How do you engage scouts and guides with global issues, and motivate them to explore their relationship with and responsibilities towards others?

If we help children understand the relationships that connect us to people and places in other parts of the planet, they will learn that their decisions have impact at various locations around the world. With these specific programs, we can contribute to Scouts’ efforts to encourage inclusive, fair, and non-violent coexistence with the rest of the world, including nature, whose resources are limited.

Discuss the questions and evaluate your unit: name what you already do, evaluate it on the scale 1-6 (1=just by accident, 6=systematicaly and frequently). Based on your answers, Compass will offer you some tips on how to improve.

Print the form to work off-line with your unit.

Do the games you play and your programme of activities at camp (and other events) respect and celebrate diversity?

Games and stories can be used to engage with cultures different from our own and to explore different values and viewpoints. It is however, important that this be done in a way which challenges stereotypes about minorities, genders, regions of the world, historical figures, events, or periods, rather than reinforcing them. Eg. as the storyline for summer camp, you choose the Wild West. Whose perspective do you choose? What is the image of the First Nations you create?

This section encourages the competence

Scout and Guide leaders recognise that we all have the same basic needs but that there are many ways of meeting them. They are aware that differences in gender, culture, class, nationality, religion, ethnicity, language and status are significant in shaping identity. They are open to engaging positively with other identities and cultures and appreciate that this can strengthen our collective response to the challenges of our complex world. They actively take action against any form of discrimination.

Does your programme of activities include exploration of current global issues?

There are many current - and often controversial - global issues which don’t offer clear answers, and yet affect us now and will affect us in future. We can provide a safe space for young people to explore these issues - including the feelings, doubts and questions raised by them - openly and honestly so that they can form their own opinions and make informed decisions and choices in their lives. For example, migration is an issue where people hold different and conflicting views. We can encourage young people to navigate through these views and separate fact from fiction, whilst encouraging them to form their own informed opinion.

This section encourages the competence

Scout and Guide leader are aware that the way individual people see the world is constructed by various influences – political, social, cultural, economic and environmental. Leaders explore different perspectives and their implications and pay attention to silent or opposing voices. They are aware that every perspective is incomplete and are confident in re-evaluating their opinions. They are open to new ideas and approaches and recognise the importance of actively contributing to and creating alternative and better futures.

Does your programme of activities include a global perspective?

It can sometimes be easy to add a global dimension to our existing scouting programme in order to encourage understanding of our interconnectedness and the mutual influence between people and places around the world. For example, in a standard programme about protecting and saving water, we can look for challenges in protecting water elsewhere in the world, or you can explore the concept of virtual water and how our consumption influences other peoples‘ access to water in other places. We can also dedicate part of the programme, or one concrete activity, to one global challenge - such as climate change or inequality, all the whilelooking to play an active role in it.

This section encourages the competence

Scout and Guide leaders recognise that people, places, economies and environments are interconnected and mutually dependent. They understand that these interdependencies impact on relationships locally, globally, have been shaped by history and will shape the future. They are aware that everyday choices and actions have intended and unintended impacts on the lives of others and the environment both locally and globally.

Do your activities lead to informed acts and decisions?

Asking ‘what has this got to do with me?’ after activities which explore social and environmental issues will guide our members towards responsible active global citizenship. Such programmes can provide space for scouts and guides to decide what issues they feel passionately about, which positive changes they want to contribute to, and what actions they can take to make a positive difference.

This section encourages the competence

Scout and Guide leaders are aware that they can bring about positive change and can work with others to make the world a more equitable and sustainable place. They make informed choices and are aware of how these choices might impact on others and the health of the planet. They participate in the community at a range of levels, from local to global. They actively support young people to make informed choices based on critical evaluation of the options open to them and build the skills and confidence to act on these choices in their lives.

These tasks are awaiting you

  • Statistics: people in the world

    Create an interactive game about the diversity of the World’s population from the statistics. You can connect this to human rights.

  • Women as heroine

    Use legends and stories with female heroines who make their own choices and don’t rely on men eg.: movies made by Haia Miazakiho – princess Mononoke, Naušika, Čihiro; Gerda from Snow Queen by H. CH. Anderson, Giny from Harry Potter, Momo by Michael Ende, legend about Mulan etc.

  • Wheelchair

    Choose a person in a wheelchair or a blind person as the the guide through the story of long-time game.

  • Native speaker

    Where it fits the topic of a game, ask for help with guiding a game someone (native speaker from other country) who doesn’t speak the same language as members of the scout/guide group. They experience the challenges to communicate with him/her by other language.