Changing lives in the changing world

The of ’s International Award

The social value of the Award as a non-formal education and learning framework Contents

Forewords 1 Introduction 3 Non-formal education and learning: 5 The ’s International Award (written by the Foundation) The social value of the Award 13 Case study: The social value of the Award 19 in Australia Conclusions 29 Bibliography 31 Contacts 32

A PwC publication prepared for The Duke of Edinburgh’s International Award Foundation June 2019

Changing lives in the changing world 3 Forewords

How do we measure the decades, through fostering skills such finding their own development The Duke of Edinburgh’s International PwC hopes that the Foundation will be as confidence, resilience, problem solutions, rather than imposing Award provides non-formal education able to use social value assessment impact of character? solving and communication. solutions on them. to more than a million young people in both as a management tool to help over 130 countries each year. The further improve the value it delivers, The Duke of Edinburgh’s International We know – and have been told by Award It has never been more important to Award provides opportunities for and to engage and inspire both internal Award has been helping 14 – 24 year alumni, participants, volunteers and their equip young people with skills and participants to develop valuable and external stakeholders. olds to develop character for more than communities time and time again – that confidence for life and to help them to interpersonal and physical skills, 60 years. To help ensure young people participating in the Award can have a realise their potential. On an individual as well as to contribute to their are ready for the world. truly transformational impact on young level this can make a transformational local communities. Alan McGill people and the societies in which they difference to a young person’s life; on a But in this rapidly-changing Partner live. However to date, the opportunity to collective basis, it has the power to In recent years, The Duke of environment, how do young people PwC prepare themselves for their future? For measure that impact using anything bring significant change to wider Edinburgh’s International Award their world? other than anecdotal evidence has not society. Foundation has conducted and really existed. commissioned research to evidence to In the coming months and years, this In 2018, The Duke of Edinburgh’s help understand the Award’s impact on That is why the social value model social value measurement activity will International Award Foundation young people and their communities. detailed here is ground-breaking. For continue to grow and evolve to a point conducted a series of surveys to PwC is delighted to have helped the the first time, with the support of PwC, where we will be able to paint a global investigate whether young people were Foundation to develop methods to we can start to measure the financial picture of the Award’s social value ready for the world and whether the measure the Award’s social value. world was ready to engage positively and non-financial impacts that people and impact. and their communities experience, as a Social value measurement is not easy with young people and the We wish to thank PwC for all their result of being involved in non-formal but, as demonstrated in this report, it is opportunities that they present. Over support on this project to date and we education and learning. certainly possible and is increasingly 12,000 people across 150+ countries very much look forward to exploring being adopted. With this report, and and territories were surveyed and the We believe the Award framework can and expanding this further in the future. the ambition to broaden social value results showed that 2 in 3 young people be a blueprint for successfully investing assessment across the countries in and 4 in 5 adults believe classroom in human capital, specifically which it operates, the Foundation sits learning alone is not enough to prepare strengthening resilience, promoting John May DL at the forefront of social value them for the world. global prosperity and helping the Secretary General assessment in the charity sector. Through a tried and tested non-formal world’s most vulnerable. The Award The Duke of Edinburgh’s International education and learning framework, the does this today, just as it has done for Award Foundation Award has been enabling young people the last 60+ years, through working in in more than 130 countries and partnership with young people and their territories to be ready for the world for communities, supporting them in

1 Changing lives in the changing world Changing lives in the changing world 2 Introduction

The Award champions As today’s young people set out to This publication starts with a section The Duke of Edinburgh’s find their place in this world, and are written by The Duke of Edinburgh’s non-formal education and bombarded by information, International Award Foundation (the International Award (the learning which focuses on expectations and uncertainty, they Foundation) on the history of non- Award) is a global non- are growing up with a mosaic of formal education and learning and its developing the wider ‘soft’ complexities and challenges unseen benefits for individuals and society. formal education and – or core – skills that help by previous generations. This section also explains how the Award is positioned in the field of youth learning framework which Tried and tested formal education young people ensure they work and development. It goes on to models have been helping to prepare operates in more than introduce the social value model of the are ready for the world. young people for their futures for Award, which explains the journey of 130 countries and generations, in many societies. In When paired with a formal outcomes and impacts that result from some, access to school is a relatively territories. It aims to help young people’s and adults’ involvement education through newfound right; in others, that right has in the Award. Finally, it illustrates the young people to find their still to be won. New technologies and schooling, it aims to methodology used to measure the advancements see this continuing to purpose, passion and social impact of the Award and provide a comprehensive evolve. However, many are now presents the results of the social value place in their world. The recognising that a less structured form foundation for a young analysis conducted in collaboration of learning (though still with defined Award equips young with The Duke of Edinburgh’s person to thrive. objectives and outcomes) delivered International Award in Australia. people with the skills and through what is known as non-formal confidence to discover There are 1.8 billion young people aged education and learning, also needs The Award’s social value model and 10-24 in the world today; the largest to play a key role in the development its methodology, which continues to their potential. This youth generation in history. Though of young people. develop, represents an important step fast-paced developments in technology in The Foundation’s ambition to makes a difference not Non-formal education and learning, mean the world has, in many ways, strengthen the measurement and such as that offered by the Award, only to them, but to the never been smaller or more accessible, reporting of the Award’s impact and focuses on developing the wider ‘soft’ it has also become increasingly contributes to the wider discussion communities they live in. or ‘core’ skills – such as resilience, unstable, uncertain and often insecure. about quantifying the benefits of adaptability, problem solving, decision non-formal education and learning. making and communication – which can help young people to ensure they are ready for the world.

3 Changing lives in the changing world Changing lives in the changing world 4 Non-formal education and learning: The Duke of Edinburgh’s International Award

In 1972 UNESCO launched The Faure This led to the declaration by the Outcomes and impact of On the other hand, some social There is a growing expectation to This section has been Report which introduced the notions of Organisation for Economic Co- scientists from education and quantify the outcomes of non-formal ‘the learning society’ and promoted operation and Development (OECD) non-formal education psychology fields have focused on the education and learning and access written by the Foundation lifelong learning as the ‘master countries’ education ministers of the and learning benefits of non-formal education and better data on the process for achieving to provide context on concept’ that should shape educational ‘life-long learning for all’ strategy in learning on individuals. These them – similar to the OECD’s systems. This prompted the 1996, which involved 23 countries from In the early days the discussions on contributions were mainly on the Programme for International Student non-formal education categorisation of learning systems and five continents, who have sought to non-formal education and learning were specific skills and capabilities that Assessment (PISA) in the context of and learning and to the best known definition of non-formal clarify and validate all forms of learning more policy-oriented and they focused individuals can gain relative to what they formal education – to inform more education and learning was first including formal, non-formal and on how non-formal education and learn in the formal education system. robust scientific insights and better describe how the Award introduced in 1973 by Comms, Prosser informal (OECD, 2001). Non-formal and learning can be a means to an end for policy recommendations (Willems, How social impact of non-formal and Ahmed among three forms of ‘experiential learning’ has been at the reducing the gap between the poor and 2017). The CoE youth sector started fits within this context. education and learning is inherently education (Smith, 2001): heart of the methodology and the rich, pointing out to the impact and working on this question of ‘indicators’ intertwined with impact on the philosophy of the Council of Europe’s value it can have in society as a whole. in 2003 and it remains a challenging • Formal education: the individual has also been explored in (CoE) youth activities since 1972, More recently, non-formal education area to tackle. On the other hand, the hierarchically structured, some recent qualitative studies though the term itself ‘non-formal and learning initiatives have been United Nation’s Sustainable chronologically graded ‘education (Willems, 2015). education’ was introduced only in the portrayed as a way to ‘empower and Development Goals (SDGs) which system’, running from primary 1990s (Council of Europe, 2012). Today embolden’ rural communities and From a societal perspective, non-formal officially came into force in January school through the university and CoE uses ‘non-formal education/ marginal groups in society. In education and learning enables young 2016 firmly establishes non-formal including, in addition to general learning’ as its formal terminology. developing countries, the societal focus people to engage in society and it education and learning under SDG 4, academic studies, a variety of of non-formal education and learning provides a platform for discussing and which is about ensuring inclusive and specialised programmes and In 2000, England and Wales’ Economic initiatives is unclear due to not being tackling local, regional and global equitable quality education and institutions for full-time technical and Social Research Council had a widely known, not much scientific problems. From a personal perspective, promoting lifelong learning and professional training. ‘Learning Society’ initiative led by Frank evidence being available or having it brings direct benefits for its opportunities for all. It introduces Coffield (2000). In 2009, led by Richard • Non-formal education and context-specific names (Willems, 2015). participants, such as skills, experiences targets and indicators with which the Pring, The Nuffield Review was learning: any organised Some of these initiatives would be and personal networks (Willems, 2017). impact of non-formal education and published as an independent review of educational activity outside the commonly defined under experiential learning initiatives can be aligned. all aspects of 14-19 education and established formal system – whether learning, social pedagogy, or head, training (Pring, et al., 2009). Both of operating separately or as an hand and heart learning (Orr, 1992) these initiatives identified and important feature of some broader (Sipos, Battisti, & Grimm, 2013). celebrated the importance of non- activity – that is intended to serve formal learning. identifiable learning clienteles and learning objectives. Following the Communication on Lifelong Learning published by the • Informal education: the truly European Union in 1990s, the EU has lifelong process whereby every more recently developed policies for individual acquires attitudes, values, life-long learning which focus strongly skills and knowledge from daily on the need to identify, assess and experience and the educative validate non-formal and informal influences and resources in his or learning (Garcia, n.d.). her environment – from family and neighbours, from work and play, from the market place, the library and the mass media.

5 Changing lives in the changing world Changing lives in the changing world 6 Non-formal education The Award’s approach to The Award is about individual challenge Young people do not need to excel to and developing a sense of commitment. achieve an Award. They simply need to and learning in the non-formal education As every individual is different, so too set personally challenging goals for world After all, a hike in the hills with a group of friends is really just a hike and learning are the challenges that young people improvement and then strive to reach in the hills with a group of friends (that is what they did) unless undertake to achieve their Award. With those goals. A demonstration of There is no specific target group for The Duke of Edinburgh's International somebody works through with those involved some of the who, guidance, mentoring and support from commitment will help a young person non-formal education and learning; it Award was founded by HRH The Duke their Award Leader, Assessor or other get out of the Award what they put in: how, why and when questions that preceded the activity in could be children, youth or adults. of Edinburgh KG, KT in 1956, in Award volunteers, each young person essentially, there are no short cuts to a For the purposes of this publication, question. A hike in the hills is much more than that – it has resulted conjunction with Kurt Hahn, the is encouraged to examine themselves, real sense of achievement. we focus on non-formal education from planning and preparation and may have had to overcome German educationalist. Both were their interests, abilities and ambitions, To help young people overcome their and learning for youth. Nor is there a concerned that young people’s then set themselves challenges in the other challenges during the event itself. challenges, the Award provides them particular location for its practice. It development was lacking in certain key four sections of the Award. These with opportunities to learn from can happen anywhere. Everything ...So virtually anything can be a platform for non-formal education areas, and they resolved to create a challenges should be overcome hinges on how things are done in programme that would support young experience. So, it isn’t just undertaking and learning – both individual and group activities, indoors and through persistence and determination. order to create a learning people on a journey of self-discovery Award activities that is important. It is environment for participants, as outdoors, active or static, at home or elsewhere, with friends or and self-development. It is important that these challenges are the reflection on what one has learned Howard Williamson elaborates in one with strangers, over time or as a one-off, as oneself or in a role, pitched at the right level for the from each activity that really makes a individual participant – if they are too difference. Following from Donald of his recent contributions about and much more. But nothing within this broad framework is non-formal education and learning: easy, there will be no sense of real Schön’s (1984) notion of reflective automatically non-formal education and learning. Everything achievement; if they are too difficult practice which is defined as the depends on how it is done.” then the young person may give up. practice by which individuals become They either stay in their comfort zone aware of their implicit knowledge base Howard Williamson, The Duke of Edinburgh’s International Award, 2019 The aim of education is to and so are not ‘stretched’, or they are and learn from their experience, the impel people into value propelled into their panic zone in which Award places great emphasis on forming experiences… to In the context of youth development, On the other hand, there are case they retreat back to their comfort reflection in action and reflection on non-formal education and learning may international movements and ensure the survival of these zone as fast as possible. The challenge action. ‘Reflection in action’ is to reflect take many forms from small-scale organisations that focus on positive qualities: an enterprising for Award Leaders and other adults is on a behaviour, activity or event as it to help young people stay within their happens, whereas, ‘reflection on action’ individual or small group educational development of young people and they curiosity, an undefeatable activities to large scale national use non-formal education and learning stretch zone. is about reflecting after the event, to spirit, tenacity in pursuit… programmes; highly contextualised to principles in their programmes review, analyse, and evaluate the standardised programmes; temporary (Williamson, et al., forthcoming). and above all, compassion… situation. This approach forms the learning programmes introductory to It is culpable neglect not to basis of a ‘plan, do, review’ cycle which Six of these organisations came formal schooling to a permanent lies at the core of a young person’s together in 1995 to form The Big 6 impel young people into alternative to formal schooling; state individual Award programme. Alliance. The ‘Big 6’ comprises the five experiences.” programmes to those offered by largest youth movements in the world; commercial agencies; separate Kurt Hahn The Young Men’s Christian Association educational activities to practical (YMCA), The Young Women’s Christian exercises inside schools – out of school Association (YWCA), The World hours (Blakey, 2015). Organization of the Scout Movement The focus and scope of non-formal (WOSM), The World Association of Girl education and learning varies in Guides and Girl Scouts (WAGGGS), The different parts of the world, which International Federation of Red Cross results in thousands of bespoke and Red Crescent (IFRC) and a leading programmes and initiatives addressing programme for youth development, The the culture and the needs of the Duke of Edinburgh’s International individual and society. Award. Collectively, they reach more than 100 million young people in over 200 countries and territories. 7 Changing lives in the changing world Changing lives in the changing world 8 The Award Framework The Award encourages young people to learn new skills, get physically active, volunteer within their communities and discover a sense of adventure, outside Bronze Silver Gold the classroom. For those over 14 years. For those over 15 years. For those over 16 years. 6 months minimum 12 months minimum participation. 18 months minimum It aims to offer young people a range participation. participation. of opportunities to help them unlock their potential.

Using the Award framework and with Voluntary Physical Skills Adventurous Gold Residential the support of adult volunteers, young Service Recreation Journey Project people develop their own bespoke Enables Young people programmes in that they are able to Participants Encourages young participants to Participants volunteer in their people to improve develop their discover a spirit broaden their choose from a wide variety of different communities, their fitness and talents, broaden of adventure and experience activities, as they work towards make a positive performance, their abilities, gain a deeper by staying in contribution and enjoy healthy increase their understanding of an unfamiliar achieving the internationally recognised to society and lifestyles for self-confidence the environment environment Bronze, Silver and Gold Awards. demonstrate good mental and and improve their and the great with other young social physical well- employability. outdoors. people, taking part responsibility. being. in a worthwhile project and Nia’s story building new relationships.

At Gold level only. Nia is a young Indonesian On hearing about the Award I There was a lot of who not only lives with a became curious about how it miscommunication in the process, might be able to help me develop but we both learned a lot about hearing impediment, but my own potential. how to communicate and also tirelessly campaigns for understand each other better. In I had lots of challenging fact, we built a life-long friendship others who are living with experiences while participating in with one another. their own disabilities. my Award, including completing my Adventurous Journey with Outward Through doing my Award I definitely “I first heard about the Award Bound Indonesia. I was selected to felt that I developed my confidence, through the Wisma Cheshire Home, join a programme called Turning which helped me to engage better Indonesia – a locally registered Disability into Achievement. with my community. The not-for-profit foundation with an I climbed to the top of a mountain programme taught me many other affiliation to the worldwide NGO, and crossed a lake using a canoe things too. I have learned to Leonard Cheshire Disability. The with my hearing impaired friend. manage my time better, to keep charity runs a programme called building experiences, and also to the ‘Young Voices’, which works embrace trying new things.” with young Indonesians to campaign for the rights of people Nia, Bronze Award holder, living with a disability in Indonesia. Indonesia

9 Changing lives in the changing world Changing lives in the changing world 10 Operating in more than countries & 130 territories

1.3 million participants

Akimiel’s story

Akimiel Imri was born and On this journey with the Award I Because of the Award, I am now a raised in the city of Dimona felt confident and I was no longer proud Hebrew boy from Dimona the boy from an unknown city, who speaks good Hebrew and is in Israel. Prior to reaching with a strange name to pronounce, no longer afraid to speak before a 8th grade, he had never who did not speak Hebrew. The large crowd or to speak of his The global Award network been out of the city alone Award is one of the first multi- culture. The Award taught me to The Duke of Edinburgh’s International Award is a global non-formal education and and did not speak the local cultural programmes of its kind accept and respect other people learning framework which operates in more than 130 countries and territories. In which allowed me to feel and cultures which in turn taught 2017, 1.3 million young people followed their own unique Award programme, via language of Hebrew. Living comfortable in my own skin. me the power and importance of hundreds of thousands of youth-focused partners and operators, including in a closed community, Imri schools, youth organisations, examination boards and young offender institutions. my own. says that he felt that he I became so comfortable that I The Award is delivered internationally through a global and diverse network of found myself speaking of and I am now an Award Leader. I licensed Operators, varying in scale from large National Award Operators (NAOs) was missing something, teaching my culture in the became the one teaching kids with hundreds of thousands of participants to directly licensed Independent that there was more to life Award Centres (IACs) – typically international schools or youth clubs – with just language I was still learning. Only peace love and acceptance. a few young people taking part. than what he already knew. then did I feel safe getting on the Teaching young people how to bus alone and riding respect other cultures.” “I started the Award at the Bronze to the last stop because the Award Akimiel Imri, Gold Award holder, level, not speaking Hebrew. showed me how much I loved to Israel Starting school was a new chapter travel. Suddenly I had access to in life for me and I was scared, the whole world and I could spend nervous, shy and insecure. I had a life time seeing it. When I’m on no self-identity. the road I forget about my problems and I’m just free.

11 Changing lives in the changing world Changing lives in the changing world 12 The social value of the Award

This section introduces Definitions of social impact vary, but it Attribution Award participants and Award holders Drop-off generally refers to an activity’s positive are asked questions, such as “If you the social value model of Attribution is how much of any The impact of an activity is assumed to and negative impact and dependence change is due to the Award-related had not done the Award, what drop off over time. For example, while the Award and explains on people and society (WBSCD, activities, as opposed to other percentage of your current level of the Award causes some young people 2015). Social value in the Award’s physical recreation do you think you the methodology factors. In the surveys for Award to do more exercise while they are context refers to the value of the participants and Award holders, they would be doing now anyway?”. doing the Award, it is unlikely that all of developed to measure this change created by the Award for and are asked questions, such as “On a Respondents are asked to rate their these people will continue doing that through its stakeholders (such as answer on a scale, where 0% means value. To illustrate the use scale of 0-10, how much do you feel increased level of exercise after they young people participating in the that the Award contributed to the “I wouldn’t at all be engaging in a complete the Award. A ‘stickiness’ of this methodology, we Award, adults involved in the delivery change in your physical activity physical recreation activity now if I factor of 30% is assumed, i.e. only 30% of the Award, and wider members of hadn’t done the Award” and 100% present social value levels?” where 0 means “The Award of those who change their habits ‘stick’ society such as businesses and had no influence” and 10 means “The means “I would definitely be engaged in with this habit in future (Homer, 2015). results for Australia in the governments), in monetary terms. To Award had extensive influence on the a physical recreation activity now even measure this, we applied our TIMM if I hadn’t done the Award”, and the Double counting next section. change in physical activity levels”. The framework. The method uses average score is used to estimate average of the answers are taken to The impact pathways identified certain principles of welfare economics and how much of the change could be give the deadweight percentage. impacts that are common across PwC’s Total Impact economic valuation techniques, and is attributed to their involvement in the multiple sections of the Award, which Displacement Measurement and Management aligned with the principles of SROI Award; as opposed to other external requires being mindful to avoid double- (TIMM) Framework (Nicholls et al., 2012). influences. It is also considered how Displacement accounts for the counting. For example, improved attribution decreases over time e.g. possibility that “the outcome displaced mental health and wellbeing is PwC’s TIMM framework uses Our social value the reason someone continues to other outcomes”; i.e. that participating associated with every section of the robust methodologies to quantify volunteer after they complete the in the activities may prevent individuals Award. It is assumed that these and value in monetary terms the approach Award may become less attributable from experiencing positive impacts impacts are additive on the basis that impacts of activities across Using the TIMM framework, methods to the Award as time passes. elsewhere or prevent others from each section contributes a relatively economic, social, environmental for quantifying impacts and expressing experiencing positive impacts. small wellbeing increase and no single and fiscal dimensions. This them in monetary terms were Deadweight Displacement was considered for section of the Award takes up so much framework can be applied at the developed. Attention was given to the Deadweight is described as “a each calculation pathway. In many of an individual’s time that their level of a product, a project, a site Foundation’s objectives to roll out the measure of the amount of outcome cases, displacement was not mental wellbeing is ‘saturated’ or or even entire organisation. PwC approach across many different that would have happened even if the considered an issue because there was reaches a peak. has worked with many private and countries in which it operates. This activity had not taken place”. In the no evidence to suggest that third sector clients, as well as meant thinking about how methods Award’s context, deadweight is the beneficiaries doing an Award-related academics and other experts, over and valuation approaches need to be extent to which the participant/adult activity prevented them from doing the last 10 years to develop and adapted to suit different economic and would have experienced an outcome other activities, or prevent others from refine its methods for valuing social, social contexts. anyway without participating in or participating in the same activity. natural and economic capital. The delivering the Award. Like attribution, methods build on widely accepted Our approach followed the principles the deadweight effect is estimated approaches such as the UK of SROI, an important part of which is through survey questions to Government’s Green Book on ‘establishing impact’ by accounting understand what percentage of Policy Appraisal and Evaluation, for attribution, deadweight, beneficiaries were doing the activity Social Return on Investment (SROI) displacement, and drop-off. How even before they started the Award. Principles, and WBCSD’s Social & these are addressed is detailed next: Human Capital Protocol. We review and update our approaches in line with evolving best practice. See www.pwc.co.uk/TIMM for more information and case studies.

13 Changing lives in the changing world Changing lives in the changing world 14 How the social value First, impact pathways were developed The outcome of the scoping process for each section of the Award and for was to focus on the following impacts: Social value in the charities sector was identified, measured adults delivering the Award. This Improved mental health and generated a ‘long list’ of impacts for Traditionally, charities have reported annually on ‘inputs’, the and valued emotional wellbeing consideration. Through a review of resources used in their business activities, and ‘outputs’, the Each section of the Award is associated existing literature on the Award, and activities that have been carried out. This remains at the with different activities leading to a consultation with stakeholders1, these Improved employability and heart of how many charities report, as these elements are variety of impacts. Moreover, there are impacts were prioritised by considering earning potential tangible and easily measured. However, as the pressures of differences in the way the Award is run which of these impacts were: reduced funding and greater scrutiny become the new and availability of data across over 130 normal, increasingly charities are being challenged to do countries in which the Award operates. • Most material: Those impacts most Improved physical health more to demonstrate transparency, accountability and The remit of this study meant that not relevant in the eyes of Award and fitness contribution to society. all impacts in all countries could be stakeholders and those experienced Measuring and reporting on impact by using monetary units assessed at once. As a result, a most significantly and by the Increased engagement with to convey social value is one way that charities are scoping process was undertaken to greatest number of beneficiaries of charitable and community responding. For the charity sector, this can be a powerful identify the impact areas on which to the Award causes way to engage and inspire both internal and external focus first. • Most feasible to measure: The stakeholders and to communicate the value of the relative availability of data, organisation's activities to existing and potential donors. resources and existing research to Moreover, social value measurement is most effective when assess the impact areas. it is used as a management tool to help organisations better understand how and for who value is being created, and how The Award’s key stakeholder it can be enhanced. For the Foundation, measuring social Australia was the first country where this approach was implemented. Building on value is not just about proving the social value of the Award, groups the information gathered during the scoping process, data were collected for but improving it. Through discussions with stakeholders of the analysis through the following means: Despite this, a 2016 report on Impact Reporting in the UK Award, three key stakeholder groups were identified Charity Sector found that there is a gap between what who potentially benefit from the activities related to Data collected by the Surveys of Award participants, Desk-based research: charities should be doing with regard to impact reporting on the Award: Foundation and Australia Award holders and adults who social value in theory and what is happening in practice Award participants National Award Operator (NAO): support the Award delivery: (Breckell, et al., 2016). In a sample of 75 charities of varying sizes, while 68% of the charities provided some information Young people who have been taking part in any level Statistics collated for 2017 by the Surveys were designed to Where the Foundation, the on outcomes, very few disclosed targets and only 8% of the (Bronze, Silver, Gold) of the Award through an Award Foundation and Australia NAO strengthen the understanding of Australia NAO, or the surveys charities provided impact information in their external Operator and following a set of activities of their through annual reporting tools and the outcomes experienced by were unable to provide sufficient reporting. The report suggested that likely reasons for this choice, based on the operational principles of the the Online Record Book were beneficiaries (e.g. how often they data relevant proxy data was lack of impact reporting include resource constraints to Award framework. used. This included the number of volunteer or do physical exercise), identified from the literature. undertaking impact measurement exercises and challenges in Adults in the Award young people who completed how much of this would have Desk-based research was also obtaining quality baseline data. Similarly, the 2015 Pro Bono Bronze, Silver or Gold Awards, the happened anyway (deadweight), conducted to identify values to Australia Sector Survey revealed that 67% of respondents Individuals who have been trained by the Foundation or cost of Award delivery at Award and the extent to which the impact drive estimations to express thought they measured their financial performance well, but an NAO to support the delivery of the Award within their Centre, regional and national level is due to the Award (attribution). impacts in monetary terms. only 44% thought they fared well in measuring social school or organisation; as Award Leaders who mentor and how long it took to complete The cost of delivering and taking outcomes created (Pro Bono Australia, 2015). Award participants throughout their Award programme an Award level. part in the Award was also or Activity Coaches and Assessors who conduct Social value measurement is not easy but, as demonstrated questioned in these surveys. Over specific training for participants in any section of the in this report, it is certainly possible, and can be a powerful 300 responses were received to Award. The involvement of such adults can be on a tool. It is increasingly being adopted across sectors and these surveys. voluntary basis or it can be a part of their job. countries to measure the social return on investment. For example, the WBCSD launched the Social and Human Society Capital Protocol in April 2018 to help business measure and There is also the wider community that benefits from 1 Stakeholders consulted include: the Foundation Research Team, Trustees of the value their interaction with people and society. the Award-related activities undertaken by Award Foundation, National Award Operators, participants, adults who support Award delivery and participants and adults in the Award, in terms of Award holders (based on views expressed in existing research). We believe charities will increasingly be using this type of analysis to demonstrate the impact they are having in a contributions to the economy and through volunteering. meaningful and comparable way.

15 Changing lives in the changing world Changing lives in the changing world 16 The Award’s impact Inputs Core activities Outputs Outcomes Outcomes Impacts pathways short term long term To help identify and evaluate the Time spent on... impacts arising from the Award, impact pathways were developed for each Costs to the NAO, the Skills ...pursuing a type of Increased expertise Improved educational Improved section of the Award and for adults Operating Partners, skill and ability in skill attainment and employability and and the Award area increased human earning potential supporting the delivery of the Award. Centres (including Physical recreation capital The impact pathways set out the license and insurance ...participating in relationship between the: fees and other costs, physical recreation Enhanced interest in Improved physical such as certificates Voluntary Service physical activities Enhanced life skills health and fitness • inputs: the investment made to set e.g. resilience, and badges) ...voluntary work up and deliver the Award communication, Adventurous Journey Increased awareness motivation, creativity Improved mental of physical activities health and emotional • outputs: the activities undertaken Costs to participants ...supporting people wellbeing in the community as a result of the investment Residential Project Increased healthy Sense of (Gold only) behaviours • outcomes: what has changed as a achievement and Increased ...community result of the outputs satisfaction engagement with education and health Self confidence charitable and • impacts: what longer term effects education community causes Relationships, occurred for the individual and the friendships and Reduced and society as a result of the outcomes. ...supporting a local increased social prevented violence Increased social emergency service interaction and criminal behaviour cohesion The impact pathway to the right summarises the overall outcomes and ...environmental impacts of the Award that were Sense of purpose Increased social Improved service inclusion environmental impact identified for the participants as they Increased complete each section (or core activity) ...planning and training of the Award. participation in civic Increased likelihood Reduced offending for Expeditions or life and community to volunteer in future Explorations engagement Intercultural and civic ...completing practice Increased experience competence Expeditions or of planning and Explorations problem solving Increased participation in ...completing Increased environmental qualifying Expeditions compassion and initiatives and or Explorations respect for diversity sustainable behaviours ...mentoring of young people by adults involved in the Award

17 Changing lives in the changing world Changing lives in the changing world 18 Case study: The social value of the Award in Australia

The social value of the Award in Australia in 2017: Impact on and through Award Impact on and through Impact on Society Cost of running the Participants Adults Award

$46 million $85 million $2 million $31 million Total value created by the $71,800,000 of wellbeing $2,100,000 of participant 11,500+ young people Award in Australia in 2017 $29,800,000 of wellbeing benefits $31,300,000 AU $134 million from increased volunteering benefits from increased volunteer hours completed an Award volunteering

$15,400,000 of physical health $7,000,000 of physical health benefits due to the Adventurous benefits due to the Journey Adventurous Journey

$400,000 of wellbeing benefits $3,300,000 of wellbeing For every AU $1 spent, from physical activity benefits from receiving Award AU $4.27 in social value training was generated The average value of society of a participant completing their $400,000 of wellbeing benefits $3,200,000 of increased Award in Australia in 2017: from spending time on skills earnings benefits associated Bronze: AU $4,000 Silver: AU $5,600 Gold: AU $7,600 with delivering the Award

Due to rounding the sum of individual numbers may not add up to the totals.

The SROI calculation compares two In the SROI calculation, we only include types of value: costs incurred and value created during one year (2017). The value created is 1. The ‘cash’ amount to deliver the Based on the social value analysis of based conservatively on participants Award. This includes costs incurred the Award in Australia in 2017, we who gained an Award in 2017. It does by the NAO, the Operating Partners estimate that for every $1 that was not capture value created for young (Divisions in Australia) and the invested in the Award, $4.27 in social $4.27 : $1 people who participated in the Award Award Centres, as well as costs value was generated. A more detailed for the entire year but did not complete incurred by the participants such as explanation of how this social value an Award, so actual value created (and SROI of the Award in Australia registration costs and costs incurred breaks down across the different hence the corresponding SROI ratio) in undertaking Skills, Physical impact areas is provided on the could be greater. In future, collecting Recreation, Voluntary Service and following pages. information on average statistics on the Adventurous Journey. We only drop-out would help to refine this For the purposes of the SROI Total social value in 2017 Total cost in 2017 took into account participants’ costs estimate. calculation and to align the value AU $134 million AU $31 million that were directly attributable to the created with the annual cost of Award Award (i.e. we didn’t include costs We note that, while we have estimated delivery, the value of one year only has that they would have incurred even if the value that participants would been included2. they were not doing the Award). receive in future years, we have not 2. The social value of the impacts on included future values in the SROI as those affected by the Award. we do not have an estimate of future costs that would be incurred.

2 The average time to complete the Bronze, Silver and Gold Award level is 1.2, 1.4 and 1.9 years respectively.

19 Changing lives in the changing world Changing lives in the changing world 20 Social value of increased engagement with Social value after completing the Award charitable and We also looked at the social value attributable to the Award after a young person completes the Award (i.e. over the rest of their lifetime). The rationale community causes behind this is that the Award creates certain habits/behaviours that may continue throughout someone’s life. Surveys conducted by the Foundation in Young people participate in various the past have supported this rationale. We take into account drop-off, forms of voluntary and community attribution and deadweight in our calculations of future values. However, activities for the Voluntary Service even so, these values are more uncertain than the values estimated for section of the Award and therefore participants while they are undertaking the Award because they involve become more actively engaged with predicting behaviour into the future, which is inherently uncertain. charitable and community causes. The survey showed that, on average, 39% Our results estimate that for young people who gained an Award in 2017, the of participants volunteered as a direct value of the future benefits of wellbeing of participants over their lifetime from result of the Award (after factoring in increased volunteering and participant volunteer hours are $75,200,000 and deadweight and attribution). Adults who $9,500,000 respectively. volunteer to help deliver the Award also experience wellbeing as a result of their engagement. We estimated values for three key measures for increased Each Wednesday I would catch the bus to St. Lukes Aged Care engagement with charitable and Home and spend time chatting with an elderly resident there called community causes created in 2017: Dr Retter. He was born in Czechoslovakia in 1915, and experienced • Wellbeing3 of participants from the world at the time of WW2. His life was fascinating and I felt so increased volunteering = privileged to be able to hear his stories directly from him. At the time, $29,800,000 I was in year 9 studying history and learning about the World Wars so • Value of participant volunteer hours it was unreal listening to the real-life stories. Studying the history gave = $2,100,000 me more knowledge to connect with some of the things he would tell • Wellbeing of adults from increased me, and I was able to engage on a deeper level and ask questions, volunteering = $71,800,000. which uncovered many more stories he had forgotten about. At first I was a little hesitant about this volunteering activity, and doubted my ability to sustain a competent conversation with an elderly person who I had never met, but I really misjudged the impact this experience would have on both Dr Retter and myself. The highlight of my three Awards was definitely the time I spent with and the friendship I built with Dr Retter. Once I had completed my Bronze Award I continued to visit Dr Retter. I didn’t need to fill any more volunteer hours, I simply enjoyed his company and the way I felt when I left knowing I had made someone else’s day a little brighter.” 3 The wellbeing improvements reflect increases in stakeholders’ life satisfaction as a result of, for example, participating in regular volunteering and Isabella (Ellie) Burnett, Gold Award holder, The Illawarra in frequent exercise. In this study, wellbeing improvements were valued using relevant social impact values from HACT’s Community investment and homelessness values from the Social Value Bank (available at www.socialvaluebank.org)

21 Changing lives in the changing world Changing lives in the changing world 22 Social value of improved When Ronan Waters began The Duke Social value after completing the Award of Edinburgh’s International Award last mental health and year, he discovered he was capable of emotional wellbeing The value of the future benefits of wellbeing of participants from physical achieving a lot more than he ever activity and spending time on skills are estimated as $2,100,000 and thought possible. Having dyslexia has He is a 16-year-old whose literacy and numeracy levels are quite The young people who take part, and $1,500,000 respectively. meant Ronan often finds school low due to his dyslexia. He is the most courageous, funny, caring the adults who support the delivery of extremely challenging and at times the Award, interact with others, gain struggles to do what is required of him and resilient person I know. For ten years, he has gone to school self-confidence, develop life skills, and academically. His mother, Fiona Waters and had to read and write for six hours a day and be asked to do experience a sense of purpose and has seen the affect this has had on his tasks that are not possible because of the way he processes satisfaction resulting in improved self-confidence, until he began his information. He has had limited academic success. Yet he smiles mental health and emotional wellbeing. Bronze Award when he was introduced We estimated the social value created to experiences and opportunities he and returns back there. Last year he was given the opportunity to in 2017 in this area of impact through I found doing the Award training very beneficial to learning more loved and had a lot of success with. do his Bronze Award. He was able to complete all four areas with the following: about the purpose of the program and how it is run by Award ease and success. I could see the affect this had on his self-belief, • Wellbeing of participants from Centres. I gained some insightful information on how to promote motivation and enjoyment of life. For once, he was the high physical activity4 = $400,000 the Award in our organisations. It was also a great opportunity to achiever, people outside of school valued him and he was able to • Wellbeing of participants from meet the other Award leaders with a shared purpose to promote see the worth of helping others and contributing to his community spending time on skills = $400,000 the benefits of participating in the Award to learn from and in his own individualised way. I will forever be grateful for the effect • Wellbeing of adults from receiving exchange ideas to take back with us. The training encouraged me this had on him and on his future.” Award training = $3,300,000. to promote growth in myself and reaffirm my belief in helping Fiona Waters others in my community.” Ofa Fainga’anuku, Registered Activity Provider and Duke of Ed ‘Employer’, Sydney Through doing the Award, Ronan has been exposed to numerous opportunities outside of school that have been highly beneficial to his future I loved meeting new people, being out of my comfort zone, being life and work and have had a positive outdoors and developing skills in areas that I enjoy. The Award has influence on his self-belief. given me confidence and reassured me that I am capable of so much. I may not be able to achieve as highly at school work but I 4 The wellbeing value of physical health is can offer a lot in other areas. I was able to show people how to based on values from the HACT Social Value ride bikes well, to help them and lead people. I got to learn skills Bank of regular exercise. This value considers the health effect as part of the direct impact on which will help me in the future. I would recommend the Award to wellbeing because the benefit itself was others because you can decide how you want to get the Award. primarily through a health mechanism. We have You can challenge yourself whilst having fun and gaining new therefore not included a separate impact of skills. It gives you a chance to try different things and get better at Physical Recreation on physical health to avoid double-counting with the wellbeing benefit. the things you like.” Ronan Waters, Bronze Award holder, Country NSW

23 Changing lives in the changing world Changing lives in the changing world 24 Social value of improved Therefore the social value attributed to There were no future benefits estimated improved physical health and fitness is for these measures because there is physical health and estimated through the following two currently a lack of quantitative evidence fitness measures, both of which are linked to that participating in Adventurous the Adventurous Journey section: Journey-type activities as a young My favourite thing about doing The Duke of Ed (apart from Through the Physical Recreation and person makes them more likely to • Physical health5 for participants due the days out hiking with students and staff of course) is Adventurous Journey sections of the pursue similar activities in future. Award, young people become more to the Adventurous Journey = watching the girls step outside their comfort zone and $15,400,000. exposed to physical activities (if they flourish in the many aspects of the program. They grow to aren’t already) and so are more likely to • Physical health for adults due to the love the great outdoors, and their favourite parts of the hikes engage in sports and physical activities Adventurous Journey = $7,000,000. in the future. Supporting the delivery of are definitely the ‘riskier’ parts like rock hopping that their the Adventurous Journey section parents might not allow them to do. Reading their record creates physical health benefits for the books is so encouraging as they really enjoy the challenge adults as well. the hike offers, as well as the opportunity to plan and run aspects themselves and step up to be a leader. They enjoy 5 The physical health benefits potentially becoming friends with people they might not normally talk to include some element of improved mental wellbeing, so we have not separately estimated at school and they also see a different side to their teachers! additional value associated with the wellbeing They even like being away from technology (temporarily)! benefit of the Adventurous Journey. For me personally the Award program has given me a good diversion from the hectic nature of classroom teaching. Often the hikes come at a perfect time, when I need to get away and de-stress – leaving the confines of the staffroom and classroom and breathe deeply and enjoy some sunshine. It has changed my relationship with most students for the better, as they see me as more ‘real’ (especially away from the smart clothes and make up). It has helped me get to know staff members better and build positive relationships, which can be hard when we feel we don’t get to chat much. It has also set a good example to my children, that mum gets to go and camp with students during term time, as well as with my own in the holidays.” Clare Dorey, Award Leader, Sydney

25 Changing lives in the changing world Changing lives in the changing world 26 Social value of improved Value per young person Social value after completing the Award Sensitivity analysis employability and Data collected by the NAO show that earning potential The young people who take part are introduced to opportunities to develop participants, on average, spend more While our estimation of the social value of the Award is based on established key life skills. These include leadership, creativity, entrepreneurship and than one year to complete an Award economic valuation techniques and the best data available to us, there were As a result of the skills and experience determination, specific technical skills, as well as relationships and self- level. When considering the overall a number of uncertainties in our calculations, including: gained through the Award, we anticipate confidence. In the long term, this leads to improvements in their employability time spent on each level of the Award, • the extent to which outcomes were attributable to the Award and that young people who take part will and earning potential. the average value for a young person additional to what might have happened in its absence have improved employability and/or in Australia while participating in the Multiple sections potentially contribute to this impact. This means there was earning potential in future i.e. after Award is estimated at $4,000, $5,600, • the extent to which young people who develop new habits while completing a risk of double-counting as earnings are more likely to be capped/limited by completing the Award, which means no and $7,600 for the Bronze, Silver, and the Award will ‘stick’ to those habits after completing the Award. external factors. To avoid over-claiming, therefore, the focus was on the value was gained for young people in Gold Awards, respectively. Taking into increase in earnings potential only on the influence of Physical Recreation The numbers presented in this report represent where we have used average this impact area in 2017. The social consideration social value after rather than Volunteering and Skills as well. The evidence in the literature was or mid-point estimates, which include a level of uncertainty. value of this impact created in 2017 is completing the Award as a result of strongest for the relationship between physical recreation and earnings than focused on increased earnings of adults continued volunteering, physical for the other sections. We have estimated the future benefit of increased associated with delivering the Award recreation and regular practice of a earnings for participants who completed an Award in 2017 from physical (resulting from being paid to deliver the skill into the future, it is estimated that activity at $900,000. Award), which amounts to $3,200,000. there are additional future benefits amounting to AU$6,800 per Award holder on average.

27 Changing lives in the changing world Changing lives in the changing world 28 Conclusions

The social value results Lessons learned Certain data points from secondary • Improving data quality: The data • For many countries, this type of Through measuring the social value of sources were used in some with the greatest amount of analysis will help provide a new way the Award, the Foundation hopes to provide a new way for the There was a limited timeframe in which calculations. These sources vary in uncertainty used in this analysis to communicate messages that improve its own and its delivery Award to communicate the survey responses were collected, which terms of their reliability and direct were around benefits after have been talked about more partners’ understanding of the extent to limited the sample size and relevance. In future, monitoring and completing the Award. As the anecdotally. In some countries, which they meet their objectives and various ways it creates representativeness of the sample. A identifying more directly relevant Foundation has only recently started where there is currently very limited support the development of strategies impact for young people, larger sample size in future would help studies (e.g. studies published in to collect data systematically qualitative or quantitative research to increase the social value they create. to reduce uncertainty. Australia) could refine the calculations through satisfaction surveys from of this nature, this type of research Furthermore, this work will help the adults and wider society. where data points from secondary Award holders on the extent to could help to build understanding In particular, quota sampling would Foundation and its delivery partners to sources were used. which they stick to habits developed of social impact in such regions. help to make sure the survey responses communicate social value more clearly It also highlights the value to adults during their Award, at the time of the are representative of sub-groups that and in a more compelling way to through opportunities to volunteer, to Shaping the way forward analysis, assumptions were made Measuring total impact – The can be differentiated by, gender, funders and benefactors in order to mentor Award participants in their based on literature to fill data gaps. journey disability, ethnicity and other factors, The Award’s social value model and its open doors to new partnerships. Award journey and to receive valuable Assumptions were also made on that may be important. This would methodology, which continues to training. This research has already how, over time, the extent to which Finally, this approach will provide permit the analysis of results to develop, represents an important step helped the Foundation and NAO in we can attribute beneficial alternative ways of understanding the distinguish between different sub- in the Foundation’s ambition to Awareness Australia to improve the understanding behaviours to the Award decreases impact of the Award that may resonate groups of young people. strengthen the measurement and of the contribution of the Award to over time. These uncertainties could well with those interested in its activity reporting of the Award’s impact. society and the economy. For the Due to data gaps, certain assumptions be addressed by collecting more and in supporting it. Award more generally, this work were made. In future, more data can be There are numerous opportunities to data from Award holders in order to provides useful lessons learned to collected to refine these assumptions: build on the work to date (some of build up, gradually, a primary improve the process in the future. • For example, we had to rely on the which are being addressed by evidence base. other research initiatives of the NAO’s estimate of the number of • The results of the case study Prioritisation Foundation, such as separate research adults that participated in an from Australia could offer insight to evaluate outcomes): Adventurous Journey, and number to other NAOs: The Foundation can of adults that received training. • Gathering more evidence on explore the extent to which results NAOs collecting this data more impacts to include in social value and lessons learned identified from Strategy and systematically could close this results: There was anecdotal this analysis could apply to the implementation data gap. evidence but insufficient data in Award in other countries, where the • We tried to establish attribution of Australia to value the impact of Award is run in a similar way. Key impacts occurring after the Award improvements in life skills such as differentiators would be young from alumni surveys. However, the confidence and resilience, impacts people’s activity patterns, type of responses did not show a clear experienced from the Gold Award units where the Award relationship, potentially because the Residential Project, and the impact participants come from and sample was not representative. As a of the Award on reducing offending participant to adult ratio in Award and reoffending. delivery. Measurement and result, we assumed attribution valuation decreased by 5% per annum. This • Expanding methodology to • Expansion of social value assumption can be refined by include more impacts: This social assessment to other countries: continuing to collect data value analysis was limited in The methodology to assess the systematically from more alumni. scope in that it focused on the social value of the Award can be impacts prioritised in the scoping used to measure this value in other process. Work is in progress to countries. Currently, the Foundation Reporting identify additional benefits for the is working with the NAOs in impacts that were not included in Canada, Czech Republic, Malta, this analysis. Nigeria and South Africa to use this methodology to measure their social value.

29 Changing lives in the changing world Changing lives in the changing world 30 Bibliography Contacts

Blakey, B. (2015). Non-formal OECD. (2001). Lifelong Learning for Smith, M. K. (2001). What is non- Education. Retrieved June 5, 2019, All Policy Directions. Retrieved June formal education? Retrieved June 5, PwC from Technology-enhanced Learning 5, 2019, from Organisation for 2019, from infed: http://infed.org/mobi/ Alan McGill Lilian Wang Kim Woehl Yasomie Ranasinghe Environments: http://etec.ctlt.ubc. Economic Co-operation and what-is-non-formal-education/ ca/510wiki/Non-formal_Education Development: http://www.oecd.org/ +44 (0)7711 915663 +44 (0)7849 126615 +44 (0)7810 377472 +44 (0)7718 978702 The Duke of Edinburgh's officialdocuments/publicdisplaydocum [email protected] [email protected] [email protected] [email protected] Breckell, P., Harrison, K., & Robert, International Award. (2019, June 5). entpdf/?cote=DEELSA/ED/CERI/ N. (2016). Impact reporting in the UK World Ready. Retrieved from A Hike CD(2000)12/PART1/ charity sector. Retrieved June 5, in the Hills is Much More Than That: REV2&docLanguage=En 2019, from Social Value UK: http:// https://www.worldready.org/news/ www.socialvalueuk.org/app/ OECD. (n.d.). OECD Future of howard-williamson/ uploads/2016/09/ Education and Skills. Retrieved June The Duke of Edinburgh's Impact20Reporting20in20the 5, 2019, from Organisation for International Award Foundation. 20UK20Charity20Sector1.pdf Economic Co-operation and (2019, March). Ready for the World: a Development: http://www.oecd.org/ Coffield, F. (2000). Differing visions of Discussion. Retrieved June 4, 2019, education/2030-project/ a Learning Society. Policy Press, 1-2, from WorldReady: https://www. The Duke of Edinburgh’s International Award Foundation p. 288. Orr, D. W. (1992). Ecological literacy: worldready.org/wp-content/ Education for a post modern world. uploads/2019/03/WR-Discussion- Melek De-Wint Amy Pearce Council of Europe. (2012). Albany, NY: State University of Paper_Updated-March-19.pdf Compendium Non-Formal +44 (0)20 7222 4242 +44 (0)20 7222 4242 New York. Education. Retrieved June 5, 2019, WBSCD. (2015). Towards a Social [email protected] [email protected] from Council of Europe: https://rm. Pring, R., Hayward, G., Hodgson, A., Capital Protocol. Geneva: WBCSD. coe.int/2012-compendium-non-formal- Spours, K., Johnson, J., Keep, E., & Willems, J. (2015). Individual education/168077c10b Rees, G. (2009, September). Nuffield perceptions on the participant and Review of 14-19 Education and Garcia, E. V. (n.d.). Validation of societal functionality of non-formal Training, England and Wales. non-formal and informal learning. education for youth: Explaining Retrieved from Nuffield Foundation: Retrieved June 5, 2019, from differences across countries based on https://www.nuffieldfoundation.org/ European Centre for the the human development index. sites/default/files/files/Nuffield%20 Development of Vocational Training: International Journal of Educational Report28-04-09%20final%20to%20 https://www.cedefop.europa.eu/en/ Development, 11-20. print.pdf events-and-projects/projects/ Willems, J. (2017, August 1). Society’s validation-non-formal-and-informal- Pro bono Australia (2015). Gauging Growing Need for Non-Formal learning the state of the not for profit sector. Education. Retrieved from Lindau Nobel Retrieved June 5, 2019, from Homer, J. B. (2015). PRISM: The Laureate Meetings: https://www. philantrophy.org.au: https://www. Prevention Impacts Simulation Model. lindau-nobel.org/blog-societys- philanthropy.org.au/images/site/news/ North Carolina: RTI International. growing-need-for-non-formal- PA/2015/2015_sector_survey.pdf education/ Kolb, D. A. (1983). Experiental Schon, D. (1984). The Reflective Learning: Experience as the Source of Williamson, H. et al. (eds) Practitioner: How Professionals Think in Learning and Development. Engelwood (forthcoming), The History of Youth Action. New York: Basic Books. Cliffs, NJ: Prentice Hall. Work in Europe Volume VII: Pan Sipos, Y., Battisti, B., & Grimm, K. European and Transnational Youth Nicolls, J., Neitzert, E., Lawlor, E., (2013). Achieving transformative Organisations, Strasbourg: Council Goodspeed, T., & Cupitt, S. (2012). sustainability learning: engaging head, of Europe. Accounting for Value. : The hands and heart. International Journal SROI Network. Williamson, H. (2017, July). of Sustainability in Higher Education, Supporting Young People in Europe: 9(1), 68-86. Looking to the Future. III. Strasbourg, France. Retrieved from Council of Europe: https://rm.coe.int/supporting- young-people-in-europe-looking-to- the-future/1680739f47 31 Changing lives in the changing world Changing lives in the changing world 32 Important message to readers who are not addressees This report has been prepared for our addressee client, The Duke of Edinburgh’s International Award Foundation. Should any person who is not the addressee client of this report obtain access to and read this report, by reading this report such person accepts and agrees to the following terms: • The reader of this report understands that the work performed by PricewaterhouseCoopers LLP was performed in accordance with instructions provided by our addressee client and was performed exclusively for our addressee client’s sole benefit and use.

• The reader of this report acknowledges that this report was prepared at the direction of our addressee client and may not include all procedures deemed necessary for the purposes of the reader.

• The reader agrees that PricewaterhouseCoopers LLP, its partners, principals, employees and agents neither owe nor accept any duty or responsibility to it, whether in contract or in tort (including without limitation, negligence and breach of statutory duty), and shall not be liable in respect of any loss, damage or expense of whatsoever nature which is caused by any use the reader may choose to make of this report, or which is otherwise consequent upon the gaining of access to the report by the reader. Further, the reader agrees that this report is not to be referred to or quoted in any document and not to distribute the report without PricewaterhouseCoopers LLP’s prior written consent.

This document has been prepared only for The Duke of Edinburgh’s International Award Foundation and solely for the purpose and on the terms agreed with The Duke of Edinburgh’s International Award Foundation in our agreement dated 31 October 2018. We accept no liability (including for negligence) to anyone else in connection with this document. © 2019 PricewaterhouseCoopers LLP. All rights reserved. PwC refers to the UK member firm, and may sometimes refer to the PwC network. Each member firm is a separate legal entity. Please see www.pwc.com/structure for further details. 190617-141919-KW-UK