WOOD BADGE

FRAMEWORK

ADULTS IN SCOUTING
© World Scout Bureau Inc.
ADULTS IN SCOUTING
March 2020

World Scout Bureau,

Global Support Centre
Kuala Lumpur

Suite 3, Level 17,

Menara Sentral Vista, No 150
Jalan Sultan Abdul Samad
Brickfields, 50470
Kuala Lumpur, MALAYSIA

Tel.: + 60 3 2276 9000

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worldbureau@[Link]
[Link]

Reproduction is authorized to
National Scout Organizations and
Associations which are members of the World
Organization of the Scout Movement. Credit for
the source must be given.
WOOD BADGE
FRAMEWORK

“THE WOOD BADGE WILL

MAKE QUITE CERTAIN THAT
WHEN I AM GONE, THE FUTURE
LEADERS OF SCOUTING WILL
REALLY UNDERSTAND WHAT IT
IS ALL ABOUT AND WHAT MY
INTENTIONS HAVE BEEN”.
 INTRODUCTION

Wood Badge Framework contributes to offer

“Better Scouting for more young people” through the permanent
improvement of quality training and development for adults involved in
the Movement, and by strengthening their sense of unity.
The Movement’s long training history confirms the sustainability of both these
goals (see Appendix 1). The image of Scouting can also benefit from quality
Wood Badge Training in many National Scout Organizations/National Scout
Associations (NSO/NSA).
The need to have a clear definition and/or a formal Wood Badge Framework,
and the willingness to maintain and improve the ‘quality’ of the Wood Badge
was expressed at the 38th World Scout Conference in Jeju-do, South Korea,
July 2008. In Resolution 13/08, the Conference, highlighting the recognition
issues of our training systems by external bodies and actors outside of
Scouting, recommended having an evaluation process for existing training
systems. Using the symbolism of the Wood Badge, it was also recommended
that a framework for the official recognition of national training systems
is created, which will remain optional for National Scout Organizations in
accordance with the World Adult Resources Policy.

4 W O S M ’ s W o o d B a d g e F r a m e w o r k
At the 39th World Scout Conference in Curitiba, Brazil 2011, in Resolution
11/11, the Conference requested that guidelines which support the
implementation of the World Adults in Scouting Policy (including the Wood
Badge scheme) and the application of the Policy in relation to professional
staff be prepared. The Wood Badge Framework document was subsequently
released in 2012. A decision to revise the Framework was taken after the 41st
World Scout Conference in Azerbaijan, 2017 in light of the World Adults in
Scouting Policy and other resources approved by the Conference. It was also
found at this Conferencethat some Wood Badge content associated with the
3rd and 4th Beads required further attention.

W O S M ’ s W o o d B a d g e F r a m e w o r k 5
 Why we need to train
and develop our Adults

A key purpose of the training offered to adults is to provide

them with the means to make a significant contribution to
the accomplishment of the Mission of Scouting.
This includes better programme delivery for young people, improved
effectiveness, commitment and motivation of adult leadership, more effective
and efficient NSO/NSA and a competitive advantage and impact on social or
external well-being.
We need to manage training positively from a developmental perspective with
the aim of finding out what support is required by adults to enable them to
perform better in assigned roles/jobs.
Therefore, the training of adults should follow the Key Principles in Adults
in Scouting (AiS) and enable continuous personal development, and the
acquisition of additional skills and knowledge.
All training efforts must be in accordance with the World Safe from Harm
Policy. All involved should promote respect and benevolence anywhere and
at any time, and stand up for Safe from Harm principles and the values of
Scouting.

6 W O S M ’ s W o o d B a d g e F r a m e w o r k
Key Principles of the
World Adults in Scouting Policy

Congruence: The systems in place complement the main principles of the

organisation (Promise and Law, Values), and is in accordance with other
policies (e.g. World Youth Programme Policy, World Safe from Harm Policy,
etc.) and other appropriate strategies.

Youth Involvement: Promoting and encouraging young people who fulfil the
requirements and who have the necessary competencies, giving them access
to roles or functions.

Gender Equity: Distribution of roles and functions is based on competencies

and not gender. This principle addresses any imbalances on the allocation of
resources, programmes, and learning and development opportunities based on
gender. Consequently, it aims at changing organisational practices that hinder
the participation of women or their access to any role or function. Equally, age
should not be a restriction.

Sustainable Leadership: The development of succession practices leads

to the overall stability and sustainability of the organisation. Organisational
structures should become more flexible instead of strictly hierarchical, and
adults should be encouraged to take ‘sideways moves’ instead of only vertical.
It is essential to design organisational structures and roles or functions so
that the mentoring of young leaders can take place, and personal advisory
processes can be implemented.

Proximity in Decision-Making: Decision-making processes must take place

at the nearest level to the adult, meaning the local level should take as many
decisions as possible before referring ‘up the line’ for someone else to make
the decision for them. Proximity in decision-making (e.g. management and
training) helps to generate trust within all levels of the organisation.

W O S M ’ s W o o d B a d g e F r a m e w o r k 7
 Learning Organisation: Individual and organisational learning are part of
a cycle when people learn and develop, the organisation itself also learns
and develops. The learning process of adults is enhanced by the day-to-
day interaction with other members of the organisation, prompt sharing
of information and learning, strengthening the individual, group and the
organisations learning capacity.

Meaningful Learning: Training and development opportunities should focus

on the knowledge, skills and attitudes needed for practical action within a
variety of roles or functions (particularly for those supporting young people
on meeting their needs and aspirations). It is important to ensure that every
adult is closely guided, monitored and supported in their personal learning and
development process throughout their life cycle.

Accessibility and Flexibility: The system must be able to respond to the

needs of the individual and of the organisation at all levels and encompass
different learning models and strategies. All adults must be able to access a
variety of learning and development opportunities, internal and external to the
organisation, and be encouraged to do so. A variety of methods to develop
competencies should be available.

8 W O S M ’ s W o o d B a d g e F r a m e w o r k
Competency-Based: Distribution of roles and functions are based on
demonstrated competency (knowledge, skills and attitudes). It is expected
that all adults are provided with equal opportunities for acquiring, developing,
updating and renewing competencies on a continuous basis.

Personalisation: Management and training must adjust to the profile of each

individual, equally considering personal development needs and functional
performance. Recognising (prior) individual attainment, experience and
competencies that meet role descriptions and organisational needs.

Participation: Involving and encouraging active participation of every adult

in their own learning and development as well as in management processes
throughout the Life Cycle. Shared decision-making processes will increase
mutual understanding, trust and transparency throughout the organisation.

Technology-Oriented: Technology provides great opportunities for good

management practice in Scouting. Developing online recruitment strategies,
delivering training, using membership data systems for adult management
(e.g. profiles storage or training logs), accessing distance learning and
development opportunities, and coaching and team management – are just a
few examples.

W O S M ’ s W o o d B a d g e F r a m e w o r k 9
 WOOD BADGE
FRAMEWORK
Definition

The Wood Badge is a common standard that identifies the levels of

training and development required by Adults in Scouting to perform
certain roles. This includes the basic levels expected and also those at a
more advanced level which lead to the attainment of the Wood Badge.
It is an indicator of high-level training competencies, quality training
systems, and individual opportunities for development in NSO/NSA.
It provides development opportunities for adults to acquire and/or further
develop competences to better perform in different roles/ positions in Scouting,
and also in other aspects of their lives.

Who Is It For?

The Wood Badge Framework is aimed at all Adults in Scouting over the course
of their ongoing personal development in whatever role they undertake.
The system should take into account the following
considerations of the invididual:
• the diverse background and abilities,
• the relevant experience,
• the relevant skills,knowledge, and educational background,
• the motivation and interest,
• appeal to different modes of learning,
• be challenging, stimulating, inclusive and achievable.

10 W O S M ’ s W o o d B a d g e F r a m e w o r k
Purpose

The purpose of the Wood Badge Framework is to:

• Provide a framework for the training, development and recognition of
Adults in Scouting regardless of their role.
• Equip Adults in Scouting with the needed and essentials competencies at
basic and advanced levels to support NSOs/NSAs.
• Grow a common understanding across the organisation about the main
global principles of Adults in Scouting and ways in which NSOs/NSAs
might implement them.
• Provide opportunities for Adults in Scouting to develop their interest and
learn new skills as part of the lifelong learning process.
• Strengthen the sense of unity and belonging to the Scout Movement.

The Wood Badge Framework outlines the essential supporting structure

underlying the Wood Badge Training Scheme. It provides for NSO/NSA, the
theory and practice to represent motivational elements for more adults to join
Scouting and increase adults engagement. It leads to higher retention in the
long run to acquire the competencies needed to support Scouting, and thus
contributing to the growth of the Movement.
The Wood Badge Training Scheme which is the focus of the Framework should
be complemented by other learning and training opportunities that allow adults
in Scouting to develop the competencies in terms of knowledge, skills, attitude
and behaviour required for delivering a relevant Scouting experience to young
people. Recognition of prior learning such as academic achievements, courses
and experiences should be considered in the process of adult training and
development.
The Wood Badge is the symbol of recognition granted to all Adults in Scouting
who satisfy the training criteria required of “Wood Badge” training. Wood
Badge training consists of a wide range of internal and external learning
opportunities that help adults have a more impactful and meaningful role.
The Wood Badge is awarded when it is recognised that an individual has
attained a certain level in a given set of competencies. This should be assessed
by organisations according to a recognition and validation system established
for this purpose, based on this framework.

W O S M ’ s W o o d B a d g e F r a m e w o r k 11
 WOOD BADGE (WB)
All Adults in Scouting, whether at
leadership or support levels.

WOOD BADGE 3 (WB3) WOOD BADGE 4 (WB4)

Adults in Scouting who are Adults in Scouting who are
at managing, planning and at a higher level of
implementing levels. conceptualising,
designing and
developing.

Wood Badge Training Scheme

The Wood Badge Training Scheme consists of a Training programme for

all Adults in Scouting, whether at a leadership or support level (Wood
Badge)2. It can be divided in 2 levels (basic and advanced) and can have
several provisions for different age sections (Cubs, Scouts, Rovers)2.

Wood Badge (WB)3 – All Adults in Scouting, whether at leadership or support

levels. The Training programme offers adults the opportunity to develop
competencies for:
• Leading young people and/or supporting the implementation of the Youth
Programme;
• Leading and assisting Adults in Scouting.

Additionally, within the Wood Badge Training Scheme, other training and
development opportunities for developing additional competences can be
offered. This Training programme is aimed at adults whether at design or
development levels. It can be divided in 2 levels (Wood Badge 3 and Wood
Badge 4)4.

2
At NSOs/NSAs sole discretion.
3
The WB refers to the training programme recognised by 2 beads
4
Historically, the wearing of a 5th bead or 6th bead has been a tradition emanating from the
Founder’s day and is still a practice in a number of NSOs/NSAs today mainly due to specific
appointments. The Framework responds to the Wood Badge with 2 Beads and the wearing of
the 3rd and 4th beads.

12 W O S M ’ s W o o d B a d g e F r a m e w o r k
Wood Badge 3 (WB3) – Adults in Scouting who are at managing, planning
and implementing levels. The Training programme offers adults to develop
competencies for:
• Facilitating adults performing roles within Youth programme;
• Facilitating adults working in areas like Safe from Harm, Diversity and
Inclusion;
• Facilitating training teams, training events, learning process of Leaders
etc;
• Facilitating national events and teams of adults.

Wood Badge 4 (WB4) – Adults in Scouting at a higher level of

conceptualising, designing and developing. The Training programme offers
adults the opportunity to develop competencies for:
• Developing a strategy to implement Youth programme or Adults in
Scouting Lifecycle;
• Conceptualising and designing support systems for adults working in
areas like Safe from Harm, Diversity and Inclusion etc;
• Developing the training system and training events;
• • Conceptualising, designing and management of national, regional and
world events.

It should be the goal of every adult in Scouting to complete the Wood Badge
Training programme. This is a great way to improve personal competencies
and as a sign of recognition of this achievement, to be awarded the Wood
Badge. Therefore, every encouragement should be given to Adults in Scouting,
depending on their personal development pathway, to gain wider development
opportunities such as those provided by the training programme for WB3 and
WB4.
It has been recognised that the attaining of the WB3 and WB4 should embrace
a wider context and include other areas of Scouting. A Training programme
towards the WB3 and WB4 should cover areas more than just training
specifically, and as such, after completion and recognition, adults wear a 3rd
or 4th bead at the level appropriate to the competencies acquired.
According to the needs assessed by the NSOs/NSAs, the Training programme
of WB3 and WB4 could be expanded (not replaced) to recognise the expertise
of Adults in Scouting in implementing and developing the strategic approach of
other areas of Scouting such as Youth Programme and Diversity and Inclusion
etc. at the national level.
Equally, the Wood Badge Training Scheme is not progressive in the sense that
all adults must progress to WB3 and WB4 levels. This decision is made by the
NSOs/NSAs according to its needs and requirements.

W O S M ’ s W o o d B a d g e F r a m e w o r k 13
 Principles underpinning the
Wood Badge Training Scheme

The NSO/NSA should, when organising Wood Badge training,

take into account the following considerations:
• Continuous development: Adults in Scouting are continuously developing
and learn through a variety of modes, attaining new skills, knowledge,
and competencies. Both internal and external learning opportunities
(sometimes referred to as “recognition of prior learning”) need to be
recognised.
• Essential areas: A Wood Badge Training Scheme should cover the areas
of Fundamentals of Scouting, Leadership and Team Management, Project
management, Communication, and Adult development. Where Wood Badge
recognition is mostly linked to a set of competencies, these should be
clustered in a purposeful and logical way. Clustered sets need to include
areas as listed above.
• Progressive with multi-entry points: The acquisition of a certain number
of beads can happen when an adult joins the Movement, depending on the
validation process of their prior learning and experience, and additional
training and leadership opportunities along the individual’s training pathway.
• Not time-bound: There shouldn’t be any time constraint to attain a
higher level of development. Each individual progresses at their own pace.
However, a reasonable period of completion should be foreseen (depending
on the situation, suggested within three years).
• Adaptable: The Wood Badge Training Scheme needs to be adaptable and
flexible and needs to respond to the changing needs of young people, adults
and the NSO/NSA.

14 W O S M ’ s W o o d B a d g e F r a m e w o r k
• Recognising and using the Scout Method: The Scout Method is the
fundamental approach and educational tool we use on how we achieve
the purpose of Scouting. In the Wood Badge training context, all elements
of the Scout Method contribute to the successful implementation of the
training, with a clear focus on ‘learning by doing’. At the same time,
elements of the Scout Method adapted to the adult learning process assists
in building a stronger understanding of how adults can find a way to support
the implementation of the Youth programme.
• Acceptance of the principles and practices of Safe from Harm: Safe
from Harm should play a strong moral and value-based foundation for
all activities and actions of adults. Understanding and adherence to the
principles of Safe from Harm should be at all levels of implementation
before, during and after Wood Badge training.
• Recognition of Individual Development: the current level and individual
progress of an adult should be assessed and cross-matched by checking
against a set of criteria or requirements, relevant to the respective role.
Levels and requirements should be agreed on at the national level. The
Wood Badge (at all levels) is awarded when it is recognised that an
individual has attained a certain level in a given set of competencies. This
should be assessed by the organisation according to a recognition and
validation system defined for this purpose.

Wood Badge Competencies5

As mentioned in the Principles underpinning the Wood Badge Training Scheme,

A Wood Badge Competence Framework should cover development of the
competencies in the following topic clusters:
• Scouting (fundamentals) essentials such as Essential characteristics
of Scouting, Youth Programme implementation, Vision and growth, Safe
from Harm etc.
• Leadership and Management such as situational leadership, team
management & development, taking initiative, leading change, learning
organisation, etc.
• Project management such as generating ideas, working on plans and
solutions, achieving results, evaluating success etc.
• Communicating meaningfully, effectively and with cultural sensitivity.
• Adult development such as facilitating learning, organising training,
providing coaching and mentoring support etc.

Every suggested topic should have a list of competencies developed through

various training programmes. The examples of the Wood Badge Competencies
are presented in the WOSM services.

5
A competency is the ability to apply a combination of knowledge, skills, attitudes and values,
which is applied when faced with a certain situation, allowing the successful resolution of the
challenges posed.

W O S M ’ s W o o d B a d g e F r a m e w o r k 15
 Signs of Recognition

At the 15th World Scout Conference in Canada 1955, the Wood Badge Training
Scheme and the various emblems used in connection with the Wood Badge
system of training were adopted.

Today most countries use emblems or symbols as follows:

• The Wood Badge Woggle - a “Turk’s Head” scarf slide of two strands
made in a round leather thong;
• The Wood Badge Wooden Beads – a facsimile of the Dinizulu
necklace, worn on a leather thong or cord round the neck;
• The Wood Badge Neckerchief or Scarf - bearing a MacLaren Tartan
patch on the point;
• The Wood Badge Certificate as a written confirmation of achieving
requirements.

Wood Badge training programmes should award completion with a different

number of the ‘wooden beads’:
• 2 Beads for all Adults in Scouting (WB) whether at leadership or support
level,
• 3 Beads for Adults in Scouting (WB3) at managing, planning and
implementing levels,
• 4 Beads for Adults in Scouting (WB4) at a higher level of conceptualising,
designing and developing.

16 W O S M ’ s W o o d B a d g e F r a m e w o r k
External Recognition

It is understood that external recognition normally associated with universities,

colleges of technical and further education, vocational education and training,
government departments and administrative bodies, schools and companies
exists. There may be existing arrangements of the NSO/NSA with external
bodies, where possible learning opportunities are available.
While these additional adjuncts value-add to the training and personal
development opportunities available through Scouting, specific pathways or
ways to develop these relationships are not covered within this Framework.
NSOs/NSAs need to recognise these possibilities for additional enhancement to
their Wood Badge Training Schemes, but they should not take precedence over
the promotion of the Wood Badge in all its levels.

W O S M ’ s W o o d B a d g e F r a m e w o r k 17
 GUIDELINES FOR
IMPLEMENTATION
Every organisation should:
• Develop or review the job description for each of its respective roles or
appointments.
• Assess the current Training Scheme and/or adult development programme
based on the needs and current National Adults in Scouting Policy.
• List the competencies that the NSO/NSA considers relevant for all adult
positions. Take existing external recognition into account when defining sets
of competencies.
• Cluster (categorise) the competencies in different Wood Badge programmes,
as well as opportunities in areas such as the Youth Programme.
• Define the structure(s) and/or team(s) that will be responsible for
preparation, implementation and follow-up.
• Establish the procedure to implement the Wood Badge Training Scheme;
modular schemes, other areas of development, and different methods
of implementation such as e-learning, residential training, experiential
learning, etc. are encouraged during this process.

18 W O S M ’ s W o o d B a d g e F r a m e w o r k
• Design and develop evaluation tools and strategies for the Wood Badge
Scheme.
• Establish measurable levels of progress and performance of adults
participating in Wood Badge programmes.
• After design/review, a pilot or trial implementation phase could provide
overview and support further improvements.
• The Wood Badge Scheme should also act as a tool to assist in the
recruitment and retention of adults and should be approached in a flexible
and dynamic way. It should be reviewed periodically (e.g. every 5 years),
based on the changes in the Youth Programme or Adults in Scouting.

W O S M ’ s W o o d B a d g e F r a m e w o r k 19
 AVAILABLE SUPPORT
Find resources: In the Adults in Scouting Service you can access a wide
range of resources ranging from policy and position papers, toolkits and
guidelines to e-learning courses, in-person support (both online and face-
to-face), workshops, and training courses. These include not only resources
produced and provided by Scouting at World and Regional levels, but also
NSOs/NSAs best practices and relevant external resources.
Ask for support: Consider reaching out to your respective WOSM Regional
Support Centre for support and advice. Completing the Adults in Scouting
Self-Assessment Tool should help you assess the needs of your NSO/NSA and
request for support. You can submit a Service Request through the WOSM
Services Platform and WOSM Support Centres can provide service support.
Networking: Participate in a Regional Adults in Scouting Network or event
and make a network of NSOs/NSAs with similar challenges. Prepare a common
project and apply for external funds. Alternatively, network with NSOs/NSAs
who have resolved challenges similar to yours to gain ideas of good practices.

20 W O S M ’ s W o o d B a d g e F r a m e w o r k
STRUCTURES
AND RESPONSIBILITIES
National, Regional and World levels have particular roles and responsibilities
in implementing the Wood Badge Framework.

National Level:
• The development or review of the National Adults in Scouting Policy
by integrating the Wood Badge Framework structure and training
programmes,
• The implementation of the Wood Badge Scheme, according to the
WOSM’s Wood Badge Framework proposal,
• The evaluation of the training content, Wood Badge Training Scheme,
training team structure,its impact on the quality of the Youth
programme delivery and Scouting development in general,
• The administrative management of Wood Badge holders,
• The communication of the revised Wood Badge Training Scheme to the
World Scout Support centre through adultsinscouting@[Link].

W O S M ’ s W o o d B a d g e F r a m e w o r k 21
 Regional Level:
• Support of NSOs/NSAs in adopting, establishing, improving and
reviewing their Wood Badge Framework and training system. This can
include various support measures mentioned above,
• Identification of expertise and tools that might help or inspire national
organizations,
• Encouragement of NSOs/NSAs to establish (or use) regional networks to
share their experiences in this area,
• Collection of the NSOs/NSAs recommendations and initiatives in
reference to the Wood Badge scheme implementation that could benefit
all national organizations and sharing them among the other Scout
regions.

World Level:
• Promotion of the Wood Badge Framework and its continuous
improvement on the basis of national and regional recommendations,
• Development and coordination of the production of general tools and
materials to support NSOs/NSAs. Generic tools shall constitute, in the
end, a common system of reference for WOSM members,
• Monitoring and evaluation of the Wood Badge Framework implementation
is updated when necessary and reviewed together with the World Adults
in Scouting Policy every nine years.
• Collection of the reviewed NSOs/NSAs Wood Badge Training Schemes and
management of a database of the NSOs/NSAs implementing the Wood
Badge Framework.

22 W O S M ’ s W o o d B a d g e F r a m e w o r k
LIST OF WOSM REFERENCES
AND RELATED PUBLICATIONS

World Adult in Scouting Policy 2017

World Scout Conference resolutions 1920-2017

World Youth Programme Policy 2017

World Youth Involvement Policy 2015

World Safe from Harm policy 2017

The Essential Characteristics of Scouting 2019

The Scout Method 2019

W O S M ’ s W o o d B a d g e F r a m e w o r k 23
 APPENDIX 1:
THE WOOD BADGE
Where do we come from?

The aim of the World Adults in Scouting Policy is, as with the World Scout
Youth Programme Policy, to support the Mission of Scouting. This is achieved
by developing the ways and means by which the quality of leadership at all
levels can be improved through providing better support and management for
all adults, resulting in the provision of better services for young people. This
is by no means a recent policy, but brings together long-established traditions
and practices. It is the amalgamation and interpretation of all previous policies.
______

24 W O S M ’ s W o o d B a d g e F r a m e w o r k
Scouting started in 1907 with the experimental camp on Brownsea Island, the
training of its Leaders is almost as old as the Movement itself. Although most
of his time was used to spread his ideas and “support the natural growth of
Scouting”, Baden-Powell, in the very early days, also attended to the training
of Scoutmasters.

He personally conducted two courses, in 1911 and 1912, which consisted of

a series of talks/lectures during evening sessions. These lecture notes were
published in two booklets “The Scoutmasters’ Training Lectures”, the second
book being from the Birmingham Course. The main lines and characteristics
of what was to become “Wood Badge Training” were established as early as
1913. Training was provided through the patrol system and a balanced mix of
theory and practice. This however was not formalised into a training pattern
until after theFirst World War, when over 5,000 Leaders and older Scouts were
killed during the conflict, and many more injured. When Scouting resumed
its incredible growth, Baden-Powell personally addressed the question of
adding proper training to the benevolence and enthusiasm of leaders “to make
quite certain that when I am gone, the future leaders of Scouting will really
understand what it is all about and what my intentions have been”.

In 1918, W.F. de Bois Maclaren, a District Commissioner from Roseneath, in

Scotland met with P.B. Nevill at Roland House in Stepney, East London and
offered to purchase a camping ground for the Scouts from the East end to
carry out their ‘Scouting’. A local Scoutmaster informed them of a rundown
estate on the edge of Epping Forest, where he used to go bird watching. It
had been ‘For Sale’ for some years. This offer was most fortuitous as this
would also help Baden-Powell in his own search for a training centre. The
place, Gillwell Park was visited and whilst Baden-Powell was in United States
of America, he was informed that they wanted Baden-Powell to visit on his
return to England. Thanks to the generosity of Maclaren, the original 54 acres
was purchased together with Gillwell Hall, (now called the White House) and
handed over to The Scout Association (UK) in 1919, to be developed into a
camping ground for Scouts and a training centre for Scout Leaders. The title of
the estate changed in 1929 to ‘Gilwell Park’.

W O S M ’ s W o o d B a d g e F r a m e w o r k 25
 First Wood Badge course

Francis Gidney was appointed Camp Chief, and the first official training course
started there on 8 September 1919, running along the basic lines laid down in
1913. Gidney took on the role of Scoutmaster and the participants were split
into three Patrols - Bulls, Ravens and Curlews, so they would understand what
it was like to be a member of a Scout Troop. The course syllabus included
a range of practical skills, pioneering, woodcraft, fieldwork and pathfinding.
There was also in addition lectures of a theoretical element to cover the
fundamental principles and practice in a ‘one-week camp’, and eventually an
administrative part to be completed in the field. From the very beginning,
through the place, the method,quality and personality of those who conducted
these courses - including Baden-Powell himself, meant those Scout Leaders
had a unique and direct exposure to the not so easily defined ‘Scout spirit’
from which they developed a sense of vision of the role of Scouting, their role
in the Movement and a very high level of motivation. The course ended with
a visit to Scout Headquarters at 25 Buckingham Palace Road in London, and a
lunch meeting with Baden-Powell.

The Rev. Charles Hines attended the pilot course. He later recalled how he
received his Wood Badge created by Baden-Powell using one of the beads from
‘Dinizulu’s necklace’.

26 W O S M ’ s W o o d B a d g e F r a m e w o r k
 “This historic necklace consisted of small beads, shaped like miniature
double edged axe heads, tightly threaded, crisscrossed, on a leather
thong which was as stiff as a backbone. Taking one of these beads and a
replica made from Epping Hornbeam Baden-Powell threaded them on a
short leather lace, tied to a brass curtain hook, pinned it on my lapel and
announced that he had decided to make it the official award for efficiency
in Woodcraft and camp management – and to be known as the Dinizulu
Woodcraft Badge. He then presented to each of my brother officers one of
the original beads together with a small piece of Epping Hornbeam from
which to shape a duplicate and assemble their badge.”

The further development of leaders’ training

Following the successful completion of the first experimental course, on
December 1919 Baden-Powell wrote to those who attended, here is a short
extract from that letter:

“I sincerely hope that if you are able to find time during the winter you will
try and impart some of the ideas you picked up at Gilwell Park to other
Scoutmasters in your neighbourhood by means of talks, study circles or
weekend camps. I am sure that many of them would eagerly welcome such
training and it would be most helpful to them in developing efficiency on the
right lines.”

Baden-Powell’s book ‘Aids to Scoutmastership’ was published 1919. In May

1921, the first training course for Cub Leaders was held. Rather than receiving
the Wood Badge, leaders were presented with a replica wolf fang on a leather
lace known as the Akela Badge. An Akela Leader, who delivered training
courses, could wear two fangs.
In 1926, it was decided that the Wood Badge design would be used for both
Scout and Cub leaders, although the names would continue to be Akela Badge
for Cubs and Wood Badge for Scouts. To differentiate between the section of
the leaders, a coloured bead was added above the wood beads to show which
section they belonged to. Yellow beads were used for Cub leaders, green for
Scout and in 1927 a red bead was introduced for Rover Scout leaders. This
idea proved to be very unpopular and ceased to be used from 1928, and at
this point the badge became universally known as the Wood Badge.

W O S M ’ s W o o d B a d g e F r a m e w o r k 27
 Wood Badge symbols
Baden-Powell’s suggests: “Scoutmasters who pass through Gilwell Park should
have some form of badge to wear!” He suggests a Tassel with ornamented
ends to be worn in the hat. This issue had not been concluded by the time the
course was running. On 15 September 1919 Eileen Nugent (Baden-Powell’s
secretary) wrote to Percy Everett saying:

“The Chief Scout has suggested to Capt. Gidney the following decoration for
Scoutmasters passing the training course, in place of the cords around the
hat a bead at the end of the lacing of the hat in three grades: Wood, Bronze
and White metal”.

He has asked Capt. Gidney to go ahead in getting some beads made (like
those of the Chief’s which you have) ready for award at the end of the course.

But what about the Wood Badge?

Since that first Scoutmasters’ Course in September 1919, adult volunteers
in the Scouts have been awarded the Wood Badge on the completion of their
leader training. The basic badge is made up of two wooden beads worn at the
end of a leather lace. This iconic symbol of Scouting has become shrouded in
myths, and its origins and development confused. Having completed extensive
research using the Scouts (UK) heritage collection, we have pieced together
the story.
The Wood Badge’s final design took inspiration from a necklace brought back
from South Africa by Scouting’s Founder, Robert Baden-Powell. In 1888
Baden-Powell was serving with the British Army in Africa. During his pursuit
of Dinizulu, Baden-Powell entered an abandoned camp where Chief Dinizulu, a
local chief had been based. In 1925, Baden-Powell recalled what he found:

“In the hut, which had been put up for Dinizulu to live in, I found among
other things his necklace of wooden beads. I had in my possession a
photograph of him taken a few months beforehand in which he was shown
wearing this necklace round his neck and one shoulder.”

28 W O S M ’ s W o o d B a d g e F r a m e w o r k
 Photo: Chief Dinizulu,
photographed around the
time Baden-Powell found the
necklace.

Assuming the necklace was the same one as

in the photo, Baden-Powell took the necklace
as a souvenir of the campaign and always
referred to it as “Dinizulu’s Necklace”.
To expand on the symbol of the wood badge
beads, Mangosuthu Buthelezi, the grandson
of Chief Dinizulu remarked that those “were
considered highly valuable by Zulu warriors,
not because of any intrinsic value in the bead,
but because it represented their triumph in
some test or battle, or the distinction of some
heroic deed.”
After many decades of demanding the return
of all of the original beads to their rightful
owners, which would have been impossible as
they were now dispersed across the world in
the form of Wood Badges, an opportunity to
create justice arose. In 1987, a necklace of
four Wood Badge beads were presented as a
symbolic act to the family of Chief Dinizulu,
at an important Scout rally in South Africa.
Buthelezi remarked about this many years
later:

“I was honoured to receive this gift, because to me it was an

acknowledgment that a Movement of such enduring dignity and success was
birthed in our own country, among our own people. Today, much of what
has become international practice in training Scouts has been taken directly
from my own Zulu culture, and from the cultures of other African peoples.
I am proud to know that the training and education of young people
through such an admirable curriculum as that employed by the Scouts, was
originally inspired by features so familiar to us as Africans.”

W O S M ’ s W o o d B a d g e F r a m e w o r k 29
 The necklace was not the only souvenir of his military career which
would come to be important to Scouting. In 1899-1900, Baden-
Powell was the British Army Commander during the Siege of
Mafeking (2nd Boer War, South Africa). During the siege he had a
conversation with an elderly South African gentleman. He presented
Baden-Powell with a leather lace which he wore around his neck
saying his mother had given it to him for luck, and now he would
pass that gift on to Baden-Powell.

The beads are presented together with a taupe neckerchief bearing

a tartan patch of the Maclaren clan, honouring William de Bois
Maclaren, who donated the £7000 to purchase Gilwell Park in 1919,
plus an additional £3000 for improvements to the house that was
on the estate. The neckerchief with the braided leather woggle
(neckerchief slide) denotes the membership of the 1st Gilwell Scout
Group or Gilwell Troop 1. Recipients of the Wood Badge are known
as “Wood Badgers” or “Gilwellians”.

30 W O S M ’ s W o o d B a d g e F r a m e w o r k
Wood Badge training scheme
The Wood Badge tradition has been maintained throughout the years and
in many Scout Associations, the Wood Badge is still awarded to Leaders
upon completion of their Wood Badge Training. All this, of course, refers
primarily to the development of the Movement in the United Kingdom which
- at this stage - can hardly be dissociated from the growth and development
of Scouting worldwide. Immediately after the second ‘International Scout
Conference’ (now World Scout Conference) in Paris in 1922, a number
of delegates crossed the Channel to attend a Scout Course. Gilwell Park
had gained an international dimension, which with the agreement of
Member Associations, would retain officially for almost fifty years.
During the following years, under the leadership of their ‘Deputy Camp Chiefs’
(DCCs) - who were appointed by the Camp Chief at Gilwell Park - National
Associations developed their own training, mainly on the Gilwell model.
Indeed, this has been a very important contribution to maintaining unity in
the Scout Movement and The Scout Association, through Gilwell Park, has
rendered invaluable services to World Scouting.
During the first twenty years, however, there was no scheme for training the
Deputy Camp Chiefs, which is for training those who trained the Unit Leaders.
Potential Deputy Camp Chiefs were simply asked to attend a second Wood
Badge Course and so were Group Scout Leaders and Commissioners.
An experimental course for Deputy Camp Chiefs of the United Kingdom was
held in 1947, at Gilwell Park. In the following years, other associations -
notably Canada - held similar courses. But it was not until 1956 that the first
official ‘Training the Team Course’, as it was then known, was held at Gilwell
Park under the direction of the Camp Chief. This course was successful and
in the following year, the 16th World Conference, held in Cambridge, looked
forward “to considerable development along these lines”.
This development took place and the course, which subsequently became
known as the ‘International Training the Team Course’, was held in many
parts of the world - usually under the personal direction of the Camp Chief.
But, with the passage of time and with the continual growth of the Movement
throughout the world, the circumstances and the needs of Associations in
the field of Unit Leader Training were constantly changing and becoming
increasingly varied. The established training pattern, which had so adequately
satisfied the needs of most Associations for a long time, lacked the flexibility
necessary to satisfy the widely diverging needs of the rapidly growing number
of Associations.

W O S M ’ s W o o d B a d g e F r a m e w o r k 31
 Training committee structure
In 1961, the World Training Committee was established as a subcommittee of
the World Committee and recommendations were made for the appointment
of National Training Commissioners. This was a first move towards the
creation of a specific training infrastructure at world level. A few years later,
the World Training Committee prepared a comprehensive report on the
situation of Adult Leader Training and made suggestions for the introduction
of a new policy which was accepted by the 22nd World Conference, in Helsinki
in 1969.
The new policy reaffirmed the principle of the voluntary acceptance of a
process of co-ordination of the methods of training of Unit Leaders and of
those who, in their turn, train them. It was based on the dual principle of
unity and flexibility and encouraged National Scout Organizations to develop
training schemes to suit their own needs and build up their National Training
Teams.
Regional Training Committees were gradually established in all Regions
to support National Associations and assist them in the development of
a training pattern, and the training of trainers. This policy was further
completed in 1977 when the 26th World Conference held in Montreal
entrusted National Scout Organizations with the responsibility of training
their own trainers. After an initial test period, the World Training Committee
submitted a positive evaluation report to the World Conference in Dakar,
which reaffirmed the validity of the policy.
In the meantime, a new version of the ‘International Training Handbook’
was published to assist National Training Commissioners in implementing
the policy. The World Scout Bureau - at world and regional levels - provided
direct assistance to Associations, to help them develop relevant training
patterns, organise their own courses and increase the skills and ability of
their trainers.

32 W O S M ’ s W o o d B a d g e F r a m e w o r k
Adults in Scouting
A document, ‘Adults in Scouting’ was presented at the 32nd World Scout
Conference in Paris. The document outlined the basic principles for managing
adult resources, which covers, among other things, the training elements
of managing adult development. Based on those principles, it became the
‘World Adult Resources Policy’ which was adopted at the 33rd World Scout
Conference, in Bangkok, 1993. Hence, Adult Leader Training has become an
integral part in the management of adult resources.
This policy emphasises the need to address all aspects of the Management of
Adult Resources (recruitment, support and training, follow-up) as an integrated
whole and, at the individual level, introduces the concept of a ‘Life cycle of
leaders in the Movement’ also to be approached as a whole. In the area of
support and training, the policy puts the emphasis on flexibility in training and
easy access for all to training opportunities, as well as on the need to take into
account the personal development of adult leaders, on equal footing with their
functional training (training in the competencies required to fulfil an assigned
task).
Under this new approach, the training and support functions of an Association
and the role of those who provide support and training are not devalued.
They have become a part of the bigger picture, and the actual range of
competencies they cover has been extended considerably with the inclusion
of all adult functions within the system and the extension into the personal
development of adult leaders.

W O S M ’ s W o o d B a d g e F r a m e w o r k 33
 Wood Badge framework
If the responsibility of NSOs/NSAs in training has never been questioned since
the World Conference in Helsinki, on the contrary, it was reconfirmed in 1993
by the adoption of the World Adult Resources Policy and most recently by the
World Adults in Scouting Policy adopted by the World Scout Conference in
Curitiba 2011. This policy “requests the World Scout Committee to develop and
distribute guidelines which support the implementation of the World Adults in
Scouting Policy, including the Wood Badge scheme and the application of the
Policy in relation to professional staff as soon as possible after the World Scout
Conference concludes.” The P\previous statement responds to the need to
have a clear definition and formal Wood Badge framework expressed by many
NSOs/NSAs. Based on the resolution, the WOSM’s Wood Badge framework was
developed in 2012.

After the adoption of the World Scout Youth programme Policy in Slovenia in
2014, the process of the World Adults in Scouting policy alignment started. A
revised version was presented at the World Scout Conference in Azerbaijan
in 2017. This act established conditions for refreshing the Wood Badge
framework, aimed at bringing transparency and clarity overall.
_____________

The Wood Badge continues to be awarded to adults in Scouting who attain

a high standard in their training. It is awarded to Scout Leaders around the
World and all those who achieve their Wood Badge automatically become a
member of the 1st Gilwell Park Scout Group. The holding of the Wood Badge
should not be considered as a sign that you have completed your training.
Training is an ongoing process and you can never really state it has been
completed.

34 W O S M ’ s W o o d B a d g e F r a m e w o r k
APPENDIX 2:
WORLD SCOUT
CONFERENCE RESOLUTIONS

W O S M ’ s W o o d B a d g e F r a m e w o r k 35
 Resolution 2008-13: Adult Resources

The Conference
• noting the results achieved in the matter of adult resources since the
adoption of the World Adult Resources Policy in 1993
• underlining the importance of training in the management of Adult
Resources and in the accomplishment of our mission
• highlighting the issues of the recognition of our training systems by
external bodies and actors outside Scouting

The Conference recommends to the World Scout Committee and the World Scout
Bureau to:
• engage in a process of evaluation of training systems in place in the
Movement
• using the symbolism of the Wood Badge, draw up a framework for
the official recognition of national training systems, which will remain
optional for National Scout Organizations in accordance with the World
Adult Resources Policy
• submit the results of this work to the next World Scout Conference.

36 W O S M ’ s W o o d B a d g e F r a m e w o r k
Resolution 2011-11: World Adults in Scouting Policy

The Conference
• reaffirming previous World Scout Conference Resolutions 1993-04, 2005-
10, 2008-12 and 2008-13 focusing on Adults in Scouting
• considering the necessity to integrate major recent policies and other
key approaches adopted by WOSM such as “Gender policy”, “Child
protection”, “Reaching out”, etc.
• emphasising the key role played by adults to support the growth of the
Scout Movement
• welcoming the celebration in 2011 by the United Nations of the 10th
Anniversary of the International Year of Volunteers

The Conference
• welcomes the work done by the World Scout Committee and World Scout
Bureau to update the World Adult Resources Policy
• recognises that the “Adults in Scouting” framework adopted in 1990 can
be used to manage both volunteers and professionals in Scouting
• adopts the World Adults in Scouting Policy as representing WOSM’s
policy on the acquisition, retention, training, personal development and
management of adults within the Scout Movement
• resolves that the policies and procedures on adult recruitment,
appointment, support, training and retention as established by previous
resolutions are now modified by the adoption of the provisions of the
World Adults in Scouting Policy
• invites National Scout Organizations to implement the provisions of the
World Adults in Scouting Policy
• requests the World Scout Committee to develop and distribute guidelines
which support the implementation of the World Adults in Scouting Policy
including the Wood Badge scheme and the application of the Policy in
relation to professional staff as soon as possible after the World Scout
Conference concludes.

W O S M ’ s W o o d B a d g e F r a m e w o r k 37
Since the establishment of the Scout Movement in 1907, the training
and development of adult leadership has been a core element in
achieving our Mission. Today, the Wood Badge training remains as
an important mechanism for shaping the leaders of our Movement.
To grow our movement and empower more young people through
Scouting, we need more adult volunteers to commit to our cause and
support the implementation of our Vision, Scouting should attract,
train, and retain quality volunteers to deliver the Youth Programme.
In 2019 Scout Movement celebrate the Wood Badge Centenary.
© World Scout Bureau Inc.
ADULTS IN SCOUTING
March 2020

World Scout Bureau,

Global Support Centre
Kuala Lumpur

Suite 3, Level 17,

Menara Sentral Vista, No 150
Jalan Sultan Abdul Samad
Brickfields, 50470
Kuala Lumpur, MALAYSIA

Tel.: + 60 3 2276 9000

Fax: + 60 3 2276 9089

worldbureau@[Link]
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