides and not only in the implementation
useful feedback to help improve future phase, as every stage of the process can
activities or produce new ideas. contribute towards learning. The level
of participation will clearly depend on
There are two ways of choosing an
the young people’s stage of development.
activity:
60 TB009. Educational Activities
In the youngest section, the children’s • Are not repeated, unless the young
participation in designing the activity people particularly want to and then
may be limited to choosing one type of only after a certain length of time.
activity from several proposals.
See TB 018 “How to manage the • Contribute to achieving one or
more clearly specified educational
programme cycle” in order to know
objectives.
more about involving young people in
selecting and evaluating activities. • Ensure that the programme responds
to the young people’s interests and
2. Different kinds of activities concerns and project them onto
diversity of the world.
a. Variable activities and fixed
activities • Are directly related to the needs of
the community.
There are two main kinds of activities, if
you take group life into account: variable Examples of variable activities: learning
activities and “fixed” activities. how to recycle paper and grow plants
hydroponically, setting up a puppet
i. Fixed activities theatre for a children’s centre, making an
• Usually take a single form and audio-visual production or conducting
generally relate to the same subject. a photographic report or a travelling
camp to different rural areas of cultural
• Need to be carried out continually to interest, etc.
create the right atmosphere for the
Scout Method. b. Balancing fixed and variable
activities
• Contribute in a general way to
achieving the educational objectives. When some leaders speak about “Scout
• Strengthen the Method by ensuring activities”, most of the time, they refer to
youth participation, collective fixed activities: games, hikes, campfires,
decision-making and the tangible etc. The term “Scout activities” must
presence of the values. be avoided because it implies that
• Contribute to creating the Scouting is based on a limited catalogue
atmosphere in the Unit and give of activities. It is a mistake to think that
the young people typically “Scout” there are activities which are Scout-like
experiences. and others which are not. Accepting this
Examples of fixed activities: ceremonies, notion means limiting activities to those
meetings, outings, upkeep and on a selective list, which could lead to
improvement of the patrol corner and boredom in the short or medium term.
the Unit meeting place, games, songs, What makes an activity Scout-like or
Patrol council, Unit Council, etc. not is not its content, but the method
used to implement it and the educational
ii. Variable activities objective underlying it. We should not
• Take many different forms and refer speak of “Scout activities” but of “Scout
to very diverse subjects, depending experiences”.
on the young people’s interests.
TB009. Educational Activities 61
Activities
are evaluated
Fig. 15
objectives, and to master the relationship section (whilst recognising that it may
between the educational objectives also contribute to growth in other areas,
and the activities. Traditionally, the as they are closely linked).
term Scoutmaster is used in Scouting Leader training should encourage leaders
to describe this type of leader. A to collect or invent new activities and
Scoutmaster is a master of Scouting, create their own activity handouts. A
and the success of the Scout programme network could be set up to enable leaders
depends on having Scoutmasters at unit to share the handouts, which they have
level and not just at managerial level. developed.
Being a Scout educator requires a c. The elements of an activity
certain maturity and a certain level handout
of experience. Although there are
recognised exceptions to this rule, it is i. Identification
rare for young people in the 18 to 20 age Name; illustration; code; age section;
range to achieve this level. Such leaders area of growth; date of publication.
tend to be in the 25 to 45 age range. For the purposes of organization, the
It is not possible to train unit leaders in activity handout has a name and
every kind of activity, but it is possible to indicates the growth area, which it
help them develop their own creativity benefits most in terms of the types of
and their personal resources. A good way behaviour the activity helps to develop.
of doing this is to develop a system of ii. General presentation
activity handouts, listed and classified, at
Place; duration; number of participants;
national level.
materials.
The Interamerican Scout Region has
Next, the activity sheet indicates where
successfully developed such a system,
the activity is best carried out, how
which could be a good source of
long it lasts, how many participants it
inspiration.
involves, how they take part and what
b. Developing activity handouts they will need for the activity.
To start with, a leader has to propose iii. Objectives
well-chosen activities. This means that
Objectives of the activity itself; section
he or she has to have access to as wide a
educational objectives to which the
range of activity ideas as possible.
activity may contribute.
To help meet this need, RAP proposes
It also indicates the objectives the activity
to develop a large collection of activity
is intended to achieve and the specific
handouts. A handout gives a brief
educational objectives it contributes to.
but complete presentation of the
It then describes the activity itself and
elements, which are essential to carry
gives some hints on making the most of
out an activity. Each activity handout
it.
emphasises one specific area of growth
and is intended for a particular age
66 TB009. Educational Activities
Publication on Internet
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Field sting -
g id ve - E
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va
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ving and sele
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Dowlo
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Unit leaders
Resource
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Fig. 16
TB010
Fig. 17
70 TB010. The Scout Method and the Section Methods
Young
people
Law and
promise
Games Symbolic
framework
Group
Activities life Objectives
Nature Team
system
Service
Adults
Fig. 19
TB010. The Scout Method and the Section Methods
Group life is what makes young cooperation within the group, etc.
people stay Consequently, the role of the adults in the
Group life is what makes Scouting group will also vary according to the age
attractive to young people. This range in question.
atmosphere is so powerful that anyone One can describe the changes taking
coming into the Scout Unit immediately place from the Cub-Scouts to the Rovers
realizes that they are in a different in the following way.
environment that it is worth making the
most of. The fact that they perceive this a. Widening the frameworks
is what makes them stay. The richness of At first limited to the immediate family
group life leads them to prefer Scouting and environment, the living and playing
to any other option. environments widen. The same evolution
If group life is rewarding, the Patrol takes place in Scouting.
System will unfold all its potential, the Activities and camps are organised in an
young people will come to identify increasingly vast field of action and offer
powerfully with it and it will never cross the opportunity for increasingly varied
their minds to leave. contact and discovery. At the level of
Cub-Scouts, activities are short and take
2. Adapting the elements of place in the immediate environment. At
the Scout Method to each age the Rover age, international gatherings
range and service or solidarity activities enable
The section methods are merely an young people to become aware of the
adaptation of the elements of the Scout intercultural dimension.
method to the characteristics of each age
range (see TB 004). b. From the imaginary to the reality
In each age section, from Cub-Scouts to A small child’s imagination is fired by
Rovers, the same methodological elements the magic of legends. At the end of
are present: Scout Law and Promise, childhood and beginning of adolescence,
team system, learning by doing, symbolic girls and boys easily identify with mainly
framework, life in nature, personal imaginary heroes whose qualities and
progression, etc.; however they take a form success they want to emulate.
adapted to the characteristics, aspirations In adolescence, the characters with
and capacities of each age group. whom a teenager identifies come from
All the elements of the Scout method real life: champions, contemporary
have to appear, in an adapted form, in stars, and scientists, etc. “Play” takes a
the method for each section. They will be foothold in reality. The young person no
adjusted according to the characteristics longer plays “Cowboys and Indians”, but
of each age range, such as the capacity prepares for a mountain-bike trip.
for autonomy, degree of demand for c. From the small group to society
responsibility, need for emotional security, The activities and life of the group form
methods of expression, capacity for part of an increasingly vast network of
TB010. The Scout Method and the Section Methods
LEARNING BY DOING Short activities, games. Activities last longer and Unit and team projects: Discovering society,
The imaginary world plays start to have to do with mastering new technologies, identifying problems and
an important role. social reality. Community serving the community, challenges, experiencing
acquiring useful and adult roles. Travel, service
service appears. recognised skills. and vocational preparation.
LIFE IN NATURE Discovering natural Nature is the favoured Confronting natural Physical pursuit outdoors;
elements. Limited explora- setting for activities. elements on outdoors Experiencing the concept
tion, short camps. Introduction to ecology. expeditions. Environmental of sustainable development
Learning the value of conservation projects. through community
projects.
natural environment.
TEAM SYSTEM Limited team autonomy. The team system operates Teams of very close-knit Very autonomous teams.
Most activities on pack. fully. Teams more friends. Unit Council and Unit The Rover unit is a youth
First steps towards autonomous, team leader’s Assembly run more community run by
involvement in decision- role more substantial. directly by young people. young people themselves.
Synoptic table of section methods
LAW & PROMISE Tangible rules of behaviour. Learning to set rules A code of behaviour which A ‘charter’ which conveys
Short text, simple and together at the light of the already conveys universal universal values on which
concrete words. Scout law, a concrete values. scouting is based. The Rover
Promise is a commitment and positive code of living. The Scout Promise is a explains his life plan during
the “Departure” cermony.
to respect group’s rules. commitment for life.
ADULT SUPPORT Adult-led activities. Adults share Adults opening up to Youth-led community;
Adults provide physical responsibilities with young young people fields of adults being advisors and
and emotional security and people. Growing youth experience and trainers helping young
try to give children real involvement in responsibilities. Youth-led people to develop
responsibilities. decision-making. activities. leadership skills.
TB010. The Scout Method and the Section Methods
TB011
Personal Progression
In Scouting it is above all each individual aspect. In his words, our goal should be to
who counts. develop in each young person:
“Why worry about individual training? “Ambition and hope, and the sense of
... Because it is the only way by which achievement which will carry him on to
you can educate. You can instruct any greater ventures”.
number of boys, a thousand at a time (The Scouter, October 1923)
if you have a loud voice and attractive
methods of disciplinary means. But that 1. Considering each person’s
is not training - it is not education”. strengths
(Aids to Scoutmastership) Being concerned with each individual’s
It is clear that the role of a Scout leader development is not a sign of elitism.
is to pay attention to both the group and Any individual is not only capable of
the individuals within it, but we should developing, but has a right to do so.
not forget that the group is only the Scouting does not seek to reach model
means whereas the ultimate goal is to help children. It aims to be open to all and
each individual to develop his or her full especially to those who need it most.
potential. When we talk about personal In Aids to Scoutmastership, Baden-Powell
development, this does not imply a desire describes his vision of child development
to train perfect little individualists. The and the role he envisages for the adult
kind of man or woman that Scouting leader:
tries to promote is someone who is both
“There is five per cent of good even in
autonomous and cares for others. The
the worst character. The sport is to find
quality of a community and its potential it, and then to develop it on to an 80 or
for development can be measured by the 90 per cent basis”.
quality of the individuals of which it is
Finally, if we have decided to emphasise
made up.
individual development, it is because each
The personal progressive scheme is not person has to take responsibility for his
aimed at forcing young people to grow or her own development. Education is
in a pre-determined way, but rather to not possible without the individual being
make the most of all the potential in each committed to learning.
individual and to help him or her become
“The secret of sound education is to get
fulfilled as a unique and autonomous each pupil to learn for himself, instead
person. of instructing him by driving knowledge
For this reason the progressive scheme is into him on a stereotyped system”.
not a competitive system. Baden-Powell (Aids to Scoutmastership)
placed a great deal of emphasis on this
76 TB011. Personal Progression
to receive their recognition. This individual and play the role of mediators
should be a simple and brief celebration to ensure that the group evaluates in a
restricted to the Unit members. It sensible and objective way.
can be held at the end of a meeting or The best way of assessing and
during an outing or camp. A few words acknowledging personal progression is
of encouragement from the respective by observing how each young person
monitoring Adult Leader will be much behaves within and outside the group,
appreciated and afterwards a small party how he or she shows interest in doing
is certainly in order”. different things and how he or she takes
d. Proficiency badges on responsibilities. The most important
The second element is what has thing is not attaining a standard objective
traditionally been known as proficiency measured through a test, but evaluating
badges. Baden-Powell placed a great deal the effort made by each young person
of importance on the badge system. It and the progress he or she has made in
encourages young people to explore their relation to him or herself.
own interests and personal strengths and “Our standard for badge earning is
it can help them to choose a career by not the attainment of a certain level
enabling them to experiment with and of quality of knowledge or skill, but
the amount of effort the boy has put
discover genuine professions such as
into acquiring such knowledge or skill.
mechanic, reporter, ecologist, computer This brings the most hopeless case on to
programmer, accountant, etc. according a footing of equal possibility with his
to their capacities at each age. more brilliant or better-off brother.”
The two elements of the personal (Aids to Scoutmastership)
progressive scheme should be planned so
that they reinforce each other: reaching
an educational objective can motivate
a young person to specialise in certain
fields; gaining a proficiency badge can
help a young person to work towards an
educational objective.
e. Recognition
As stated previously, the decision about
when to award a progress badge or a
proficiency badge should be taken during
the evaluation phase, which is part of
the section method. Both the peer group
and the adult leaders should be involved.
The leaders should encourage the group
to recognise the progress made by each
Index
A E
Activities 57 Educational goals 29
Balance 60 Educational objective 2, 76, 78
Characteristics 63 Final 29, 30, 33
Directed 62 Formulating 34
Evaluating 64 How many? 49
Fixed 60 Section 47
How to design? 64 What is it? 29
Participative 62 Educational principles 29
Variable 60 Educational strategies 31
Activity and experience 57 Educational system 3
Activity and objective 58, 70, 76 Different levels 3
Activity handouts 65 Educational trails 25
Adolescence 36, 39, 40, 42 Elements of Scouting 2
Adults 1 Invariable 2
Adult leader 59 Variable 3
Adult leaders 69
Activity manager 64 F
Scout educator 64 Five per cent of good 75
Training 64
Adult resources 46 G
Affective development 27
Age sections 8, 41 Group life 71
Criteria 44
Traditional system 41 I
Areas of personal growth 23 Individual training 75
Assessing progress 78 Intellectual development 26
B L
Baden-Powell 1, 77, 78 Learning through play 71
Life in Nature 71
C
Character development 28 P
Childhood 35, 37, 38, 42 Patrol system 71
84 RAP Toolbox. Index
R
Recognising progress 79
Renewed Approach to Programme 7
Resource centre 66
Role model 76
S
Scout experience 42, 45
Scout Law 71
Scout method 69, 72
Self-government 77
Senior section 45
Service to others 71
Social development 27
Spiritual development 28
Stages of development 35, 44
Symbolic framework 71
Y
Young people 1, 2, 69
Aspirations 1
Needs 1
Youth programme 1, 2
Committee 6
Development 3
Dissemination 5
Implementation 5
RAP Toolbox
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