Wood Badge Framwork

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1/20Adults in Scouting

WOSMS WOOD BADGEFRAMEWORK


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World Scout BureauEducation, Research and DevelopmentMarch 2012

World Scout BureauRue du Pr-Jrme 5

PO Box 91CH 1211 Geneva 4 PlainpalaisSwitzerland

Tel.: (+ 41 22) 705 10 10Fax: (+ 41 22) 705 10 20

[email protected]

Reproduction is authorized toNational Scout Organizations andAssociations which are members of theWorld Organization of the Scout Movement.Credit for the source must be given.


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WOSMS WOOD BADGEFRAMEWORK

THE WOOD BADGE WILL MAKE QUITECERTAIN THAT WHEN I AM GONE, THEFUTURE LEADERS OF SCOUTING WILLREALLY UNDERSTAND WHAT IT IS ALLABOUT AND WHAT MY INTENTIONSHAVE BEEN.


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4 W O S M s W o o d B a d g e F r a m e w o r k

WOSMs Wood Badge (WB) framework contributes tooffer Better Scouting and More Scouting through thepermanent improvement of quality training for adults

involved in the Movement, and by strengthening theirsense of unity. The long trainings history conrms thesustainability of both goals (cf. Appendix HistoricalBackground).

The image of Scouting can also benet from quality WoodBadge Training, which can be externally recognized, moreeasily.

The need to have a clear denition and/or a formal WoodBadge framework and the willingness to maintain and toimprove the WBs quality was expressed by the 38th

World Scout Conference held on Jeju Island, Korea.

WOSMsWood Badge

Framework

1. INTRODUCTION


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5W O S M s W o o d B a d g e F r a m e w o r k

W

SBInc.

/TheScoutsAssociationofAustralia

Resolution 13/08

The Conference- noting the results achieved in the matter of adult

resources since the adoption of the World AdultResources Policy in 1993

- underlining the importance of training in themanagement of Adult Resources and in theaccomplishment of our mission

- highlighting the issues of the recognition of ourtraining systems by external bodies and actorsoutside Scouting

recommends to the World Scout Committee and theWorld Scout Bureau to:- engage in a process of evaluation of training

systems in place in the Movement- using the symbolism of the Wood Badge, draw

up a framework for the ofcial recognition ofnational training systems, which will remainoptional for National Scout Organizations inaccordance with the World Adult ResourcesPolicy

- submit the results of this work to the next World

Scout Conference.The World Scout Committee (WSC) and World Scout Bureau(WSB) agreed to focus in the area of training recognition,namely the Wood Badge system. An iterative processwith diversity of inputs was developed to assure a globalapproach.

This work enabled the WSC and WSB to specify the keyparameters, which must constitute the architecture of thenal framework.

This global framework is neither a training programmenor a single approach proposed to all National ScoutOrganizations members. It is rst of all a framework ofreferences and principles shared within WOSM and whichare recommended for adoption. It includes the terms andkey themes that need to consider while organizing a WoodBadge training system in National Scout Organisations.


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To strengthen the sense of unity within themovement through the sharing of purpose, principles

and method of Scouting and the belonging to aworldwide adult brotherhood serving young people;

To harmonize the training principles of adults servingin Scouting, and the basic learning areas such asScouting, leadership, management and relationships.

The Wood Badge is the sign of recognition granted to allAdults in Scouting who satised the training criteria required

on the Wood Badge training. This means that this trainingis not only reserved for leaders in charge of youth, but thatany adult in Scouting (with uniform) may apply for suchtraining. Details of the criteria are the responsibility of eachNational Scout Organization. WOSMs framework denesthe following general guidance:

The Wood Badge training must be completed withina reasonable period not exceeding three years fromthe time the adult undertakes in its course and theend of his training.

The Wood Badge training is an advanced levelof the training offered to the adults in Scouting.It assumes that the candidate has satisfactoryknowledge and good practice of Scoutingexperience. The conditions and procedures for thevalidation of this experience and knowledge must becommunicated to all adults. Special attention shouldbe given to factual elements and the time required,avoiding any arbitrary procedure in the process.

The Wood Badge training is a construction of

learnings based on the combination of theoreticalcontributions, analyses and experiments related tosituations and challenges faced by adults on theeld. A practical phase of implementation of theacquired learnings, with supervision and validationof a qualied person, or a tutor, will complement

Wood Badge training.

3. DEFINITION

2. THE FRAMEWORKPURPOSE IS


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The Wood Badge training must be adapted to beoffered to all adults who wish to be trained. To do this,

it must be exible and sufciently diverse. All themodalities of its implementation should be exploredby the National Scout Organizations, accordingto their means and their capabilities: residentialtraining, modular training, eLearning and face-to- face training, etc. are a few possibilities thatcan be combined, others can be also implemented.

Wood Badge training, whatever the terms for itsimplementation, will include some elements whichare also part of the Scout method, namely:

Learning by doing providing a back and forthbetween reection and action,

Reinforcing the personal learning through the team,

Experimenting Nature as elementary needs forhuman been,

Privileged relationship with the trainers, as learningprocess facilitators,

Finally, to be as specic training the scouting

symbolic framework in general and the Wood Badgesymbolism need to be used.


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Wood Badge training program should cover at least thefour following areas:

Fundamental Scouting, which covers the Aim,Principles and Scout Method, the adaptation of theMethod according to sections, organization andstructures, etc.

Leadership, which involves the knowledge andcapabilities to assume responsibilities within theMovement.

Management, which means the knowledge andexpertise in managing units, groups or larger

structures.

Communication, understood in its broadest sense:way to get in touch with the others and to maintainan efcient relationship.

The learning objectives of these areas should vary dependingon the learners prole and needs as well as the structuresand the expectations of the organization. National ScoutOrganizations are strongly encouraged to seek institutionalpartners to strengthen their programs, which will contributeimmensely to obtain a broader recognition in the society.

4. WOOD BADGESLEARNING AREAS


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The Wood Badge training should be approached in adynamic way and seeking for continuous improvement:

Both content and methods of the Wood Badgetraining are reviewed and update on regular time.A review every ve years is strongly recommended,

An update of the Wood Badge training is necessaryespecially after each revision of the Youth program.When that happens, those working in YouthProgramme at local level might be invited to updatetheir competences,

National Scout Organizations are invited to

implement evaluation tools for the trainings andin particular for the Wood Badge training, toensure its impact on the quantitative and qualitativeevolution of Scouting.

Each National Scout Organization is responsible forthe recruitment and training of its teams in chargeof the design, implementation and follow-up of the

Wood Badge training system. This team is partof the Adults in Scouting structure in the NationalScout Organisation and should also work in close

dialogue with the Youth Programme structures.

Traditionally, the constituent parts of the Wood Badge are:

The Wood Badge two beads;

The woggle;

The Gilwell scarf;

The Wood Badge certicate.

Each National Scout Organization is responsible of theprocedures for awarding the Wood Badge, and the rules foruse of these items. The World Scout Bureau proposes tothe National Scout Organizations a single model certicatetitled: Leaders Training - Wood Badge. This uniquecerticate has the advantage to enhance the sense ofbelonging to a single Movement.

5. MONITORING ANDIMPROVEMENT

6. SIGNS OFRECOGNITION


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7. STRUCTURES The role of the various levels of the WOSM:

o The national level is responsible for: Assessment of needs,

Design content and tools,

Development of the offers and structures

The implementation of the Wood Badge trainings,

The evaluation of the trainings content, systems,structures, learners and its impact on the quality ofScouting,

Validation of the learning during the training andthe handing-over of the Wood Badge like signs ofrecognition of these learning,

Communicate to the World Scout Bureau, thenational Wood Badge framework as well as anyamendment or updating.

The management of the holders le of the WoodBadge of its organization.

o The regional level is responsible for:

Supporting National Scout Organizations in adopting,establishing, improving and reviewing their WoodBadge training system,

Identifying the expertise and tools that might helpor inspire National Scout Organizations,

Encouraging NSOs to establish a network betweenthem to share their experiences in this area,

Recommend initiatives and adaptations to WOSM

that could benet all member organizations.


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8. SUPPORT

9. OTHERRECOGNITION

o World level is responsible for:

The promotion of the Wood Badge framework andits continuous improvement in particular on thebasis of national and regional recommendations,

The development and/or coordination of theproduction of general tools and materials to supportthe National Scout Organizations. Generic toolsshall constitute, in the end, a common system ofreference for members of the WOSM,

The implementation of monitoring and evaluationsystem of this framework,

The production of certicates of the Wood Badge,

The establishment and distribution of a list of all theNational Scout Organizations that have adopted the

Wood badge framework.

The National Scout Organizations wishing to, in the contextof this framework, design a new Wood Badge trainingsystem or to improve an existing one, may seek for

technical assistance from the World Scout Bureau, throughtheir regional or central ofces.

The recognition of all those having specic competences indesigning and running Adult training in Scouting, which isdone in many National Scout Organisations by the 3 and4 beads, complements this framework and is dealt in aseparate document.


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The World Adult Resources Policy, for the management ofadult resources throughout the Scout Movement, is by no

means a breakaway from long established traditions andpractices. It is the conrmation of previous policies.

Scouting started in 1907 and Adult Leader Training as itwas later known is almost as old as the Movement itself.Although most of his time was used to spread his ideas and

support the natural growth of Scouting, BP, in the veryearly days, also attended to the training of Scoutmasters.He personally conducted two courses, in 1911 and 1912,which consisted of a series of talks during evening sessions.The main lines and characteristics of what was to become

Wood Badge Training were established as early as 1913.Training was provided through the patrol system and abalanced mix of theory and practice. This however was notformalized into a training pattern. Only after the First WorldWar, when Scouting resumed its incredible growth, did BPreally address himself to the question of adding propertraining to the benevolence and enthusiasm of leaders tomake quite certain that when I am gone, the future leadersof Scouting will really understand what it is all about andwhat my intentions have been.

To achieve this goal, a programme and a place werenecessary. The place, Gilwell Park was found by BP in 1918.Thanks to the generosity of Mr de Bois Maclaren, it becamethe property of The Scout Association (UK) in 1919, to bedeveloped into a camping ground for Scouts and a trainingcentre for Scout leaders. The rst training course startedthere on 8 September 1919 and was run along the basiclines laid down in 1913. Aids to Scoutmastership wasalso published the same year. All elements were there tomake a complete pattern with a theoretical part to coverthe fundamental principles, practice in a one week camp

and an administrative part to be completed in the eld.From the very beginning, through the place, the methodand the quality and personality of those who conductedthese courses - including BP himself Scout leaders hada unique and direct exposure to the not so easily dened

Scout spirit from which they developed a sense of vision ofthe role of Scouting, their role in the Movement and a veryhigh level of motivation. Cub Scout training started in 1922along similar lines and Rover Scout training in 1927.


APPENDIX - HISTORICALBACKGROUND

Where dowe come from ?


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BP did not go much for certicates or diplomas and thosewho took training at Gilwell Park received the Wood Badge

on completion of their course. This consisted of two woodenbeads.

The rst Wood Badges were made from beads taken from anecklace that had belonged to a Zulu chief named Dinizulu,which B-P had found during his time in Zululand in 1888.

On state occasions, Dinizulu would wear a necklace 12feet long, containing, approximately 1,000 beads madefrom South African Acacia yellow wood. This wood has softcentral pith, which makes it easy for a rawhide lace to be

threaded through from end to end and this is how the 1,000beads were arranged.

Beads themselves in size from tiny emblems to others 4inches in length. The necklace was considered sacred, beingthe badge conferred on royalty and outstanding warriors.

When B-P was looking for some token to award to people whowent through the Gilwell training course he rememberedthe Dinizulu necklace and the leather thong given to him byan elderly African at Mafeking. He took two of the smallerbeads, drilled them through the centre, threaded them onto

the thong and called it the Wood Badge.This tradition has been maintained throughout the yearsand in many associations, the Wood Badge is still awardedto Unit Leaders upon completion of their Advanced Training.All this, of course, refers primarily to the developmentof the Movement in the United Kingdom which -at thisstage- can hardly be dissociated from the growth anddevelopment of Scouting worldwide. Immediately after thesecond International Conference (now World Conference)in Paris in 1922, a number of delegates crossed theChannel to attend a Scout Course. Gilwell Park had gainedan international dimension, which with the agreement ofmember Associations, it would retain ofcially for almostfty years.


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During the following years, under the leadership of theirDeputy Camp Chiefs (DCCs) - who were appointed by

the Camp Chief at Gilwell Park - National Associationsdeveloped their own training, mainly on the Gilwell model.Indeed this has been a very important contribution tomaintaining unity in the Scout Movement and The ScoutAssociation, through Gilwell Park, has rendered invaluableservices to World Scouting.

During the rst twenty years, however, there was noscheme for training the Deputy Camp Chiefs that is fortraining those who trained the Unit Leaders. PotentialDeputy Camp Chiefs were simply asked to attend a second

Wood Badge Course and so were Group Scout Leaders andCommissioners.

In 1947, an experimental course for Deputy Camp Chiefsof the United Kingdom was held in 1947, an experimentalcourse for Deputy at Gilwell Park. In the following years,other associations - notably Canada - held similar courses.But it was not until 1956 that the rst ofcial Trainingthe Team Course, as it was then known, was held atGilwell Park under the direction of the Camp Chief. Thiscourse was successful and in the following year, the 16th

World Conference, held in Cambridge, looked forward toconsiderable development along these lines.

This development took place and the course, whichsubsequently became known as the International Trainingthe Team Course, was held in many parts of the world -usually under the personal direction of the Camp Chief. But,with the passage of time and with the continual growth ofthe Movement throughout the world, the circumstances andthe needs of Associations in the eld of Unit Leader Trainingwere constantly changing and becoming increasinglyvaried. The established training pattern, which had soadequately satised the needs of most Associations for along time, lacked the exibility necessary to satisfy thewidely diverging needs of the rapidly growing number ofAssociations.


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In 1961, the World Training Committee was establishedas a subcommittee of the World Committee and

recommendations were made for the appointment ofNational Training Commissioners. This was a rst movetowards the creation of a specic training infrastructure atworld level. A few years later, the World Training Committeeprepared a comprehensive report on the situation of AdultLeader Training and made suggestions for the introductionof a new policy which was accepted by the 22nd WorldConference, in Helsinki in 1969.

The new policy reafrmed the principle of the voluntaryacceptance of a process of co-ordination of the methods

of training of Unit Leaders and of those who, in their turn,train them. It was based on the dual principle of unity andexibility and encouraged National Scout Organizations todevelop training schemes to suit their own needs and buildup their National Training Teams.

Regional Training Committees were gradually established inall Regions to support National Associations and assist themin the development of a training pattern and the training oftrainers. This policy was further completed in 1977 whenthe 26th World Conference held in Montreal entrusted

National Scout Organizations with the responsibility oftraining their own trainers. After an initial test period, theWorld Training Committee submitted a positive evaluationreport to the World Conference in Dakar, which reafrmedthe validity of the policy.

In the meantime, a new version of the InternationalTraining Handbook was published to assist National TrainingCommissioners in implementing the policy. The World ScoutBureau - at world and regional levels - provided directassistance to Associations, to help them develop relevanttraining patterns, organize their own courses and increasethe skills and ability of their trainers.


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A document, Adults in Scouting was produced at the 32ndWorld Scout Conference in Paris. The document outlined

the basic principles for managing adult resources, whichcovers, among other things, the training elements ofmanaging adult development. Based on those principles,it became the World Adult Resources Policy which wasadopted at the 33rd World Scout Conference, in Bangkok,1993. Hence, Adult Leader Training has become an integralpart in the management of adult resources.

This policy emphasises the need to address all aspects ofthe Management of Adult Resources (recruitment, supportand training, follow-up) as an integrated whole and, at

the individual level, introduces the concept of a life cycleof leaders in the Movement also to be approached as awhole. In the area of support and training, the policy putsthe emphasis on exibility in training and easy access forall to training opportunities, as well as on the need to takeinto account the personal development of adult leaders, onequal footing with their functional training (training in thecompetencies required to full an assigned task).

Under this new approach, the training and support functionsof an Association and the role of those who provide support

and training are not devalued. They have become a partof bigger whole and the actual range of competencies theycover has been extended considerably with the inclusion ofall adult functions within the system and the extension intothe personal development of adult leaders.

If the responsibility of NSOs in training has never beenquestioned since the World Conference in Helsinki, on thecontrary it was reconrmed in 1993 by the adoption ofthe World Adult Resources Policy and most recently by theWorld Adult in Scouting Policy adopted by the World ScoutConference in Curitiba 2011. This policy states The use ofthe Wood badge Beads is recommended as a sign of unity.WOSMs Wood Badge framework has been developed foruse by National Scout Organisation. Previous statementwill respond to the need to have a clear denition andformal Wood Badge framework expressed by many NSO.It will also be a step in quality improvement of the Woodbadge training.


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LEADER TRAINING

FORMATION DE RESPONSABLE

The Scout Association ofLAssociation Scoute de

THE WOOD BADGE

LE BADGE DE BOIS

has been granted to

a t attribu

thereby certifying that the Leader Training requirementsof the Association have been completed

qui a rempli les exigences de lAssociationen matire de formation de responsable

Signed by or on behalf ofthe Chief Scout

Sign par le Chef scout oupar son mandataire

National Training Commissioner

Le Commissaire National la Formation

Registration N (Allocated by Association)

N denregistrement (Attribu par lAssociation)

Date

N Cerf - 02

APPENDIX

Wood Badge CerticateNo 2


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NOTES


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NOTES


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World Scout BureauEducation, Research and DevelopmentMarch 2012

World Scout BureauRue du Pr-Jrme 5PO Box 91CH 1211 Geneva 4 PlainpalaisSwitzerland

Tel.: (+ 41 22) 705 10 10Fax: (+ 41 22) 705 10 20

[email protected]

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