The Duke of Edinburgh's Award: A Unique Approach to Youth Development
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서지정보
ㆍ발행기관 : 대구한의대학교 청소년문제연구소
ㆍ수록지정보 : 청소년행동연구
ㆍ저자명 : GabrielleUpton, SivamitccaYoganathan
ㆍ저자명 : GabrielleUpton, SivamitccaYoganathan
목차
INTRODUCTIONBACKGROUND
THE AWARD STRUCTURE
THEORETICAL FOUNDATIONS
EXPERIENTIAL LEARNING
APPLIED LEARNING
SERVICE LEARNING
CASE STUDY: TIlE AWARD IN TERTIARY SECTOR
REFERENCES
한국어 초록
For over fifty years, The Duke of Edinburgh's Award has been challengingyoung people from all walks of life, around the world, to strive for personal
excellence whilst engaging meaningfully with their community.
Despite the plethora of youth development programs and initiatives around the
world, it is widely believed that there is no other program like The Duke of
Edinburgh's Award. There is a relative paucity of literature exploring the
theoretical underpinnings of how The Award program fosters youth development. belief. These tools, used in conjunction with the program's open structure,
breadth of in-built choice and flexibility, openness of completion timeline,
recognition of participation in other programs, as well as its applicability to all
young people (aged 14-25), define a program that can overlay almost every
context in which young people engage.
The Duke of Edinburgh's Award was created based on the theories of
experiential educational philosopher Kurt Hahn (Wainwright, 1966; Lovegrove,
1964). At the heart of his mission, Hahn sought to develop stronger leadership
qualities to address issues such as isolation, apathy, and alienation, by-products
of modern day individualism (Scippa, 1999).
This paper will explore these theoretical underpinnings, present a case study
of The Award in the Tertiary sector and argue that for The Awardto be
successful in any context, there needs to be support, enthusiasm and positive
leadership from adult mentors as well as those at every level of the relevant
institution or organisation.
영어 초록
For over fifty years, The Duke of Edinburgh's Award has been challengingyoung people from all walks of life, around the world, to strive for personalexcellence whilst engaging meaningfully with their community.Despite the plethora of youth development programs and initiatives around theworld, it is widely believed that there is no other program like The Duke ofEdinburgh's Award. There is a relative paucity of literature exploring thetheoretical underpinnings of how The Award program fosters youth development. belief. These tools, used in conjunction with the program's open structure,breadth of in-built choice and flexibility, openness of completion timeline,recognition of participation in other programs, as well as its applicability to allyoung people (aged 14-25), define a program that can overlay almost everycontext in which young people engage.The Duke of Edinburgh's Award was created based on the theories ofexperiential educational philosopher Kurt Hahn (Wainwright, 1966; Lovegrove,1964). At the heart of his mission, Hahn sought to develop stronger leadershipqualities to address issues such as isolation, apathy, and alienation, by-productsof modern day individualism (Scippa, 1999).This paper will explore these theoretical underpinnings, present a case studyof The Award in the Tertiary sector and argue that for The Awardto besuccessful in any context, there needs to be support, enthusiasm and positiveleadership from adult mentors as well as those at every level of the relevantinstitution or organisation.참고 자료
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