exploring global issues
19
19 | international
international
19
Who is International for?
This module (number 19) provides Section Leaders and Section Supporters
with the information and methods they need to plan and run international
programmes. It also encourages active participation in international
activities across the age ranges.
What does this module contain?
The module contains approximately 21/2 hours of learning that may be
managed in a number of ways.
How is this module validated?
The validation of this module is based on the individual’s ability to meet the
validation criteria set out in the Training Adviser’s Guide and the Adult’s
Personal File. The adult will be required to demonstrate their understanding
of Scouting as a worldwide family and the importance of the global aspects
of the Balanced Programme.
What information is provided?
The module contains information about Scouting as a worldwide
Movement. It also focuses on the two key ways in which international
elements can be incorporated into a balanced programme through the
global nature of Scouting and linking with other Scouts.
The objectives are given followed by methods of training. The objectives
concentrate on the international aspect of Scouting and how it relates to
young people and the Programme. Trainer’s notes are also given to provide
guidance on key points and methods.
The information is not however a script for the session. Prior knowledge
and/or research of the subject matter by the Trainer will be required before
delivery of the training.
Series Editor
Chris James
Copyright © 2003
The Scout Association
New Edition
First printed 2003
Printed by Belmont Press
Editors
Robert Halkyard
Claire McAuliffe
Contributors
Tian Bersey
Jackie Martin
David McKee
Design and
Production
The Workroom
Editor’s note
Although in some parts of the British Isles Scout Counties are known as Areas or Islands and in
one case Bailiwick, for ease of reading this material simply refers to County or Counties.
Session details
The following sessions are included in this module:
Session
Page
Timing (hrs)
1
Scouting and the larger picture
4
0:50
2
International issues in the Programme
8
0:60
3
Opportunities abroad
14
0:30
Depending on the number and nature of the participants, these sessions
may need to be preceded by introduction and/or integration sessions.
Planning considerations
Module 19, International is compulsory for Section Leaders and Section
Supporters. It is also recommended for others in Scouting whose role has
an international element, such as ADC/ACC (International). The learners
may come to this module with a wide range of expectations and needs.
Their experience and knowledge may vary from the non-existent to
extensive participation in visits abroad. The Trainer will need to identify
these levels and adapt the sessions and methods accordingly.
Those delivering the module should have active international experience,
either through running programmes with an international focus, participating
in international events or projects, hosting Scouts from another country or
from taking part in an educational project in conjunction with an aid
agency or development project. When dealing with international issues of a
sensitive nature, an appropriate approach and style should be adopted.
It may be worth considering whether participants should be encouraged
to bring local information to enhance the more general material. If so,
participants will need prior warning of this before the training begins.
International
1
Trainer
Learner
International
Aim
To provide participants with an international focus appropriate to their
Section and an appreciation of the global nature of Scouting.
Objectives
Group
There are six overall objectives for this module:
1 Explain the worldwide nature of Scouting and the role of the World
Badge.
2 Outline the major international Scouting events and activities and
explain how young people can become involved in them.
Report back
3 Detail how international aspects feature in the Programme.
4 Suggest ways of obtaining resources, ideas and material to support the
international aspects of their Section’s programme.
5 Include international aspects (including visits and expeditions as
Visual aids
appropriate) as an integral part of their Section’s programming.
6 List the benefits of international activities to young people.
Trainer’s notes
Timing
2
International
Methods
A series of sessions
This module may be delivered as a series of training sessions following each
other or if more suitable, as shorter sessions. Where possible, additional
time should be allocated to the tasks to allow for fuller discussion and
contributions from participants.
One to one training
The sessions provide an ideal starting point for a structured one to one
training session. The one to one Trainer will need to have a wide range of
international experiences from which to draw upon to compensate for the
lack of interaction with other course members.
Resources
To deliver this training module in its entirety, you will need the following
resources:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
OHP and OHTS
Display boards
Pins
Copies of relevant factsheets
CH260001 National Emblems Poster (available from The Scout
Information Centre)
Visits Abroad folder (available from the ACC (International))
Package tours brochures
BX260001 Where to Stay in Europe (available from The Scout
Information Centre)
Publicity material for current major events
BR260001 Hello World (available from The Scout Information Centre)
288050029 Help to Save the World (available from The Scout
Information Centre)
PK260015 Development Education Games (available from The Scout
Information Centre)
Bridging the GAPP (download from www.gapp.me.uk)
Scouting Essentials
Join in Jamboree resource
Facts for the true/false game
Publications from other agencies.
Resources are summarised at the start of each set of Trainer’s notes for
each session.
International
3
International: session 1
Scouting and the larger picture
Key objectives
1 Explain the worldwide nature of Scouting and the role of the
World Badge.
2 List the benefits of international activities to young people.
Resources
For this session, you will need the following resources:
•
•
•
•
•
•
•
•
•
•
•
•
Flipchart
Flipchart paper and pens
Display boards
Pins
Copies of:
FS 260010 World Scouting
FS 260013 Scouting and World Development
FS 260016 The World Membership Badge
FS 260017 Jamborees of the Past
FS 260005 International Evenings
FS 260004 Audio Visual Service
FS 260009 A Buyer’s Guide to International Resource Material
820253 The World Scout Map (available from Outdoors Ltd
on 01903 755352)
CH260001 National Emblems Poster
BR260001 Hello World
288050029 Help to Save the World
PK260015 Development Education Games
Bridging the GAPP (download from www.gapp.me.uk)
Publications from other agencies as available.
Trainer’s notes
This session is offered in plenary. The World Scout Map and National
Emblems Poster should be displayed for all to see. Care should be taken
however not to concentrate too much on numbers and uniforms. The
difference Scouting makes is much more important and that impact is
enhanced because Scouting is large and found all over the world. Try to
make the session as interactive as possible, inviting experiences from the
4
International
participants and asking questions. Up-to-date information on initiatives
around the world can be found on the World Organisation of the Scout
Movement website www.scout.org searching under ‘Promising practices’.
International issues need to be handled sensitively and can seem daunting
to many Leaders. There are often no right and wrong answers, which
makes some people uncomfortable. The session needs to be put into the
context that this is the world in which our young people are growing up.
Trainer input
Explain that Scouting is the largest voluntary uniformed youth organisation
in the world. Sharing common ideals expressed in the Promise and Law, its
impact is in providing young people with opportunities to learn about each
other, celebrate their similarities, understand their differences and suggest
ways in which Scouts can contribute to a better world.
Explain that there are:
• over 28 million Scouts in the world
• Scouts in 216 countries and territories around the world
• only a handful of countries where Scouting does not operate.
Task
Identify the countries in which Scouting does not operate, and suggest the
reasons why.
Trainer input
Explain that the countries are Andorra, Afghanistan, People’s Republic of
China, Cuba, Democratic People’s Republic of Korea, Lao People’s
Democratic Republic and Myanmar.
The reasons are mainly political and ideological – usually where a
totalitarian state has its own political youth organisation. Andorra is so
small that young people go to France for their formal and non-formal
education.
Explain that uniting all these Scouts, and their projects, are the World
Badge and World Jamborees. The rope surrounding the Arrowhead emblem
on the World Badge represents the unity of World Scouting. Suggest that a
simple way of reinforcing this unity is to encourage informal linking. One
International
5
method is to send a World Badge with a simple message from each newly
invested Scout to a link Group or country.
The scale of Scouting means it has the opportunity to make an enormous
contribution to the world.
Give some examples of the kind of work that Scouts around the world are
involved in:
• Leprosy screening in India protecting more than one million people
• Malaria treatment in Angola helping 700,000
• Initiatives in east Africa and Chile taking thousands of children off the
streets
• AIDS education across Africa helping to reduce the incidence of
HIV and AIDS.
Task
Discuss what experiences you have of these projects or any that are similar.
Trainer input
Explain that we live in a world that seems to be getting smaller and smaller.
We hear about events on the other side of the world almost as soon as
they happen. When we shop for exotic produce in our supermarkets, the
decisions we make about environmental issues affect people far beyond the
shores of the UK. It is important to remember that Scouting is not detached
from this world. This is the world young people live in today – it is their
world.
Task
Think about the following questions:
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•
•
•
•
6
International
Who has been abroad on holiday?
Who has been outside Europe?
How many have tried sushi or other food from another country?
Which countries do your coffee and tea come from?
Have you heard anyone speaking another language in the past week?
Past month?
Trainer input
Explain that most people will be able to identify with more than one
question. It illustrates how we all have closer links than we might think
with the wider world. There are many other examples of the international
aspect of our lives.
Task
In small groups, suggest ways in which young people today benefit from
living in a global society. These can be practical or personal benefits.
Report back
List the ideas from the groups on a flipchart. Ideas could include:
• increased awareness of global issues, such as technology, the global
economy and the environment
• greater interaction with those from different countries or cultures,
developing better understanding
• greater opportunities to travel
• greater understanding about how trade relies on interaction between
countries
• greater familiarity with news and cultures from around the world
• a more diverse diet, with more opportunity to try out global cuisine
either through ethnic restaurants or ‘take-aways’ or ready prepared
meals from major food retailers.
Summary
Summarise the session by emphasising to the participants how we can help
to ensure young people grow in their awareness of world issues. This can
help individuals to:
• look outside themselves
• become more aware
• consider how to develop their responsibility to the world and its citizens.
International
7
x
International: session 2
International issues in the Programme
Key objectives
1 Explain how international aspects feature in the Programme.
2 Suggest ways of obtaining resources, ideas and material to support
the international aspects of their Section programme.
3 Include international aspects (including visits and expeditions as
appropriate) as an integral part of their Section’s programming.
Resources
For this session, you will need the following resources:
• OHP and OHTs
• Flipchart paper and pens
• Copies of:
FS260005 International Evenings
FS260009 A Buyer’s Guide to International Resource Material
FS260002 International Links
FS140300 International Group Award Guidelines
FS260003 Sources of Information
• BR260001 Hello World
• Join in Jamboree resource
• Details of the relevant Programme Zones, International and
Global Challenges and the International Group Award, taken
from Scouting Essentials.
Trainer’s notes
For this session, you may find it useful to write down and display each topic
on separate cards.
There is a wide range of material on many initiatives both in and outside
Scouting. As many resources as possible should be made available. The
material produced in this session could also be copied and made into a
resource, for later use by participants.
8
International
Trainer input
Explain that this session provides the opportunity to consider a number of
different international issues. It will also cover ways they can be integrated
into the Programme.
Refer to the display of cards that illustrate a typical range of topics:
Topic
Source of information
Website
Refugees
The Refugee Council
www.refugeecouncil.org.uk
Children’s Rights
Save the Children
www.savethechildren.org
Homelessness
Shelter
www.shelter.org.uk
Fair Trade
Christian Aid
www.christianaid.org.uk
Immunisation
Unite publications
www.ugandanetwork.org.uk
Clean water
Wateraid
www.wateraid.org.uk
HIV/AIDS
Unite publications
www.ugandanetwork.org.uk
Stereotypes
FS 260025
www.scoutbase.org.uk
Environmental
impact
Bridging the GAPP
Eco-tourism
World Wide Web
Famine
Oxfam
www.oxfam.org.uk
Poverty
World Vision UK
www.worldvision.org.uk
Human Rights
Amnesty International
www.amnesty.org
Explain that there is a useful way international issues can be approached to
generate programme ideas and activities.
Demonstrate this by displaying the example mind map for Fair Trade, given
on OHT 1 .
Task
In small groups, mind map one of the topics from the list given above. One
person from the group should be prepared to give a brief report back to
the rest of the group.
Trainer’s notes
It may be useful to allocate a topic to groups to avoid potential repetition.
For the topic of stereotypes, it may be useful to look at the ‘Cut and paste’
activity in the ‘It’s not fair‘ section of Bridging the GAPP.
International
9
Report back
One person from each group should summarise their discussions using the
mind map as an aid.
Trainer’s notes
Depending on the make up of the group and the experience of the
participants, it may be helpful if you provide some concrete examples of
ideas: e.g. for Fair Trade run a tea, coffee and chocolate tasting session.
Trainer input
Remind participants that the international dimension of the Balanced
Programme and relevant Awards, activities and events will vary from Section
to Section.
Explain that the opportunities to explore these areas are reflected in the
Balanced Programme in the Programme Zones. Refer to the requirements
for the following Zones:
• Exploring the world around us (Beaver Scouts)
• Global (Cub Scout/Scouts)
• International (Explorer Scouts/the Scout Network)
These are given in Scouting Essentials.
Explain that there are also opportunities to explore international issues
in the International and Global Challenges and the International
Group Award.
Task
On large sheets of paper under each Section heading, write up ideas of
how ‘international’ might be interpreted in each age range.
Trainer’s notes
Some answers might include:
10
International
Beaver Scouts
Theme nights on countries or a similar aspect (such
as food) in different countries. Fundraising through
a sponsored silence, Join in Jamboree activities.
Cub Scouts
Theme nights on countries or issues (e.g.
endangered species), Join in Jamboree activities.
Scouts
Linking, visits abroad, Join in Jamboree activities,
Jamboree on the Air, Jamboree on the Internet.
Explorer Scouts
Jamborees, debates, management games on
international issues, JOTA, JOTI, fundraising,
building a cardboard home.
Scout Network
Visits abroad, overseas expeditions, service teams
at international camps and events, fundraising.
Trainer input
Explain that once you have an idea it needs to be planned into a working
programme taking account of the age range, the Balanced Programme, and
specific Awards.
Ideas based on this knowledge can be appropriate for the Global and
International Challenges, the International Group Award and elements of
providing a balanced programme.
Task
In small groups, create an outline plan for a different Sectional programme
or event based on one of the ideas suggested previously. Produce this
programme on flipchart paper.
Report back
Display the programmes all together and ask each group to give
brief feedback.
Trainer input
Explain that one way of making the Programme’s international dimension
real is linking up with other Scouts. This is a popular way of exploring
international issues and also fulfilling the requirements of the International
Group Award and International and Global Challenges.
The International Links scheme is just one way of establishing a link. The
scheme aims to put UK Scouts and those in other countries in touch with
one another. Information on the scheme including contact details can be
found in the factsheet International Links (FS 260002).
International
11
Task
In small groups, suggest other methods of establishing a link, for example
with local community links. Choose one method and think about how this
could work in practice in your geographical area or Section. Be prepared to
give a one minute presentation on your own geographical area or Section.
Trainer’s notes
For the above task, participants need to be grouped either geographical
or by Section.
Answers to the above task could include the following methods:
•
•
•
•
•
•
•
•
Local community links
Faith community links
Travelling business people
Links established on holiday
Town twinning links
Internet links
Meeting groups at UK organised international camps
Family links through relations living in another country.
Report back
Ask each group to give a one minute presentation on their geographical
area or Section. Be strict with the timing to ensure they only cover the
key points.
Trainer input
Explain that the process they have just gone through, with more time, could
be a way to encourage young people to tell their link group about:
•
•
•
•
•
their home area
what they do
where they do it
aspects of their recreation and education
other such matters.
This could be done on audio tape, on video, in a log book, online or, more
traditionally, in a letter.
Taking the concept one step further, a link can be expanded to fulfil the
requirements of the International Group Award. It could look at ways
young people, as members of a Scout Group or group of Sections can
12
International
support their link group. This support can be dramatic, such as contributing
funds to install a pump for fresh water, or more simply, the Group can
provide World Badges or copies of Scouting Magazine.
Eventually, older Sections may camp with their link group either in the UK
or when visiting them in their country.
Summary
Remind participants that whatever the age of a young person or adult, an
international dimension to the Programme can be:
•
•
•
•
•
fun
thought provoking
interesting
motivating
and in some cases, life changing.
The effect Scouting can have on the world should never be underestimated.
Suggest that participants look at the World Organisation of the Scout
Movement website www.scout.org for further information and as a means
of exploring the websites of other Scout Associations.
International
13
International: session 3
Opportunities abroad
Key objectives
1 Outline the major international events and activities and explain how
young people can become involved in them.
Resources
For this session, you will need the following resources:
• Copies of:
FS 260017 Jamborees of the Past
FS 260018 Thinking of Going Abroad
FS 260025 Activities to Prepare for Visits Abroad
• 820253 The World Scout Map (Available from Outdoors Ltd
on 01903 755352)
• Visits Abroad Folder (sample for demonstration, available from
the ACC/AAC(I))
• Brochures showing activity holidays
• BX260001 Where to Stay in Europe
• Facts for the true/false game
• Join in Jamboree resource
• Publicity material for current major events.
Trainer’s notes
This session is most appropriate for those working with or supporting
young people aged 10+. However it would be good practice for all Leaders
to be informed about the process necessary for taking Scouts overseas. The
Trainer presenting this session needs to have up to date information and if
possible recent experience of organising or accompanying Scouts going
abroad. Current information is available from The Scout Information Centre
(0845 300 1818).
Trainer input
Explain that one of the consequences of having such a large organisation
is that there are many opportunities for Scouts to get together.
For example:
14
International
•
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•
•
•
•
•
•
an expedition to another country
taking part in an international camp
an exchange visit with a partner Group
a social event such as visiting a theme park overseas
camping at a Scout campsite in another country
a development project abroad
taking part in a package tour for Scouts
participating in one of the European Region initiatives
working on a voluntary programme such as the International Camp Staff
Programme.
Details of all opportunities are updated on a monthly basis and are available
on ScoutBase UK or from the Scout Information Centre.
Trainer input
Explain that World Jamborees, as well as smaller national or even local
Jamborees, have been part of Scouting since its earliest days. They offer
an opportunity to highlight the global aspects of Scouting and encourage
the interaction of young people from different countries. This often results
in family hosting, Group linking and even visits abroad. Highlight that
the Jamboree experience is valuable not just for those who are fortunate
enough to attend. It can also be shared by all Sections through information
and participation in related activities.
Trainer’s notes
The next task is a true/false game and will require a list of facts, both true
and false. The true facts can be taken from the factsheet Jamborees from
the Past (FS 260017). False facts will need to be make up.
Task
In teams, work out which facts are true and which are false.
Task
As a group, share any experiences you may have of meeting Scouts from
another country and any experiences of Jamborees.
International
15
Trainer input
Explain that the basic support pack, the Visits Abroad Folder, contains:
•
•
•
•
•
a Form PC (Abroad)
overseas travel insurance information
emergency contact information
a checklist and advice sheet
a report back form.
The folder is provided by the ACC (International) so that the group can be
supported throughout their preparations.
Task
In small groups, select one of the international opportunities listed on page
15, and for each Section work through the factsheet Thinking of Going
Abroad (FS 260018).
Report back
Bring all the groups together to give you some feedback on their progress.
It is unlikely that they will have completed the task. Point out, however, that
the first few questions on the worksheet are the most important. Remind
participants that their worksheets are a good basis for future work by
participants if they decide to organise a trip abroad.
Summary
Explain that just one Scout making friends with and talking to someone
from another country, culture or speaking a different language can make a
big difference. It is like dropping a pebble into water – the effect can cause
ripples that can radiate in ever increasing circles.
Trainer’s notes
If extra time is available, run a short question and answer session with the
group. Remember to use the other participants as a resource to suggest
answers.
16
International
Module 19
International
Taking action to
make it happen
Trade barriers
Trade Justice
Campaign
Peer education skills
‘Bridging the
GAPP pack’
‘Dividing the
Bar Game’
Agencies
Activities on
www.gapp.me.uk
Where does it
come from?
Taste the
difference
1
www.fairtrade.org.uk
Become a
‘Dubble’
agent
Dubble
www.dubble.co.uk
Who grows it?
Chocolate
Comic
Relief
Fair Trade
Foundation
Find out more
about countries
Write to
supermarket
about Fair Trade
selections
Where do they
come from?
Visit
supermarkets
Products
Global Gang
website for
young people
m:power
Tea, coffee,
bananas,
orange juice,
clothes
Chocolate
party game
Raising awareness
UNICEF
OXFAM
Christian Aid
www.dea.org.uk
Action Aid
Fair Trade
Discussion
and debate
Accepting
responsibility for
a better future
Websites
Local Development
Education centres
Invite people
to group
Educational
resources
Traidcraft
Labour behind the
label activities
Trainers
Football
Trans-nationals
Commodities
Campaigns
Fair working
conditions
Mind map for Fair Trade
Ownership and
decision making
Fair wages
Farmers’
incomes
Patents
Food rights
Who makes
them?
Where?
For how
much
money?
Alternative
Fashion Show
www.labourbehindthelabel.org
© The Scout Association