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Changing Lives in the Changing World

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Changing Lives in the Changing World Changing lives in the changing world The Duke of Edinburgh’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 Duke of Edinburgh’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).
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