The Essential Characteristics OF Scouting: World Organization Ofthescoutmovement - Organisation Mondiale Dumouvement Scout

W O R L D R G A N IZ A T IOO F T H ES C O U T O V E M E N T O R G A N IS A T IOM O N D IA L E U M O U V E M E N S C O U T O N M N D T
THE ESSENTIAL CHARACTERISTICS OF SCOUTING
DOCUMENT
7t h W ORLD SCOUT SOUTH A FRI CA 1999
Y OUTH FORUM 7e FORUM
D ES J EUN ES D U SCOUTI SM E M ONDI A L

J U L Y19 - 22 J U IL L E B A L G O W A N T
CO T H E S S E N T IA L N T E N T S E C H A R A C T E R IS T ICNS T E O T W O S E S O NT HN ES S S E N C HAAL R A C T E O FISS C OCUST I N G . . . S IO TI R TI OF S C O U T IN G T OP RPAE R TE H E MLVS EE S . . .

A. T H EE S S E N T IA L SA R A C T E R IS TFIC C O U T IN G CH O SS A W O R L S C O UC O M M IT T D O C U M E N T D T EE IN T R O D U C T IO N C O N T R I B T OT I H E D U CI O O FY O U N G O P L E . . . U T N G AT N PE T H R O UA G Y S T O MP R O G R E S E LI V E EAT I U C .. . SH EF SS F- D ON B A S E D O ANVA L USEY S T E M . UP AM O V EM EN T... F O Y O U N G O P L E ... R PE V O L TARY... UN O P ETNOA L L . . . N O N -P O L IT IC A L ... I N D E P E T. D E N N D E V E L O P IN M IS S IO N AG STAT E M E N T T H EW O R L S C O U T AT D CONFERENCE W HT IS A M I S S I O N E M E N T ? A STAT F R O M E L B O UT R D U R B A N M ON E W AT W I L H A P P I E D U R B A N ? H L NN W AT S H O UTLHDM I S S I O N E M EANC TH I E V E H E STAT AFTER RBAN? DU W H OI S T H M I S S I O N E M EI N T E N D O D ? S E STAT FER A NO U T L FNREA M E WF O R M I S S I O NT E M E N T I O AK R ST A
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B.
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NOTE
T WO S E S S IO N T H E S ON E S S E N L C H A R A C T E RSIS TFIC Two consecutiv e session s will deal with this theme, T IA O one on Tuesday morning and the other in the S C O U T IN G ...
afternoo n (see Document 1, Provisional Agenda). The objectiv e of these two session s will be to prepar e the participants to take a full part in the work of the World Scout Conferenc e on the developmen t of a mission statemen t of Scouting , by helpin g them to better understan d the World Scout Committee s documen t entitle d The Essential Characteristic s of Scouting , by giving them the opportunit y to reflect on their own Scout experienc e in relation to the key element s of the document , and by informin g them about the proces s which will be followe d at the Conferenc e to produc e the mission statement . The Forums work will not aim at formulatin g any recommendation s to the Conferenc e on the subject but rather to prepar e the Forum participants who will be delegate s and observer s to the Conferenc e to participate activel y in the discussion s as member s of their nationa l delegation . An accoun t of the Forum discussion s on this theme will be include d in the Forum presente d by the chairperso n at the TO P R E A R T H E M LV E S ... report P E SE beginnin g of the World Conference. Followin g a brief introductio n on the theme in plenary , participant s will be invited to discuss the subject in a series of sessions , first in small groups , then back in plenary , then returnin g to small groups. To prepar e themselve s for these sessions , we invite participant s to: Read carefull y the attache d documen t which has been adopte d by the World Scout Committee , entitle d The Essentia l C haracteristics of S u co tin g (Chapte r A.), as well as the informatio n include d in the Chapter B. about what a mission statemen t is, the historica l context which has led to the forthcomin g World Conferenc e workin g on this question , the procedure s to be followe d at Durban and the framewor k for the developmen t of the mission statemen t which has been propose d by the Strategy Task Force.
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This documen t has been prepare d to help delegate s and observers prepar e themselve s to participat e activel y in the World Scout Youth Forum session s which will deal with the Essential Characteristic s of Scouting.
Take time to reflect on their own Scoutin g experienc e - and ask other youn g peopl e from their associatio n about their experiences concernin g what they have gaine d from their time in the Movement in terms of persona l developemnt , and the principal characteristic s of Scoutin g which have had the most influenc e on them in that development.
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A. T HE E S S E N T IA L S C H A R A C T E RSIS TFIC O S C O U T IN G
A w o r l S c o tuC o m m itte e d D ocum ent
W IN T R O D U C T IO N ithin the framewor k of the work on the Strategy for Scoutin g and as a major step in that process , the 35th World Scout Conferenc e (Durban, July 1999) will formulat e a mission statemen t for Scouting. In order to facilitat e the proces s of formulatin g a mission statement , the World Scout Committee , through its Strategy Task Force, has prepared this pape r on The Essential Characteristic s of Scouting. This paper provides , for the first time, a compact but comprehensiv e overvie w of the key element s which characteriz e our Movement - element s which must be taken into accoun t in the proces s of definin g our mission. It is importan t to note that: The Essential Characteristic s of Scouting is a resourc e tool which is intende d to provid e the factual backgroun d on the basis of which the Durban Conferenc e will formulat e a mission statement . National Scout Organization s will therefor e not be aske d to vote on the contents of this Essentials pape r itself at the Durban Conference.
The formulatio n of the mission statemen t must not be conceived as a paraphras e or summar y of the Essentials paper , but as a statemen t which distils the essenc e of our Movement and of what it seek s to achiev e in todays world. In preparatio n for the Durban Conference , association s are requested to read this Essentials pape r very carefull y and discuss its contents among themselves . Any question s for clarificatio n should be sent to the World Scout Burea u in writing no later than June 1, 1999.
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C O N T R IB UGT TO T H E IN E D U AT IO OF Y O U G P E O P L E : C N N T HE P U R P O S S C O U T IN G E OF T H R O U GA S Y S TM O F H E P R O G R E SESSIV L F - E D U IO N ... E AT C B A SD U P O A VA L U S Y S T E M E N E 1. W H IS E D U AT IO N ? The Constitution AT C

of the World Organizatio n of the Scout Movement states clearl y that Scoutin g is an D e fin itio n educationa l Movement. Education in the broades t sense is a life long proces s which enable s the globa l and continuou s developmen t of a person s capacitie s both as an individua l and a membe r of society . Contrary to the commonl y held view, educatio n goes far beyon d formal educatio n (i.e. school ) in both scope and duration. A life long process : the developmen t of an individua l does not take place exclusivel y during the formative years (childhoo d and adolescence) . It will continu e throughou t his or her life. As a process, it will have ups and down s - period s that will be more active, intensive , significan t than others - and it will need to be supported. The continuou s developmen t of a person s capacities : the purpos e of educatio n is to contribut e to the full developmen t of an autonomous , supportive , responsibl e and committe d individual: Autonomous : able to make his/her own decision s and to manage his/her life Supportive : others who activel y cares about and for
a)
Responsible : able to assum e the consequence s of the decisions he/she makes , to kee p commitment s and to complete what he/she undertakes Committed : who seek s to live accordin g to his/her value s and support s the ideals which he/she finds are important.
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As an
individual : the developmen t of all the abilitie s of an individua l in all areas of growth - physical , intellectual , emotional, social and spiritual.
As a member of society : the developmen t of an awarenes s of and concer n for others, the sense of belongin g to a communit y and being part of its history and evolution.
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These two dimension s cannot be dissociate d since there is no education without a search for the full developmen t of a persons own potential s and there is no education without learnin g to live with others as a membe r of the local, nationa l and international communities.
b) T he fo u p illasr o f In its broade r r e d u c a tio n based on four
definition , educatio n throughou t life is pillar s1:
Learnin g to know , by combinin g a sufficientl y broad genera l knowledge with the opportunit y to work in depth in a few subjects . This also means learnin g to learn, so as to benefit from the opportunitie s education provide s throughou t life. Learnin g to do, in order to acquir e not only occupationa l skills but also a broad range of life skills including interpersonal and team relationships. Learnin g to liv e togethe r, developin g an understandin g of other people, an appreciatio n of interdependence , skills in team work and conflict resolution , and an adherenc e to the value s of democracy , mutual respect and understanding , peac e and justice.
c) E d u c a t io A a e n ts lng
Learnin g to be , so as to better develo p ones characte r and act with ever greate r autonomy , judgemen t and persona l responsibility . In that connection, education must not disregard any aspect in the development of a youn g person s potential. A variety of educationa l agents make a contributio n to the full developmen t of an individual . The UNESCO definitio n shows three distinct types: Form l educatio n a is the hierarchicall y structured , chronologically graded , educationa l system runnin g from primary through to tertiary institutions. In rm fo a l e u tio n is the proces s whereb y every d ca individua l acquires attitudes , values , skills and knowledg e from daily experience , such as from family, friends, peer groups , the media and other influence s and factors in the person s environment. N -form on a l educatio n is organize d educationa l activity outsid e the establishe d formal system that
is intende d to serve an identifiable learnin g
clientel e with identifiabl e learnin g objectives.
Learning : The Treasur e W ithin Report to UNESCO of the Internationa l Commission on Education for the Twenty-firs t Century, chaire d by Mr. Jacque s Delors, 1996.
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2. S C O U T IN G P E C IF IC As an educationa l movemen t for youn g people , SS A P P R O A C HScoutin g identifie s fully with the element s of
educatio n as stated above. Its pu rpos e is to contribut e to the developmen t of youn g peoples full potential s as autonomous , supportive , responsibl e and committed individual s and member s of society. It include s all four pillar s of e u a d c tio n: learnin g to know , learning to do, learnin g to live togethe r and learnin g to be, the last two requirin g a particula r emphasis. It belong s to the categor y of n n rm o -fo a l e ua d c tio n since, whil e it takes place outsid e the formal educationa l system , it is an organized institutio n with an educationa l aim and is addresse d to a specific clientele. In addition , Scouting s educationa l approac h is characterize d by the following: a) it adopts a h listi c a p ac o p ro person s education; h to a youn g
b) it seek s to achiev e its educationa l purpos e on the basis of an e ua n d c tio a l proposa l; c) as a non-forma l educationa l agent, it plays a c m le e ta o p mn r y ro le h o lisctia p p r o a c h to that of other educationa l agents; d) it recognize s that it can only make a c n o trib tio u n to the education of youn g people. These characteristic s are develope d below: Scoutin g consider s each youn g person as an individua l who is: a comple x being whos e identit y is formed, in part, through interactio n and relationship s betwee n the various dimension s of the individua l (physical , intellectual , emotional , social and spiritual), betwee n the individua l and the externa l world and, ultimately, betwee n the individua l and a Spiritual Reality. As a result, Scoutin g addresse s the developmen t
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a) A
of the w o e perhl so n through seekin g to stimulat e developmen t in all dimensions: it recognize s that th e variou s d e sion im n s of th e h mn u a p rso a e n lit y a e co n cte d r n e and influenc e each other; it acknowledge s that th e d ve p e e lo m n t of th e p rso n e as a wo h le ca n onl y tak e plac e as a resul t o f a m ultiplicit y of e p rie ce x e n s which are necessaril y sprea d over a period of time.
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a uniqu e individua l , each with his or her own persona l history, set of characteristics , variation s in needs , capacities , and pace of development. As a result, Scoutin g addresse s the developmen t of the whole person as a u iq e n u in ivid a d u l: it recognize s that the developmen t of each youn g persons capacitie s takes place at h s i or h r ow n p e ac e, with bursts of growth in certain dimension s and with dormant period s in others. Scoutin g therefor e seek s to meet each youn g persons educationa l need s as they emerge , whil e continuin g to stimulat e developmen t in all dimensions; it acknowledge s that each person s potentia l is different and thus seek s to help each youn g person to d evelo p h s or h r i e capacitie s to th e bes t of tha t person s ab ilit y (doin g o e n s best). in which
and an integra l par t of the worl d he or she lives.
As a result, Scoutin g addresse s the developmen t of the whole person as a uniqu e individua l w o is a o an in h ls tegra l pa t of r th w rl d in which he or she lives: e o it seek s to help each youn g person to reco n g iz e h m or h rse i e lf as a par t, albeit a small one, of a w o e and to hl d ve e lo p a se se o f b lo g n e n in g, which helps to give meanin g to life. This require s a multiplicit y of opportunitie s for the youn g person to interact with, and make a meaningfu l contributio n to, the world of which he or she is a part (the family, local, national and internationa l community , cultura l heritag e and natural environment). achiev e its educationa l purpos e as
b) An e d u c a tio n a Scoutin g seek s to l describe d above p ro p o s a l
to contribut e to the developmen t of youn g people s full potentia l on the basis of a numbe r of ideals or value s its principle s and in accordanc e with a clearl y define d educationa l method the Scout Method. Scoutin g therefor e offers a specific educationa l proposa l .
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T h i s e d u c a t i o n a l p r o p o s a l : is not an empty shell that anyon e can fill up with whateve r one likes dependin g on one's beliefs and wishes . The proposa l cannot be accepte d in part or rejecte d in part and, once accepted , it become s binding . Of course it will evolv e with time but not at the whim of any individua l member. does not aim to make the youn g person conform to a pre-set ideal model. He or she is invited to do his/her best to develo p to the full all the dimension s of his/her uniqu e personality.
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Scoutin g is fully successfu l when a membe r leave s the Movement with a positiv e attitude toward s enterin g adult life and has the abilitie s to do so in a constructive , assertiv e and responsibl e way , realisin g that he or she will need to continu e his/her developmen t as an autonomous, supportive , responsibl e and committe d person.
c) A c o m p le m e n ta le ry ro
It is often said that Scoutin g has a complementar y role to play in the persona l developmen t of an individual. As noted in Section 1.c (Educationa l Agents) above , three distinct educationa l agents contribut e to the full developmen t of any individual. Scoutin g forms part of the non-forma l educationa l agency, and thus its contributio n complement s that provide d by the forma l sector and by the informa l secto r . Scoutin g is not a formal educational agent, like school, nor is it an informal one, like the family, peers or other influences . Scoutin g has a distinctiv e role to play; it is not a repetition of - or a substitut e for - what happen s at school, at home or in any other institutio n that has an influenc e on the developmen t of a youn g person. A Scout leader , therefore , has a distinctiv e function; he or she is not simply another teacher , parent, officer or priest. Scouting , therefore , must play a specific and distinctiv e role in the educatio n of youn g people ; it must identify its own niche in the spectru m of educationa l provisio n for youn g people . Scoutin g is non- forma l in the sense that it is organize d and structure d , with a specifi c educationa l proposa l which include s a clearl y defined metho d . It is precisel y Scouting s uniqu e metho d that holds the key to its distinctiv e role. The Scout Method - one method comprisin g many element s is the instrumen t Scoutin g uses to achiev e its specific approac h to the educatio n of youn g people . Many other educational agents have adopte d element s of the Scout Method and some of them are used today in schools , youth clubs and other settings . However , in none of these instance s is the Scout Method used in its entirety . The Scout Method p r se e
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cannot be applie d in school, in church, or in the family. The Scout Method, applie d in a leisure-tim e setting, among peers , in partnershi p with adults, provide s the safe environmen t within which the youn g person can experiment and learn from his or her experiences , and thus grow and develo p as a uniqu e human being who is ever more autonomous , supportive , responsibl e and committed. Scoutin g is concerne d with the globa l developmen t of the individual . In that sense , the ideal that Scoutin g seek s to achiev e is no different from that of school or family, which are both also concerne d with the overall developmen t of the individual.
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However , as mentione d above , the method s used in formal education and the ways in which individual s learn informally , are likel y to result in different contribution s to the developmen t of a youn g persons capacitie s in each of the dimension s of the human personality. Thus, by virtue of the effective applicatio n of its uniqu e method, Scoutin g is able to make a different kind of contributio n to the physical, intellectual , emotional , social and spiritua l developmen t of a young person , compare d to that made by school, by the family or groups of friends, by the media or religiou s institutio n or any other influence on the educatio n of that individual . To take just one example : in the area of intellectua l development , many agents will emphasiz e the acquisition of knowledge , wherea s Scouting , through the effective use of the Scout Method, emphasize s creativity , resourcefulness , etc.
d) A c o n t rib u tio n s A
an educationa l movemen t for youn g people , Scoutin g recognizes that it can only make a contributio n to this proces s as: Scoutin g is only one of many youn g person s life, and influence s on a
educatio n is a life-lon g process , and thus a person s full potential continue s to unfold throughou t life. Scoutin g can, therefore , only directl y help youn g peopl e develo p their potentia l during their time in the Movement. It should be noted that: For this contributio n to produc e its full benefit, the youn g person should be a membe r of the Movement long enough , particularly through his/her adolescen t years , to have a chanc e to achiev e the final educationa l objective s of Scouting . A shorter stay, especially at a younge r age, will of course produc e some results and benefit the youn g person but to a very limited extent. Inasmuc h as Scouting s educationa l approac h seek s to help the youn g person to be responsibl e for his or her own development, it also seek s to
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help the youn g person to develo p the inner resource s and desire - to continu e to realiz e his or her potential as an individua l and as an active and constructiv e stakeholde r in the world once the youn g person has left the Movement.
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C O N T R IB UGT TO T H E IN E D U AT IO OF Y O U G P E O P L E ... C N N T H R O U GA S Y S TM O F H E P R O G R E SESSIV L F - E DAT IO N : E UC T H S C OTUM E T H O D E B A SD U P O A VA L U S Y S T E M E N E 1. P R O G R E SESSIV L F - Scoutin g is based on the concep t of self-educatio n. E E D U AT IO N This implie s that each youth membe r is considere d as C
a uniqu e individua l who, from the outset, has the potentia l to develo p in all dimension s and to take responsibilit y for his or her own development . Implicit in self-education is the fact that it is based on the concep t of educatio n from within, as oppose d to instruction from without. The youth membe r is the primary actor in the educationa l proces s i.e. the youn g person s educator is primaril y him or herself . The Scout Method is the structure d framework which is designe d to guid e and encourag e each youn g person along this path of persona l growth.
That self-educatio n is also progressiv e. The Scout Method is intended to help each youn g person to use and develo p his or her capacities, interests and experienc e of life thus far; to stimulat e the discover y and developmen t of new capacitie s and interests ; to 2. A S Y S T E M help him or her find constructiv e ways of meetin g need s at different stages of development, and to open doors to further stages at his or her own individua l pace. The Scout Method is also describe d as a system . This implie s that it has to be conceive d as an interdependen t group of element s forming a unified and integrate d whole . That is why the word Method is used in the singular , not in the plural . For, whil e each of the element s comprising it can be considere d as a method in its own right (and are in fact considere d so by other educationa l bodies) , we can only spea k of the Scout Method when all these elements are combined within an integrated educationa l system. Each of the element s has an educationa l functio n (i.e. each element is designe d to contribut e to the educationa l proces s in a specific way); and each
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elemen t complement s the impac t of the other s. All of the element s are therefor e neede d for the system as a whol e to function and must be used in a way which is consisten t with Scouting s purpos e and principles. The way in which the element s are applie d must be appropriat e to the level of maturit y of the youn g people . The Scout Method is a fundamenta l aspect of Scouting . If any of the element s cannot function
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becaus e of an insufficien t level of maturity , or becaus e the individuals have outgrown the need for any one of the elements , then Scouting is not suitabl e for them. This can happe n when trying to appl y the Scout Method to very youn g childre n or to adults beyon d their early twenties. While all the element s of the Scout Method, workin g as part of a system, will be constantl y in play in the Scout experienc e as it is lived within the local unit, not all of these element s will be apparen t in the forefron t at any particula r moment; some will be playin g only a backgroun d role. However , over a period of time for example , over the course of severa l meeting s or a Scout camp all element s of the Method will have been used actively . In other words, a snapsho t picture of life in the unit will not usuall y captur e all element s of the Method in action but a video diary will!
3. E L E M ES OF T HE S C O U T These element s can be illustrate d as follows: NT M ETHOD
T h eS c o ula w a n dp r o m is e t
The Scout law is a code of living - for each individua l Scout and for the member s of the unit collectivel y based on Scoutings principles .
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Through the practica l experienc e of a code of living applie d to daily life, the Scout law provide s a concret e (i.e. not abstract ) and practica l way for youn g peopl e to understan d the value s (see Section: Based upon a value system ) which Scouting propose s as a basis for ones life.
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The promis e is a persona l pledg e to do ones best to live according to that code which every youn g person make s before a group of peers when he or she choose s to join the Movement . By making the Scout promise , the youn g person make s a consciou s and voluntar y decisio n to accept the Scout law and to assum e the responsibilit y of that decisio n through persona l effort (doing ones best). The fact of makin g the promis e in front of peers not only make s the persona l commitmen t public , it also symbolise s a social commitmen t to the others in the group . Making the promis e is thus the first symboli c step in the proces s of selfeducation. The law and promis e are considere d elemen t becaus e they are closel y linked. as one
L e a r n inbgy d o in g
Learning by doing means developin g as a result of first-hand experienc e as oppose d to theoretica l instruction . It reflects the active way in which youn g peopl e gain knowledge , skills and attitudes ; it reflects Scouting s practica l approac h to education, based on learnin g through the opportunitie s for experience s that arise in the course of pursuin g interests and dealin g with everyday life. It is thus a way of helpin g youn g peopl e to develo p in all dimension s of the personalit y through extractin g what is personally significan t from everythin g that they experience.
T h ep a tr o(o r te a m s y s te m l )
The team system (or patrol system , as it is often called ) is the basic organizationa l structure of the local unit, which is compose d of small groups of youth member s and the adult leadership. Each small group , normall y comprisin g 6-8 youth members, operate s as a team with one membe r acting as team leader . Within each team and in ways appropriat e to their capacities , the youth member s organiz e their life as a group , sharin g responsibilities , and decid e upon, organize , carry out and evaluat e their activities . This is done with the support of the adult leadership . A representational system ensure s
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that the youth member s also participat e in the decision-makin g processe s of the unit as a whol e with the adult leaders. The team system , based on youn g people s natural tendenc y to form small groups , channel s the substantia l influenc e that peers have on each other in a constructiv e direction . It enable s young peopl e to develo p their persona l and collectiv e capacitie s through poolin g and buildin g on their individua l skills, talents and experience and through the developmen t of a mutuall y supportiv e team spirit.
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It also enable s them to develo p constructiv e relationship s with other youn g peopl e and adults and to learn to live accordin g to a democrati c form of self-government.
S y m b o lic m e w o rk fra
A symbol can be describe d as somethin g familiar which represents somethin g more vast or abstract (e.g . an idea or concept) . Symbols are often used (e.g . in advertising ) to help peopl e to understan d and identify with concept s through an appea l to the imagination . In Scouting , a symboli c framewor k is a set of symbol s which represent Scouting s educationa l proposa l for a particula r age range . The purpos e of the symboli c framewor k is to build on youn g peoples capacit y for imagination , adventure , creativit y and inventivenes s in a way which stimulate s their development , helps them to identify with the direction s of developmen t and the value s underlying Scoutin g and stimulate s cohesivenes s and solidarit y within the group. The very name of the Movement , Scouting, is an elemen t of a symboli c framewor k adopte d by Baden-Powel l when he wrote Scoutin g fo r B oys , intende d to inspire the youth of his day. By the term Scouting is meant the work and attributes of backwoodsmen, explorers , hunters , seamen , airmen , pioneer s and frontiersmen 2. Scoutin g represente d adventure , close-kni t groups , developed power s of observation , resourcefulnes s and a simple health y life in the great outdoors all qualitie s which Baden-Powel l sought to promote. As Scoutin g now addresse s a wider range of ages than when first invented , each age section has a distinct symboli c framewor k which correspond s to the level of maturity of the age section and focuses on a specific educationa l need which is characteristi c of the age section.
P e r s o n p r o g r e s s io n al
Aids to Scoutm astership Brotherhoo d Edition, 1944.
, R. Baden-Powell , World
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Personal progressio n is the elemen t concerne d with helpin g each youn g person to develo p the inner motivatio n to be consciously and activel y involve d in his or her own development . It enable s the youn g person to progres s in his or her own way at his or her own pace in the genera l directio n of the educationa l objective s of the age section ; to gain confidenc e and to recogniz e the progres s made. The progressiv e schem e is the main tool used to support this elemen t of the Scout Method.
Aids to Scoutm astership Brotherhoo d Edition, 1944.
, R. Baden-Powell , World
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N a tu re
Nature refers to the natural environmen t - the woods , the plains, the sea, the mountains , the desert - as oppose d to the artificially create d environments , such as the school yard, cement campsites and crowde d cities. Nature also refers to what Baden-Powel l called the harmoniou s whole of the infinite, the historic and the microscopic , and of mankind s place in it. Due to the immens e possibilitie s that the natural world offers for the developmen t of the youn g person s physical , intellectual, emotional , social and spiritua l potentials , the natural environment provide s an ideal setting in which the Scout Method can be applied. Indeed , althoug h it may not alway s be readil y accessibl e especially in todays urbanize d environment , most Scout activitie s should take place in a natural environment. However , the use of Nature, as an elemen t of the Scout Method, involve s more than activitie s carried out in the great outdoors . It involve s the developmen t of constructiv e contact with Nature, makin g full use of all the uniqu e learnin g opportunitie s provided by the natural world in order to contribut e to the developmen t of youn g people. Although referrin g to the forest, Baden-Powell s view of Nature as an educationa l tool can be summarize d as follows : For those who have eyes to see and ears to hear, the forest is at once a laboratory, a club and a temple. 3
A d u lt u p p o r t s
Adult support to youn g peopl e involve s three aspect s which correspon d to the three different roles an adult need s to play within a Scout unit: The a ctivit y le d r : he or she must ensur e a e that every activity that the group undertake s is successfull y carried out. While no adult can be expecte d to have all the skills require d for all activities , it is his or her responsibilit y to ensur e that the necessar y technica l support
, R. Baden-Powell , Herbert Jenkins
R overin g to Success Ltd., 8th printing , London,
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and expertis e is made available when and wher e needed.
to the group
The e u a r d c to : he or she need s to directl y support the process of self-educatio n and ensur e that what a youn g person experience s has a positiv e impact on the developmen t of that youn g person s knowledge , skills or attitudes . In other words, as an educator , the adult leade r need s to relate to each individua l membe r - male or female - so as to help the young person to identify his or her developmen t needs , to help the
R overin g to Success Ltd., 8th printing , London,
, R. Baden-Powell , Herbert Jenkins
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youn g person to accept those need s and to ensur e that they are met adequatel y through the Youth Programme. The g rou p fa cilita tor : based on a voluntar y partnership betwee n adults and youn g people , he or she need s to ensure that the relationship s within the group are positiv e and enrichin g to all and that the group provide s an attractive and supportiv e environmen t for the continue d growth of the group as a whole . This implie s a rich learnin g partnership betwee n youn g peopl e and adults, based on mutual respect, trust and acceptanc e of each other as persons.
4. T HE D Y N A MSICO F In order for the Scout Method to function effectivel y S C O U T INTGHE S C O T M E T H O D with a group of youn g people , the adult leade r must : U IN A C T IO N be able to make appropriat e use of the element s of
the Scout Method and the dynamic s of Scoutin g in action. The dynamic s of Scoutin g are compose d of four inter-relate d and interdependen t elements . These are:
E d u c a t io o b je c t iv e s nal
S tr u c tu &e r f u n c tio n in g
A c tiv itie s
G r o u life p
E d u c a t io o a lje c tiv e s nb
Within the context of the Youth Programme , a set of general educationa l objectives , concernin g the developmen t of the young person in each area of developmen t of the human personality , is propose d for each age section . Each youth membe r strives to progres s toward s these educationa l objective s in a personalized way . The adult leade r need s to conside r everythin g in the unit (e.g. the way in which the unit is run, the decision-makin g processes, the kinds of relationship s to be promote d as well as the activities that the youn g peopl e take part in) from
the perspectiv e of how all these aspect s can contribut e to, as oppose d to detract from, the educationa l objective s sought.
A c tiv itie s
In Scouting , activitie s includ e such things as a in nature, a communit y service , etc. They includ e things that are necessary for functionin g of the unit and for dealin g with necessities hike also the the
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of everyda y life, e.g. buyin g food and cookin g suppe r in camp, travellin g to an activity site, or taking part in a discussio n to evaluate persona l progression . Both kinds of activitie s contribut e to the educationa l proces s and the Scout Method must be applie d to both. Indeed , activitie s provid e the supportin g context for the application of the Scout Method. An activity, of whateve r kind, does not automaticall y constitut e a Scout activity. It only become s a Scout activity when the Scout Method is applie d to it. In themselves , activitie s in Scoutin g must be based on the young people s interests and need s so as to be enjoyabl e and attractive to them. The activitie s must be conceive d with a clearl y defined educationa l objectiv e in mind; they must provid e an appropriate degre e of challeng e and be perceive d by the youn g peopl e as useful to them. Over time, a balance d variety of activitie s need s to be offered.
G ro u p life
This refers to everythin g that is experienced , within the teams and the unit as a whole , as a result of operatin g as a mini-society compose d of the youn g peopl e and the adult leader . A sense of group life is essentia l for the harmoniou s developmen t of young people. While youn g peopl e have a natural tendenc y to form gangs of friends, and even though this tendenc y is reflecte d in the team system , a sense of group life does not automaticall y exist in Scouting . Fostering a sense of group life involve s promoting constructiv e group dynamic s (the interactio n and relationship s that develo p betwee n the youn g peopl e and betwee n the youn g people and the adult leader) . It also involve s makin g use of opportunities for youn g peopl e to interact (amongs t themselve s and with the adult leadership ) in the wide variety of situation s which occur naturall y in the course of their time in Scouting . When a true sense of group life develops , the group as a whol e takes into accoun t the need s and interests of each person , and each person contributes toward s the well-bein g of the group.
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Group life stimulate s experience s which can lead to emotiona l and social growth, the developmen t of attitudes and the progressive appropriatio n of value s because: operatin g within a close-kni t group and experiencin g for themselve s the merits of a code of living (the Scout law in action) provid e a natural context for each youn g person to discove r the deepe r meanin g of the value s for which Scouting stands;
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constructiv e interactio n and relationship s with others in the group stimulat e a climate of mutual trust and caring and contribut e to the developmen t of a sense of identity , selfworth and belonging; when the prospec t of being part of a close-kni t group stimulate s a desire to belon g and feel accepted , and when that group operate s accordin g to Scouting s code of living, peer pressur e a major influenc e on the developmen t of youn g peopl e is constructive , not destructive. Thus, the attitudes and value s which group life stimulate s are both of a persona l nature (such as a constructiv e and pro-activ e attitude to life, selfconfidence , a spirit of enterprise , goal-setting , etc.), and of a social nature (such as a team spirit, seekin g a consensus, acknowledgin g difference s and interdependence , experiencing solidarity , etc.). Group life, therefore , provide s a useful way of helpin g youn g peopl e straight awa y to put into practice , and develo p to the extent of their abilitie s their capacitie s for autonomy , supportiveness , responsibilit y and commitment.
S t r u c tu ae dfu n c t io n in fgth eu n it rn o
This refers to the way in which the Scout Method is applie d and the operatin g mechanism s put into place in the unit (e.g . the provision of concrete opportunities for young people to experience making decisions and assuming responsibility, establishing contact with their local community , etc.). It also refers to the use of resource s (not only financia l and material , but also in terms of time, etc.) which also play an importan t role in influencin g the quality of the educationa l experience. When these four element s truly reinforc e each other, Scoutin g can offer a more coheren t and richer learnin g experience . For example, an associatio n may conside r that democracy is an importan t issue that require s an educationa l emphasis . Helpin g youn g peopl e to develo p a persona l adherenc e to a democrati c way of life (e u tio a d ca n l o je b ctiv e ) is unlikel y to result
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solel y from activities relate d to gainin g knowledg e about the subject. In this example, question s to conside r include : does the way in which the a ctivitie s are conceive d permit an experienc e of a democrati c way of life? Do all of the youn g peopl e share in responsibilitie s and make a persona l contributio n to the well-bein g of the unit (g u p lif e)? Is the adult leade r able to ro listen to the youn g peopl e and offer opportunitie s for them to make decision s to the extent of their ability (stru r e a d ctu n fu c n n tio in g)? In summary , what could be modifie d in the way in which the unit functions , in the way in which the adult leadershi p and youn g peopl e interact, in the activitie s that the youn g peopl e take part in, so as to reinforc e the educationa l objectives?
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C O N T R IB UGT TO T H E IN E D U AT IO OF Y O U G P E O P L E ... C N N T H R O U GA S Y S TM O F H E P R O G R E SESSIV L F - E DAT IO N ... E UC B A SD U P O A VA L U S Y S T E M : When Baden-Powel l returne d E N E A D H E R EENTO T HE P R O M IS E Africa at the beginnin g of C A ND LAW A ND T H E observe d Thousands of boys P R IN C IPSLOF S C O U T IN G narrow chested , hunche d up, E
to England from South the 20th century , he and youn g men pale, miserabl e specimens, smokin g endles s cigarettes , number s of them begging 4. He was concerne d about the declin e of moral standard s particularl y among youn g peopl e and the dange r which this represente d for the future of society. Scoutin g was thus born from its Founder s desire to improv e society , a goal he believe d could only be achieve d by improvin g the individuals in society . Indeed , Baden-Powel l considere d the character of its citizens as being a country s greates t strength. Within Scouting , the improvemen t of the individual or, to use a more appropriat e term, the educationa l process , is achieve d through a system of progressiv e self-educatio n which is the Scout Method. One of the fundamenta l component s of the Method, one might even say its cornerstone , is the promis e and law, which is a voluntar y personal commitmen t (the Scout promise ) to do ones best to adher e to an ethical code of behaviou r (the Scout law) . The promis e and law encapsulate, in simple terms, the value s upon which Baden-Powel l considere d that a health y societ y must be based . These value s constitut e the essential ethical framewor k within which Scoutin g functions , and without which the Movement woul d no longer be Scouting. Consequently , one of the essentia l characteristic s of Scoutin g is that, since its inception , it has been based upon a value system , i.e. an interrelate d set of ethical rules. But what exactl y is a value and how are value s expresse d within Scouting? As the word itself indicates, a value is something
4
Quoted from 250 Millio n Scouts , Laszlo Nagy, 1985.
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fundamental , worthwhile , durable . The value s of a person are those things that are importan t to him or her, things in which he or she believe s and consider s essentia l and which therefor e conditio n his or her behaviou r and life. For young people , Scouting s value s ar e expresse d in the promis e and law which are, as mentione d above , a fundamental
Quoted from 250 Millio n Scouts , Laszlo Nagy, 1985.
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component of the Scout Method. For the Movement as a whole, the value s ar e expresse d in the principle s of the Movement; the principle s are the fundamenta l laws and beliefs which represent an ideal , a vision of societ y and a code of conduct for all its members . The principle s are not abstract concepts ; they permeate all aspect s of Scoutin g and guid e the life-styl e of its members. The principle s of Scouting , or value s it stands are normally summarize d in three categories: for,
Dut y to God a person s relationshi p with the spiritua l value s of life, the fundamenta l belief in a force above mankind. Dut y to others a person s relationshi p with, and responsibility within, societ y in the broades t sense of the term: his or her family, local community , country and the world at large , as well as respect for others and for the natural world. Dut y to self a person s responsibilit y to develo p his or her own potential , to the best of that person s ability.
What is importan t to underlin e here is the exact function of the principles , or values , within Scouting. At the level of the Movement as a whole , they represen t Scoutings vision of society , the ideals it stands for and the image it projects. For anyon e joining the Movement , the principle s represen t those element s which each individua l must be open to accept and must be willin g to do his or her best to follow. This initial acceptance does not, and certainl y cannot in the case of youn g people , imply in any way an understandin g of the full significanc e of these values; this can only be acquire d through membershi p of the Movement over a period of time. By contrast, a rejectio n by an individua l of these principle s disqualifie s him or her from membershi p of the Movement , which is open to all provide d they agre e with its purpose , principle s and method.
Scoutin g fo r Boys , R. Baden-Powell , 26th edition , 1951.
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Once a youn g person has expresse d his or her initial acceptance of these principles , through makin g the promise , the whole educationa l proces s within Scoutin g consists in enablin g the young person to graduall y understan d these values , adher e to them and make them his or her own so that they permeat e the person's behaviou r throughou t life. In the Founder s words S lf-e u tion e d ca , that is, what a boy learns for himself, is what is going to stick by him and guid e him later on in life, far more than anythin g that is impose d upon him through in stru ctio n by a teacher 5.
Scoutin g fo r Boys , R. Baden-Powell , 26th edition , 1951.
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Scoutin g is a movement . According to the dictionary , a movemen t is a series of actions and endeavour s by a F OR Y O U G P E O P L E ... body of persons , tendin g more or less continuousl y N toward s a specia l end or a series of concerted V O L UTARY.. organize d activitie s or relate d events workin g toward N or shapin g some objective. . such as Scouting refers to a group of peopl e who share N O N -P O L IT IC A L a numbe r of ideals and the desire to achiev e activel y a ... common purpos e which unites them and to which they are all committed ; usuall y this is accomplishe d through IN D E P E N D E N some type of organizatio n and structure. T As a movement , Scoutin g characterize d by the following: must therefor e be
A M OVEM EN T...
O P E TO A L L ... Developin g upon the above definitions , a movemen t N
A movemen t implie s unity . This unity results from the sharin g of a common purpose , a common set of value s and a common educationa l method which togethe r create a sense of belonging among its member s and which make s their identificatio n with the Movement possible. Unity is an essentia l characteristi c without which a movement cannot exist. Unity does not mean uniformit y and it does not preclud e diversit y among its member s in areas wher e diversit y is possibl e and indee d desirable . However , unity does requir e that all member s of a movemen t adher e to the fundamenta l elements which it has define d as being the basis for its existence . In the case of Scouting, these fundamental elements are the purpose, principles and method of the Movement . Its member s cannot pick and choose from among these fundamental s what suits them; they constitute an integrate d packag e which must be accepte d in its totality. In order to safeguar d the unity of Scouting , its purpose , principles and method are agree d upon internationall y by all its member s and clearl y define d at world level within the Constitution of the World Organizatio n of the Scout Movement ; any adaptatio n or reformulatio n of the fundamental s of Scoutin g require s the amendmen t of the Constitution of WOSM. Furthermore , the formulatio n of the purpose , principle s and method within the constitution s of nationa l associations , and any amendment s to that formulation , requir e the
approva l of the World Organization before enterin g into force. The fundamenta l element s of the unity of Scoutin g - i.e. its purpose, principle s and method - are bindin g on the Movement at all its levels . It is the duty of the world bodie s to ensur e that these fundamenta l element s are respecte d by all nationa l Scout associations . It is the duty of each nationa l Scout associatio n to ensur e that the fundamenta l element s are reflecte d in all aspect s of their structure and activitie s and by each of their own individual
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members . It is such adherenc e and respec t which guarante e the permanenc e of Scoutin g both nationall y and worldwide. A movemen t must be dynami c , it cannot be static. A movement, by definition , implie s evolutio n . Within a movement , evolutio n is a means to reach a purpos e or objective , to which it must remain faithful; it is not haphazar d or unguide d change. As a movement , Scoutin g exists in order to achiev e a purpose, which is the educatio n of youn g peopl e on the basis of a number of ideals or value s its principle s and in accordanc e with a clearly define d educationa l method the Scout method . As stated earlier, the purpose , principle s and method of Scoutin g i.e. its fundamentals are universal , invariabl e and unite all element s of the Movement. Yet becaus e it is a movement , Scouting , at all levels , must always be able to chang e its approach , to adapt , to be flexibl e in the manner in which it works to reach its purpose , since Scoutin g does not live in a vacuu m but in a constantl y and rapidl y changing society. This dualit y the need to be faithful to its fundamental s and, at the same time, to be flexibl e and dynami c in its ways of workin g is an essentia l characteristi c of Scouting . Change that is not clearly directe d toward s achievin g Scouting s purpos e woul d lead to a loss of the movement s identit y and therefor e to chaos, wherea s a rigid and inflexibl e approac h to reachin g the purpos e woul d lead to sclerosi s which could kill the movement. A movemen t implie s not only a dynami c proces s aimed at achievin g an objective , but also some type of organizatio n and structure to ensur e this. What is importan t to bear in mind is that if, within a movement , organizatio n and structure are like chang e a necessity , they are also like chang e not an end in themselve s but a means to achiev e the movement s purpose. Baden-Powel l said First I had an idea. Then I saw an ideal . Now we have a Movement , and if some of you dont watch out we shall end up with just an organization 6 (emphasi s added) . This statemen t has often been misinterprete d to mean
7 t hW o r ld c o u to u tFh o r u m 9 9 9- D O C U M 3E N T S Y 1, P a g2 1 e
that Scoutin g is not an organization , or that an organizatio n is not important . What the Founder was criticizing was not the principle of an organization, but that of just an organization , i.e. a structure that exists only for itself and not to serve the movemen t and its purpose. Within Scouting , as in any other movement , the organizatio n and structure s must alway s be designed , and aimed , exclusivel y at
Source and year unknown . Supplie d by P. Siebol d.
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reachin g the movement s objectives ; their existenc e cannot be justified otherwise . Furthermore , becaus e Scoutin g is a movement, the organizatio n must be dynami c and adaptabl e in order to constantl y enabl e the movemen t to achiev e its purpos e in light of the rapid and inevitabl e societa l changes . Organization s that are self-servin g and self-perpetuatin g go agains t the very concep t of a movement. What is true of a movemen t in genera l also applie s to a world movement. As a world movement , Scoutin g is united by its fundamentals which must be the same everywhere . Becaus e it is a movement, Scoutin g must remain flexibl e and adaptabl e in its ways of working in order to meet the need s of youn g peopl e in a specific time and place and a wide diversit y of situations . Likewise , its organizatio n and structure and all person s workin g within them at whateve r level local, nationa l or internationa l must at all times seek to achiev e the movement s purpos e and be able to adapt wheneve r necessary. It is precisel y these two factors which have enable d Scoutin g to grow steadil y into a uniqu e worldwid e movemen t the worlds largest voluntar y educationa l youth movement.
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A M OVEM EN T... F OR Y O U G P E O P L E ...Scouting , as a youth movement , addresse s its N V O L UTARY.. N

educationa l proposa l to young peopl e .
. O P E TO A L L ... In this respect , it is importan t to note that: N N O N -P O L IT IC A L ... rang e of the youn g peopl e to whom Scouting s IN D E P E N D E N T
While there are broad trends concernin g the age educationa l proposa l is offered, there are no absolut e rules governin g this subject. Each national Scout associatio n determine s the age range s applicabl e within it. However , as a movemen t for youn g people , it woul d be inappropriat e to appl y the Youth Programm e to person s beyond their early twenties . In addition , the documen t Tow ard s a Strategy fo r 7 S utin g noted that there was a potentia l co dange r in some nationa l Scout association s of departin g from one key elemen t of the origina l purpos e of Scouting , namel y that it is particularly suite d to the adolescen t age rang e and not primaril y for children . The contributio n that Scoutin g can make to the developmen t of a youn g person differs accordin g to the specific stage of developmen t of that youn g person . To adolescent s in particular , the Scout Method provide s the opportunit y to develop the ability to make their own decision s and reach a higher stage of autonom y an essentia l step in their development . Yet, particularl y in industrialize d countries , the adolescen t membership is not thriving to the same extent as the younge r membershi p such as pre-Cub and Cub. This is of particula r concer n wher e Scouting s educationa l proposal is offered to very youn g children . The Scout Method is not at all suite d for childre n who ar e too young fo r it to work effectivel y : too young , for example , to understan d the concep t of makin g a persona l commitmen t to a code of conduct through a promis e and law, or to exercis e a leadershi p role within a small group . Moreover , adolescent s are usuall y not attracte d to any organizatio n that they perceiv e as being for children . In addition, if one consider s that most youn g peopl e will only remain in any organizatio n for a certain numbe r
of years a fact which can be statisticall y demonstrate d in many nationa l Scout association s there is the adde d proble m of retainin g into their adolescen t years
youn g peopl e who join at too early an age. As an educationa l movemen t whos e purpos e is to help develop youn g peopl e to take a constructiv e place in society , Scoutin g can not succee d if it does not accompan y youn g peopl e through adolescenc e to the point of thei r graduation fro m the Movement ideall y at the end of the senior age section.
Adopted by the 31st World Scout Conference , Melbourne , 1988.
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Young people, of course, includes both genders : boys and girls, youn g men and youn g women . While Scoutin g was originall y for boys only (and Guiding for girls), the Scout Movement has, for the past 25 years , been open to all youn g peopl e irrespectiv e of gender. In this respect , it should be noted that the fact that, as a world movement , Scoutin g is open to both gender s does not affect the principl e that each nationa l Scout associatio n make s its own decisio n on whethe r or not it admits girls. However , it does require that nationa l Scout association s conside r their educationa l provision carefully , taking into accoun t the characteristic s of the societ y in which they operat e and the change s taking place in that society which affect youn g people . Thus: In societie s wher e mixed gende r relationship s (at school, in social and professiona l life) are, or are becoming , socially accepte d and where , therefore , Scoutin g has a role to play in helpin g youn g peopl e to prepar e for active and constructive participatio n in a mixed social environment , the norm would be for nationa l Scout association s to addres s both genders through a coeducationa l approach. In Scouting , coeducatio n can be define d as an approach which aims at the developmen t of both gender s equally, bearin g in mind the individualit y of each person . A coeducationa l approac h does not imply that youn g peopl e of both gender s have to take part in all activitie s together. When a nationa l Scout associatio n operate s in a society wher e separat e gende r relationship s are the norm and where coeducatio n is therefor e excluded , nothing prevent s the nationa l associatio n from providin g Scoutin g to both genders in singlesex settings. If a nationa l Scout associatio n opens its membershi p to both genders , it must addres s the educationa l need s of each equally . This implie s that if an associatio n admits both gender s in any age section , then provisio n must continu e to be made in one
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form or another for both subsequen t age sections.
gender s in
the
Irrespectiv e of the compositio n of membership , no educational provisio n today can be considere d as complet e if it does not foster mutual respec t and understandin g betwee n the sexes.
Finally, Scoutin g is not just a movemen t for young people manage d by adults only; it is also a movemen t of young peopl e ,
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supporte d by adult s8. Thus, the Scout Movement offers the potentia l for a learnin g communit y of youn g peopl e and adults, workin g togethe r in a partnershi p of enthusias m and experience. This basic principle should be applied within the Youth Programme of all nationa l Scout associations. Within the Youth Programme , member s in all age section s need to be involve d in makin g decision s affecting the implementatio n of the programm e in which they participat e at unit level, assuming increasin g responsibilit y with age for their own decision s and actions. Youth member s in the older age section s should also participat e in the proces s of programm e desig n and development carried out by nationa l Scout associations . BadenPowel l referred to this as self-government and frequentl y urged adult leader s to alway s ask their youn g member s what they wante d for their unit. Within the Youth Programme , the rol e of adul t leader s is to encourag e and facilitat e the progressiv e persona l developmen t of the youth member s through a rich and varied partnershi p with them. At all levels and in all situations , an appropriat e balanc e must be struck betwee n the complementar y roles of youth member s and adult leaders.
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Polic y on Involvem en t of Youn g M ber em Making , adopte d by the 33rd World Scout Conference , Bangkok , 1993.
s in Decision-
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A M OVEM EN T... F OR Y O U G P E O P L E ... N

The dictionar y define s the word voluntary as (something ) performed, undertake n or brought about . O P E TO A L L ... by free choice , willingl y ... and without compulsion. N
V O L UTARY.. N
N O N -P O L IT IC A L The voluntar y characte r of the Scout Movement ...
emphasize s the fact that members , in acceptin g the association , adher e to the Movement of their own fre e will. There is no compulsio n to join the Scout Movement or to remain a member . Scoutin g is not like school, at which attendanc e is usually compulsor y betwee n certain ages. Young peopl e choose when to join the Movement and when to leave . The same principl e of voluntary membershi p applie s to adult leaders. This has certain implication s and consequence s for the Movement: Implicit in the idea that membershi p of the Scout Movement is undertake n by free choice is that what Scoutin g offers to its member s must, in the first instance , be attractiv e and relevant to them and subsequentl y retain their interest . The Movement itself must be and be seen as dynami c and alive. In return, the Scout Movement require s a commitmen t from the individua l membe r a commitment , first and foremost, to respect and act accordin g to the fundamenta l principle s of the Move- ment: duty to God, duty to others and duty to self. This commitment is made through makin g the Scout promise , which is the public expressio n of the willingnes s to do ones best to adher e to a code of living based on these ideals. This voluntar y commitmen t to the Scout Movement extend s also to achievin g the educationa l purpos e of Scouting . This applie s to youth members , insofar as their own persona l developmen t is concerned ; indee d the voluntar y commitmen t is an essential componen t of Scouting s educationa l process , influencin g motivation and persona l attitude , being in control of ones own personal development , setting
IN D E P E N D E Neducationa l proposa l made to them by their nationa l T
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persona l objectives , self-drive , etc. Adults in the Movement must also be committe d to Scoutings purpose , principle s and method , as their role is to help youth members , directl y or indirectly , to achiev e their full potentials . This leads to a strong sense of share d responsibilit y and partnershi p among all member s of the Movement : youth and adult, volunteer and professional.
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Also implicit in the fact that becomin g a membe r of the Scout Movement is a voluntar y act is the recognitio n that what the Movement offers to youn g peopl e its educationa l proposa l is not suite d to everyon e . Thus, not all youn g peopl e are potential member s of the Scout Movement ; there are those who, for whateve r reason , will never be attracte d to it or find it possibl e to adher e to its fundamenta l principles . What is critical, however , is that the Scout Movement offers the possibilit y to join, to all those who wish to, and does not construct barriers to membershi p that are based on factors other than the fundamental s of the Movement. Also arising from the voluntar y nature of the Scout Movement is that adults servin g the Movement in a leadershi p capacit y do so of their own accord , freely and willingly , withou t being pai d for their service s or time. Each adult in a voluntar y movement contribute s in his or her own way , accordin g to his or her skills, talents, time availability , etc., to the accomplishmen t of shared goals. The fact that Scoutin g is a voluntar y movemen t does not mean that it does not use pai d professional s , on a full or parttime basis, to support its work. Where the need exists and resources permit, some peopl e may be employe d to fulfil specific roles that contribut e to the effective and efficient achievemen t of Scoutings purpos e but which deman d an extende d time commitment ; usually such peopl e share the strong commitmen t to the Scout Movement. The use of professional s and a good volunteer-professional partnershi p strengthen s the Movement and increase s its effectiveness. A voluntar y movemen t depend s upon participatio n of all its members , male and female , youn g as well as older, at all levels , in the decision-makin g proces s . As part-owners , or stakeholders in the Movement , they must be activel y involve d in managin g its affairs in a democrati c manner.
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A M OVEM EN T... F OR Y O U G P E O P L E ... N V O L UTARY... N O P E TO A L L ... The Scout Movement N N O N -P O L IT IC A L ...

(...) [is] open to all without distinctio n of origin, race or creed (...).
The statemen t - which is part of the definitio n of the IN D E P E N D E NScout Movement in the Constitution of WOSM - is very T clear. Right from the beginning , Scoutin g has been open to all boys whatever social backgroun d they may be part of, whereve r they may be born and whateve r religio n they may belon g to. Indeed , those who took part in the experimenta l camp on Brownse a Island were chosen deliberately from different social backgrounds . Although started in Britain, Scouting was immediatel y adopte d in many distant countrie s with completely different cultures , social and economi c conditions . Finally, althoug h the Movement started in a Christian environment , it has had no problem taking root in Hindu, Buddhist , Moslem or other religiou s environments. Today, as a movemen t for young people , it is open to all, boys and girls, youn g men and youn g women , without any distinctio n of origin, race or creed or restrictio n based on gender. Being open to all has a numbe r of importan t implications: Open to all does not mean that Scoutin g is fo r all . Indeed , it is for all who are willin g to adher e to its purpose , principle s and method . This choice place s the final decisio n to join or not join in the hands of the youn g person , who is the only one who can decid e whethe r he or she is prepare d to make such a commitment. It is not for adult leader s to decid e whethe r or not that young person is suitable material for the Scout Movement or to restrict recruitmen t to a particula r social class. After all, if we are an educationa l Movement we have an obligatio n to accept all those who are prepare d to learn through Scouting.
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At the same time, we should not expec t the result of educatio n to be achieve d before the educationa l proces s itself has already started. In other words, and to use spiritua l developmen t as an example , we should not expec t Scouts to be the perfect examples of devote d believer s of the faith to which they belong , but accept that they will do their best to understan d it and develo p spiritually both personall y and as member s of a religiou s community.
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Scoutin g is not an elite movemen t ; its membershi p is by no means restricte d to a selecte d few who correspon d to a prototype, for exampl e those who will alway s obey without question . It should be made availabl e to those who need it most and who often do not look like Scouts when they join! At the same time, it is not a movemen t that all youth must join, whethe r or not they are willin g to adher e to its purpose , principles and method . By its very nature as a voluntar y movement , Scouting should be accessibl e to all who are intereste d by what it has to offer and prepare d to make a commitmen t that they will do their best to adher e to the fundamentals. Accessibilit y is which means: a key concept ,
that the languag e used can be understoo d and that the image projecte d amongst the genera l public and potentia l members is sufficientl y attractive and correspond s to what young peopl e can identify with or, at least, be associate d with. This obviousl y depend s on the product (i.e. the Youth Programme ) that an associatio n offers to youn g peopl e but also on who is offering that programme , that is, those adults who form part of the deliver y system; that new groups will have to be create d wheneve r a demand exists, such as place s wher e there is no local structure to welcom e new members , or wher e waitin g lists in established groups prevent others from joining ; and that the financia l cost of participatin g in the programm e (the activities , uniforms, subscriptions , etc.) should not constitute a barrier.
To conclude , most peopl e will agre e that Scoutin g is open to all. Howeve r not everyon e is prepare d to make sure that it reache s young peopl e who need it most. For example , many youn g peopl e who have difficultie s in their day to day life and who may not be readil y accepted in their communit y may nevertheles s be prepare d to do their best to commit
themselve s to the principle s of the Movement . Unfortunately in some associations , rigid practice s (sometime s describe d as tradition), which time and prejudic e have deposite d on the Movement , have too often made it impossibl e to reach youn g peopl e in different often difficult social environments . Making Scoutin g truly open to all, in particula r those who need it most, obviousl y require s adaptation without compromisin g the purpose , principle s and method of the Movement.
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A M OVEM EN T... F OR Y O U G P E O P L E ... N V O L UTARY... N O P E TO A L L ... N N O N -P O L IT IC A LAs an educationa l movement , Scoutin g is non-politica l ...
in the sense that it is not involve d in the struggl e for IN D E P E N D E N powe r which is the subject-matter of politics. T In explainin g the non-politica l nature of Scouting , it is necessar y to distinguis h between: the Movement , and its organization , as a social force, the individual s who are member s of the Movement. As a socia l forc e , the Scout Movement and its organizatio n must not be identifie d with politica l parties which are usuall y the reflectio n of politics in a democrati c society . Neither the Organizatio n itself in its statements , publications , etc., nor anyon e presentin g him or herself as its representativ e must be identifie d with a party or other clearly structure d politica l group within a democracy , since this woul d be a breach of the independenc e of the Movement. The reason why Scoutin g must remain an independent , non-political movemen t is simple . Baden-Powel l wrote that Danger lies in the peopl e becomin g accustome d to havin g their own minds made up for them without any exercis e of their own judgemen t or conscienc e in the process 9 and he therefor e conclude d that individua l powe r of judgement is essential. This is why Scouting is an educational movement aimed at helpin g youn g peopl e to develop , from within themselves, their own abilitie s and their autonomy . This approac h require s complete neutralit y in the educationa l process , the only constrain t being the principles , or values , upon which Scoutin g is based . The identification of the Scout Movement with any politica l party inevitabl y jeopardizes the objectivit y and neutralit y which must alway s characteriz e the person-centre d educationa l approac h for which Scoutin g stands.
This does not, however , mean that Scoutin g is completel y divorce d from socio-politica l realities . The Scout Movement itself is a social reality and its aim is to help youn g peopl e to develo p as responsibl e individual s and as member s of society . This civic educatio n cannot take place in a vacuum , and the Movement must be able to defend the value s it stands for and to create the best possibl e condition s for the type of education
Scoutin g an d Yout h M ovem ent s, R. BadenPowell , 1929.
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it advocates . Consequently , nothing prevent s the Scout Movement from taking a stance on a certain numbe r of issues such as, for example , the rights of children , provide d that this is clearl y relate d to its educational mission , is based upon its own Constitution and principle s and is presente d as such and not as part of the powe r struggl e or partisan politics which the Scout Movement must transcend. As for the individual s who are member s of the Movement , the situation is somewha t different. The Founder did not discourage member s of the Movement from belongin g to politica l parties , provided that this was in an individua l capacit y and not as a representativ e of the Movement. Consequently , in additio n to exercisin g their civic responsibilities, nothing preclude s a membe r of the Movement from also being an active membe r of a politica l party, but as an individual , not as a Scout. Membershi p of a politica l party is not, however , unconditional . The reason is that Scoutin g is based upon a numbe r of values , or principles, which conditio n the politica l options of its individua l member s who cannot have a conflictin g set of values : one for their life as a Scout, the other for their life outsid e Scouting . Thus, for example , the belief in a force higher than mankind , or the recognitio n and respec t for ones fellow-ma n and for the equalit y of all without distinctio n of origin, race or creed, or again the importanc e attache d to the integrit y of the natural world, preclud e a Scout from joining , as an individual , a numbe r of parties on the politica l spectrum. If a membe r choose s to adher e to a politica l party in an individual capacity , he or she can do so only if the basic value s of that party are consisten t with those he or she holds as a Scout. If a membe r has any doubts in this respect , he or she should consult with others to determine and ensur e that there is no conflict of values . When the individual adhere s to a politica l party, he or she must in no circumstance s use Scoutin g as a platform for the promotio n of the party to which he or she belongs. It should be noted that the observation s made above generall y appl y in democrati c societies , which
constitut e the appropriat e framewor k in which Scoutin g can operat e and in which the Scout Movement , as well as the individual s comprisin g it, have a choice . In non-democratic societies , both the Movement and its individua l member s will need to live with politica l realitie s but must ensure , to the maximu m extent possible , that the Movement does all it can to maintai n its independence as much as possible.
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A M OVEM EN T... F OR Y O U G P E O P L E ... N V O L UTARY... N O P E TO A L L ... N N O N -P O L IT IC A L ... IN D E P E N D E N Scouting , at all levels local, nationa l and internationa l T
has a specific identit y based on its purpose , principle s and method: it is a movemen t that exists to provid e a specifi c educational contributio n to young people... based on fundamentals... which internationally Scouting s have defined... been of the
and which constitut e the unity Movement.
Scoutin g can succee d in fully achievin g its educationa l purpos e only if its specific identit y is safeguarded . Any loss or diminutio n of this identity through , for example , being too closel y linke d to or influence d by another organizatio n or authorit y will inevitabl y have a negative impact on the Movement. The Movement must, therefore , independent , with its own sovereign decision-making authority at all levels. remain
This does not imply that Scoutin g should operat e in isolation ; nor should it refuse to cooperat e with other organization s or authorities. Indeed , Scoutin g may never have becom e the World Movement that it is without the popula r and institutiona l acceptanc e and support that it has receive d throughou t its history. What it does infer is that any offer or acceptanc e of support , or any form of partnershi p with another organizatio n or authority , can only be justified if it serves to further what Scoutin g sets out to achieve : its educationa l purpose.
This means that all levels of the Movement must be vigilan t in their relationship s with other entities sponsorin g bodies , workin g partners, kindre d organizations , governmenta l authorities , and the like to ensur e that the Movement s specific identit y and independenc e are not compromise d as a result of these relationships. For example: Scouting s cooperatio n with other educationa l youth organizations must never lead to the loss or compromis e of its own independence and specific role in educationa l provisio n to youn g people;
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Scouting s sponsorshi p by a religiou s or communit y organization must never result in a Scout associatio n being controlle d by that organizatio n or being perceive d as being subordinat e to it; Scouting s links to local or nationa l authoritie s must never be such that the Movement s voluntary , non-forma l educationa l role in societ y is put into question; Scouting s support to developmen t agencie s must never lead to the Movement itself being seen as a developmen t agency , rather than as a movemen t with a specific contributio n to make to the educatio n of youn g people. Of course , there is a natural desire to consult and cooperat e with other organization s servin g the need s of youn g people . There may also be advantage s in buildin g or maintainin g close institutiona l links with governmenta l authoritie s concerne d with matters such as youth and education . Inevitably , there is also a constant search for opportunities to increas e Scouting s profile in the communit y or to find new sources of financia l and human resources . However , great caution need s to be exercise d at every level of the Movement in such situation s to ensur e that Scoutin g does not risk losing its independenc e and its specific identity. It is importan t to note that what protects the Movement when it is threatene d by outsid e forces is the fact that its nature and specific identit y are internationall y define d and agree d upon by all Scout associations . For example , challenge s to the Movement s fundamental principle s in any particula r country can be defende d on the basis of condition s of membershi p of the World Movement.
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B. D E V O L O P IN GA M IS S N ST AT E M ETN IO AT T HE W O RD S C O U T L CO NFERENCE
W H IS A M IS S IO N Who we are AT STAT E M E N T ?we are trying
as a Movement (our definition) , what to achiev e (our purpose) , the value s we believ e in and stand for (our principles) , and the specific educationa l approac h that we propos e (the Scout Method) are clearl y stated in the Constitution of the World Organizatio n of the Scout Movement . They are a universa l and abstract formulatio n of the fundamental s of Scoutin g which remain s perfectly valid but does not relate to any specific period or context. A mission statemen t for the Scout Movement is intende d to serve another purpose . Based upon the fundamental s of Scoutin g as stated in WOSMs Constitution , a mission statemen t is intende d to translat e these timeles s and abstract concept s in a pro-activ e way which enable s the Movement to situate its particula r role and function in todays world so as to better meet the need s and aspiration s of youn g people. A mission statemen t should be expresse d in a simple , dynami c manner in order to create greate r awarenes s and understandin g of, and adherenc e to, what Scoutin g aims to achieve . It should also foster a sense of directio n and commitmen t and fulfil a unifying , mobilisin g and motivationa l function. A clearl y formulate d mission statemen t is therefor e a key step in the proces s of elaboratin g strategi c objective s and plans of action to carry out our mission.
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F R O M E L B O UE TNO Workin g toward s a strateg y for Scoutin g is not a new M R concept . The proces s started formally in 1988 at the D U R B A N 31st World Scout Conferenc e in Melbourne , Australia. A c o n t in us p r o c e s s The Melbourn e Conferenc e considere d a number of ou
key issues identifie d in the documen t Towards a Strategy for Scouting, and decide d upon strategi c priorities . Since then, work on the strateg y has been a focal point of every World Conference , as illustrated below.
T OWA R D A S T R E G F OR S C O UING S AT Y T
1988 M e lb o u rn e
S e le c tiof 4 o n s tr a te g icio r itie s : pr
1990 P a ris
F o c u sn : o
1993 B angkok
F o c u sn : o
1996 O s lo
F o c u sn : o
1999 D u rb a n
F o c u sn : o
Is s u e s :
Yo u t h r o g r a m m e . P A d o p tio fn e o th Yo u th r o g ra m m eYo u t h r o g r a m m e P P Wo r ldP r o g r a m m e A d u lt sS c o u t in g in A d u L e a d e r s h ip A d u Llte a d e r s h ip P o lic lt y. a n dM a n a g e m e n t. M is s io n M anagem ent M anagem ent F in a n c e W O SsM w n O P R& F in a n cRiael s o u r c e s C o m m u n ic a tio n A d d itio fna 5 th o s tr a t e g icio r ityh: e pr t G r o w o fth e th M o v e m e n t. A d o p tio fn e o th Wo r ldA d u lt R e s o u rPc o lic es y. W O SsM O w n F in a n cRiael s o u r c e s . A d o p tio fn n e w o a T h em is s io o f n fe es y s te m . th eM o v e m e n t. A d o p tio n a o f S ta rot fth in k in g m is s iosnta te pro c e sc so n rnein g c m e n t. th em is s io nth e of M o v e m e n t: S c o u tinogrw h a t? f S c o u t in g fo r w hom ?
In the course of preparin g for the 1996 World Scout Conferenc e in Oslo, the World Committees Strategy Task Force analysed the results achieved to date in all five strategi c priorities . It conclude d that, whil e good progres s had been made in each area, somethin g that
woul d hold all the element s togethe r was missing : a clear and common understandin g of Scouting s mission in todays society.
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A W H W IL H A P PN IN M O N D Y, AT L E D U R B A N ?J ULY
26
A presentation , A Strategy for Scouting, will provid e an overvie w of the Strategy . In particular , it will provid e a summar y of the phas e in the thinkin g proces s started at the Oslo Conferenc e in 1996 concernin g the mission of the Movement and of the work undertake n since then by the Strategy Task Force, on behalf of the World Scout Committee.
T U E SAY, D J ULY
27
Session s coverin g all of the strategi c prioritie s will presen t delegations with an overvie w of the work accomplishe d in each.
W E D N E AY, 2 8 J ULY SD
A genera l introductio n in plenar y will explai n why we are workin g on a mission statemen t for Scoutin g and situate this work in the overall strategi c process . Details will be provide d on the workin g method s and technica l procedure s which will be used up until the adoptio n of a mission statement. The rest of the day will be spent in discussio n groups outdoors . Each group will be assiste d by a fully briefed facilitator. M ornin g grou p d iscussions : In groups , participant s will be invited to discuss a draft framewor k of a mission statemen t propose d by the Strategy Task Force. The Strategy Task Force will collect feedbac k from the discussio n groups on suggestion s for amendment s to the propose d framework . The Task Force will produc e an amende d version of the framewor k which will be hande d out in time for the afternoo n group discussions. Afternoo n g rou p d iscu ssio s n : Using the amende d framework , discussion groups will be invited to work on the formulatio n of a mission statement. The Task Force will collect contribution s and ideas from the discussion groups which will be used to finaliz e a draft mission statement.
THURSD AY,
29
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J U L Y
In the morning , the Strategy Task Force will circulat e the draft mission statemen t to all nationa l Scout delegation s for informal discussion. A Select Committe e will then meet to conside r the propose d mission statemen t and to produc e a fin l text for adoptio n a or rejectio n by the Conference . (A Select Committe e is a specia l body compose d of one delegat e per nationa l Scout organization.)
F R I D A Y , 3 0 J U L Y
The Conferenc e will vote on the final text propose d by the Select C o m m i t t e e .
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W H S H O U LT HE M IS S IO N First of all, the adoptio n of a clear, concis e and userAT D STAT E M ETNA C H IE V F T E R friendly mission statement , to which all nationa l Scout EA organization s have contributed, should help all D U R B A N ? member s of the Movement to gain a stronger sense of
belongin g and commitment. Secondly , the mission statemen t should serve as a useful tool for membe r organization s to help everyon e - both within the Movement and outsid e of it - to gain a better perceptio n and understandin g of what our Movement is and what it wants to achiev e over a period of time. Last, but not least, the mission statemen t should be used at all levels of the World Organizatio n of the Scout Movement (national , regiona l and world ) to establis h W H IS T HE M IS S IO N and adopt detaile d strategie s for the developmen t of O ST AT E M ETN T E N D E O R ? Scoutin g and the successfu l implementatio n of its IN F mission.
An effective mission statemen t must be targete d at a AN O U T L E F R A M E W K F O R specific audience. The mission statemen t that will be IN OR A M IS S IO STAT E M E N T develope d in Durban is primarily intende d for adults. N While it should be worde d in clear and easily understandabl e language , it is not directl y addresse d to youth members.
The World Scout Committee s Strategy Task Force propose s the followin g outline framewor k for the formulatio n of a mission statement for Scouting . In this context, the word Scouting is used in the broadest possibl e sense to includ e the educationa l proposal , the movemen t and the organization , at all levels , from the unit up to world level. This outline framewor k is based on an analysi s of practic e in strategic planning , and particularl y the developmen t of mission statements , by many entities . Such experience s have demonstrate d that a mission statemen t must obviousl y describ e the entity and what it seek s to achiev e - the mission in the strict sense of the term. But an effective mission statemen t should go slightly beyon d the descriptio n of the entity and should identify , in a compact form, the key challenge s that must be met if the entity is to achiev e its mission.
Thus, in this broade r sense , the mission statemen t should includ e two things: a definitio n of the missio n of the entity, by describin g briefly its essence : what it is and what it seek s to achieve; key element s or challenge s that are essentia l to enabl e the entity to achiev e that missio n in the context of the societ y in which it operates . These elements , which should concer n a very limited numbe r of fundamenta l question s relatin g directl y to the effective implementatio n of the mission as defined , may include , for example:
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how it identifie s and fills its sp c e ifi c p c e la among competing and complementar y entities, serve its current
how it define s and will and potential m b em er sh , ip
how all its parts will work as one c h s o e iv wo h le ,
the basis on which it will establis h and manag e relationships with other entities, how it will manag e its internal and externa l c m u ic tio o mn a n s. The Strategy Task Force believe s that the mission statemen t for Scouting to be adopte d by the World Scout Conferenc e should be based upon the broade r understandin g of what a mission statemen t is and should therefor e includ e two parts: a definitio n of Scouting s mission key element s (of the type mentione d above ) that woul d serve as a basis for the future developmen t of clear objective s to enable Scoutin g to achiev e its mission. The formulatio n of the mission statemen t should be done in a manner that will provid e a unifying , motivatin g and mobilizin g sense of directio n for Scoutin g as it enters the third millennium . Appropriate backgroun d informatio n and an explanatio n of terms are containe d in The Essentia l C aracteristic h s of S couting distribute d as an attachment to Conferenc e Document N 5.
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The Essential Characteristics OF Scouting: World Organization Ofthescoutmovement - Organisation Mondiale Dumouvement Scout

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The Essential Characteristics OF Scouting: World Organization Ofthescoutmovement - Organisation Mondiale Dumouvement Scout

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W O R L D R G A N IZ A T IOO F T H ES C O U T O V E M E N T O R G A N IS A T IOM O N D IA L E U M O U V E M E N S C O U T O N M N D T

THE ESSENTIAL CHARACTERISTICS OF SCOUTING

7t h W ORLD SCOUT SOUTH A FRI CA 1999

Y OUTH FORUM 7e FORUM

D ES J EUN ES D U SCOUTI SM E M ONDI A L

CO T H E S S E N T IA L N T E N T S E C H A R A C T E R IS T ICNS T E O T W O S E S O NT HN ES S S E N C HAAL R A C T E O FISS C OCUST I N G . . . S IO TI R TI OF S C O U T IN G T OP RPAE R TE H E MLVS EE S . . .

7 thW o r ld c o u to u tFh o r u m 9 9 9- D O P aUg 4 1E N T S Y 1, C M3 e

C O N T R IB UGT TO T H E IN E D U AT IO OF Y O U G P E O P L E : C N N T HE P U R P O S S C O U T IN G E OF T H R O U GA S Y S TM O F H E P R O G R E SESSIV L F - E D U IO N ... E AT C B A SD U P O A VA L U S Y S T E M E N E 1. W H IS E D U AT IO N ? The Constitution AT C

b) T he fo u p illasr o f In its broade r r e d u c a tio n based on four

definition , educatio n throughou t life is pillar s1:

is intende d to serve an identifiable learnin g

clientel e with identifiabl e learnin g objectives.

and an integra l par t of the worl d he or she lives.

b) An e d u c a tio n a Scoutin g seek s to l describe d above p ro p o s a l

3. E L E M ES OF T HE S C O U T These element s can be illustrate d as follows: NT M ETHOD

Aids to Scoutm astership Brotherhoo d Edition, 1944.

Aids to Scoutm astership Brotherhoo d Edition, 1944.

R overin g to Success Ltd., 8th printing , London,

and expertis e is made available when and wher e needed.

R overin g to Success Ltd., 8th printing , London,

, R. Baden-Powell , Herbert Jenkins

Quoted from 250 Millio n Scouts , Laszlo Nagy, 1985.

Quoted from 250 Millio n Scouts , Laszlo Nagy, 1985.

Scoutin g fo r Boys , R. Baden-Powell , 26th edition , 1951.

Scoutin g fo r Boys , R. Baden-Powell , 26th edition , 1951.

O P E TO A L L ... Developin g upon the above definitions , a movemen t N

Source and year unknown . Supplie d by P. Siebol d.

A M OVEM EN T... F OR Y O U G P E O P L E ...Scouting , as a youth movement , addresse s its N V O L UTARY.. N

Adopted by the 31st World Scout Conference , Melbourne , 1988.

form or another for both subsequen t age sections.

A M OVEM EN T... F OR Y O U G P E O P L E ... N

N O N -P O L IT IC A L The voluntar y characte r of the Scout Movement ...

IN D E P E N D E Neducationa l proposa l made to them by their nationa l T

A M OVEM EN T... F OR Y O U G P E O P L E ... N V O L UTARY... N O P E TO A L L ... The Scout Movement N N O N -P O L IT IC A L ...

Scoutin g an d Yout h M ovem ent s, R. BadenPowell , 1929.

and which constitut e the unity Movement.

how it define s and will and potential m b em er sh , ip

how all its parts will work as one c h s o e iv wo h le ,

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