Abstract
The Duke of Edinburgh’s International Award is a youth achievement Award program that aims to engage young people in purposeful activities focused on gaining knowledge, broadening horizons and accumulating a diversity of experiences. The program promotes positive youth development through an experienced based learning approach and is known to play a vital role in providing opportunities for young people to develop essential life skills, complementing their formal education. Comprised of three levels (Bronze, Silver and Gold) and four sections (Service, Skills, Physical Recreation and Adventurous Journey) the Award is designed to provide a balanced programme of personal development. The Award operates worldwide in over 140 countries and territories, through the International Award Association. This article will discuss The Duke of Edinburgh’s International Award program and its non-formal educational framework. Participants reported that it has enabled them to grow in confidence and in their ability to contribute positively to their communities.
Highlights
The Duke of Edinburgh’s (DofE) International Award, hereafter referred to as the Award, is a youth achievement Award program developed around bringing together practical experiences and life skills with the aim to equip young people for life (DofE, 2012a)
The Award is achievable by any young person between the age of 14 and 24, regardless of their background and circumstances. The latter is based on the notion that all young people should get the chance to develop life skills and enjoy the practical experiences they require in order to embrace any future challenges and opportunities
The four sections are designed to provide a balanced program of personal development (DofE, 2012b)
Summary
The Duke of Edinburgh’s (DofE) International Award, hereafter referred to as the Award, is a youth achievement Award program developed around bringing together practical experiences and life skills with the aim to equip young people for life (DofE, 2012a). After the Second World War, Hahn approached the Duke of Edinburgh to establish a national badge scheme based on the Moray Badge It was during this time that there was a growing concern about the development of boys, due to the gap between leaving school at the age of 15 and entering National Service after they turned 18. Hahn believed that practical involvement and a holistic approach was the key to learning which is why he advocated experiential education Based on this philosophy, the Award was originally designed around four sections: Rescue & Public Service Training, the Expedition, Pursuits & Projects, and Fitness. The program had to be available to all who wanted to participate, regardless of their race or socio-economic background (Hahn, 1936)
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