the duke of edinburgh’s award the international award for young people siv atmicca yoganathan ba...
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The Duke of Edinburgh’s AwardTHE INTERNATIONAL AWARD FOR YOUNG PEOPLE
Siv atmicca Yoganathan BA BSc MA (Development Studies) (Melb)
Projects Officer (Tertiary and Vulnerable Youth Sectors) The Duke of Edinburgh’s Award in Victoria, Australia
A unique approach to youth development
When the mind is stretched by new experiences it can never return to its former dimensions
Dr Kurt Hahn
Dr Kurt Hahn German Educationalist 1886-1974joint founder of The Duke of Edinburgh’s Award
Believed it was crucial for young people to prepare for life by facing it directly and experience it in ways that would demand courage, generosity, imagination, principle and resolution.
Round Square
Outward Bound (1941) The Duke of Edinburgh’s Award (1956) United World Colleges (1962) Round Square (1967)
Initiated schools and youth development programs such as:
Theoretical Frameworks
Positive youth development through• Experiential learning
– Outdoor Education– Sports Education
• Applied learning• Service learning
Positive Youth Development
Based on belief that all young people: have the potential for positive developmental
change are a resource to be developed rather than a
problem to be solved(Roth et al 1998)
The Award’s holistic structure fosters positive youth development by developing the essential facets of a young person’s wellbeing.
Experiential Learning Model
REFLECTION
LEARNINGPRINCIPLES
APPLICATION
LEARNING EXPERIENCE
(Stenho 1986; Gass 2003)
The Award in the Experiential Learning Model
Example: ADVENTUROUS JOURNEY Exploration of impacts of tourism on the ecosystem of the local national park.
Experiential Learning Model The Award – Adventurous Journey (AJ)
1 Learning experience Exploration - planning
- conducting data collection
2 Reflection on the action and experience
Reflect, report & make recommendations to national parks authority
3 Abstractions/ Key learning principles drawn from the reflection
Increased awareness of environmental conservation issues
4 Application/ Transferral/ Integration of learning
Take learnings back home – take initiative to improve environmentally protective actions in household/ school – eg recycling
You are not comparing yourself with anyone; you are not competing with anyone; what you are actually doing is creating yourself.
Brendan Kelly, Irish poet
Service Learning Model
Dynamic interrelationships between 4 types of learning and service
Service Learning
The purposefulness and reflection required for The Award illustrates the distinction between simple volunteerism and service learning, which takes a holistic approach to youth development.
Core Aim: Valuing Young People
Fostering young people’s• Leadership• Empowerment• Confidence• Action• Resilience• Initiative
Reward, recognise and celebrate their achievements and
therefore the young people themselves.
The Duke of Edinburgh’s Award is perfectly suited to university students.
University is peculiar in that the majority of students will know very few peers from outside their respective courses. By mixing with different groups of students through expeditions, skills, sport and serving the community, university students are likely to benefit not only from making new friends but also being exposed to new situations.
Gold Awardee, University of Melbourne
The Award in the Tertiary Sector
The University is committed to developing graduates who are leaders in communities, attuned to cultural diversity and active global citizens. The Duke of Edinburgh’s Award, being an internationally recognised leadership program contributes to these endeavours.
Professor Peter McPhee,
Provost of the University of Melbourne
It is wrong to coerce young people into opinion but it is our duty to impel them into experience.
Dr Kurt Hahn
Multiple Layers of Support
Vice Chancellor&
Provost
Manager(Internal partner)
Manager(L.I.V.E Unit)
Managers(Internal partner)
Front-line staff (Coordinators)
Front line: Award Coordinators
The Award
• Adds depth & dimension to staff–student relationships
• Improves quality of pastoral care
• Opportunity to impact young people’s lives towards their positive self development
Leadership Involvement & Volunteer Experience (LIVE) Unit
LIVE Programs:
• Leadership programs, (one of which is The Award).
• Volunteering opportunities and resources.
Value of Partnership
Effective partnerships
• are essential for the sustainability of the program.
• provide the support network to ensure young people’s opportunity and ability to achieve their Award
Tertiary Partnerships
CAREERS & EMPLOYMENT
AIESEC
STUDENTSERVICES
STUDENT UNION
SIFE
SPORTS CENTRE
FACULTIES
LIVE
STUDENT
University Of Melbourne Award Participants
Career Enhancement:
The Award ensures you ALWAYS have something to talk about in interviews. It isn't just The Award itself, but rather a hermeneutic key to interpret the things you have done in the past. It guarantees life experience, teamwork and commitment- all things employers look for.
Gold Award Participant , University of Melbourne
University Of Melbourne Award Participants
Recreational Approach:
The Award has given more structure and purpose to all the endeavours I have taken outside an academic arena. It has helped me discover my passion for trying new things, seeking new challenges and helping others along the way.
Gold Award Participant , University of Melbourne
University Of Melbourne Award Participants
Broadening Horizons:
The experiences that flow from participating in the different sections of The Award shape our own experiences and consequently shape participants as global citizens and leaders; and this is what the Melbourne Model aims to achieve.
Gold Awardee, University of Melbourne
Lessons Learned
Key to fostering the success of any positive youth development program lies in strong partnerships.
The Duke of Edinburgh’s Award offers a unique opportunity and approach to foster the growth of our young people to become responsible, engaged, resilient members of society.
The Award teaches its participants that we must serve our community, that we must learn new and different skills, that we must be open to new ideas and that we must have an understanding of ourselves and others.
For the youth of today to be a vehicle for change and the betterment of society we have to be able to dream and ensure that these dreams can become reality.
Gold Awardee, University of Melbourne.