Pedigogical Theory In The Boy Scouts Program
The Boy Scouts Program is a training based program in the area of woodcraft skills. Over the years, it has changed in its content but its pedagogical style has remained fairly constant. It is an interesting blend of autodidactic (self taught) learning, PLAR (prior learning assessment), systematic training, and demonstration of skill, both individually and in teams (when appropriate).The skills are divided into core competencies and optional extras, with core competencies graded into several "classes". The entire program , when run properly, is based upon the acquisition of basic skills and the provision of opportunity to exercise them (hopefully enjoying the benefits of proficiency, and having them modeled in real life).
The core competencies are divided into:
- Tenderfoot very basic stuff and few of them, mostly relating to organizational philosophies and behaviors etc.
- Second Class, First Class, Queen's Scout, Award of Merit (the name varies) three basic grades of skills with specified requirements, plus additional add-on optional sub-programs. The competencies for each sub-skill are spelled out specifically in a handbook for the benefit of both member and leader. Leaders are expected to be competent enough to be able to both teach and examine these competencies.
- Badges which indicate optional additional competencies in a wide variety of life skills and activities (beyond the woodcraft mostly). Required competencies for each of these have been researched by the Scouts organization from specialists in each area and spelled out for the benefit of any examiner. It is expected that examinations for these badges will be
- conducted by an acceptable and qualified examiner, usually outside of the regular leadership,
- that examination will be on the specified competencies only ,
- and that a letter of fulfillment will suffice for the awarding of such badges.
- Integration of Badges and core competencies is accomplished by having a certain number of "badges" required as a co-requisite for attaining the level of Second Class, First Class, and Queen's Scout, as well as Award of Merit - that is, in addition to any core competencies required for that level.
The program is simple and straightforward. Accomplishments are recognized world wide, and yet it has built in an amazing amount of flexibility to account for individual , cultural and situational differences.
Perhaps the best part of this training-based program is their way of handling the variations of learning processes and maintenance of standards in a fair and equitable way. Underneath this system lie some fascinating pedagogical assumptions:
- There will be a common set of minimum standards for any certification
- The competencies will be established by people competent in each field or sub-skill, so that they hold general recognizability worldwide.
- Listings of skills and competencies will be widely available in the base handbook and attainment of each will be readily and easily identified.
- Examination will be conducted by people competent in each field, with core competencies being the responsibility of the core leadership, creating a base respect for leadership by members, without undue expectations of their capacities.
- Community members, recognized for their competencies will be looked to as part of the program of examiners only in those areas of specialty in which they are recognized, and keeping their involvement in the program to a significant and meaningful minimum. Members are expected to seek out relevant examiners where possible, and to get permission to use them as examiners for badge-work..
- It does not matter
- where, how, or when members learn a particular competency,
- which optional skill sets they try to become certified in,
- or in what order they try to gain certification (within certain broad guidelines of sequencing).
If a member thinks s/he can qualify, and demonstrates the competency, certification is given.- Involvement in certain activities is limited to members who have attained certain competencies, for purposes of safety and motivation.
- It is assumed that the core competencies will be taught on a rotating basis over the years such that all members (who join and leave on individual timetables) will be able to complete the full program within a reasonable time in the program, with a as many optional extras as they desire to include.
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