SCOUTING FOR WHAT ? SCOUTING FOR WHOM ?

ORGANISING AND RUNNING A NATIONAL WORKSHOP

World Organization of the Scout Movement Organisation Mondiale du Mouvement Scout

STRATEGY
THIS DOCUMENT IS A PART OF THE IMPLEMENTATION OF THE STRATEGY
© 1997, World Scout Bureau. Reproduction is authorized to national Scout associations which are members of the World Organization of the Scout Movement. Others should request permission from publishers. World Scout Bureau P.O. Box 241, 1211 Geneva 4, Switzerland worldbureau@world.scout.org http://www.scout.org

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CONTENTS

FOREWORD I. 2. 3. 4. 5. 6. INTRODUCTION BACKGROUND PAPER SUGGESTED PROGRAMME PRACTICAL ORGANISATION A FEW HINTS CONCLUSION APPENDIX: SUMMARY REPORT FORMS

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The purpose of the workshop is to generate the broadest possible exchange of views amongst Scout leaders and to get them involved in an in-depth thinking process on the Mission of Scouting and on whom the Movement reaches or should be reaching. As an organiser or facilitator, your role is to support this process.

FOREWORD

At the 34th World Scout Conference in Oslo, Norway in July 1996, two full days were devoted to discussing: Scouting for what? and Scouting for whom? Each theme was the subject of a “Commission” (as they were called at the Conference) intended to provide a greater educationoriented content to the Conference and to offer delegates and observers more opportunities for discussion and contribution to the debate. By the end of the Conference, several Scout associations had already expressed their intention to reproduce the model of the commissions at national level in order to stimulate a similar discussion on “Scouting for what? Scouting for whom?” with their own leaders. At the same time, and as clearly expressed in Conference Resolution no. 3, these discussions were to be the first phase of a much deeper thinking process that would eventually produce the future orientations of the strategy for Scouting. In order to reach that goal and to ensure the participation in the thinking process of the largest possible number of national Scout associations in preparation for the 35th World

Scout Conference in 1999, the World Scout Committee established a Strategy Task Force. This Task Force, which has already met once to develop its own work plan on the Mission, felt that a practical tool should be provided to associations to stimulate their thinking and continue the process started by the commissions in Oslo. The kit includes: 1. 2. A brief introduction; An adaptation of Conference Document no. 5: “Scouting for what? Scouting for whom?”; An outline schedule for a two-day seminar (for example: one weekend); Practical details on the organisation of an event similar to what was proposed in Oslo but adapted as a two-day national seminar; A few hints for discussion group facilitators; Conclusions.

3. 4.

5. 6.

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The Strategy Task Force considers this document to be a useful tool for those associations which have already started the process and are preparing a “seminar” or “commissions”, and a strong motivating element for other associations which have not yet started the process. We certainly hope that your national Scout association will become involved in this thinking process - if it has not already done so - and the Task Force looks forward to receiving a brief summary of the activity conducted and of the conclusions reached. Indeed, feedback from as many associations as possible is needed for the Task Force’s work on the Mission. Within a few months, the Task Force will formally contact associations to enquire about what has been achieved in this respect. You do not, however, need to wait for a formal request before sharing your experience with us! We sincerely hope this document will be useful and we look forward to hearing from you. Bertil Tunje Chairman, Strategy Task Force

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I. INTRODUCTION

At the 34th World Scout Conference in Oslo, Norway in July 1996, delegates and observers worked for two full days in commissions on two subjects of particular importance to the future of our Movement - “Scouting for what?” and “Scouting for whom?”. The commissions were the beginning of an in-depth thinking process dealing with the very substance of our Movement, namely, what it sets out to achieve and whom it aims to serve. It is a process that should continue on a broader scale at least until the next World Scout Conference in 1999 and result in the provision of new orientations for the future of the strategy for Scouting. This is reflected in Conference Resolution no. 3. Furthermore, the working method of commissions used in Oslo made it possible for everyone, both delegates and observers, to become directly involved in this task. During the Conference itself, following the conclusions of the commissions’ work, a number of delegates who had been attracted by the approach used had expressed their interest in using an adapted version of it in their own Scout associations. In order to support this thinking process and to ensure the direct involvement of national

Scout associations at national and regional level in the preparation of the 35th World Scout Conference to be held in 1999, a Strategy Task Force was established by the World Scout Committee. This Task Force, which has already held a three-day meeting to develop an action plan, also felt that a kit should be prepared to assist national Scout associations to continue the thinking process started by the two commissions. The kit is now in your hands.

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2. BACKGROUND PAPER
“SCOUTING FOR WHAT ? SCOUTING FOR WHOM ?”

This background paper was originally prepared to be used by delegates and observers at the 34th World Scout Conference (Oslo, Norway in July 1996) during the two days of discussions on: “Scouting for what?” and “Scouting for whom?” It aimed at helping them to prepare for the discussions and was therefore intended to be read prior to the commissions. We consider that the content of this paper, although initially intended for the Oslo Conference, remains entirely valid and can be used for the same purpose within national Scout associations, namely, to stimulate reflection and discussion.

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BACKGROUND PAPER
“SCOUTING FOR WHAT ? SCOUTING FOR WHOM ?”

PREAMBLE
The Constitution of the World Organization of the Scout Movement states the purpose, principles and method of the Scout Movement. They represent the common denominator that links all Member Organisations of WOSM - and express the Mission that Scouting seeks to fulfil. The work of the Commissions at the 34th World Scout Conference was not aimed at changing, in any way whatsoever, Scouting’s purpose, principles or method. These provisions are perfectly valid and there is no intention of changing the rules of the game. The work of the Commissions aimed at launching an in-depth thinking process which will continue well beyond Oslo in order to assist more people to gain a greater understanding of Scouting, in the light of today’s realities.

and it adopts policies which commit the Organisation as a whole and each of its associations. It is also the Conference which recognises new Member Organisations, chooses amongst the various candidates to host world events (Jamborees, Moots, Conferences) and regularly elects the members of the World Scout Committee. At the 34th World Scout Conference, and within the framework of the work on a Strategy for Scouting, an in-depth thinking process on our Mission began. This process will continue and be expanded to involve the largest possible number of leaders of the Movement. As we have already stated, this thinking process is not about changing Scouting’s purpose, principles or method. It is about inviting WOSM’s Member Organisations to ask themselves how these fundamental elements have been interpreted and applied in their own environment, taking into account the sociocultural conditions which prevail in the societies to which they belong. Such a thinking process, which is obviously a long-term enterprise, should contribute to a better understanding of what truly characterises the Scout Movement - its purpose, principles and method - so that everyone, within the

INTRODUCTION
The World Scout Conference, which, every three years, gathers together delegates and observers of WOSM’s Member Organisations, is the governing body of the World Organisation. As such, it decides upon WOSM’s future orientations, it makes strategic choices

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Movement and outside it, can easily grasp their full meaning, and thus feel more directly involved. In effect, it is a way of responding to our Founder’s invitation to open our eyes and “look wider”. This sentence, chosen as the theme of the Conference, invites us all to look beyond the way we have always seen things, to use our imagination and, above all, to look beyond appearances, beyond set ways, to be courageous and bring innovative solutions which are even better adapted to the conditions of our societies and times and thus avoid cutting ourselves off from the world of young people, their needs and aspirations, at the dawn of the 21st Century.

Associations around these same priorities. This approach, which has been followed up in a systematic way and with determination, has produced very good results. However, it is becoming more and more apparent that there is a lack of dynamism, a lack of a clear direction in which everyone could advance with enthusiasm. National associations have well understood the need to continuously update the youth programme, to continue to improve the quality and competencies of their adult resources, to ensure better management of their associations, and, as a result, to offer better quality Scouting to more young people. Unfortunately, all this has not proved sufficient to really stir up energy and generate enthusiasm - in other words, to go beyond a simply managerial approach. This enthusiasm could be generated, in part, if many more people had a better understanding of Scouting’s purpose, principles and method. This greater understanding could undoubtedly constitute an additional factor in identifying with our cause and developing personal commitment to make it progress. Nonetheless, as it is a matter of generating enthusiasm and commitment, the task is likely to prove to be extremely arduous as people

who belong to different cultures and who live in different parts of the world are not necessarily driven by the same desires nor do they adhere to the same values. We are “a voluntary... educational Movement for young people”, whose purpose is “to contribute to the development of young people...”, etc. But what does this really mean? The terms that we can find in WOSM’s Constitution are part of a definition on which everyone is apparently in agreement. However, these terms do not have at all the same meaning from one part of the world to the other, from one association to another. This is why it is important to clarify what, for example “education” or “voluntary” or the “development of young people” mean. If we claim to adhere to Scouting, we also need to know what Baden-Powell himself meant by these words - what he meant by “education”, how he interpreted “voluntary”, the meaning he gave to the notion of “development of young people”, his thoughts on “improving society”, etc. For, after all, he was the one who set the rules of the game he called “Scouting”. Of course, Scouting has to be adapted to local conditions and we have to admit that Scouting

What is the purpose of such a thinking process?
As a result of having evaluated what has been achieved in the last few years within the framework of a Strategy for Scouting, the World Scout Committee has reached the conclusion that such a thinking process would not only be worthwhile, but necessary. For over eight years, WOSM has been striving to structure its work around clearly defined priorities approved by the World Scout Conference and to mobilise National Scout

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as it exists here and now cannot be identical to Scouting as it exists over there, nor can it be identical to Scouting as it existed long ago. However, in order to “adapt” something, we first have to “know” what it is we are adapting, because without knowing, we cannot adapt, we end up creating something new - in other words, we end up developing something different which has nothing to do with what is was originally. For example, what could be said of someone who claimed he was a member of a “World Federation of Football”, explaining that, because of the times, his culture, customs, and particular conditions of his society, the sport is practised on a round pitch, with teams of 18 players who can only touch the ball with their hands! One might well wonder what this has to do with football! If, while taking into account the specific characteristics of each culture, we want Scouting to be one Movement, and if we do not want this unity to be simply an illusion, a façade behind which people could do whatever they pleased, then, at world level, we have to tell each other what these words mean to us, and where we stand in relation to what Scouting sets out to achieve.

The thinking process is part of our long-term work
There is no intention to introduce radical changes to the Strategy for Scouting as we know it today. It is simply a matter of renewing national associations’ commitment to the ideas and ideals which underpin the Movement by clarifying their content and the ways in which they can be interpreted in different cultures. This should also enable the boundaries to be determined beyond which the “final product” becomes so different from the original that it is no longer Scouting. The advantage of organising workshops is that they offer an opportunity for relatively large representation of our membership to take part in the process.

SCOUTING FOR WHAT ?
As a starting point, we would begin by considering what B-P himself stated that he wanted to do when he set out to develop what was later to become a Movement that he did not yet have in mind when he started. Here was a man, a national hero in the context of the place and times, who returned to England after many years abroad. He was immediately struck by the state in which he found people, in particular in the poor areas of London affected by poverty, squalor, overcrowding, marginalisation, exploitation, crime, and so on. When he looked at society as a whole, he observed a number of “failings”: injustice, a lack of solidarity, of idealism, of good citizenship, of values, etc. When he looked at the individuals in that society, he also observed a certain number of “failings”: selfishness, a search for immediate gratification; hypocrisy, a lack of morality, a lack of respect for self and others, etc. These collective and individual “failings” sap the very foundations of society, placing it in danger and compromising its future.

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The way to correct these collective and individual “failings” was through the “education of citizens”, who would then improve society as a whole. Unfortunately, the existing educational system - school, charities, or other formal or informal educational institutions was itself affected by a certain number of “failings” which made it impossible for it to contribute to solving the problem. For B-P, it was essential to “develop character”, which schools did not do - they transmitted knowledge - nor did the other educational institutions which concentrated on the acquisition of socially acceptable behaviour. Moreover, the methods of instruction used by both kinds of institutions had more to do with “drill” than “education”, which, according to B-P, aims to draw out and develop from the inside “the good, to the exclusion of the bad”. He therefore proposed both a purpose - to improve society by improving the individuals of which it is composed, and a method intended to “draw out” rather than “impress upon”. Wherever we are in the world today, this issue remains extremely pertinent - the “failings” are perhaps not the same as societies have evolved, educational systems also, and young people -

boys and girls - no longer have the same role that was assigned to them in turn-of-thecentury England. Even so, who can claim to live in a society that has no “failings”? Who can claim that the educational institutions fulfil their role to perfection? In terms of education, everything starts all over again every time a child is born and, in terms of the development of society, there will always be work to be done. Wherever we are, there is, and always will be, a need for Scouting. However, in a Movement as vast and as diverse as ours, and after 90 years of existence, there are differences in interpretation and opinion even on the purpose, principles and method. The question that needs to be asked, therefore, is: at what point are we so far away from the concept of Scouting as conceived by the Founder that it becomes virtually unrecognisable? • For example, B-P believed that it was by developing better (“happy, active and useful”) citizens that one contributed to improving society. The Scouting he invented put that idea into practice. Others believe that it is a better society that will produce better individuals, or, in other words, that it is by working •

directly on the improvement of society itself that one can bring about an improvement in the individual. Of course, they put this idea into practice in the Movement. Can one say that this is still Scouting? B-P believed that each child carries within him the potential that enables him to develop into the autonomous and caring person that was his dream. He thus believed that the role of the Movement and of adults in the Movement consisted of guiding the young person’s energy in a constructive direction and creating the conditions whereby the young person could take responsibility for himself and develop optimally through the natural process of growing up. The method of progressive self-education (the Scout Method), puts this idea into practice. Others believe that the aspirations and natural energy of children must be harnessed and replaced by modes of behaviour customary in adult society; that children must be developed in the direction that adults decide. Where this view is put into practice, is it still Scouting?

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What B-P wanted to do was to create an environment which would promote the development of what was good to the exclusion of what was bad. The formation of a value system which becomes an integral part of the personality takes place progressively through a process of discovery, adoption and integration. “Education from within” puts these ideas into practice. Others believe that moral values and beliefs need to be inculcated into young people as early as possible and that they will be judged by their capacity to conform to these imposed values. In such cases, is this still Scouting?

being conscious of the fact, to completely change the original aim of a Movement created in 1907 in a particular country and sociocultural environment. Nearly 90 years later, in a completely different era, the Movement has spread to the entire world and addresses itself to a public - youth and adults - which is completely different. No one expects immediate clear-cut answers to all the questions inherent in this issue (and the four examples mentioned are certainly not the only questions that arise). However, though sharing experiences and through discussing with others in the group in a way which goes openly to the heart of the matter, the discussion should bring to light a number of common elements as a starting point to better guide the Movement as it enters the 21st Century.

Christians, Hindus, Jews, Moslems, etc., all live side by side in the Movement. Large events (Jamborees for example) have always put into practice this concept of brotherhood which acknowledges that differences exist and transcends misunderstandings. From the beginning, when he was putting his ideas to the test on Brownsea Island, B-P had taken care to constitute a composite group of young people from a variety of origins children of family friends and pupils of his former school (i.e. from socially well-to-do families), together with children from less privileged families, recruited through the Boys’ Brigade. Camp life, the rudiments of a uniform, activities undertaken together and adherence to the same code of living contributed to wiping out differences. When B-P spoke of this experience, he never failed to stress this dimension of Scouting. If we look at paintings of the time or B-P’s own drawings, depicting the early years of the Movement’s existence in England, we can see boys, usually adolescents (and not young children or young adults), generally from humble origins. It is only later that Scouting expanded to young children (Cub Scouts) and to young adults (Rovers).

B-P believed that, while Scouting should always be attractive and interesting to young people, the aim was to help each person to develop into a responsible adult and to play an active role in society. For others, it is simply about offering young people a fun and healthy leisuretime activity in a safe environment, with opportunities to make friends. Is this still Scouting?

SCOUTING FOR WHOM?
According to the terms of WOSM’s Constitution (Ch. I, Art. 1), “The Scout Movement is a voluntary, non-political educational movement for young people, open to all without distinction of origin, race or creed (...)”. In fact, today, Scouting is present in 217 countries and territories. It has young people of all races and nationalities. Buddhists,

Through these four examples, one can see that it is easily possible, without necessarily even

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It is clear, at least in the beginning, that the Movement was conceived for boys. When girls started knocking at the door, they were welcomed into another Movement created for them and based on the same ideas. It is true to say that, at the time, mixed education did not yet exist in the educational system. With time, where the socio-cultural context permits it, Scout associations have become mixed and started to practise coeducation. At present, such associations represent the most common type within WOSM’s membership. In countries to which Scouting subsequently spread, it was often addressed to children from well-to-do or middle-class families, which, at the time, were far from representing the proportion of the population that they represent today in our societies. With time, things changed. Nearly everywhere, the “middle classes” have considerably grown and Scouting has followed this progression. At present, however, membership is only a tiny fraction of the available youth population. In some countries, membership is primarily of a particular social class. Elsewhere it exists primarily in urban areas but is practically nonexistent in rural areas. In some places it exists in certain regions but not in others. In still other places, its membership is mainly composed of

very young children, and numbers drop more and more the further one looks to the upper end of the age range. In many countries, Scouting is a Movement for children, even young children, and not at all a “Movement for young people”. There is therefore a lot of room for growth. There are many possibilities to extend to other milieux, other age sections, other geographical areas. To do so, however, would evidently have its consequences and would require making some often difficult choices. • For example, we should be aware of the fact that, as they are presented, Scouting’s image, its language, its way of proclaiming its values and its ideals are very unlikely to attract young people in the inner cities in the industrialised countries. Should we then deny them the opportunity to discover that Scouting could be for them, too? In some countries, in trying to address this important segment of the youth population, Scouting at local level has tended to be transformed into a mere leisure club, thereby forgetting the very essence of our Movement.

Should we not instead be trying to offer true Scouting, adapted to the needs of these young people through adults capable of grasping the essence of Scouting, who come from the same milieux and who can communicate with them? In other words, recreating Scouting today in the same spirit in which it was born, devoid of the superfluous details accumulated over the years? The same logic could be transposed to the situation of countries where Scouting exists mainly in urban areas, but is absent from rural areas; and to other, similar situations. If we want to reach out, the issue is quite clear. We need to adapt to meet the needs of young people in their very different environments. This requires being able to distinguish what is essential from what is superfluous, and making a choice: either to develop the Movement, which involves the inherent risk of the unknown, or to maintain the status quo, which, despite its many limitations, offers the security of what is known. What is essential in considering the question of Scouting for whom? is to

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always view the question in the light of the original concept of Scouting as conceived by the Founder. In this respect, a case in point is the voluntary character of the Movement. • The voluntary character of Scouting has always been part of the essence of the Movement since it began. Concerning young people, B-P believed that it was important to accept and respect their freedom to make their own choices, i.e. that each individual is capable of deciding to join or not - each person can choose to try Scouting out, then choose whether or not to stay. Concerning adults, he believed that it was important to promote the notion of voluntary service - i.e. without receiving compensation of any kind in return. This is understandable in the context of a social class that “did not need that” in order to live, and in a society which attached value to helping each other out and caring for others, even if reality did not always live up to the ideas! Can we say today that Scouting is still a voluntary Movement?

For the youngest members, the question does not really arise as it is often the families who decide for them and they do not give them any more choice about joining Scouting than about going to school. Both are “good for him”, end of story! When this happens, the Movement can continue to proclaim its voluntary character with a clear conscience - it is not the Movement that has been doing the forcing! Elsewhere, it is the system itself which decides. Scouting is an extracurricular activity for everyone, or at best an option amongst two or three. It is probable that there are arguments to support or justify such decisions, but in such cases, what does this leave of B-P’s notion of “voluntary” - the expression of a personal choice? The question also arises concerning adults, as, in many places, the teacher who “runs Scouting” after class does not really have a choice. It also happens that for some adults, being involved in the Movement is an opportunity to gain greater social prestige - for some it may even be their only way of “standing out” in society. There again, can we still talk of voluntary service in the sense that B-P meant?

Again on the subject of Scouting for whom?, we need to address the notion of a “Movement for young people”. Scouting is a Movement of young people, in the sense that it is their Movement, a space in which they can exercise freedom, express themselves and experiment in a safe environment. It is also a Movement for young people, in other words, that its purpose is directed towards them, their future and society. Whatever the case may be, Scouting is a Movement in which young people come and then go. They join, stay a few years, then leave it to live their lives in the great big world. In some cases, adults do not understand this and tend to consider Scouting as a breeding ground for future adult leaders! There are also people who never want to leave the Movement as in the narrowest sense of the term “Once a Scout, always a Scout!”. When he said that, B-P was emphasising the importance of a Scouting “spirit”, a lifestyle, a way of being involved in society and responsible for one’s life. He was not calling upon adults to make a life-time commitment as “members” of the Movement, as part of the institution and to continue to take part in activities.

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If this were the case, with the millions of people who were “once a Scout”, Scouting would no longer be a movement of young people - it would have been taken over a long time ago by their elders! In this part of the document, three questions have been raised which are linked to the very definition of the Movement: 1. In order to be truly “open to all”, Scouting must adapt. How far can Scouting go in the process of adaptation? What are the conditions that we need to ensure in order not to lose the specific identity of our Movement? How should the notion of “voluntary” be interpreted? Are the young people acting of their own free will when they enter the Movement? Because they decide to stay? Scouting is for young people. It accompanies them for a while then lets them live their lives in the big wide world. The place of adults in the Movement is first and foremost to serve young people. Is this still true of our Movement today?

2.

3.

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3. SUGGESTED PROGRAMME
SCOUTING FOR WHAT ? SCOUTING FOR WHOM ? Organising and running a National Workshop

Day 1:

SCOUTING FOR WHAT ?

Day 2:

SCOUTING FOR WHOM ?

09.00 - 09.30 Arrivals, registration, settling in 09.45 Opening General introduction Aims and objectives Working methods Establishing discussion groups 10.30 Group discussion (Session 1) A personal dimension 12.30 Break 13.00 Lunch 14.30 Group discussion (Session 2) A social dimension 16.00 Break 16.30 Group discussion (Session 3) Personal commitment and responsibility 18.00 End Rapporteurs’ meeting 19.00 Evening meal 20.30 Entertainment or presentation 22.00 Social get-together and close

09.00 General introduction 09.15 Theme 1: The World of youth Introduction + group discussion + plenary (feedback) 10.30 Break 11.00 Theme 2: Reaching out The experience of Scouting in “new” environments Introduction + group discussion + plenary (feedback) 11.45 Theme 3: A Movement for all young people “Legal” (Constitution, P.O.R.) provisions on membership issues. Introduction + group discussion + plenary (feedback) 12.30 Break 13.00 Lunch 14.30 Theme 4: A Movement of young people Scouting as seen by young people themselves Introduction + group discussion + plenary (feedback) 15.30 General discussion and conclusions 16.00 Close

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4. PRACTICAL ORGANISATION

4.1 Example 1: Introduction in plenary
NB: This approach was used for Commission Day 1 at the 34th World Scout Conference.

during which the subject “Scouting for what?” had been discussed. • The views of specialists in education

4.1.1 Introduction in plenary
The introduction to the subject of “Scouting for what?” is in four parts, presented in sequence as one plenary session of 1 hour, 15 minutes. • The views of young people

This involves a presentation made by one or more specialists outside Scouting who would be willing to share with a group of Scouters their vision of the education of young people in the years to come (characteristics, challenges, methods, difficulties, resources needed, expected results, etc.) At the 34th World Scout Conference, the presentation was made by a representative of UNESCO. It was based on the conclusions of the World Commission on Education for the 21st Century (chaired by Jacques Delors) which had just completed its report. • The fundamentals of Scouting

This involves presenting the results of an opinion survey conducted on young people (Scouts and non-Scouts) on their perceptions and level of acceptance or rejection of the main characteristics of Scouting (aim, principles and method). In some cases, the survey will have been conducted by the Scout association itself. In other cases, the findings of an existing outside survey may be used (report, executive summary, book or other publication) At the 34th World Scout Conference the presentation was made by representatives of the World Scout Youth Forum which had taken place immediately before the Conference and

This involves reminding the participants of the fundamental elements of Scouting (aim, principles and method) in order to clarify the educational framework within which Scouting evolves in order to fulfil its Mission and contribute to preparing young people as “happy, active and useful citizens” for tomorrow.

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Taking a fresh look at the fundamentals of Scouting is important after having briefly examined the needs and aspirations of young people (first contribution) and an outline of the foreseeable trends in education (second contribution). Elements such as the needs and aspirations of young people or perspectives in education can only be incorporated by Scouting if the Movement remains faithful to its principles. This, however, does not prevent anyone from “looking wider” or being innovative in the way in which young people can be invited to grow in today’s world. • A practical experience

educational merits (and not to discard too quickly any element without which whatever is offered to young people would no longer be Scouting).

available and the number of people available to act as facilitators.

4.1.2 Discussion Groups
Following the plenary introduction and a break, work resumes in discussion groups. It would be difficult to indicate an ideal size for these groups as problems of logistics may force the organisers to make some concessions vis-àvis an ideal figure! Taking the World Conference as an example, the plan had been to break a total number of 600 delegates and observers into 30 discussion groups, which would have given an average of 20 persons per group. Of course this was not ideal as many people find it difficult to contribute to the discussion in a group of that size. Be it as it may, this already involved organising 30 working areas as well as recruiting and briefing 30 group facilitators! Smaller groups facilitate participation in the discussions but involve more difficulties in terms of general logistics and reporting procedures. In fact, the decision will usually depend on the total number of participants, the facilities

This fourth input - a practical example of how all the above may be put into practice in a real situation at local level - should be made by one or more persons (a young person or an adult, or one or more young people and adults together) who can report on a practical experience. This experience should reflect an attempt at meeting the needs and aspirations of young people (and not to mould them), a desire to integrate today’s trends in education (and not to maintain at all cost outdated models) and a desire to remain within the framework of the fundamental elements of Scouting, after having carefully examined and re-situated each of them in terms of their true

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Contents of group discussions Here are a few questions that a facilitator may wish to use either to start or stimulate the discussion. These, of course, are examples that can be adapted or even discarded if other questions are thought to be more suitable: Session 1: A personal dimension • If you have a family, would you like your children to join Scouting rather than any other youth Movement? Why? In what way has Scouting, as you experienced it, contributed to making you the person you are today? From your point of view, what aspects of Scouting contribute most to the development of the individual? What elements of Scouting’s educational proposal had the greatest influence on the development of the person you are today? • Do you think that your attitudes towards people that you meet and the way in which you relate to them would be different if you had not been a Scout?

The four presentations made in plenary together with the paper “Scouting for what? Scouting for whom?” constitute the background for the discussion. Supposing that there is a series of three group sessions, each of the three might be focused on one dimension of education, e.g.: 1. A personal dimension: the contribution that Scouting can make to the personal development of the individual. A social dimension: the contribution that Scouting can make to the development of an individual as a member of society. A dimension of personal commitment and responsibility: the contribution that Scouting can make to the development of a sense of responsibility towards others and the ability to act as an active member in the community.

Session 3: Personal commitment and responsibility • • • • What problems in your community are of particular concern to you? What famous people in your country (from politics, arts, sport, business) have been Scouts in the past? How is community involvement - a particular dimension of Scouting - considered in your country? Would you consider yourself a committed and responsible person and to what extent is this a result of your involvement in Scouting?

• • •

2.

3.

Session 2: A social dimension • • • Amongst your friends, how many have been or still are in Scouting? To what extent did Scouting help you establish relationships with others? Do you think that Scouting’s ideals have an influence on the way you consider other people and relate to them?

NB: Sample “summary report forms” are included as an appendix to this document.

At the end of each session, the facilitator uses a few minutes to summarise the discussion and make notes of the main conclusions and suggestions. At the end of the day, all the group facilitators meet to combine the output of each group into a consolidated report.

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4.2

DAY 2: SCOUTING FOR WHOM ?

NB: This approach was used for Commission Day 2 at the 34th World Scout Conference.

including microphones on the podium and around the hall (or at tables whenever possible). N.B. In Oslo, a seating arrangement of this kind in a single location enabled over 600 participants to take an active part in the discussions.

The question for discussion is: What can we do about it? How can those we have not been able to reach so far benefit from Scouting? Theme 2: Reaching out A growing number of national Scout associations are running summer camps for young people who are not Scouts. The programme of these camps provides an introduction to Scouting and offers young people an opportunity to discuss the Movement and to experience first hand what it has to offer. It is then up to them to decide whether they wish to join Scouting and up to us to follow through and ensure that the necessary operating structure is put into place for them. Do we have any experience of this kind? If so, what are the positive and negative aspects? What can we do to improve what we are doing? If we do not have any experience of this kind of operation, how could we envisage reaching out in this way? Theme 3: A Movement for all young people This involves reminding the participants of the provisions in the Constitution concerning membership of the Movement: open to all, boys and girls, voluntary membership, etc.
Scouting for what ? Scouting for whom ? – Page 17

4.2.1 Room setting (practical arrangements)
A platform where the session leader and other presenters can sit. Tables and chairs as necessary, arranged in front of (or in a semicircle around) the platform so that participants can sit and follow the presentation, hold a discussion with others around their table and contribute or report back in plenary. As required: an audio-visual screen and/or TV monitors, slide projectors, videos, OHP, etc.,

4.2.2 Presentations and discussions
Theme 1: The World of Youth An introduction to show how in all parts of society large segments of the population are not reached by Scouting.

Participants can then consider how these principles are reflected at the various levels of the Scout association in reality. The discussion can be centred around a particular aspect such as boys and girls in Scouting and co-education; adapting to underprivileged sectors; Scouting in the inner cities; Scouting for minority groups, immigrants, etc. Theme 4: A Movement of young people This involves a presentation of the views of young people themselves (the outcome of a youth forum, a conference or workshop, opinion poll or survey, etc.). This session concludes with a general debate. NB: Sample “summary report forms” are included as an appendix to this document.

Here are a few questions that a facilitator may wish to use either to start or stimulate the discussion. These, of course, are examples that can be adapted or even discarded if other questions are thought to be more suitable. 1. • • • • 2. • • • • THE WORLD OF YOUTH: Is it true that any young person can become a member of the Scout association? What conditions are required in order to reach the young people that we are not reaching? How can Scouting be adapted so that young people from other social milieux would want to join? Is Scouting able to offer young people the kinds of activities that they want to take part in? REACHING OUT What factors help Scouting to reach out and what prevents it from doing so? What plans do we have to expand our membership? What is your experience in terms of creating new groups in different social milieux? How best can we gain access to and acceptance from the segments of society that we currently do not reach? 4. • • A MOVEMENT OF YOUNG PEOPLE What kind of decisions can young people take in the Scout association? In what ways can the young people influence the content of their programme? 3. • • • A MOVEMENT FOR ALL YOUNG PEOPLE What does “A Movement for all young people” mean? How do you interpret “Scouting is open to all”? Should some categories of young people be excluded because they do not correspond to the kind of young person that the Scout association has in mind?

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5. A FEW HINTS

Before the discussion
• If at all possible, make sure you are familiar with the place where the discussion group will meet. Make sure the practical arrangements are adequate (seats, ventilation, heating if necessary, flip chart, etc.) If documents were circulated in advance, make sure you have a few copies available for those who will have forgotten to bring them. •

2.

To provide an opportunity for participants to gain a better understanding of the specific characteristics of Scouting, so as to break away from preestablished ideas and ways of operating in order to explore new possibilities.

During the discussion
• • Welcome all participants. Make sure everyone understands the practical arrangements for the day and how they are going to be working. Remind participants of the objectives of the discussion: 1. To start an in-depth thinking process on the fundamentals of Scouting, its present membership and how it could be made available to many more. •

Decide with your group on a method of working: you may want to make notes yourself and prepare the report at the end of the session or you may prefer to appoint a rapporteur to perform these tasks for you. This is entirely up to you. If you appoint a rapporteur, hand him/ her the “summary report forms”. Of course, you will need to make sure that everyone contributes, that no one keeps the floor for too long and above all, you will need to ensure that the discussion does not remain at the level of sharing “experiences”, reporting on “success stories” or be dominated by anyone’s views. Individual contributions should go beyond their desire to project “a good image” of their work in Scouting.

Scouting for what ? Scouting for whom ? – Page 19

Invite people to express their own views and to speak in their own name, i.e. “I” rather than “we”, “they”, etc. In preparation for your report make notes of interesting remarks, and of specific expressions and key words that keep coming up. Ask people to repeat affir mative statements in a negative form (i.e. “Scouting is...” changed into “Scouting is not...”

Consolidation of a final report
Depending on the choice of the workshop organising team, the consolidation of the final report can be done: 1) in plenary at the end of the day. In this case you should then use the notes on your “summary report forms” directly in plenary; during a group facilitators’ and/or rapporteurs’ meeting. Again, you should use the notes on your “summary report forms” to contribute to the meeting; in a plenary session the next day or as a written report at a later stage. In this case do not forget to hand in your “summary report forms” where and when indicated by the organisers.

2)

After the discussion
• Take a few moments after each session to summarise the main features of the discussion on the “summary report form” (or if a rapporteur has been appointed, make sure he or she does it). Reconvene your group for the next session (after lunch, coffee or any other break) and ensure that the discussion starts off again. 3)

NB: Sample “summary report forms” are included as an appendix to this document.

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6. CONCLUSION

This kit has been prepared to help the largest possible number of national Scout associations to take an active part in the work launched at the 34th World Scout Conference in Oslo. Through a large scale concerted effort, the result should be a clearer definition of the Mission of Scouting and a deeper commitment on the part of everyone towards achieving this Mission. The kit is very practical and proposes guidelines for the preparation of workshops in national Scout associations. Each association, of course, can adapt these guidelines to its particular situation. Indeed, depending on the size of the association concerned one national workshop may be enough to ensure the representation and participation of other levels in the association. In other case it may be necessary to extend the process to other levels by organising decentralised workshops and then to consolidate the findings at national level. You can reproduce this document or order additional copies from the World Scout Bureau. The kit contains a background paper that was used at the 34th World Scout Conference but which can be used at other levels and under different circumstances without any particular

adaptation at other levels and under different circumstances. All adult leaders should be able to react to ideas presented in the document and thereby clarify their own ideas on the fundamental elements of Scouting and on its Mission. Thus, the thinking process presented on this kit has three main objectives: 1) to offer each adult leader an opportunity to think for himself/herself and develop a better understanding of his/her own commitment to the Movement and of the real challenges that this commitment implies. A deeper understanding of Scouting is also likely to lead to greater motivation and personal commitment. to assist each national Scout association to develop a clearer vision of the challenges ahead, of the Mission of the Movement and therefore of the association itself. This will result in greater unity within the association through the adherence of all members to a common and clearly identified educational proposal.

2)

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3)

to enable WOSM as a whole to become more cohesive and consistent through a stronger adherence and a more active commitment of member associations to a clearer and better understood definition of the Mission. In addition the image of the Movement should also benefit as a result and reflect better what Scouting is really all about.

Obviously, all this implies that those involved in the process will be able to look wider and explore new avenues. It also implies that they will be able to distinguish between what is essential and what is not, to get away from superficial elements while retaining all the unique characteristics that make Scouting an effective tool in contributing to the full development of young people in a given society. In this way, the results of the thinking process will also make a genuine and original contribution to the development of society as a whole. The Strategy Task Force will be most interested in the conclusions reached as a result of this process in your association and looks forward to a brief summary.

Scouting for what ? Scouting for whom ? – Page 22

Appendix

SUMMARY REPORT FORMS

Summary report form 1

SCOUTING FOR WHAT ?
Group number ____ Session 1: A personal dimension
Main points emerging from the discussion:

Questions that need further investigation:

Proposals and suggestions:

Summary report form 2

SCOUTING FOR WHAT ?
Group number ____ Session 2: A social dimension
Main points emerging from the discussion:

Questions that need further investigation:

Proposals and suggestions:

Summary report form 3

SCOUTING FOR WHAT ?
Group number ____ Session 3: Personal commitment and responsibility
Main points emerging from the discussion:

Questions that need further investigation:

Proposals and suggestions:

Summary report form 4

SCOUTING FOR WHOM?
Group number ____

Theme 1: The World of Youth

Theme 2: Reaching out

Theme 3 : A Movement for all young people

Theme 4 : A Movement of young people