Module on History of Scouting

MODULES

35 Module on History of Scouting

Introduction

Hi! Welcome to this wrap-around module on the HISTORY OF SCOUTING.

As you turn the pages of the book Forty Years and Beyond: Asia-Pacific Scouting Since 1956, where this module is wrapped around, you will be transported to a different time, you will visit places you probably haven’t dreamed of before, and you will meet personages you probably have only heard about. Wouldn’t it be fine if you had knowledge of some of them?

This Self-Instructional Module (SIM) entitled HISTORY OF SCOUTING has been designed to make Scout Leaders, trainers, and those interested in Scouting aware of the history and development of World Scouting, with particular emphasis on the Asia-Pacific Region.

The delivery mode is “self-instructional,” which means that you will teach yourself at your pleasure—any time, any place, unless your Course Instructor designates a specific time for it in a training course. It’s a wrap-around module, which means that the module is done together with a book or reading material, in this case, the book Forty Years and Beyond— Asia-Pacific Scouting. Don’t worry, it’s not like other history books where you have to read long texts—this one is pictorial.

There are two lessons in this Module: Lesson 1: How it All Began Lesson 2: Scouting Takes Roots in the Asia-Pacific Region Lesson 3: Our Country Makes Scouting History

Each lesson has these parts: 1.Introduction 2.Instructions on how to use the module and the book, thereby maximizing your learning; 3.Checkpoint, a self-assessment test to determine the degree of your mastery of each lesson; 4.Quick Check, which contains the Answer Key for the Checkpoint (test) or the criteria for evaluating end-products; 5.Challenge, which contains activities to do to show achievement; 6.Sum It Up, a synthesis at the end of the Module to summarize what you have learned.

36 The text incorporated in the Module was taken from this source:

World Scout Bureau/Asia-Pacific Region (1997). Forty Years and Beyond: Asia-Pacific Scouting since 1956. Makati, Philippines: Author.

Don’t worry about working on the module, because each lesson has been tailor-made to suit your needs.

Just follow each lesson faithfully and you’ll do just fine!

To give you direction on where to go before we continue on this journey, let’s first identify the objectives that you must attain at the end of this module. I’m sure you can achieve this after studying each lesson.

Objectives

At the end of this Module, you should be able to:

1. Relate the history of the Scout Movement 2. Trace the history of Scouting in the Asia-Pacific Region 3. Identify significant events in the Scouting history of your country.

37 Lesson 1: How it All Began How did Scouting begin? Was it planned by a group of interested persons, just like most organizations? Did it start from a single idea by a single person? Read pages 2-8 and 19-25 of the book (Forty years and beyond, 1997).

Checkpoint!

How well do you remember what you read? Do this Self-test and find out.

Multiple Choice. Write the letter of the correct answer.

___ 1. The latest statistics shows that there are more than 28 million Scouts all over the world. How many Scouts were involved in the experimental camp in 1907? A. 5 B. 10 C. 15 D. 20

___ 2. Where was the first camp held? A. London B. Olympia Stadium C. Brownsea Island D. Gilwell Park

___ 3. Who was the founder of Scouting and the first Chief Scout of the World? A. Robert Baden-Powell B. John Thurman C. Jacques Moreillon D. Olave St. Clair Soames

___ 4. What was the first book published about Scouting after the experimental camp? A. The Jungle Book B. Aids to Scouting C. Scouting for Boys D. The Boy Scout Handbook

___ 5. What battle made B-P famous in England? A. World War I B. Siege of Mafeking C. Battle at Iwo Jima D. Battle at the Alamo

___ 6. What Scout section was based on The Jungle Book? A. Cub B. Rover C. Scout D. Venture

38 ___ 7. Where was the first World Jamboree held? A. Chile B. Olympia C. Denmark D. Birkenhead

___ 8. When was the centennial of the Brownsea Island camp? A. 1957 B. 2007 C. 2008 D. 2057

___ 9. Who started the Girl Guides program? A. Queen Victoria B. Rudyard Kipling C. Robert Baden-Powell D. Olave St. Clair Soames

___ 10. Why was Scouting banned in totalitarian countries? A. Scouting competed with other youth organizations. B. Scouting was perceived to be a democratic movement. C. The totalitarian countries did not believe in the Scout Method. D. The totalitarian countries did not have good relations with England.

How do you think did you fare in the test? To find out, check your answers using Quick Check below.

39 Quick Check!

1. D There were 20 boys.

2. C. The experimental camp was held on Brownsea Island, in Poole Harbour, Dorset, England in August 1907.

3. A. B-P conducted the first experimental camp. He was acclaimed Chief Scout of the World during the 1st World Jamboree in 1920.

4. C. Scouting for Boys was published in January 1908 after the Brownsea Island experiment.

5. B. B-P made good use of his Scouting skills at the defense of Mafeking during its 217-day siege at the start of the South African War.

6. A. The Wolf Cub section used Kipling’s Jungle Book to provide an imaginative symbolic background for its activities.

7. B. The 1st World Jamboree was held in 1920 at the Olympia stadium, London, England.

8. B. 2007—The 1st camp was held in 1907.

9. C. The Girl Guides program was started in 1910 by B-P. His wife, Olave, became its Chief Guide in 1912.

10. B. Scouting is essentially democratic and voluntary.

How did you do? If you got a score of 5 and above, you’ve got a good memory. If your score is below 5, I suggest that you go over the text again. Good luck!

40 Challenge

Here are some activities to challenge your memory and thinking skills.

1. If B-P were alive today and you were to meet him face-to-face, what would you tell him about Scouting? ______

2. If you were to relate the history of Scouting to your boys, how would you do it? What significant events would you highlight that you think would interest them? Make an outline of your presentation and the method that you would use. ______

Sum It Up

If you were to characterize the history of World Scouting in one word, what would that word be? Explain your answer. ______

41 Lesson 2: Scouting Takes Roots in the Asia-Paciﬁc Region

If you were to make a tour of the Asia-Pacific Region, in what countries would you find Brother and Sister Scouts? How many more Scout countries have been added since the late 1990s?

Turn to Text Skim through pages 26-142 of the Forty years and beyond book

42 Multiple Choice. Write the letter of the correct answer.

___ 1. There already was an all-Filipino Scout Troop in 1914 even before the Boy Scouts of the Philippines was established in 1936, as can be seen in the picture on p. 31. How do you account for this? A. Baden-Powell promoted Scouting in the Philippines. B. American soldiers occupying the country established Scouting. C. The boys were being trained as young soldiers to fight during the war. D. It was an experimental Troop to test if Filipino boys would be interested in Scouting.

___ 2. Who was appointed first head of Scouting in the Asia-Pacific Region, known then as Traveling Commissioner for the Far East Region? A. J. S. Wilson B. Percival Siebold C. Guillermo Padolina D. Mariano de los Santos

___ 3. Where was the 10th World Scout Jamboree held? A. India B. Japan C. Australia D. Philippines

___ 4. What emblem of World Scouting was carried by former Scouts-turned astronauts of Apollo XI to the moon? A. A Scout uniform B. A world Scout flag C. A World Scout Badge D. A picture of Robert Baden-Powell

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5 -10. Below are significant events in Scouting in the Asia-Pacific Region from the 50's to the 90's. Determine when the event happened. Choose your answer from the list below: A. 50s B. 60s C. 70s D. 80s E. 90s ___ 5. Professionalization of Scouting ___ 6. Establishment of the APR Scout Foundation ___ 7. Reaching out to other international organizations ___ 8. 75th Anniversary of Scouting and 125th birthday of B-P ___ 9. The Region welcomed the world at the 10th World Scout Jamboree ___10. Establishment of the World Scout Parliamentary Union in Korea

How do you think did you fare in the test? To find out, check your answers using Quick Check.

43 Quick Check!

1. B. American soldiers organized Scout Troops in the Philippines

2. C. Guillermo Padolina, Boy Scouts of the Philippines National Scout Director, was appointed as Far East Traveling Commissioner.

3. D. The Jamboree was held in Makiling, Laguna, Philippines.

4. C. An official World Scout Badge from the Geneva head office was carried by Neil Armstrong, Edwin Aldrin, and Michael Collins, all former Scouts, to the moon in July 1969 and was later sent back to Geneva through the Boy Scouts of America.

5. B. Professional Scouting was clarified at the 1st Far East Professional Scouters Conference in Burma.

6. E. The APR Scout Foundation was established in 1990.

7. C. Liaison was established with FAO, UNESCO, UNICEF, WHO, ECAFE, sister and kindred organizations.

8. D. 1982

9. A. The 10th World Scout Jamboree was held in Makiling, Philippines in 1959.

10. E. The WSPU was established in Korea in March 1991.

How did you do? If you got a score of 5 and above, you’ve got a good memory. If your score is below 5, I suggest that you go over the text again. Good luck!

44 Challenge

Put on your thinking caps and do the following activities:

1. Using the data on Regional Scout membership on p. 139-142, plot the membership of the Region. What is the trend? Are you happy with the result? Why/ Why not?

2. If you were the Regional Director of the Asia-Pacific Region, what would you do to improve Scouting in the Region?

______

3. Interview or research on the status of the Asia-Pacific Region in the 2000s. How would you characterize it? What significant events transpired during the period?

______

Sum It Up

Finish the following sentences about the history of Scouting in the Asia-Pacific Region.

1. I learned that Scouting in the Asia-Pacific Region is ______

2. I was pleased to learn that ______

3. I was disappointed to learn that ______

45 Lesson 3: Our Country Makes Scouting History

Now, we are touching home base. You have learned about Scouting in the world and in the Asia-Pacific Region. How about Scouting in your country / National Scout Organization? How is it faring? Are you happy with its progress? Let’s find out.

Turn To Text

Turn to the pages of the book where Scouting in your country is featured. Read through it. I’m sure your interest is at its highest. If your country has not been featured there, you can leaf through the remaining pages of the book to see how Scouting has grown in different countries of the Asia-Pacific Region. It will be an inspiring experience for a new member-country as yours.

Challenge

I have wonderful news for you! I’m giving you a respite from Checkpoint, but I’m challenging you to do these activities:

On the next page, make a mural of the history of Scouting in your country. You can either draw or cut out pictures from your local Scouting paper. Be sure to put a title to your mural. Write a short explanation about the features in your mural.

That’s about it!

Sum It Up

Prepare a “Milestone of Scouting” in your country that will summarize its history and development. You will have to do some interviewing / researching for this.

Congratulations for finishing the module.

46 Module on Fundamentals of Scouting

47 Introduction

A good day to you! Welcome to this self-instructional module on the Fundamentals of Scouting.

Just like other similar areas of endeavor, Scouting has its own basic institutions, goals, purposes, approaches, behaviors, beliefs, and ethics. All these can be summed up in one word: FUNDAMENTALS.

This Self-Instructional Module (SIM) entitled FUNDAMENTALS OF SCOUTING has been designed to equip Scouts, Scouters, and those interested in Scouting with the basic concepts, methods, skills, and attitudes that make Scouting one of the most vital non-political movements in the World. The delivery “self-instructional” means that you teach yourself what you have to learn about Scouting.

There are four lessons in this Module: Lesson 1 – The Scout Movement Lesson 2 – Purpose of the Scout Movement Lesson 3 – Principles of Scouting Lesson 4 – Scout Method

Each lesson is devoted to a particular aspect of Scouting. Each lesson has these parts:

1. An introductory statement;

2. Instructions on what to do to avail yourself of input found in the attachments;

3. Checkpoint, which have been designed as a self-assessment test to determine the degree of your mastery of each lesson;

4. Quick Check, which contains the Answer Key for the Checkpoint (test) or the criteria for evaluating end-products;

5. Challenge, which contains activities to do to reflect achievement;

6. Sum It Up, a synthesis at the end of the Module to summarize what you have learned.

The text incorporated in the Module was taken from this source:

World Scout Bureau (1992). Fundamental Principles. Geneva, Switzerland: Author, p. 2-3, 5-6.

There are two other sources of input, which are attachments to this wrap-around Module. The learner is referred to each particular attachment for input on the fundamentals of Scouting being discussed in the Module. These attachments are—

World Scout Bureau. (1998). Scouting: An Educational System. Geneva: Author, p. 7-60.

World Scout Bureau. (1998). The Essential Characteristics of Scouting. Geneva: Author, p. 9-13, 16-31.

Don’t worry about each task, because each lesson has been tailor-made to fit your needs.

Feeling intimidated? Don’t be! Just follow each lesson faithfully and you’ll do just fine!

48 Before we continue on this journey, let’s first identify the objectives that you must attain at the end of this Module. I’m sure you can achieve this after tackling each lesson.

Objectives

At the end of this Module, you should be able to:

1. Define the Scout Movement 2. Explain the purpose of the Scout Movement 3. Discuss the principles of Scouting 4. Explain the Scout Method

 Promise and Law

 Learning by Doing

 Patrol or Team System

 Symbolic Framework

 Progressive Progression

 Nature

 Adult Support

49 Lesson 1: The Scout Movement

Have you observed Scouts at work? What makes them unique? Why do you think is Scouting called a Movement?

Before you proceed in reading the first few pages of the Module, let’s first have a simple activity. Using your own words, complete the phrase below with your own definition of the Scout Movement.

The Scout Movement

Now that you’ve finished your own version of “What is the Scout Movement” I guess you’re experiencing some spark of curiosity that makes you excited to read on. Well, what are you waiting for?

Read the definition of the Scout Movement below

The Scout Movement Defined The Scout Movement is defined as a voluntary, non-political, educational movement for young people, open to all, without distinction of origin, race, or creed, in accordance with the purpose, principles, and method conceived by the Founder.

How does your definition compare with the one above? Did you get the essence, even if you didn’t use the same words? What did you fail to mention? What does your definition have, which is not found in the definition above? Why did you include it/them?

Continue reading the definition and then do the Checkpoint.

It should be noted at the outset that it is not possible to express all aspects of the Scout Movement in one statement. The last phrase of the definition given above recognizes this and emphasizes the fact that the purpose, principles, and method conceived by the Founder Robert Baden-Powell (B-P) are an integral part of the definition. The illustration on the next page explains the meaning of Scouting very clearly.

51 The word Movement means a series of organized activities working towards an objective. A movement thus implies both an objective to be achieved and some type of organization to ensure this.

The voluntary character of Scouting emphasizes the fact that members adhere to it by their own free will and because they accept the fundamentals of the Movement. This applies both to young people and adults.

As an educational movement, Scouting is non-political, in the sense that it is not involved in the struggle for power, which is the concern of politics, and which is usually reflected in the system of political parties. This non-political character is constitutionally required of all National Scout Organizations (NSOs) and is a basic characteristic of the Movement. This does not, however, mean that Scouting is completely divorced from political realities within a given country. In the second place, it is a Movement based upon a number of principles— fundamental laws and beliefs—that condition the political options of members of the Movement.

Scouting is defined as an educational movement. This is undoubtedly its essential characteristic. In the broadest sense, education is the process that aims at the total development of a person’s capabilities. Scouting must therefore be clearly distinguished from a purely recreational movement, an image that it tends to project in some parts of the world. Despite the importance of the recreational activities in Scouting, these are conceived as a means to an end, and not as end in themselves.

Education must also be distinguished from the process of acquiring particular knowledge or skills. As defined above, education involves the development of abilities of the mind, “learning to know” and the development of attitudes, “learning to be,” while the process of acquiring particular knowledge or skills is known as “learning to do.” While these aspects are basic to the Movement, the acquisition of particular knowledge or skills is a means to an end, that end being education.

In the Founder’s own words: “Here lies the most important aim in Boy Scout training—to educate, not to instruct, mind you, but to educate, that is, to draw out the boy to learn for himself, of his own desire, the things that tend to build up character in him” (Baden-Powell, 1919).

The word education is normally associated with the school system, which is however, only one form of education. According to UNESCO, three types of education can be distinguished—

 Formal education is the hierarchically structured, chronologically graded educational system running from primary school through university;

 Informal education is the lifelong process whereby every individual acquires attitudes, values, skills, and knowledge from daily experience and the educative influences and resources in his/her environment;

 Non-formal education is organized educational activity outside the established formal system intended to serve an identifiable learning clientele and with identifiable learning objectives.

Scouting is non-formal education since, while it takes place outside the formal educational system, it is an organized institution with an educational aim and addressed to a predetermined public.

Scouting addresses itself to young people. It is a youth movement, where the role of adults consists of assisting young people in achieving the objectives of Scouting. While there are broad trends concerning the age-range of the young people in the Movement, there are no hard and fast rules governing this subject, and each NSO determines the age range applicable within it. Scouting is open to everybody, without distinction of origin, race, class, or creed. Thus, one of the basic precepts of the Movement is the prin ciple of non-discrimination, provided that each person voluntarily adheres to its purpose, principles, and method.

52 Checkpoint 1 So how was your reading? No sweat, right? Before you continue with the Module, let us first see how well you remember what you read.

Multiple choice. Write the letter of the correct answer.

1. Which is NOT a characteristic of the Scout Movement? A. Voluntary B. Educational C. Non-political D. For youth and adults

2. Which is NOT an integral part of the definition of the Scout Movement? A. Meaning B. Method C. Principles D. Purpose

3. What is the essential characteristic of Scouting? A. Voluntary B. Movement C. Educational D. Non-political

4. Which form of education does Scouting provide? A. Formal B. Informal C. Non-formal D. Semi-formal

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5-10. Which word in the definition of the Scout Movement is referred to in each statement? Write the letter of the correct answer. A. Voluntary B. Movement C. Educational D. Non-political E. Young people F. Non-discriminatory

5. It is not involved in a struggle for power.

6. Members join Scouting by their own free will.

7. It accepts members from any origin, race, class, or creed.

8. It is a series of organized activities towards the attainment of objectives.

9. The role of adults is to assist the youth in achieving the objectives of Scouting.

10. Scouting draws out the boy to learn for himself, of his own desire, the things that tend to build up his character.

Wow! Good work. Now it’s time to see if your answers are correct. Turn to Quick Check at the end of the Module to check your answers.

53 Lesson 2: Purpose of the Scout Movement

Hi again! I hope you’re enjoying the trip we are having on the Fundamentals of Scouting.

Don’t forget that you can take your time in doing each activity. Do not worry about deadlines because you can take as much time as you want (well, that is if your leader doesn’t give you a deadline)…you simply have to tackle each lesson one at a time.

Have you ever wondered what the purpose of the Scout Movement is? I know I did. It’s always an important matter to understand the purpose of a person, place, or thing, and more specifically, a Movement.

Is the Scout Movement alive in your institution? If it is, what do you think makes it alive and attractive to many people? If it is not, what could be the reason(s) for this?

To get a “feel” of what makes Scouting tick, do the Challenge on the next page.

54 Challenge

Interview Guide Questions

Identify two or three active Scouters in your community. A Scouter may be an adult Scout Leader or a person who visibly supports the Scout Movement and is registered with your NSO. Interview these persons to get their perspectives about the Movement. Here are some questions you may ask each one of them:

1. How many years have you been actively involved in Scouting?

2. What made you join the Movement?

3. Have you realized your objective(s) in joining the Movement? If yes, how have you realized it/them? If no, why not?

4. Would you encourage other people to be as interested as you are in Scouting?

From the results of the interview, you will probably find out that most people join or become interested in the Scout Movement because of their faith in the potential of every person, which can be developed in a constructive direction. In fact, this is Scouting’s educational philosophy.

Turn to the book Scouting: An Educational System and read the portion on “The Purpose of Scouting,” p. 8

The discussion on the purpose of Scouting might have left you wondering about the specific areas of development of a person that is the target of Scouting. These areas of development are physical, intellectual, emotional, social, and spiritual. Through Scouting, Baden-Powell envisioned a well-balanced and harmonious development of the whole personality towards greater autonomy, solidarity, responsibility, and commitment that would describe a person of “character.” What are the goals for each area of development?

Turn to Scouting: An Educational System and read “A Direction of Development in Each Area,” p. 10.

Checkpoint 2 on the next page can help you focus on these areas.

55 Checkpoint 2

Areas of Development: A Self-analysia Here is a self-rating scale for you to work on. Just shade the column in the continuum that best corresponds to your self-rating for each item. Have a great time!!!

1. I can coordinate my actions and my thoughts. 1 2 3 4 5 6 7 8 9 10

2. I take care of my health. 1 2 3 4 5 6 7 8 9 10

3. I accept my physical limitations. 1 2 3 4 5 6 7 8 9 10 4. I pursue wholesome hobbies. 1 2 3 4 5 6 7 8 9 10 5. I balance information management, creative thinking, and intuition in solving problems. 1 2 3 4 5 6 7 8 9 10 6. I analyze events, ideas, etc. by looking at patterns, connections, and relationships. 1 2 3 4 5 6 7 8 9 10 7. I respect other people’s views, culture, religion, gender, age, etc. 1 2 3 4 5 6 7 8 9 10 8. I think through the consequences of my decisions and actions. 1 2 3 4 5 6 7 8 9 10

9. I take responsibility for the expression of my emotions. 1 2 3 4 5 6 7 8 9 10

10. I listen to others actively. 1 2 3 4 5 6 7 8 9 10

11. I express my ideas clearly and effectively. 1 2 3 4 5 6 7 8 9 10

12. I respect the rights of other people. 1 2 3 4 5 6 7 8 9 10

56 13. I am supportive and cooperative as a group member. 1 2 3 4 5 6 7 8 9 10

14. I accept leadership positions when tapped to do so. 1 2 3 4 5 6 7 8 9 10

15. I take an active and constructive role in my institution and in my community. 1 2 3 4 5 6 7 8 9 10

16. I am a loyal and faithful friend.

1 2 3 4 5 6 7 8 9 10

17. I accept and obey the rules of the group I belong to.

1 2 3 4 5 6 7 8 9 10

18. I thank the Almighty for our existence. 1 2 3 4 5 6 7 8 9 10

19. I understand the beliefs, practices, and customs of my religion.

1 2 3 4 5 6 7 8 9 10

20. I respect the beliefs, practices, and customs of other religious sects. 1 2 3 4 5 6 7 8 9 10 21. I exert effort to recognize my strengths and weaknesses. 1 2 3 4 5 6 7 8 9 10 22. At the end of the day, I reflect on what I have done and try to learn from them.

1 2 3 4 5 6 7 8 9 10

23. I believe that I can still improve myself. 1 2 3 4 5 6 7 8 9 10 24. I avoid hurting feelings when dealing with others. 1 2 3 4 5 6 7 8 9 10

25. I am not afraid to change for the better even if it means more responsibilities. 1 2 3 4 5 6 7 8 9 10

57 Now wasn’t that a breeze? I’m guessing that you were able to reflect about yourself a great deal. If you’re a bit tired from thinking, clear your mind first by taking a quick break; otherwise, just read on and let’s be on our way.

At this instant, you’re probably wondering why you did the Self-Rating Scale, aren’t you?

Well, it’s for you to have an opportunity to learn more about yourself. That Challenge was really meant for you! It was based on the areas of development that Scouting seeks to achieve to help young people develop their full potential. At the same time, as a Scouter, it will help you understand better the purpose of Scouting. On a more personal tone, it will help you identify values and attitudes that you need to work on a little more. But don’t worry; you won’t do that alone. Scouting will help you all the way! Just keep reading! Empower yourself!

Empowering the self physically, intellectually, socially, and spiritually is a long and continuous process. Others say it’s a life-long journey. This journey is even made more difficult by hindrances that come along the way.

Nonetheless, the barriers should not stop you from truly discovering yourself. If you want to utilize your potentials and be the best of what you are in this world, the secret lies in understanding yourself first.

POINT TO PONDER: There's only one thing wrong with Boy Scouts…there aren't enough of 'em. - Will Rogers

58 Now wasn’t that a breeze? I’m guessing that you were able to reflect about yourself a great deal. If you’re a bit tired from thinking, clear your mind first by taking a quick break; otherwise, just read on and let’s be on our way.

At this instant, you’re probably wondering why you did the Self-Rating Scale, aren’t you?

POINT TO PONDER: There's only one thing wrong with Boy Scouts…there aren't enough of 'em. - Will Rogers

59 Lesson 3: Principles of Scouting

A good day to you! I hope your day’s going well. If it isn’t, don’t worry because today you’re in for a treat. Our lesson for today is on the principles of Scouting, and to start things off, let’s have a short activity. On the next page you have a table, which outlines our lesson.

Write down your thoughts on what are your duty to God, to others, and to yourself. Simply put down what’s in your heart. Don’t worry; there are no wrong or right answers in this activity.

DUTY TO GOD

DUTY TO OTHERS

DUTY TO SELF

Text to read: Now that you’ve written down your own ideas, why don’t you compare them with the principles of Scouting? Have fun reading 

Principles of the Scout Movement The principles are the fundamental laws and beliefs of Scouting, which must be observed when achieving its purpose. They represent a code of conduct, that characterizes all members of the Movement. Scouting is based upon three broad principles that represent its fundamental laws and beliefs. They are referred to as—

 Duty to God  Duty to others  Duty to self

The first, duty to God, refers to a person’s relationship with the spiritual values of life; the second, to a person’s relationship with society in its broadest sense; and the third, to a person’s obligation towards himself/herself.

60 Duty to God Duty to God is defined as “adherence to spiritual principles, loyalty to the religion that expresses them, and acceptance of the duties resulting therefrom.” It should be noted that, in contrast to the title, the text does not use the word “God”, to make it clear that the clause covers religions that are non- monotheistic, such as Hinduism, or those that do not recognize a personal God, such as Buddhism.

When asked the place of religion in Scouting and Guiding, Baden-Powell replied, “It does not come in at all. It is already there. It is a fundamental factor underlying Scouting and Guiding” (Baden-Powell, 1926). This shows that the concept of a force above man is basic to Scouting. The whole educational approach of the Movement consists in helping young people to transcend the material world and go in search of the spiritual values of life.

Duty to Others Duty to others is defined as “…Loyalty to one’s country in harmony with the promotion of local, national, and international peace, understanding, and cooperation…Participation in the development of society, with recognition and respect for the dignity of one’s fellowmen and for the integrity of the natural world.”

The first statement deals with two fundamental concepts of the Scout Movement: (1) loyalty to one’s country and (2) world friendship and understanding. Both are combined in a single statement to show that the concept of loyalty to one’s country is not a narrow, chauvinistic concept, but one that is considered in a certain perspective, namely, that it must be in harmony with the promotion of peace, understanding, and cooperation at all levels – local, national, and international. This approach reflects faithfully the Founder’s philosophy when he wrote that –

“we should take care, in inculcating patriotism into our boys and girls, that it is patriotism above the narrow sentiment, which usually stops at one’s own country, and this inspires jealousy and enmity in dealing with others. Our patriotism should be of the wider, nobler kind, which recognizes justice and reasonableness in the claims of others and which leads our country into comradeship with… the other nations of the world. The first step to this end is to develop peace and goodwill within our own borders, by training our youth of both sexes to its practice as their habit of life; so that the jealousies of town against town, class against class and sect against sect no longer exist, and then to extend this good feeling beyond our frontiers towards our neighbours…” (Baden- Powell, 1929).

Since its inception, Scouting has attached great importance to the promotion of brotherhood and understanding among young people of all nations. The multiple international gatherings of young people are only the most visible manifestation of the means used to achieve this goal, which is reached in more depth through the day-to-day activities of the Scout program.

“Participation in the development of society…” expresses the basic principle of service to others in a comprehensive manner. First, in accordance with the Founder’s philosophy, the service is conceived in its broader sense, as a contribution to the development of society. Secondly, this development cannot take place at any price; it must be based upon the respect of the dignity of man and of the integrity of nature.

The concept of the dignity of man is a fundamental precept of the international community and is consecrated by the Universal Declaration of Human Rights. It simply means that every action undertaken within Scouting must be based upon respect for the human being.

The concept of the integrity of the natural world expresses the idea of nature conservation, which has always been fundamental to Scouting. It emphasizes that the life-space of the humankind on earth and the living organisms therein constitute an ecological whole, an interdependent system, and that any injury to any part is communicated to the whole system. This concept stresses that, in the pursuit of the development goal, man must not exploit natural resources in such a manner as to damage the balance and harmony of the natural world.

Duty to Self Duty to self is defined as “the responsibility for the development of oneself.” Scouting is also based on the principle that man should assume responsibilit y for the development of his/her own capacities. This is in harmony with the educational purpose of the Scout Movement, whose aim is to assist the young person in the full development of his/her potentials—a process called the “unfolding” of personality.

61 Checkpoint 3

It’s testing time! See whether you can answer the questions about the principles of the Scout Movement.

Multiple Choice. Write the letter of the correct answer.

1. What does Duty to Others include? A. Loyalty to country B. Loyalty to religion C. Responsibility for one’s own capacities D. Development of the person’s potentials

2. What is the basis for the development of society? A. Love of country B. Integrity of nature C. Development of the individual D. Preservation of natural resources

3. Which is NOT a stated principle of the Scout Movement? A. Duty to God B. Duty to Self C. Duty to Others D. Duty to Country

4. Which is a fundamental concept of Duty to Others? A. Unfolding of the personality B. Transcending the material world C. Search for spiritual values in life D. World friendship and understanding

5. Which is NOT the concept of patriotism in Scouting? A. Love of one’s own country solely B. Peace and goodwill within our own borders C. Recognition of justice in the claims of others D. Comradeship with other nations of the world

6. According to B-P, how does religion come into Scouting? A. It is in the principle. B. It is taught through the Scout Method. C. It is stated in the Scout Promise and Law. D. It does not come in – it’s already there.

7. What action will directly upset the balance and harmony of the natural world? A. Degradation of society B. Technological advances C. Man’s inhumanity to man D. Exploitation of natural resources

62 8. Who should be responsible for the development of the Scout’s potential? A. The Scout B. The Troop C. The Institution D. The Scout Leader

9. Which concept is consecrated by the Universal Declaration of Human Rights? A. The dignity of man B. Respect for other religions C. Justice and equality for all D. International understanding

10. What are fundamental laws and beliefs to observe in achieving the purpose of Scouting? A. Method B. Policies C. Principles D. Purpose

So, how do you think did you fare in the Checkpoint? To find out, refer to Quick Check 3 at the end of the Module.

POINT TO PONDER: No man stands taller than when he stoops to help a boy. - Inscription in city jailhouse, Brigham City, Utah

63 Lesson 4: The Scout Method

Hi There! Has the day been well? I do hope so…

For starters, I’d like to ask a question…

Do you know how to play baseball?

I’m just asking because many of our activities today will involve terms used in baseball. In fact, we’ll start things off by reading a short story about a baseball team called the Baltimore Orioles.

So, if you don’t have the slightest idea about how to play baseball, I suggest that you ask a friend about the sport or try to watch a game in a sports channel, or you can read books about it.

You might ask, “What has baseball got to do with a lesson on the Scout Method?” Well, we simply like to start things off lightly by making baseball as the starting point for this lesson.

Take your time reading through the story and don’t forget appropriate lighting, as we don’t want to strain your eyes. Anyway, why don’t you read on and let’s make this our “opening pitch.”

Stealing bases....

Earl Weaver, former manager of the Baltimore Orioles, had a rule that no one could steal a base unless he gave the “steal” sign. This ruling upset Reggie Jackson, who felt he knew the pitchers and catchers well enough to judge when he could steal.

One day Jackson decided to steal without a sign. He got a good jump off the pitcher and easily beat the throw to second base. As he shook the dirt from his uniform, he smiled with delight, feeling he had justified his judgment.

Weaver later took Jackson aside and explained why he hadn’t given the steal sign. The next batter was Lee May, a major power hitter. Since first base was open, the opposing team intentionally walked May. The batter after May hadn’t been strong against this pitcher, so Weaver had to send in a designated hitter. That left their team without the bench strength they might have needed later in the game.

Jackson had seen a stolen base as involving only the relationship between pitcher and catcher. Weaver was calling signals with the entire game in mind.

A team can play to the fullness of its strength when each member performs his/her roles dutifully. Any act of doing too little or too much can compromise the team’s goal and can hinder success.

Wow! Never realized stealing a base could affect one’s advantage in a game. Now, why don’t you rest your eyes a bit and look back at the story.

I’m guessing you’re already having ideas as to the connection of our story with our present lesson.

64 Text to read: Don’t worry, read Pages 9 to 13 of the supplementary text The Essential Characteristics of Scouting and you’ll know what we’re talking about. For a more detailed explanation and a better understanding of the elements of the Scout Method, you may read p.13-60 of Scouting: An Educational System.

Now you can always rest in between text to think about each element you encounter, or simply to rest your eyes; you can even take a snack, if you want to. Anyway, read on, and we’ll try more activities to verify what you have read later in the lesson.

At this point I’m certain that you already have an idea as to the connection of our story with the Elements of the Scout Method.

Challenge 4 I’m sure you’re familiar with making analogies. Making analogies is like making connections with a concept that is hard to understand to a concept that is easier to understand, to be more familiar with the former.

Below on the left column are the Elements of the Scout Method, while on the right are parts or things that a ball club must do or have in order to be competitive…and eventually successful. Try to match an element of the Scout Method with a component of a ball club that you think is a good analogy for that element (i.e., you think it best represents the element) by drawing a line from the element to the corresponding component of a ball club. Some elements have more than one possible analogy with the other list so look out for these instances. Possible answers are provided at the end of the Module so that you can verify your answers.

Don’t worry about making a mistake because you can always go back to the text while doing this activity, so you will not lose your way. I’m sure you can do it. Do your best!!!

Promise and Law

Learning by doing

Patrol (or Team) system

Symbolic Framework

Personal Progression

Nature

Adult Support A Ab absaesbeablla flli eflideld

Players' dedication

65 Now, do you see the connection of our lesson with the story and the activity? In order for the Scout Method to be successful, each element must be present. Any method or activity done in Scouting that lacks one of these elements cannot be considered as done through the Scout Method. Success of the Scout Method depends upon the integration of all its elements. If an element is not well integrated or developed within the system, then the Scout Method is being compromised. This emphasis is much the same as what Earl Weaver wanted Reggie Jackson to understand in our story. Earl wanted to win the game, that’s why he did not give the steal sign, while Reggie Jackson only saw a base to steal, which in the end compromised the team’s possible victory.

Don’t you think the same thing applies to any team sport or even to business? Pause for a while and think about it. Any participant in a team sport or a business endeavor has to adhere to rules. The team requires dedication to the cause of the organization. The team requires a place in which to work or train. It uses signals or symbolisms within the group for ease of understanding. It utilizes not just one individual, but a group of individuals to do different tasks and adhere to different responsibilities. It utilizes the more experienced individuals as leaders, heads of the group, or head trainers to provide support and guidance for the other members. And finally, it monitors the performance of each member to gauge its progress at certain intervals of time.

You can look for your own example of a team sport, a business, or an organization that embodies certain elements that are much like the Scout Method. It may not have all the elements of the Scout Method; nevertheless it acts as your own “picture” of what you have learned in this lesson.

Why don’t you take a break to think of one? After that, continue to the last part of the lesson where we will put all that we have learned together.

Checkpoint 4 Since we already know the importance of the elements of the Scout Method, it is also important for us to be able to identify these elements and their roles. So, I will give you a picture of Scouts doing an activity. Written below the picture are the elements of the Scout Method, with blanks written alongside each one.

Your objective is to identify how each element plays a part in the activity depicted in the picture. Specify if the element can be directly verified or not from the picture. This will require a bit of focus and some imagination from you. The answers are given at the Quick Check at the end of the Module. I’m sure you can complete this task because you can always go back to the text for reference. Do your best!!!

Learning How to Pitch a Tent

66 Promise and Law: ______

Learning by Doing: ______

Patrol or team system: ______

Symbolic framework: ______

Personal Progression: ______

Nature: ______

Adult Support: ______

POINT TO PONDER: No greater responsibility can rest upon a man, than to be a teacher of God's children. -David O. McKay

67 Quick Check 1 1. D. The Scout Movement is for the youth; adults assist them in achieving the objectives of Scouting. 2. A. Meaning is another word for definition, a fundamental of Scouting. 3. C. Scouting is basically an educational movement. 4. C. Scouting provides non-formal education, as it is organized outside of the established formal educational system. 5. D. The struggle for power is the subject matter of politics. 6. A. Nobody is forced to join the Movement. 7. F. Scouting accepts anybody regardless of origin, race, class, or creed. 8. B. The activities leading to the attainment of an objective makes it a Movement. 9. E. Scouting is a youth movement; adults just assist the youth. 10.C. Read again how B-P expressed this.

Quick Check 2 There are no right or wrong answers to Quick Check 2. It is meant for you to reflect on your growth areas.

Quick Check 3 1. B. Loyalty to religion refers to duty to God. 2. B. This is the second basis for the development of society, the first being respect for the dignity of man 3. D. Duty to country is under duty to others. 4. D. World friendship and understanding and loyalty to one’s country are the fundamental concepts of duty to others. 5. A. Patriotism should not stop at love of one’s country but should extend to other nations of the world. 6. D. B-P said that “it does not come in at all; it’s already there.” 7. D. When natural resources are not conserved, the ecological balance is upset. 8. A. Each person should be responsible for his/her own development. 9. A. This is a fundamental precept in the international community. 10. C. Principles are a statement of laws and beliefs.

Answers to Challenge 4

68 Quick Check 4

Learning How to Pitch a Tent

Promise and Law: This cannot easily be verified in the picture. Dedication must be given in completing the task of pitching a tent. One must give his/her best in order to complete the task neatly.

Learning by Doing: This can easily be verified in the picture. The Scouts can learn to pitch the tent by pitching one themselves.

Patrol or Team System: This can easily be verified in the picture. Each Patrol or team member needs to cooperate to complete the task of pitching the tent. This includes delegating work to each member and cooperating to pitch the tent more efficiently.

Symbolic Framework: The tent may be a symbolic framework in Scouting. It is a symbol of the great outdoors. “Sleeping in tents” has always been identified with Scouting. It also symbolizes one element, which is teamwork or the Patrol System, as it takes the whole Patrol working together to put up the tents. The assigned positions of each member of the Patrol are also a part of the symbolic, framework of the Scout Method in which a certain member of the Patrol easily identifies his/her role within the Patrol.

Personal Progression: While this cannot easily be verified in the picture, still it can be noted that not all the members of the team or Patrol has developed the same proficiency in the process of pitching a tent. Each group will, therefore, collectively proceed at its own pace to complete the task.

Nature: This can easily be verified in the picture. The activity must be done in an area where the Scouts can commune with nature, with trees, grass, grounds, etc.

Adult Support: Again, while this cannot easily be verified in the picture, for the group to learn to pitch the tent, it will require support from the adult leader.

Sum it up The Module has enriched your basic information about Scouting. Now, let us sum up the whole Module. Let’s try something new. Instead of me providing the summary, it’s you who will do the wrap-up. It’ simple.  Just complete the sentences inside the balloons.

I have to run fast to get there!

Scouting is non-political because…

What? You don’t know it? Huhuhu..! Aha! I remember! It is…

69 Wow! I think I’m falling in love with Scouting. It’s so amazing!

Hey look! Scouting is not It is just a recreational educational movement because.. because…

Oh my! This is unexpected. But do you know why Scouting is educational?

Of course I know it! And I’m going to marry you now and forever. Thanks to Scouting that brought us together. By the way, it is educational in the sense that…

I’m so thankful that Scouting has brought us together. Now that we are married, I just want to say that Scouting is different from other organizations that cater to the youth because...

Point to ponder It's better to build boys than mend men. -Author Unknown

70 Module on Mission of Scouting

71 Introduction If someone mentions to you the word “Scouting,” what is the first thing that will come to your mind? Most probably, you will think that Scouting is all about camping. Maybe you’ll think that it’s about giving first aid, survival in the wilderness, and other things related to the outdoors. But Scouting is not only about those things; it is much more. Scouting can contribute to the full development of a young person’s physical, intellectual, social, and emotional potentials. It gives an avenue for young people to realize that they are an integral part of the society they live in (WOSM-APR, 2002). Scouting helps the youth to become responsible and useful citizens. This is the mission of Scouting in a nutshell.

This Module will help you understand the vision and mission of Scouting so that you can train SCOUTS to be better persons!

Objectives: At the end of this Module, you should be able to— 1. explain the mission of Scouting 2. discuss ways to achieve the mission of Scouting 3. discuss ways to realize the APR Vision 2013

Let’s Start with Challenge 1

I am sure that this is not your first time to hear the word “mission.” Write at least five words that are synonymous to the word “mission.” Please try to work as fast as you can. Avoid dictionaries or similar references. After doing this activity, please check your answers at the end of the Module.

How many words from your list match those in the answer to the Challenge? If you have listed more than five words and if most of them match the words in the list, you have a very good understanding of the word “mission.”

Do not worry if you have listed less than five words. Most people will find this activity difficult because we have different meanings for the word “mission.” Some words have so many meanings that their use changes from context to context. Sometimes, we stick to one definition that we tend to forget that a word may have more than one meaning, like the word “mission.”

Speaking of context, let us think that mission is a clear statement of purpose. This is to differentiate it from “vision.” When we say vision, we mean what Scouting should be like five to ten years hence. Vision is a vivid imaginative conception (Braham, 2000). Some use vision and mission interchangeably, but you will realize after completing this Module that these words do not mean the same, at least in this context.

World Mission of Scouting We do some things because we have a purpose or mission in doing them. What do you think is the mission of boys/girls when they join Scouting? We probably have different purposes in joining the Movement. Some probably join Scouting because their parents were also Scouts. Some probably decide to become Scouts because they feel the need to become leaders and think that Scouting is a good stepping-stone to their dream. Some seek adventure and join Scouting to satisfy that need. Many consider Scouting as an avenue to meet new friends. However, do you know the mission of Scouting itself? Why does Scouting exist? What is its mission in our society?

The mission of Scouting was adopted by all National Scout Organizations (NSOs) all over the world at the 35th World Scout Conference in Durban, South Africa in July 1999. The mission statement, based on the Constitution of the World Organization of the Scout Movement (WOSM), intends to reaffirm Scouting’s role in today’s world.

72 “The mission of Scouting is to contribute to the education of young people, through a value system based on the Scout Promise and Law, to help build a better world where young people are self-fulfilled as individuals and play a constructive role in society.”

The World Adult Resources Handbook (2005 version) explains the statement thus—

The mission of Scouting is…

Scouting’s mission statement is based on the fundamentals of the Movement (definition, purpose, principles, and method). The mission, and in particular the conditions needed for its achievement, translates these timeless and abstract concepts in a pro-active way, which enables the Movement to situate its particular role and function in today’s world so as to better meet the needs and aspirations of young people. It should foster a sense of direction and commitment and fulfill a unifying, mobilizing, and motivational function. to contribute to the education of young people…

Education is a life-long process, which helps to unfold a person’s potential throughout life. Scouting contributes to the education of young people through its structured and attractive youth program. It uses the Scout Method, which makes each individual the principal agent in his/her own personal development. This form of non-formal education complements – but does not replicate or replace – the education provided by the school (formal education) and by the family, friends, and the media (informal education). through a value system based on the Scout Promise and Law…

Scouting is based on a value system. This is expressed in the principles of the Movement, normally summarized in three categories: Duty to God, Duty to others, and Duty to self. For young people, Scouting’s values are expressed in the Promise and Law, the cornerstone of the Scout Method, a voluntary personal commitment (the Scout Promise) to do one’s best to adhere to an ethical code of behavior (the Scout Law). to help build a better world…

Scouting was born out of the desire of its Founder, Lord Baden-Powell, to improve society–a goal he believed could only be achieved by improving the individuals in society. Indeed, he considered the “character of its citizens” as being a country’s greatest strength. Scouting’s purpose therefore—contributing to the development of young people—is set in this broader social context: helping to build a better world through the education of young people. where people are self-fulfilled as individuals…

Baden-Powell would have described this as being “a happy, active, and useful citizen—a person of character.” What it really means is someone who is able to make his/her own decisions and manage his/her life; someone who actively cares about others; someone who is able to assume the consequences of his/her decisions, keep commitments, and complete what s/he undertakes; someone who seeks to live according to his/her values and supports causes and ideals which s/he finds important. and play a constructive role in society…

Education includes the development of an awareness of and concern for others, the sense of belonging to a community and being part of its history and evolution. This implies learning to live with others as an active member of one’s local, national, and international communities. Scouting’s broader social purpose is to help build a better world in which each individual has a contribution to make to the future development of society. Baden- Powell said, “Try and leave this world a little better than when you found it.”

73 The diagram below gives a short explanation of some of the key words used in the first paragraph of the mission statement. These explanations constitute the framework for Scouting’s specific educational approach described in the three bullet points of the mission statement (WARH, 104 p.13).

It is important to remember that the primary mission of Scouting is to contribute to the education of young people. Education should not be limited only to schools, so Scouting can help individuals become more educated. Scouting exists to promote learning.

Challenge 2

Stop for a while, stand, and recite the Scout Promise and Law of your Association.

What is your idea of a better world? Scouting’s mission states that a better world is one where individuals are beneficial to society. Each person should also be self-fulfilled. What do you think makes a person self-fulfilled? Is self-fulfillment the same for all persons? How about you? What makes you self-fulfilled?

How is the mission of Scouting achieved? According to the World Scout Conference, this is achieved by—

• involving Scouts throughout their formative years in a non-formal educational process; • using a specific method that makes each individual the principal agent in his/her development as a self-reliant, supportive, responsible, and committed person; and • assisting Scouts to establish a value system based upon spiritual, social, and personal principles, as expressed in the Promise and Law.

74 Checkpoint 1 Multiple Choice. Read each item carefully. Write the letter of the correct answer on the space provided for. Check your answers in Quick Check found at the end of the Module.

1. What is a self-fulfilled individual’s goal? A. Self-analysis B. Self-confidence C. Self-awareness D. Self-actualization

2. What type of education does Scouting provide? A. Formal B. Informal C. Non-formal D. Semi-formal

3. Who adopted the mission statement of Scouting? A. World Scout Bureau B. World Scout Committee C. World Scout Conference D. World Organization of the Scout Movement

4. How did Lord Baden-Powell purport to improve society? A. Improve the individuals in society B. Encourage everyone to join Scouting C. Develop the country’s natural resources D. Educate young people to become literate

5. What did Lord Baden-Powell identify as a country’s greatest strength? A. Human resources B. Natural resources C. Values of its leaders D. Character of its citizens

6. What method is used to make each Scout responsible for his/her own personal development? A. Scout method B. Patrol system C. Learning by doing D. Progressive scheme

7. “Try and leave this world a little better than when you found it.” What purpose of Scouting does this statement of Lord Baden-Powell reflect? A. Cultural B. Economic C. Personal D. Social

75 8. The mission statement of Scouting states what it -- A. hopes to do B. is trying to do C. is expected to do D. can and cannot do

9. The value system on which Scouting is based is expressed in its— A. Scout Method B. Promise and Law C. Vision and Mission D. Purposes and Principles

10. The definition, purpose, principles, and method of Scouting as stated in the Constitution of the World Organization of the Scout Movement (WOSM) are known as its— A. Components B. Elements C. Fundamentals D. Guidelines

Challenge 3 Write the mission of Scouting in your own words on the space below. Please check your answer on the next page.

______

76 Answer to the Challenge Answers may vary in this activity, but at least it should contain this phrase: “to contribute to the education of young people.” If you have written a different phrase with the same meaning as this phrase, then you understand the previous text well. You are OUTSTANDING if you were able to write the whole paragraph.

However, don’t get frustrated if you were not able to get the right answer. This activity will be very difficult for beginners. Try reading the previous text again before proceeding to the next activity.

Challenge 4 On the space below, draw or sketch your idea of a better world based on the mission of Scouting. Explain your drawing to others. Exchange drawings and comment on each other’s work.

77 Lesson 2. Asia-Paciﬁc Region Vision of Scouting for 2013

Before we proceed to discuss the vision of Scouting, let me share a beautiful story with you. Later, we will relate this tale to the Vision of Scouting.

There once was a boy who wanted to know the secret to happiness. To know this, he went to the wisest man in the land. When he arrived at the castle of the wisest man, he told him his purpose. But there were so many people that the wisest man told him, “As you can see, many people have come to see me. Can you wait? In the meantime, I want you to look around my castle, but you will have to hold a spoon containing oil as you wander around. Don’t let the oil spill from the spoon. After you’ve done that, come back to me.”

So the boy walked all throughout the castle and marveled at its beauty. When he came back to the wise man, the latter asked him where the oil was. The boy told the wise man that he was so amazed by the castle that he forgot about the oil. So the wise man asked him to wander around the castle again and not to spill the oil. So the boy did just that.

When the boy came back, the wise man asked him if he saw the curtains in the hall and the jars in the courtyard.

The boy answered, “No.” He was so caught up with the spoon in his hand that he never glanced anywhere else.

The wise man then told him, “My boy, the secret to happiness is this: Seeing the wonders of the castle without spilling a drop of oil.”

Isn’t it beautiful? This is an old Asian teaching story (retold by Portuguese writer Paulo Coelho in his bestselling novel The Alchemist). The story tells us to enjoy life, without forgetting “the drops of oil in the spoon,” which are our vision and mission.

Scouting can really be fun. You meet a lot of people and you experience a lot of things. But you have to keep its vision in mind.

Each National Scout Organization (NSO) has its own vision and mission. Likewise, the World Organization of the Scout Movement-Asia Pacific Region (WOSM-APR) has its Vision 2013. It is projected to be accomplished by 2013.

The APR covers 21 million sq. km. It consists of a very diverse group of individuals in terms of culture, language, religion, and beliefs. The Asia-Pacific Region was created in 1956 with 10 founding member organizations. As of 2008, the Region has more than 16 million members in 24 member countries and 2 associate members.

The Asia-Pacific Region upholds the mission of Scouting and envisions for 2013 a Scout Movement that— • is widely recognized as a value-based educational Movement.

The Scout Movement aims to develop responsible citizens by instilling in the youth the values of self-reliance, integrity, honesty, and commitment through quality education.

• is co-educational.

Scouting accepts both boys and girls as members and provides appropriate activities for both. It is hoped that more and more NSOs would have co-educational Scouting.

• includes youth members in decision-making.

In Scouting, youth refers to any person between 6 and 25 years of age. They are tomorrow’s leaders who will lead the government and steer the economy in the future. Scouting hopes to prepare the youth to become more active in d ecision making by providing opportunities for them to make wise decisions.

78 • provides a safe environment for young people

Scouting teaches skills like first-aid, rope work, life saving, and the like. Aside from these, it is envisioned to promote more avenues for young people to meet each other and involve themselves in useful endeavors.

• has self-reliant, independent, and well-managed NSOs

The APR is composed of independent NSOs that are managed by officials committed to the improvement of the Movement. The APR will provide assistance to NSOs to become self-reliant and to become more efficiently managed.

• reaches out to a greater proportion of youth in member countries

As of 1999, there was one Scout for every 98 persons in the APR. The Scout Movement aims to reach as many young people as it can.

• extends to non-member countries

There are still some countries in the APR, which have not been benefited by the Movement. These countries will be the targets of expansion in the coming years.

• has good image and high visibility everywhere

A good image results from doing significant activities that have positive impact on the country’s progress. The image of Scouting reflects the quality of the Scouting program in an NSO. In the long run, no amount of publicity can convince people that Scouting is better or different than it really is. Scouts and Scouters should be visibly engaging in worthwhile activities.

• maximizes the use of information and communications technology

ICT revolutionizes our way of living. In Scouting, ICT should serve three purposes: (1) provide an educational environment for members; (2) strengthen organizational networking; and (3) promote Scouting.

• contributes to community and nation-building

Scouting prepares the youth to be responsible citizens. Scouts should be more aggressive and innovative in participating in activities that will contribute to the development of their community.

• has strong community-based Scouting

Scouting is school-based in many NSOs. The APR envisions Scouting to be more community-based, with Scouts applying their skills in the improvement of their community.

• helps protect nature and environment.

Scouting is envisioned to be more active in initiating and participating in projects that have an impact on the preservation of nature and in the protection of the environment.

• promotes peace in local and global communities

The APR envisions Scouting that is committed to the promotion of world peace. by recognizing the needs of young people in a rapidly changing environment

Scouting can and must succeed!

79 Checkpoint 2 Match the Vision statement in A with its explanation in B. Write the letter of the correct answer.

A B.

1. Co-educational A. Expands membership 2. Maximum use of ICT B. Accepts boys and girls 3. Community-based Scouting C. Trains youth to judge wisely 4. Good image and high visibility D. Conserves natural resources 5. Extends to non-member countries E. Benefits Scouts and non-Scouts 6. Safe environment for young people F. Organizations operate smoothly 7. Youth participates in decision-making G. Resolves conflicts harmoniously 8. Value-based educational movement H. Instills integrity, honesty, commitment 9. Protection of nature and the environment I. Protects members from bad influences 10. Self-reliant, independent, and well-managed NSOs J. Uses modern means of communication K. Encourages local governments to sponsor Units L. Scouts are well known for doing a good turn daily

Have you finished answering the questions? Let us see if your answers are correct! Turn to the end of the Module for the Quick Check.

Challenge 5 Write an essay or make a poster on how you envision the Scout Movement in the future and what you can do to achieve this vision. Collect your materials and start right away. Then show it to others and share ideas about your essay or poster.

80 Answers to Challenge 1 Answers to this activity may vary, but these may include the following (O’ Neill, 2001):

Aim Commission Embassy Purpose Assignment Crusade Job Task Business Delegation Legation Undertaking Calling Deputation Office Vocation Campaign Duty Operation Work Charge

Quick Check 1 1. D. Self-fulfilled individuals have achieved their full potential; they are self-actualized. Please look again at the diagram explaining the key words of the mission.

2. C. Schools provide formal education; family, friends, and the media provide informal education.

3. C. Check the second paragraph of the text on the World Mission of Scouting if you have doubts on the correct answer.

4. A. Please check the text on p. 5 and read what Lord Baden-Powell said to help build a better world.

5. D. Please check what BP said on page 5.

6. A. All the others are elements of the Scout Method. Scouting educates the youth through its program that uses the Scout Method.

7. D. Scouting’s broader social purpose is to help build a better world in which every individual contributes to the development of society.

8. B. What it hopes to do is the vision.

9. B. Please re-read the text on the value system and take note of the part where the Scout Promise and Law is discussed.

10. C. The Fundamentals of Scouting are described in the Constitution of the WOSM.

If you got at least 5 correct answers, then it’s obvious that you have some idea of the World Mission of Scouting. If you did not commit any mistake, then your understanding is as clear as a crystal. Good job!

If you got at most 4 correct answers, then it means that you need to rest for a while and try to think about what you read in the previous text. I suggest that you try reading the text again.

1. B. No.1 looks easy. Did you get it right? 2. J. ICT is a communication tool. 3. K. If the local government will sponsor Units, that will be community-based Scouting. If your answer is similar to this, then you are correct! 4. L. If Scouts are well known, then they have a good image. Pretty easy, huh? 5. E. Logic—Non-Scouts belong to non-member countries. 6. I. Bad influences make the environment unsafe, right? 7. C. A synonym of decision-making is judging. 8. H. Integrity, honesty, and commitment are all values, aren’t they? 9. D. Nature and environment are natural resources. 10. F. Organizations that run smoothly are well managed.

81 Sum It Up Well, the Module is almost over. I congratulate you for having reached this point. Maybe, you are looking for a summary. However, it will be better if you will write your own summary of this Module. That sounds like a challenge again, right? Please continue the phrase below:

In this Module, I learned that

______

References

Braham, C. (ed.) (2000). Random House Webster’s Dictionary. 4th ed. New York: Ballantine Books.

Coelho, Paulo. The Alchemist. First English translation published 1993 by HarperCollins. [Original entitled O Alquimista, in Portuguese, published 1988 in Greece.]

O’ Neill, M. (ed.) (2001). Chambers concise dictionary and thesaurus. Edinburgh, Scotland: Chambers Harrap.

World Organization of the Scout Movement Asia-Pacific Region. Vision 2013: Asia-Pacific Regional Plan 2002-2013. Makati, Philippines: Author.

World Scout Bureau (2005 version). The World Adult Resources Handbook. Geneva, Switzerland: Author.

82 Module on Youth Programme

83 Introduction

Dear Reader,

This Module is designed for you to work at your own pace. You should follow all the instructions given. They will serve as your guide in studying in order to achieve your desired goal.

The Module does not require you to read and memorize the terms. Applying what you have learned is more important in Scouting.

The design of the Module consists of 10 distinct parts. These are: 1. An Introduction 2. A Set of Objectives 3. Food for Thought 4. A Display Text 5. Checkpoint (CP) 6. Help Box 7. Feedback 8. Quick Check (QC) 9. Sum It Up 10. Inspirational

The Module provides a brief introduction of what it is all about. The activities will serve as your guide to the concepts, skills, and principles that you will learn. Food for Thought provides poems, quotations from famous personalities, and stories that will serve as your pre-activity. These are related to the topic that will be presented. The Display of Text provides the content that you need to read. After reading the text, you need to answer the Checkpoint (CP) to see whether you’ve learned from the topic presented. Answers to Checkpoint are provided in Quick Check (QC), but you are not allowed to look at the QC while answering the CP. Use a blue or black pen in answering the CP. In the Help Box you are encouraged to discuss the topics among yourselves for further clarification. Feedback is also given. At the end of the Module, Sum It Up summarizes the topic. In Fun in Scouting there are jokes that will make you laugh. They will serve as your prize after reading the Module.

We are sure that you will enjoy reading this Module. The concepts, principles, and ideas that you will learn will be beneficial to you.

Happy reading! WOSM - APR

84 What is the Youth Program?

Introduction This Module will provide you with a comprehensive definition of Youth Program that will surely help you in understanding the topic.

Objectives I guarantee that after you have gone through this Module, you will find the following objectives easy to achieve:

1. Define Youth Program 2. Explain the elements of the Youth Program

FOOD FOR THE THOUGHT “Independence? That’s middle class blasphemy. We are all dependent on one another, every soul of us on earth.” - George Bernard Shaw - http://www.skywriterpress.com/

This saying is associated with the topic of the Module. As you go along, try to ponder how this quotation is related to Youth Program.

Enjoy reading!

85 The Youth Program The Youth Program is the totality of what young people do in Scouting (the activities), how it is done (the Scout Method), and the reason why it is done (the purpose).

Totality The Youth Program in Scouting covers the complete span of a young person’s experience in the Movement. It starts when the youngest member joins the Movement, typically somewhere between the ages of 6 and 8, and ends when the eldest youth member leaves, usually between the ages of 18 and 25. It is a progressive process of education and personal development through largely recreational means.

What The Youth Program encompasses all activities that young people in Scouting take part in:

• Camping and outdoor activities • Community service and community development projects • Earning standard and proficiency badges • Games • Ceremonies • Patrol and Troop meetings • other activities

All of these must have one thing in common: they must be safe, attractive and challenging to young people.

How The Youth Program in Scouting has one fundamental dimension, which determines how it is carried out: the Scout Method. As defined in the Constitution of the World Organization of the Scout Movement (WOSM), the Scout Method is—

a system of progressive self-education through— • A Promise and Law • Learning by doing • Membership in small groups (e.g., the Patrol) involving, under adult guidance, progressive discovery and acceptance of responsibility and training towards self-government directed towards the development of character and the acquisition of competence, self-reliance, dependability, and the capacities both to cooperate and to lead. • Progressive and stimulating Programs of varied activities based on the interests of the participants, including games, useful skills, and service to the community, taking place largely in an outdoor setting, in contact with nature.

86 The fact that Scouting’s method is referred to as the Scout Method (capital “M”) is because it is composed of several different educational tools. These are:

 A Promise and Law  Learning by Doing  A Team System  A Symbolic Framework  Personal Progression  Nature  Adult Support

Taken individually, many of these educational tools are used in other forms of education – working in teams on projects, for example. In Scouting, however, these different tools are referred to as the Elements of the Scout Method, as each one is only part of the whole. Since there is another Module for this subject, we will not discuss this in detail in this module.

“Scouting is a medicine composed of various ingredients and, unless they are mixed in their proper proportions according to the prescription, the users must not blame the doctor if the effects on the patient are unsatisfactory.” -Baden-Powell, Jamboree, 1922

Why The Youth Program is based on the principles of Scouting: Duty to God Duty to others Duty to self

-the means to achieve the purpose of Scouting:

“to contribute to the education of young people, through a value system based on the Scout Promise and Law to help build a better world where young people are self-fulfilled as individuals and play a constructive role in society.”

87 Elements of the Youth Program

A National Scout Organization (NSO) that sets out to provide high-quality Scouting experience for its members must consider four interrelated elements of the Youth Program. All four elements are essential to provide quality Scouting meant to meet the demanding standards young people seek and deserve.

The four elements of the Youth Program are—

• A Program for each age section composed of activities carried out according to the Scout Method and designed to achieve the purpose of Scouting;

• Regular and systematic Program development to ensure that these Programs remain up-to-date and in tune with members’ interests, while remaining faithful to the fundamental principles and method, which are timeless and universal;

• An appropriate “delivery network” in the form of an adequate number of trained leaders to make sure that the Programs of each age section are implemented as designed and that they reach the young people who wish to be Scouts;

• A support infrastructure staffed by qualified and active leaders, to carry out Program development and to monitor the effectiveness of the Program for each age section.

Checkpoint! We have prepared a set of Checkpoint questions. Good luck as you go through it!

Multiple Choice. Write the letter of the correct answer.

1. Which is NOT a principle of Scouting? A. Duty to God B. Duty to Self C. Duty to Others D. Duty to Country

2. Where Scouting activities are mostly held? A. Indoors B. Outdoors C. Anywhere D. It depends

3. What is the youngest entry age in Scouting? A. 4 B. 5 C. 6 D. 7

4. Which is NOT a component of the Scout Method? A. Promise and Law B. Learning by doing C. Challenging activities D. Membership in small groups

5. What is the basis for selecting Scouting activities? A. Age B. Ability C. Purpose D. Interest

88 6. How is the Youth Program delivered to Scouts? A. Scout Method B. Delivery network C. Learning by doing D. Support infrastructure

7. What questions does the Youth Program in Scouting answer? A. Why, who, and how B. What, how, and why C. Who, what, and where D. When, where, and how

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8-10. Which element of the Youth Program is referred to? Choose your answer from the following: A. Delivery network B. Section Program C. Support infrastructure D. Program development

8. There are activities for Scouts 6 to 25 years old. 9. The Program is implemented by trained leaders. 10. Qualified staff monitors the effectiveness of the Program.

Now, please go back to the Food for Thought at the beginning of the Module. How is the quotation related to Youth Program? Share your answer with a Scouter friend.

You’re probably tired after answering the Checkpoint questions. Sit back first and relax before you continue.

Help Did you find the Checkpoint difficult? Don’t feel bad. Maybe it will help if you read the Module again or ask someone to discuss it with you. Just keep going! You can make it!

Quick Check! 1. D. Duty to Country—Duty to others encompasses duty to country. 2. B. Scouting activities are mostly held outdoors. Some activities are held indoors but the key word “mostly” points to outdoors as the answer. 3. C. Scout activities for younger members are suited to 6-year old kids. 4. C. Challenging activities are not a component of the Scout Method but they are delivered through the Scout Method. 5. D. Interest of Scouts is a main consideration in the choice of activities. 6. A. “How” refers to Scout Method. Please review the definition of the Scout Program. 7. B. The Youth Program answers the what (activities), how (Scout Method), and why (purpose). That was easy, wasn’t it? 8. B. Scouts 6 to 25 years old belong to a Scout section. 9. A. Trained leaders are part of the delivery network. 10. C. The staff forms the support infrastructure.

Feedback How did you fare? If you were able to answer all the questions correctly, EXCELLENT! You did very well! If not, don’t be anxious. Just keep trying and study the part that’s quite vague to you.

89 Sum It Up Now it’s time for you to make a summary of what you have learned in this Module. Please write your summary in one or two sentences. Good luck!

______

Take a break! It’s time to be inspired!  

90 Inspirational

THERE OUGHTA BE… S.E. Mauk

There oughta be a group somewhere that turns boys into men, that brings out all the very best in growing boys, and then---

There oughta be a group around that channels for a boy his natural curiosity into accomplishment and joy.

There oughta be a group someday that functions all the time to help keep boys from drifting through delinquency and crime.

There oughta be a group sometime that helps a boy to grow in strength, and health, and spirit, in dignity, and so---

There oughta be a group alike that says, “Keep looking high for God and self and family, for that flag there in the sky.”

There oughta be a group right here that goes on trips and such, on grown-up kind of outings that all boys like so much.

There oughta be a group right now that takes away the doubt and puts back all the fun in life

(There is! It’s called, THE SCOUTS!)

Reference

World Scout Bureau (1992). Youth progra mme: The world programme policy. Geneva, Switzerland: Author.

91 Module on Adults in Scouting

92 Introduction A good day to you! Welcome to this self-instructional module on Adults in Scouting!

Scouting is a youth movement but it doesn’t mean that only young people can take part in this organization. Adults support the organization, which is primarily composed of young people who have not yet attained independence nor reached a certain level of maturity.

This Self-Instructional Module (SIM) entitled ADULTS IN SCOUTING aims to provide adults in Scouting an overview of the important role in the Movement and the functions for each role. The term “self-instructional” means that you teach yourself what you have to learn about Adults in Scouting.

The Module has these parts: 1. An introductory statement; 2. Checkpoint, which has been designed as a self-assessment test to determine the degree of your mastery of the Module; 3. Quick Check, which contains the Answer Key for the Checkpoint (test) or the criteria for evaluating end products; 4. Challenge, which contains activities to do to reflect achievement; 5. Sum It Up, a synthesis at the end of the Module to summarize what you have learned.

Don’t worry about each task, because the Module has been tailor-made to fit your needs.

Feeling intimidated like the person on the right? Don’t be!  Just follow the Module faithfully and you’ll do just fine!

Before we continue on this journey, let’s first identify the objectives that you must attain at the end of this Module. I have no doubt you can achieve this!

Objectives After completing this Module, you should be able to

1. Give an overview of the Adults in Scouting program 2. Identify the variety of functions performed by adult members of Scouting 3. Identify the competencies needed by adult members of Scouting

Why are there Adults in Scouting? Scouting exists for the benefit of young people in the Movement. It is a youth movement in which adults provide guidance and support to the young members. The development and delivery of the Scout program require the active involvement of competent adults who need to be recruited, equipped with the competencies required to fulfill their tasks, continually supported, and reassigned to new tasks whenever appropriate, until their retirement.

Who are the Adults in Scouting? For a global youth membership of around 28 million, Scouting can count on the services of almost 2.8 million adults working in many different fields.

A majority of adults in Scouting are running the day-to-day, week-to-week operation of a Cub Pack or Scout Troop, or advising and supporting a Venture Scout unit. These men and women are Unit Leaders and advisers - the conduit through which Scouting reaches the youth. To a very large extent, the quality of the program offered to young people depends on them.

93 Other adults are in charge of local groups, coordinating the activities of the various units within the group, and providing support to their leaders. They may be in direct contact with the young members only on special occasions and they may relate mainly to adults. Although carried out on a smaller scale, their role does not differ much from that of a Commissioner who has to administer, coordinate, and lead other adults over a geographical area or within a given section.

There are also a number of adults in administrative and managerial positions, members of groups and committees or councils, or working at headquarters and providing support to the organization at various levels, areas, or states–regional or national. They may either be volunteers or professionals.

Within all these groups, there are those who act as trainers. They provide both formal and informal training opportunities to help other adults develop the knowledge, skills, and attitudes required to carry out their functions to the best of their ability and at an optimal level of performance.

The roles and functions identified above are but a few of the many positions and responsibilities open to adults in Scouting. These are not limited to unit leaders and those who train them. They do differ from one association to another, from one part of the world to another.

In terms of the recruitment of adult leaders, Scouting depends essentially on volunteerism. People also have grown through the Movement as members in the various sections, or people who feel attracted by Scouting come forward and volunteer their time and energy. Only in a few cases will an association actually go to a specific person and recruit him/her for a specific task.

The chart on the next page identifies the roles performed by Scouters and the corresponding positions that perform each role.

What Do Adults Need? Guiding and supporting the youth in coping with life’s stresses are demanding tasks even for adults because, as they are helping the youth, they themselves are trying to solve their own problems. Adults therefore need to build their strength and resources and their ability to adapt. Adults also need to strengthen their inner self, to accept their limitations and those of other people’s, to develop a sense of empathy and an ability to listen actively, to build on their strengths and help others to do the same, and to see and accept others as capable and equal.

All these correspond to a long series of needs, which may not have been perceived before. They cannot be met through the usual traditional and limited pattern of adult leader training. It calls for the introduction or development of new training experiences in the fields of personal development, human relations, and life skills as well as the establishment of a supportive environment. This does not imply the development of a specific Scouting program for adults, but the clear acknowledgment that adults have needs―beyond and outside of their leadership role―and that Scouting can and does accommodate those needs.

Adult resources need to be managed as a whole in a consistent and coordinated way, beyond the traditional boundaries and across the entire spectrum of functions or tasks.

Over the years, Scouting has developed an effective system of adult leader training, which, undoubtedly, is one of its strengths as an educational movement. This system continues to be innovative in the field of adult education. Progressive decentralization has made it possible for adult leader training to adjust to local conditions following the rapid growth and development of the Movement in entirely new environments, particularly in the Third World.

The Scoutmaster has to be neither schoolmaster nor commanding officer, nor pastor nor instructor. He has got to put himself on the level of an older brother, that is, to see things from the boy’s point of view, and to lead and guide, and give enthusiasm in the right direction.” - Baden-Powell

95 Stop for a while! Close your eyes to rest them before going to Checkpoint. Ready?

Checkpoint!

Multiple Choice. Write the letter of the correct answer.

1. Scouting was founded for whom? A. Adults B. Anybody C. Young adults D. Young people

2. What are the principal functions of adults in Scouting? A. Lead and direct B. Coach and teach C. Guide and support D. Train and discipline

3. How is the Scout Movement meeting the needs of adult members? A. Leader training B. Personal coaching C. Scouting program for adults D. System of awards and recognition

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4-7. In what position of leadership does each function statement belong? Write the letter of the correct answer. A. Trainer B. Unit Leader C. Commissioner D. Administrator and manager

4. Running a Scout Troop 5. Leading adults in the District 6. Providing support at the NSO level 7. Helping adults gain knowledge, skills, and proper attitude

8-10. What role does each position perform? A. Leader role B. Advisory role C. Professional role D. Administrator role

8. Chief Scout 9. Unit or Crew Treasurer 10. Provincial Scout Council Members

That was easy, wasn’t it? If you wish to check your answers now, please turn to Quick Check at the end of the Module.

Now, for more inspiring words from the Founder of the Scout Movement, Lord Baden-Powell.

96 Module on Structures of World Organization of the Scout Movement and World Scout Bureau/Asia-Paciﬁc Region

97 To Get Things Started

A pleasant day, Scouter,

The World Organization of the Scout Movement (WOSM), in brief, is a large organization composed of all Scouts, Scouters, and laymen all over the world. In fact, you might not be aware of it, but you are part of this organization. To serve you better and to promote Scouting in general, this Module has been designed to fit your need to know about this organization and the groups which have been formed under it. The World Scout Bureau (WSB) functions under the WOSM, and you will be learning more about the Asia-Pacific Region later on.

Now, before we get the ball rolling, here are the general objectives, which have been set to serve as guidelines as you read through this Module.

• To illustrate the structures of the WOSM and the Asia-Pacific Region of the World Scout Bureau.

• To identify the functions of each organic body under the WOSM and the Asia-Pacific Region of the World Scout Bureau.

98 Scouting aims to contribute to the education of young people, through a value system based on the Scout Promise and Law, to help build a better world where people are self-fulfilled as individuals and play a constructive role in society. This is achieved by:

 Involving them throughout their formative years in a non-formal education process;

 Using a specific method that makes each individual the principal agent of his/her development as a self-reliant, supportive, responsible, and committed person;

 Assisting them to establish a value system based upon spiritual, social, and personal principles as expressed in the Promise and Law.

WOSM Before we begin our discussion on the structure of the WOSM, let us first breeze through what WOSM stands for.

WOSM is the acronym for World Organization of the Scout Movement. It is an international, non-governmental, non-profit, non-political organization composed of various National Scout Organizations (NSO). For the purpose of this Module, we shall be referring to the World Organization of the Scout Movement as WOSM or World Organization.

It must be stressed that the WOSM is a combination of all its members, and not a mere representation through its international bodies, which are the Committees, Bureau and Regional Offices. You must note that through membership with a recognized National Organization, every Scout, regardless of whether that person is a boy or a girl, is a member of the WOSM. In essence, WE are all members of the WOSM, and are therefore part of the structure of the World Organization of the Scout Movement.

There is more to the WOSM aside from the connection it provides to different Scout Associations. The first thing you must note is that the WOSM is primarily composed of three bodies:  the World Scout Conference  the World Scout Committee  the World Scout Bureau Each of these groups have specific functions within the organization, and these shall be tackled later on. For the meantime, let us get to know the World Organization of the Scout Movement a bit more.

Structure of WOSM These are the various groups under the World Organization of the Scout Movement.

Coordination groups, and related Sub-Committees and Task Forces

• Audit Committee • Scouting Profile Sub-Committee • Constitutions Committee • Governance Review Task Force • Honours and Awards Committee • Registration Fee Task Force • Educational Methods Committee • WAGGGS-WOSM Consultative • Budget Committee Committee • Youth Advisors to the World Scout Committee • Strategy Coordination Group • Regional Support Coordination Group

99 World Scout Conference Now that we have discussed what the World Organization of the Scout Movement exactly is, let us know more about the governing body of the WOSM, the World Scout Conference. The World Organization, as we have learned, is composed of National Scout Organizations (NSOs). To be a member of the WOSM, a Scout Organization in a country must first be recognized by the member organizations as the NSO of that country. This is through a World Conference in which delegates of the member organizations deliberate on issues regarding Scouting. Take note that only one Scouting organization per country is recognized by the World Scout Conference.

The World Scout Conference is the “general assembly” of Scouting. It is WOSM’s governing organ and is composed of all its members. It meets once every three years. Each NSO sends a maximum of six delegates as its representatives. However, observers who have been authorized by their respective organizations may also register and attend the Conference. Delegations are usually composed of key Scout officials who are tasked with keeping the communication lines open with the WOSM and other Scout Organizations.

The purposes of the Conference could be traced back to the history of Scouting. Scouting was founded in 1907 as an educational method by Lord Baden-Powell (B-P). It became very popular in the United Kingdom and soon spread out to other parts of the world.

After World War I, the goal of peace/unity was in the Founder’s mind, and he believed that young people of various nations should come together as one and share common ideals and interests. With this, he organized the first ever World Scout Jamboree in 1920. It was during this event that the delegates felt the need for some international framework to enable them to push through with their plan to work for unity in the Scout Movement. This meeting was as informal as it could go, but it came to be called the first International Conference and later the first World Conference. It was also decided at this Conference that national Scout leaders would meet every two years through the Conference.

The second Conference, held in 1922, voted for the members of the international committee and drafted sub-committee functions. A group was selected to draft a constitution for World Scouting, and it was this constitution that was adopted during the Conference of 1924.

The primary objectives of each Conference are unity, integrity, and development of the Scout Movement. These are fulfilled through structure and content designed to:

 assist in the exchange of ideas and information among Scouts;

 create general guidelines;

 deliberate on reports and recommendations from the World Committee and from member organizations; and

 handle the formal affairs of the WOSM, such as elections, applications for membership, registration fees, amendments to the Constitution and By-Laws, etc.

S Before you continue with this module, please refer to the T workbook. Turn to page 106 and answer the Self-Test (ST) questions. After doing so, click to go back to the structure tree O of the WOSM. P

100 World Scout Committee While the World Scout Conference determines the resolutions which the WOSM adheres to, it is the World Scout Committee, the executive body of the WOSM, which implements the by-laws which the Conference deems useful for the improvement of Scouting. The Sub-Committee manages the operations of the organization for both the World Committee and the World Conference.

The Committee has 12 elected members. You might wonder how these people come together to compose the World Scout Committee. They are elected by the World Scout Conference. They come from different countries and represent the interests of the entire Scout Movement. Prior to a World Conference, the World Scout Bureau notifies NSOs regarding vacancies and calls for nominees to be elected at the World Conference.

Nine people act as ex-officio non-voting members: The WOSM Secretary-General, the Treasurer appointed by the World Scout Committee, the Chairperson or Vice- Chairperson of six Regional Scout Committees, a board member of the World Scout Foundation.

The full Committee meets at least once a year at such time and places as the Committee may decide. These meetings are usually held in Geneva, Switzerland. The World Committee members and Regional Chairmen may also be invited to these meetings.

The World Scout Committee is further subdivided into different coordination group, sub-committees and task forces. You must go back to the WOSM Structure Tree to know more about these smaller groups.

S Before you continue with this module, please refer T to the workbook. Turn to page 108 and answer O the Checkpoint (CP) questions. P

101 World Scout Bureau You might be wondering how the World Scout Committee attains the goals set down by the World Scout Conference. The World Scout Bureau (WSB), the secretariat of the WOSM, disseminates information through its regional offices. In essence, the WSB manages the affairs of both the World Scout Committee and the World Conference in a more detailed aspect.

Heading the WSB is the Secretary General of the World Organization. He is appointed by the World Committee and acts as the chief executive officer of the Organization.

The Bureau, as the WSB is known, was first established in 1920 in London, England. It moved to Ottawa, Canada in 1959, and eventually moved its headquarters to Geneva, Switzerland in 1968. Regional offices are in various locations all over the world: Africa Region: Nairobi, Kenya Arab Region: Cairo, Egypt Asia-Pacific Region: Makati, Philippines Eurasia Region: Yalta-Gurzuf, Ukraine European Region: Geneva, Switzerland Inter-American Region: Santiago, Chile

As the secretariat of the WOSM, the World Scout Bureau has constitutionally-defined functions:

It supports the World and Regional Scout Conferences and World and Regional Scout Committees, and their auxiliary bodies in the fulfilment of their functions. The Bureau thus takes care of the preparations for meetings and the needed assistance for Sub-Committees to fulfil their functions;

It makes available the services needed for the promotion of Scouting throughout the world;

It is tasked with the maintenance of relationships among NSOs and helps them promote Scouting in their countries;

It endorses the benefits of Scouting in countries where there is no Scout Movement yet;

It oversees the organization of international and regional Scouting events, such as jamborees;

It maintains a healthy relationship with other international organizations that manage various youth activities.

S Before you continue with this Module, please refer to the T Workbook. Turn to page 110 and answer the Checkpoint (CP) questions. After doing so, go back to the structure O tree of the WOSM. P

102 World Scout Bureau/Asia-Pacific Region As you have read previously, there are six regional offices under the umbrella of the World Scout Bureau (WSB).

Now, let us relate this knowledge to Scouting in the Asia-Pacific Region (APR). At the regional level, there are Committees given the same tasks and functions as the Committees we have discussed in relation to WOSM. This time though, the implementation encompasses the boundaries of countries in the Asia-Pacific Region of WOSM. The Regional Office of the Asia- Pacific Region follows, in general, a similar agenda set by the World Scout Conference. However, the broad strategic objectives set by the World Scout Conference are localized by the respective Regional Committees to fit the needs of the program and activities of the Scouts in the Asia-Pacific Region.

The Asia-Pacific Region (APR) has its own emblem shown on the left. The Emblem is oval-shaped with a golden sun on its upper part to represent Asia, the sun-blessed region of the world. The lower half, on the other hand, is the heraldic symbol for waters in azure blue and white, representing the Scouting region, surrounded by the Pacific ocean and other bodies of water. At the center of the logo rests the badge of the World Organization of the Scout Movement to signify unity among its members.

Let us get to know more about the work of the APR and how it relates its work towards the attainment of the goals set by the WOSM through more specific and target-audience oriented programs. Before this, let us run through several important aspects regarding the APR.

The WSB-APR started out with 10 member countries in 1956, with offices in Manila, Philippines. Through the years, membership has increased and currently, the APR has 24 member organizations in Asia and the Pacific, with two associate member countries -- Macau and Polynesia.

Let us now move on to the vision set by the Asia-Pacific Region. The mission of Scouting is to contribute to the education of the youth for the improvement of society. The WSB-APR has adopted this mission for the Scout Movement for 2013 - A Scout Movement that:

 is widely recognized as a value-based educational movement  is co-educational  includes youth members in decision making  provides a safe environment for young people  has self-reliant, independent, and well-managed NSOs  reaches out to a greater proportion of youth in member countries  extends to non-member countries  has good image and high visibility everywhere  maximizes the use of ICT  contributes to community and nation building  has strong community-based Scouting  helps protect nature and the environment  promotes peace in local and global communities

The primary role of the World Scout Bureau / Asia-Pacific Region is to maintain the unity of the Movement, to promote its development, and stimulate its dynamism. In accordance with this, the APR offers the following services:

 Assistance to the Movement’s expansion  Educational Assistance  Institutional Assistance  Cooperation and solidarity  Peace and international friendship  International Scout Relations  Communications and Information ne twork  Constitutional matters

The Asia-Pacific Region of the World Scout Bureau work for a localization of the Scout Movement.

103 Now that you have finished this Module, the objectives that have been presented to you at the beginning have been attained. Hopefully, you have learned a lot through this supplementary material. Should you feel the need to review the structures of the WOSM and the Asia-Pacific Region of the World Scout Bureau, do not hesitate to open this presentation once more.

Sources of the content of this Module are the following:

• the official site of the WOSM - www.scout.org

• Scouting in the Asia-Pacific Region, booklet provided by the APR of the World Scout Bureau

• Volunteers: Serving World Scouting, booklet provided by the WSB

Now, turn your Workbook to the next page for a summation activity to see if you have indeed mastered all there is to know about the structures of the WOSM and the APR of the World Scout Bureau.

This Module has been presented to you by the World Scout Bureau/Asia-Pacific Region.

104 Structures of WOSM and APR-World Scout Bureau

W O R K B O O K

105 WORLD SCOUT CONFERENCE

Now that you have read what the World Scout Conference is and its functions within the WOSM, it is time for you to assess if you have absorbed these facts by answering the following questions designed to do exactly that. Fill in the blanks with the correct answer.

1. What is the “general assembly” of the World Organization called? ______

2. During which event did Lord Baden-Powell hold what came to be considered as the first World Scout Conference? ______

3. What important document was adopted during the 3rd World Conference in 1924? ______

4. How often does the World Scout Conference meet? ______

5. How many official delegates can a National Scout Organization send to participate in the World Scout Conference? ______

Are you done? Check your answers for revisions, if you must. If you are already satisfied with your answers, turn to Quick Check on the next page of the Workbook to see if you have answered the questions correctly..

106 Answers to the Self-Test Questions are in Bold letters.

1. The general assembly of the WOSM is the World Scout Conference.

2. The first World Conference was held during the first World Jamboree.

3. The Constitution for World Scouting was adopted during the Third World Conference in 1924.

4. The World Scout Conference meets every three years.

5. National Scout Organizations send a maximum of six delegates to participate in World Conferences.

Did you get the items correctly? If so, Well Done; If not, all is not lost. You may read through this part of the Module once more to get the facts straight, or if you feel that you have learned from your mistakes, well enough. Return to the Module presentation and go to the next part.

STOP! Do not turn the page. Return to the Module presentation for the next part.

107 WORLD SCOUT COMMITTEE

Are you ready for another test? If so, choose the letter that corresponds to the correct answer to each question. Write your answer on the blank before each number.

___ 1. How many elected members are there in the World Scout Committee? A. 10 B. 12 C. 14 D. 16

___ 2. Who are the ex-officio members of the World Scout Committee? A. Lord and Lady Baden-Powell B. Past Chairs of the Regional Scout Committees C. Past Chairs of the World Scout Committee and Regional Directors D. Secretary General, Treasurer of the WOSM, Chairs of Regional Scout Committee and a board members of World Scout Foundation

___ 3. How does one become a member of the World Scout Committee? A. The members appoint themselves. B. They volunteer to become members. C. They are elected at the World Conference. D. They are chosen by previous members of the Committee.

___ 4. What is the main responsibility of the World Scout Committee as executive body of the WOSM? A. Manage the World Jamboree B. Organize activities for Scouters C. Manage the operations of the Organization D. Vote for the members of the World Scout Conference

___ 5. The World Scout Committee of the World Organization of the Scout Movement is the latter’s A. governing body B. executive body C. implementing arm D. international representative

Turn to the next page of the Workbook to see if you have answered the questions correctly.

108 The statement in bold letters represents the right answer. Should you want to find the reason why the given choice is the correct answer, please re-read the text.

1. B. There are 12 members of the World Scout Committee.

2. D. The two ex-officio members of the Committee are the Secretary General and the Treasurer of the WOSM.

3. C. The members are elected through the World Conference.

4. C. The World Scout Committee manages the operations of the Organization.

5. B. The World Scout Committee is the executive body of the WOSM.

Did you get the correct answers? If you did, then give yourself a pat on the back. If you failed to answer some questions correctly, know that mistakes make people learn.

STOP! Do not turn the page. Return to the Module presentation for the next part.

109 WORLD SCOUT BUREAU

Information regarding the World Scout Bureau has been presented to you. Now, test yourself through this activity if you have remembered the facts that you have read. There are several sentences below, which you have to complete by filling in the missing words. The number of letters for each blank is provided in the illustration below to give you a hint of the correct answer. Furthermore, the answer to each blank will help you discover the hidden word in the bold boxes.

1-2. The World Scout Bureau manages the affairs of both the ______and the ______. 3. National Scout Organizations pay ______for their WOSM membership. 4. The World Scout Bureau was established in 1920 in ______, ______. 5. Its headquarters was moved to ______, ______in 1959. 6. The World Scout Bureau is headed by the ______of the WOSM. 7. The World Scout Bureau manages to plan and implement activities for Scouters through ______. 8-9. Aside from agencies and individuals, additional financial help comes from ______and ______for the implementation of activities of the World Scout Bureau. 10. The Secretary General of the World Organization acts as the Chief ______of the organization. 11. One of the functions of the World Scout Bureau is to endorse the ______of Scouting in countries where the Movement does not yet exist. 12. The World Scout Bureau conducts ______to assist various committees in both the technical and support aspects. 13. One of the major activities of the WOSM is a ______. 14. The World Scout Bureau publishes ______to inform people of the Scout Movement. 15. The headquarters of the World Scout Bureau was moved in 1968 to Geneva, ______. 16. The regional headquarters of Eurasia is located in ______- ______, ______.

The missing words are: ______

When you have finished this page, please turn to the next page of this Workbook.

110 Here are the answers to the previous activity. Did you get the missing word right? Doing so would mean that not only have you filled in the blanks to each question correctly, it means that you have mastered what the World Scout Bureau is. For that, Congratulations to you!

If you did not get all the answers correctly, do not be disheartened. Look over your mistakes and make sure that you do not repeat them.

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15 16

1-2. The World Scout Bureau manages the affairs of both the World Conference and the World Scout Committee. 3. National Scout Organizations pay their registration fees for their WOSM membership. 4. The World Scout Bureau was established in 1920 in London, England. 5. Its headquarters was moved to Ottawa, Canada in 1959. 6. The World Scout Bureau is headed by Secretary General of the WOSMt. 7. The World Scout Bureau manages to plan and implement activities for Scouters through financial help. 8-9. Aside from agencies and individuals, additional financial help comes from corporations and foundations for the implementation of activities of the World Scout Bureau. 10. The Secretary General of the World Organization acts as the Chief Executive Officer of the organization. 11. One of the functions of the World Scout Bureau is to endorse the benefits of Scouting in countries where the Movement does not exist yet. 12. The World Scout Bureau conducts courses to assist various committees in both the technical and support aspects. 13. One of the major activities of the WOSM is a Jamboree. 14. The World Scout Bureau publishes newsletters to inform people of the Scout Movement. 15. The headquarters of the World Scout Bureau was moved in 1968 to Geneva, Switzerland. 16. The regional headquarters of Eurasia is located in Yalta-Gurzuf, Ukraine.

The missing words are: WORLD SCOUT BUREAU.

STOP! Do not turn the page. Return to the Module presentation for the next part.

111 WORLD SCOUT BUREAU Write a reflection on the following questions about the Asia-Pacific Region of the World Scout Bureau on the space provided or, should you feel the need to do so, get another sheet of paper and write down your answers there.

(For Filipinos) Upon learning that the World Scout Bureau’s Regional Office is based here in the Philippines, how did you feel? Would you be able to say that you are proud that the Philippines is taking such an active role in the Scout Movement? To what extent would you say that the Scouts and Scouters of the Philippines have taken part in the development of the Region as a whole?

(For non-Filipinos) Do you feel that your home country has taken an active role in Scouting? Are you proud of the achievements of Scouting in your own country? Be able to support your answers with valid reasons. ______

2. You have learned that the Asia-Pacific Region of the World Scout Bureau upholds the mission of Scouting by envisioning the Scout Movement for 2013. As a Scouter, you are aware of the various activities and programs conducted by the Asia-Pacific Region of the World Scout Bureau. Do you think such events are enough to meet Vision 2013? If yes, give proofs of your answer. If your answer is no, what type of program and activities do you think would adequately meet the vision? ______

There are no right or wrong answers to the two questions which you have answered; however, these questions will determine how much of the Scouting Spirit you have absorbed, and how you can contribute to the Scout Movement in your own way. Furthermore, the two questions will show how you envision the Scout Movement, how you believe in the mission it tries to spread all over the world, and how dedicated you are in the improvement of the services provided by the World Scout Bureau and the World Organization as a whole.

STOP! Do not turn the page. Return to the module presentation for a wrap-up of the module.

112 Summarization Activity

This is simply a test of your memory of the entire Module. Relax and don’t feel as if you are going to take a Board exam! Simply complete the following sentences to the best of your ability. And remember not to go back to the previous pages while doing this!

1. I learned that the World Scout Conference is ______

2. Meanwhile, the World Scout Committee is ______

3. I now know that the function of the World Scout Bureau is to ______

4. Finally, the Asia-Pacific Region of the World Scout Bureau is: ______

Are you done? If so, turn to the end of the Workbook to see what could be part of your answers.

Turn to the end of the Workbook.

113 Did you have a hard time filling in the required fields? I bet you didn’t for you are a good learner. Anyway, the answers to the previous activity are in bold. In fact, they are more like guides for you to see what your answers should contain.

1. I have learned that the World Scout Conference is- For this question, you must have written that the World Scout Conference is the highest governing body of the WOSM. In addition to that, you must have at least pointed out the functions of the World Scout Conference and what happens during a Conference. You might have also included a short history of how the Conference came to be.

2. Meanwhile, the World Scout Committee is- For the World Scout Committee, you could have put in the functions of this body; you could have even answered that it is made up of several sub-committees (which are the answers to the next question!). Also, you could have put in the members of the World Scout Committee.

3. I now know that the function of the World Scout Bureau is to- Now, in this question, you could have briefly stated the operations of the World Scout Bureau and its regions. A gist of what the World Scout Bureau does to improve Scouting could have been included as well.

4. Finally, the Asia-Pacific Region of the World Scout Bureau is- Finally, for this one, you could have put in the localization of activities done by the Asia-Pacific Region. You could have also put in the activities and vision, which are particular to this region of the World Scout Bureau.

114