Developing the Youth Programme in Scouting

Objectives To understand the three elements of youth programme Discuss the steps to be followed when defining / reviewing the youth programme Have a clear understanding of the sessions in the Summit

“The spirit is there in every boy; it has to be discovered and brought to light.” Baden-Powell

Defining the youth programme What steps to follow? What is Youth Programme? “Programme packages” or the project approach? The Scout Method? Personal or group progression? What about the age sections? Co-education? How to measure the quality of Youth Programme?

What is the youth programme? The totality of what young people do in Scouting (the activities), how it is done (the Scout method) and the reason why it is done (the purpose)

Different “cultures” in youth programme The culture of “what” - focus on activities The culture of “why” - focus on objectives The culture of “how” - focus on methods

The specialists on “what” Put emphasis on activities (outdoors, practical skills…) An open, pragmatic Scouting Well-rooted High penetration rate Low proportion of adolescents

The specialists on “why” Put emphasis on the ideology and goals A committed, fragmented Scouting Not well-rooted Low penetration rate High proportion of adolescents

The specialists on “how” Put emphasis on methodology (group dynamics, project method…) Not well rooted, youth movement Low penetration rate High proportion of adolescents

Different “cultures” in youth programme Why not share the advantages of the three approaches, of the three approaches, question our mental models and break down barriers?

“The journey of 1000 li begins with a step” Chinese saying

Steps to follow 1. Define an educational proposal, starting from the fundamentals of Scouting:  Mission  Aim  Principles  Method This will ensure the unity of the association and the commitment of leaders

Steps to follow 2. Start from the development areas of each person:  Physical  Intellectual  Emotional  Social  Spiritual  Character

Steps to follow 3. Define the beginning and the end of the youth programme:  From the age where children are able to co- operate within a group (7-8 years?)  Up to the time when a young person becomes a fully developed adult (21-22 years?) For how many years can we develop and sustain the implementation of the youth programme?

Steps to follow 4. Define, for each development area, final educational objectives:  Which need to be achieved by the end of the programme  In terms of skills, knowledge and attitudes  Taking into account the needs of young people in a certain society, at a certain time These are, in the same time, the objectives for the last age section!

Steps to follow 5. Define the age sections:  Between the beginning and the end of the programme  Taking into account the different development stages for boys and girls

Steps to follow 6. Define the age section educational objectives:  Which need to be achieved at the end of each age section  For each of the development areas We need to have a natural progression within each section and between sections!

Steps to follow 7. Produce and distribute examples and ideas for a diversified set of activities:  Answering to the needs and interests of boys and girls from each age section  Enabling them to achieve the educational objectives A matter of enriching the Scouting practice at unit level

Steps to follow 8. Develop the method for sections:  By adapting the Scout method to the specificity of each age section. What is the Scout method?

“The Scoutmaster teaches boys to play the game by doing so himself” Baden-Powell

The spontaneous game

The Scout Method

"That's all very well in practice, but how does it work in theory?” Unknown

“Programme package” or the “project approach”? This is a false debate Involving young people in the decision-making through the team- system will allow the progress from the “adult-run” activities to projects

When asked what he thinks about Western Civilization, Gandhi answered: “Yes, that will be a very good idea!” Unknown source

Fixed and variable activities The fixed activities, repetitive, create the right atmosphere for youth participation: hikes, songs, camping, councils, etc. The variable activities, non-repetitive, answer particular needs and interests of young people A balance need to be sought between the two types of activities

"The power to question is the basis of all human progress." Indira Gandhi

Personal progression Group progression There is no other education but personal Focusing on personal progression does not enhance individualism Socialisation, empathy, service and citizenship education are central elements in Scouting personal progression The value of a community is measured by the that of the individuals composing it!

“But let me tell you, this gender thing is history. You're looking at a guy who sat down with Margaret Thatcher across the table and talked about serious issues” George H. W. Bush

Boys and girls Mixity, in itself, does not solve anything - it may even bring back the traditional gender-roles. We need to educate young people on equal participation - which involves equal distribution of resources and equal recognition. Time spent in unisex groups and time in mixed groups are equally necessary. Support each individual to develop his/her gender identity, beyond stereotypes

"We are what we repeatedly do. Excellence, then, is not an act, but a habit." Aristotle

Quality in youth programme The quality of youth programme is not measured by the number of members who enter the movement The quality is rather measured by the number of young people who leave Scouting each year, with the motivation and the skills required to play a constructive role in society

“If you have always done it in the same way, it is probably wrong.” Charles Kettering

Developing youth programme - the “traditional” model

Programme Developers