PRELIMINARY TRAINING COURSE
Prepared
By
LT. Francis W. Mayakula
INTRODUCTION
Scouting in Africa has been so successful across
different cultures and through the largest non-
governmental educational youth organization in the
region.
The continued supremacy of Scouting in the region
necessitates continued training and retraining of its
leaders to ensure relevance and quality in the
programme delivery.
The Preliminary/Basic Training Level manual is a
step towards this noble goal.
HOW TO USE THE PRELIMINARY/BASIC TRAINING
LEVEL MANUAL
When using the text, it is important that local circumstances be taken
into consideration.
The trainer should strive to use simple language and appropriate
examples so that the trainees can easily follow and understand the
modules.
After each module, exercises are availed which aim at aiding the
trainees to better internalize the objectives of the module.
These practical exercises should be taken very seriously both by the
trainer and the trainees.
The exercises are a guide and not exhaustive, and so the trainer needs
to come up with some amendments if necessary.
RECOGNITION OF THE PRELIMINARY/
BASIC TRAINING LEVEL TRAINEES
Trainees who successfully undertake the
Preliminary Basic Training Level should be
recognized by the Training Team and awarded
a certificate as soon as possible.
THE PROGRAMME
Preliminary/Basic Training Level aims at answering the question: “How is
Scouting conducted?”
It targets trainees who have undergone the first training level, the
Introductory Training Level.
Ideally this programme should take a maximum of three days in a
residential setting.
Alternatively, trainings could take place 3 weekends of half a day each.
The sample of the programme for the Preliminary/Basic Training Levels is
given below:
SAMPLE FOR A RESIDENTIAL PROGRAMME FOR THE PRELIMINARY
/ BASIC TRAINING LEVEL
DA Y I
8.00 – 8.15 am Assembly
8.15 – 9.00 am Mission of Scouting
9.00 – 9.15 am Exercise
9.15 – 10.00 am Scout Method
10.15 – 11.30 am Organisational Structure at National Level
11.30 – 11.45 am Exercise
11.45 – 12.30 pm Leader Training Scheme
12.45 – 2.00 pm Lunch Break
2.00 – 2.15 pm Energizer
2.15 – 3.00 pm Progressive Scheme
3.00 – 3.15 pm Exercise
3.15 – 4.00 pm Orienteering 1
4.00 – 4.15 pm Exercise
4.15 – 4.45 pm Campcraft 1
4.45 – 5.30 pm Exercise
5.30 – 5.45 pm Exercise
5.45 – 6.15 pm Announcements
DAY 2
8.00 – 8.15 am
8.15 – 9.00 am Assembly
9.00 – 9.15 am Pioneering
9.15 – 10.00 am Exercise
10.00 – 10.15 am Campfire 1
10.15 – 10.45 am Tea Break
10.45 – 11.30 am Exercise
11.30 – 11.45 am First Aid 1
11.45 – 12.30 pm Exercise
12.30 – 12.45 pm Unit Management
12.30 – 12.45 pm Exercise
12.45 – 2:00 pm Lunch
2:00 – 2.15 pm Energizer
2:15– 3:00pm Child protection in Scouting activities
3:00-3:15 pm Exercise
3:15-4:00p.m Needs and aspirations of young people
4:00-4:15 p.m Exercise
4:15 -4:45p.m Tea break
4:45-5:30p.m HIV/Aids & other STIs
5:30-5:45p.m Exercise
5:45-6:00 p.m Recap
6:00-6:15p.m Announcements
8.00 – 8.15 am
Day 3
Assembly Recap
8.15 – 8.15 am Leadership
8.15 – 9.00 am Exercise
9.00 – 9.15 am Volunteers in Scouting
10.15 – 10.45 am Tea Break
10.45 – 11.30 am WOSM Strategic Priorities
11.30 – 11.45 am Exercise
11.45 – 12.30 pm WOSM Strategic Priorities
12.30 – 12.45 pm Exercise
12.45 – 2.00 pm Lunch Break
2.00 – 2.15 pm Energizer
2.15 – 3.00 pm Open session
3.00 – 3.15 pm Energizer
3.15 – 4.00 pm Free time
4.00 – 4.30 pm Tea break
4.30 – 5.30 pm Wards
MODULE 1:
SCOUTING KNOWLEDGE
MISSION OF SCOUTING
The mission of Scouting is to contribute to the education of young people, through a value
system based on the Scout Promise and Law, to help build a better world where people are
self-fulfilled as individuals and play a constructive role in society. This is achieved by:
1. Involving them throughout their formative years in a non-formal educational
process.
2. Using a specific method that makes each individual the principal agent in his or her
development as a self-reliant, supportive, responsible and committed person.
3. Assisting them to establish a value system based upon spiritual, social, personal
principles as expressed in the Promise and Law.
1.1 THE SCOUTING METHOD
Definition of Scouting Method
This is a system of progressive self-education through a promise
and Law, learning by doing, membership in small groups under
adult guidance, progressive discovery and acceptance of
responsibility and training towards self-government directed
towards the development of character, and the acquisition of
competence, self-reliance, dependability and capacities both to co-
operate and lead. Progressive and stimulating programmes of
varied activities based on the interests of the participants, including
games, useful skills, and services to the community, taking place
largely in an outdoor setting in contact with nature.
1.2 7 ELEMENTS MAKING UP
THE SCOUT METHOD
i) The Patrol System
The main result of applying the Scout method as a whole is that a
special environment is created in the unit and in the patrols. This
atmosphere is generated by working in small groups called patrols.
ii) Learning by Doing
This means that the patrols and the scout unit everything is done
through activities which emphasize discovery .
In dealing with the youth people, the scout leader must always
bear in mind that they remember more what they do than what
they hear.
The activities selected must always be simple and tied to the
young peoples personal development objective.
(iii) The Progressive Scheme
The progressive scheme is the growth pattern for all the members of the
Movement whether Cubs or Rovers.
It is easy to forget, at times, that what is done in the troop is only a part
of a young person’s development. To get the most from Scouting,
individuals should ideally do more through all four sections.
The activities selected must always be simple and tied to the young
people’s personal development objective.
In mind that they remember more than they do, the Scout leader must
always bear through activities which emphasise discovery.
(iv) Promise and Law
It is important that scouts clearly understand the meaning of the Promise
and Law and are prepared to accept them because they become members
of the movement otherwise.
Every activity undertaken by the scout must be in line with the Promise
and Law as they go.
Symbol represents and educate. The role of the symbolic framework is to
encourage imagination and develop sensitivity.
Strengthen the sense of belonging to a community that is willing in the
same direction; give the leaders an attractive way to present scout values
and helping the young people to identify with them.
Give occasion to activities and family to encourage the development of
personal objectives and making them important to the young people.
(v) Symbolic Framework
Symbolic framework is a role of the symbolic framework.
Symbol represents and educates. The role of the symbolic framework is
to encourage imagination and develop sensitivity, strengthen the sense of
belonging to a community that is pulling in the same direction, give the
leaders an attractive way to present scout values and helping the young
people to identify with them; give cohesion to activities and finally to
encourage the achievements of personal objectives and making them
important to the young people.
(vi) Life and Nature
Nature is the scout’s laboratory. It is more than just trees, rivers and
blue skies.
Nature is where things are either close to God and laboratory, and a
temple where a Scout can feel close to God and worship Him in their
own ways.
A Scout leader should always strive to make sure that most if not all
activities are programmed to take place in an outdoor setting.
(vii) Relationship Between Adults and Young People
Adults offer invaluable support. Invaluable support through to the
young people in the movement. They provide financial, human and
material support to the young people.
It is of paramount importance to know that the movement is for
the young people and that the only point the adults come in is
support.
Logically, therefore, all scouts activities must have the guide of an
adult while the participants must be the young people.
Conclusion
Logically, therefore, all Scout activities must have the guide of an
adult while the participants must be the young people.
The main result of applying the Scout Method as a whole is that a
special environment is created in the unit and in the patrols.
The best Scouting activity results from the co-ordinated
application of the Scout Method.
Spare Time Activities
1. Ask the trainees to organise and take part
in a 3–5 minutes team game.
2. Demonstrate with the trainees a practical
example on how to put the Scout Law
into practice.
3. Lead the trainees for five minutes in a
song, yell or mime.
MODULE 2:
ORGANIZATIONAL STRUCTURE AT NATIONAL
LEVEL
Whereas there is a single structure that
is universally used in the Scouting
world, organs of any National Scout
Association will be more or less like
below:–
1. National Scout Council
This is the supreme policy making of
the Association. It is composed of the
chairman, vice chairperson; and the
members of the executive board
2. The National Executive
Board
It is composed of the Chairman, Vice Chairman, and the members of the
Executive board —
The board meets, discusses and implements the decisions of the Council.
It is also supposed to interpret the Constitution and produce related
documents as well as formulate the policy for the Association, for
Council’s approval.
Normally, it is composed of the Chief Commissioner, Honorary Treasurer
and Chairman, the Deputy Chief Commissioner, other Commissioner(s), as
the board elected and nominated members.
3. Technical Committee
This is the committee charged with
executing the resolutions of the
board and many other business
aimed at the development of
Scouting.
4. National Secretariat
This is the National headquarters which is
charged with the responsibility of offering
the secretariat aid to organization Scouting
nationally.
Ideally, these structures should be replicated
down the structure to the district and area
levels.
THE LEADERSHIP OF THE ASSOCIATION
AT THE NATIONAL LEVEL
1) The Patron
In most cases the Patron is elected by the council. The Patron has to be a
distinguished person. He is supposed to encourage and give all possible
support for developing Scouting in the country as well as appoint the
chief scout.
2) The Chief Scout
In most cases the appointment of the Chief Scout is done by the Patron
from amongst the Scouters who will have rendered outstanding and
creditable service to the movement and the nation. His main duty is to
help in the development of scouting to the highest standards
3. The Chief Commissioner
His main duty is to help in the development of Scouting to the
highest standards.
He is appointed or elected from Scouters of integrity and wide
experience in Scouting for a given period. His main duties include
supervision and advice generally and specifically the execution of
all the directives and decisions of the Council. His main role is to
coordinate the activities of the National Secretariat to help in
developing Scouting.
Deputy Chief Commissioner
Assistant Chief Commissioner in charge of admiration
Assistant Chief Commissioner in charge of training
Assistant Chief Commissioner in charge of Programme
National Youth Leadrer Male and Female
4) National Executive Commissioner
This is the senior professional who heads the National Secretariat/ Headquarters.
Normally, he is picked after a competitive recruitment process. His main role is to
coordinate the activities of the National Secretariat to help in developing Scouting.
Conclusion:
It is important to note that these offices and structures are supposed to be replicated in
the regions, Counties, Sub counties and other smaller divisions. The names may vary
but the roles remain the same.
Exercises
Ask each trainee to participate in a 2 minutes’ impromptu speech on the topic: “The
importance of knowing my scout leaders.”
Lead the trainees in a physical exercise like jogging.
Organise a 10 minutes skit showing the importance of team work.
MODULE 3: LEADER TRAINING SCHEME
3.1: Brief History of Leadership in Scouting
Scouting is a game with a purpose. Learning is the process that
we use. At the turn of the last century, when Robert S. Baden
Powell wrote the first book “Young Boys to the Experiment”
after documents from Southern Shores of England, the idea of
Scouting leadership was born.
Because of the popularity of this new movement, there was a
need to train more leaders. A course in the fundamentals of
leadership was organized by B.P., for the original leaders. Good
examples and symbols from his experiences in Africa, B.P.
offered the first Woodbadge course in 1919 at a country side
location called Gilwell Park located to the north of London.
3.2: Levels of Training a Leader in Scouting
3.2.1: Introductory Training Level
This is the most basic level. It aims at answering the question “What is Scouting”. It
introduces the learner to Scouting and awaits the learner the opportunity to join
Scouting, if they desire to.
At this level takes between half a day and one day depending on the mode of delivery.
3.2.2: Preliminary Training Level
This is the second level for those aspiring to be unit leaders. The level aims at answering
the question: How is Scouting conducted? It targets those who have undertaken the
Introductory Training Level. Whereas a lot of its content can be covered by various
modes, it is ideal for the trainees to have a camp or experience first – and hand about
this important Scouting activity. If the level is not done through a residential course, it
should not exceed three days.
3.2.3: Woodbadge
This is the most advanced level for a unit leader. It is divided into three sections each preparing the
leader in a special way.
Woodbadge 1 is at theory level which should be undertaken under the auspices of the National
Training Team.
Woodbadge 2 is the practical camp phase. It is normally residential and outdoor in setting. Ideally it
should take about six days. The participants here learn to apply the skills and attitudes of running a
troop.
Woodbadge 3 is the actual running of a scout troop. Every trainee must be able to start up and run a
scout troop for a period not less than three months .
The participants who successfully finish the three phases of the wood badge training are then
awarded a set of 2- beads necklace, the highest award a unit leader can achieve.
Exercises
Ask the trainees to explain four modes of learning.
Ask the trainees to demonstrate, using mime and role play, the various verbal and non-
verbal ways of expressing feelings toward another person.
Discuss with the trainees the advantages and disadvantages of the informal, formal and
non-formal education.
MODULE 4: PROGRESSIVE SCHEMES
4.1 Definition of the Progressive Scheme
It is a scheme that defines the way in which the personal
progress of each scout is evaluated. Traditional badges
are used to show the achievement.
4.2 The Standard/Progressive Scheme
It is the first part of the progressive scheme. It is a series
of steps, one after the other like a ladder, which takes a
scout through the sections common challenges.
It provides kind of a standard in terms of essential
knowledge/skills on a given section.
4.3 The Proficiency Scheme
This part is made up of a series of tests on a number of particular subject
area, with no hierarch of compulsion. Its allows scouts to go deeper in a
subject. A good proficiency challenge should be in a three parts: theoretical
knowledge, skill and action of service to others (attitudes).
4.4 The Sections
(i) The First Section
This section is often called CUBS Section (Sungura). It concerns boys and
girls of five to eleven years depending on the country. It constitutes the first
step of helping the young person learn about principles of Scouting.
(ii) The Second Section
This section is often called JUNIOR SCOUTS SECTION(Chipukizi). It
concerns young boys or girls of 12 to 15 years old depending on the country.
Activities are more through an educational dynamism and vitality. Life in
small groups (patrol system) gives an occasion to the young person to/her
progression through the many challenges which constitute areas.
(iii) The Third Section
This section is often referred to as Venture
Scouts/Senior Scouts(Mwamba). It is meant for
young people of 16 to 18 years old depending on
the country. In the 2 years section between the
second and the fourth sections, to allow a real
progression of young people, in this section they
need to exercise responsibilities and to affirm their
personalities. The section programme must
therefore provide assurance to young people. The
progression is a characterized by development of
the three acquisition areas. interesting/adult.
(iv) Fourth Section
Throughout Africa this section is called the
ROVERS(Jasiri). The age bracket goes from 18 to 26
years for some associations and 30 years for others in
Africa. However, there even have an upper age limit; in
the Rover/Crew(den) usual name) or unit of Rovers),
the progression is mostly one through the proficiency
side of the progressive scheme, in the order to eliminate
undue classification under comprehensive. A rover is a
rover! It is only for those who have just joined scouting
that there is necessity of them to go through a short
period of orientation. Here young people develop their
program without limiting themselves to the scheme
proposals . This is why the acquisition of proficiency
badges has a particular meaning.
Exercises
Ask the trainees to draw a poster showing the
physical manifestations of adolescence in a boy and
a girl.
Ask the trainees to give characteristics of the
following age groups:
5– 11 years old
12 – 15 years old
16 – 18 years old
19 – 26 years old
Ask one of the trainees to teach the rest a new song.
MODULE 5: SCOUTING SKILLS
5.1 Camp craft I
Definition of Camping
It is the skill of living comfortably in an outdoor
setting. This does not have to be in a forest. If you
live in a house set out door begins just outside the
door. It has been stated that the nature is the
laboratory and the play ground for the scouts and
therefore camping is the best way for the scouts to
learn how best to live in nature.
5.1.1 Camp Planning
An ideal planning for a camp should start in the Court of Honour. Camping is such a valuable
experience for scouts that you should do all you can to give them room for planning. They should
operate their own programme, menu, activities and so on.
(a) Initial Planning
• Find the site
• Determine type of camp
• Set the provisional dates
• Determine the numbers of scouts to participate
• Determine how many leaders are required/available
• Determine if there are any special requirements
• Review available leaders’ qualifications relevant to the activity
• Make provisional bookings of campsites and facilities
• Prepare outline budget
• Determine professional modes of transport
• Prepare outline programme
• Issue Information letter to parents
(b) Next Steps
• Visit the site or obtain detailed information
• Check the suitability of the location for the activities
• Get any permit that may be required
• Advise group scout leader appropriately
• Prepare a detailed programme
• Prepare menu
• Consider any special dietary and medical conditions
• Check equipment requirements and availability
• Prepare parents permission forms
• Advise parents of further details
• Finalize transport arrangements
• If necessary open a camp bank account
• Consider/ prepare a contingency plans
((c) Final Preparations
• Finalize budget
• Check all permits and permissions obtained
• Check leaders; qualifications are okay
• Ensure all bookings are confirmed
• Issue final details to parents
• Confirm receipts of parents' permission
• Ensure home contact has all the details for everyone
• Pack and go
(d) When You Arrive at the Campsite
After arriving at camp, you have to do the following:
Lay out your campsite considering the following elements:
• The wind direction
• The fire place
• The kitchen area
• Where to put your flag post
• Pitch the tent
• Prepare the required gargets
• Prepare the next meal
• Prepare the wet pit and the dry pit
Remember
The cleaner the area the safer the fire, the better the
meals, the drier the tent, the better the mood , the happier
the camper.
Exercise
1. Ask the trainees to identify at least two danger areas
in and around the training venue and explain how to
help younger campers avoid accidents.
2. Lead the trainees in making one useful gadget for
camping
3. Ask the trainees to draw a map of their division
showing the main geographical and administrative
features
5.2: PIONEERING
5.2.1 What is Pioneering
Generally speaking pioneering
means a product produced or
accomplished through an active
imaginative effort.
5.2.2 Types of Knots Commonly Used in Scouting
) Reef Knot
(a
This is used for joining strings of the same thickness and
material.
It is also used for tying ends of bandages.
(b) Timber Hitch
This is used for tying bundle of wood and for starting
diagonal lashing.
(c) Sheet Bend
This is used for joining ropes of different thickness and
material for tying a rope to a loop.
(d) Sheet Shank
This is used to shorten a rope without cutting it. It is also
used to strengthen a weak section of rope.
5.2.2 Types of Knots Commonly Used in Scouting
(e) Clove Hitch
This is used for tying a rope to a spar. It is also used for
tightening a weak section of rope.
(f) Marlinspike
Start and end a square lashing.
(g) Bowline
This is used for making a loop which does not slip and
which can provide a grip when pulling something.
(h) Fireman’s Chair knot
It is used for rescuing somebody from a tall building or
from a tree
(i)Round Turn and Two half hitches
It is used for rescuing somebody from a tall building or from a tree
(j) Fisherman's Knots –
It is used to join wet ropes
(k) Square lasting
It is used to tie spurs crossing at right angle. The square lashing is started with a
clove hitch and after the frapping; it is ended with a clove hitch
(i) Diagonal lashing
It is used for joining spurs that crossed diagonally. It is started using a timber
hitch and finished with a clove with
(m) Filipino lashing
It is used for joining spurs that cross diagonally. It used instead of diagonal
lashing. It started during a lop around the two spurs and ends a reef knot on one
spur.
Exercise
1. Demonstrate to the trainees 3 knots.
Let them try the knots out
2. Demonstrate to the trainees 3 lashings.
Let them try the lashing out
3. Ask the trainees to demonstrate one
practical use of knot and a lashing.