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DofE Information
Pack
For prospective Directly Licensed Centres (DLCs)
Page 2 DofE Information Pack for prospective Directly Licensed Centres
DofE Information Pack
For prospective Directly
Licensed Centres (DLCs)
Introduction
Welcome to the DofE Information
Pack for Directly Licensed Centres.
This resource has been developed to
provide all the necessary information
to organisations that are considering
becoming a Directly Licensed
Centre (DLC).
Whilst giving a brief overview of the
DofE it is essentially aimed at decision
makers and staff, to give a
comprehensive outline of the resources
required to establish a successful and
sustainable DofE Centre.
This information pack has been
developed in conjunction with other
organisations who are currently
delivering DofE programmes,
where successful models of delivery
are outlined.
Contents
Section 1:
The Duke of Edinburgh’s Award................ 3
What is a DofE programme? ................... 4
Levels and timescales ............................. 4
The Welcome Pack and eDofE................ 6
The key benefits of delivering DofE
programmes ...................................... 7
Section 2:
Becoming a Directly Licensed Centre ...... 9
Key roles within a DLC .......................... 10
Expedition roles ....................................... 11
Training ................................................. 12
Licence application process.................. 13
Costs.................................................... 14
Benefits of becoming a DLC ................. 16
Section 3:
Appendices Appendix 1:
Developing delivery in a DofE Centre ............ 18
Appendix 2:
The value of the DofE to employers............. 23
Appendix 3:
Programme ideas list .................................... 24
Appendix 4:
The Expedition section process ................... 26
Appendix 5:
Glossary ……………................................... 27
Appendix 6:
Excelling in inspections................................ 28
The Duke of Edinburgh’s Award Page 3
T
Section 1
The Duke of Edinburgh’s Award
he Duke of Edinburgh’s Award
is the world’s leading
achievement award for young
people. We are a charity. We
aim to create a world where
young people can reach their full
potential whatever their circumstances.
Our ethos is to give every young person
between the ages of 14 and 24 a chance
to do their DofE and succeed, regardless
of any barriers. We support over 275,000
young people every year, including 30,000
from disadvantaged backgrounds.
Taking part in a DofE programme builds
confidence and develops self-esteem.
It requires persistence, commitment
and has a lasting impact on the attitudes
and outlook of all young people who do
their DofE.
The benefits of a DofE programme
are not just apparent to the participants
themselves, but can be seen within
the family, the community and by
future employers.
By doing their DofE programme, young
people are involved in a framework of
positive opportunities, encouraging them
to develop these characteristics. They can
improve their basic skills, develop key skills
or learn practical skills for the workplace.
They can demonstrate to potential
employers qualities such as reliability,
commitment, decision-making, planning,
communication, leadership and the ability
to work as part of a team.
From recognition of their achievements,
young people who have completed
their DofE programme and achieved an
Award, develop their self-confidence
and motivation to pursue personal and
professional goals well into their adulthood.
Please refer to the article ‘Value of the DofE
to employers’ in Appendix 4 which was
independently researched and identifies
the value the DofE has to employers.
Our guiding principles At the DofE we strive to achieve our
mission through personal development programmes and the assessment and presentation of Awards.
All our programmes are driven by the following ten guiding principles, which are at the heart of everything we do:
• Non-competitive
• Achievable by all
• Voluntary
• Personal development
• Personalised
• Balanced
• Progressive
• Achievement focused
• Demand commitment
• Enjoyable
Our Vision
To reach more young people
from diverse backgrounds and
equip them as individuals to
succeed in life.
Our Mission To inspire, guide and support
young people in their self-
development and recognise
their achievements.
Page 4 DofE Information Pack for prospective Directly Licensed Centres
What is a DofE programme? Anyone between the ages of 14 and 24 can take part in a balanced programme of activities that develop the whole person, mind, body and soul, in an environment of
social interaction and team working.
The programme has three progressive
levels which, when successfully
completed, lead to either a Bronze, Silver
or Gold Duke of Edinburgh’s Award.
There are four sections at Bronze and
Silver level and five at Gold:
Sections
Volunteering: undertaking service to
individuals or the community.
Physical: improving in an area of
sport, dance or fitness activities.
Skills: developing practical and social
skills and personal interests.
Expedition: planning, training for and
completion of an adventurous journey
in the UK or abroad.
At Gold level, participants must do an additional fifth Residential section,
which involves staying and working
away from home undertaking a shared
activity.
Achieve an Award Young people will achieve a Duke
of Edinburgh’s Award if they show
persistence, commitment and personal
development over a period of time.
Every activity must be successfully
completed and assessed. The result is
the world’s leading achievement award for
young people, recognised by employers
and universities alike.
Levels and timescales The main differences between them are
the minimum length of time it takes to
complete them, how challenging it is and
the minimum age they can start.
Depending on a participant’s age, they
are free to start at any level. A participant
has until their 25th birthday to complete
whichever level they’re working on and
achieve an Award - but all activities must
be completed before then.
The tables below show minimum timescales
for each level and section. We’ve put the
length of time in months – a participant
needs to show regular activity and
commitment during this time averaging at
least an hour a week.
A participant can’t achieve an Award in
a short burst of enthusiasm over one
weekend!
Where it is run DofE programmes are delivered under
licence by our partners (Licensed
Organisations) who offer it in DofE
groups in centres such as youth
clubs, voluntary organisations,
schools, colleges, young offender
institutions and businesses, which
are run and supported by over 50,000
adult volunteers.
DofE South East currently has a
programme offer in all 24 local
authority areas, delivered through a
range of partnerships and licensing
models. Our networks include state
schools, academies, special schools,
independent schools, youth clubs,
charities, sports clubs, voluntary,
uniformed and other youth
organisations such as housing
associations and secure units who
deliver the programmes.
Minimum period of participation by:
Level Direct entrants Previous Award holders
Bronze 6 months n/a
Silver 12 months 6 months
Gold 18 months 12 months
Direct entrants are young people starting their DofE programme at either Silver
or Gold level, who have not achieved the previous level of Award.
The Duke of Edinburgh’s Award Page 5
Bronze (Academic year in which participant turns 14 years old)
Volunteering Physical Skills Expedition
3 months
3 months
3 months
Plan, train for and complete a
2 day, 1 night expedition
Participants must also undertake a further 3 months in the Volunteering, Physical or Skills section.
Silver (Academic year in which participant turns 15 years old)
Volunteering Physical Skills Expedition
6 months One section for 6 months and the other section for 3 months
Plan, train for and complete a 3 day, 2 night expedition
If participants have not achieved their Bronze Award they must undertake a further 6 months
in either their Volunteering or the longer of their Physical or Skills sections.
Gold (16+ years old)
Volunteering Physical Skills Expedition Residential
12 months One section for 12 months and the other section for 6 months
Plan, train for and complete a 4 day, 3 night expedition
Undertake a shared activity in a residential setting away from home for 5 days and 4 nights
If participants have not achieved their Silver Award they must undertake a further 6 months
in either their Volunteering or the longer of their Physical or Skills sections.
Page 6 DofE Information Pack for prospective Directly Licensed Centres
Participation Places,
Welcome Packs and eDofE The Licensed Organisation is responsible
for purchasing Welcome Packs from Award
Scheme Limited (ASL), our trading arm.
A Welcome Pack includes an eDofE
account (Participation Place), Participants’
Handbook, DofE Reward Card, and
certificate and badge when the participant
completes their Award.
The Licensed Organisation purchases a
Welcome Pack for each participant and
is then responsible for distributing the
Participant’s Handbook and creating an
eDofE account.
eDofE eDofE is an online system that helps young
people to manage their DofE programme
and enables Leaders to monitor their
progress.
Participants use eDofE to:
• Set up their programme;
• Get their choices agreed by their Leader;
• Upload evidence of their activities in
a variety of formats including blogs,
photos and videos;
• Create their personal Achievement Pack
after they complete their DofE – a book
detailing a participant’s DofE programme
and achievements;
• Access resources to support them
through their programme.
Leaders use eDofE to:
• Agree a participant’s programme;
• Monitor a participant’s progression
through their programme;
• Sign off evidence;
• Sign off sections once they are
complete;
• Manage groups;
• Access resources to help them support
participants.
The Participants’ Handbook contains:
• A booklet telling participants about
DofE programmes and what they need
to do;
• Assessor Guidance Notes and
Assessor’s Report Cards in a
perforated booklet. These are cards
that participants can hand to their
Assessor which outlines the section,
what they have to do/for how long
and what the Assessor needs to
do. They also give the Assessor
guidance on how they can submit
their report to the Leader when the
participant has completed their activity
with space to record DofE activities
and for Assessors to make their
comments;
• DofE Reward Card – including 15%
discount off all purchases at Cotswold
Outdoor stores as well as a wide range
of great offers from our Marketplace
www.DofEShopping.org.
The Duke of Edinburgh’s Award Page 7
The key benefits of running DofE programmes There are so many rewards for all those
involved in supporting young people to
do their DofE programmes and achieve
an Award.
For the organisation Involvement in the programme offers
a unique opportunity to recognise and
accredit extra-curricular activities and
allows organisations to:
• Deliver the DofE, an internationally
recognised and highly valued
personal development programme
for young people and have use of the
DofE logo;
• Promote a positive image of the
organisation to the wider community
through high profile DofE presentation
events and other media publicity as the
DofE is internationally recognised and
has high credibility;
• Improve links with the local community
through supporting volunteering
opportunities;
• Empower young people to negotiate
realistic yet challenging goals;
• Improve their participants’ prospects for
the future;
• Contribute positively to school/centre
inspections;
• Demonstrate its commitment to young
people;
• For schools/colleges, it can act
as a vehicle to reduce absenteeism
and truancy as young people
develop the skills and confidence to
participate in an alternative form of
education;
• Schools/colleges can also use the
programme as a student retention tool
to increase numbers in Years 12 and
13, where applicable.
For the staff Through active involvement in a DofE
programme staff are given the
opportunity to:
• Work alongside participants in informal
settings outside the school/centre
timetable;
• Improve their relationships with
young people;
• In schools/colleges it provides a
particular scope to reach those who
are disengaged with the formal school
setting;
• Enhance their organisational and
professional skills;
• Establish links with a variety of
agencies, services, organisations and
institutions in the community;
• Experience the support of other
teachers and volunteers working
in a team, sharing a common
objective.
Page 8 DofE Information Pack for prospective Directly Licensed Centres
For the young people Participation in a DofE programme allows
young people to:
• Distinguish themselves in a competitive
market place with employers and
universities by attaining their Award
and acquiring tangible evidence of their
perseverance and commitment;
• Broaden their educational experiences
through a range of valuable and
challenging situations;
• Develop additional skills, explore
unfamiliar environments, and participate
in new activities;
• Build self-confidence to make decisions
themselves;
• Achieve in activities not necessarily
provided through the curriculum;
• Enjoy the process of learning and
development through their own
individual programme;
• Enhance their personal and social
development;
• Express themselves with confidence
and maturity;
• Demonstrate and develop key/core
skills;
• Develop constructive relationships with
a wide range of adults in their local
community;
• Meet others through shared activities,
broadening their network of friends both
within and beyond the school/centre;
• Have a great deal of fun!
Key skills development
Through choosing and participating in
activities in each of the four sections,
Volunteering, Physical, Skills and
Expedition – a DofE programme offers
the opportunity to demonstrate and
develop key skills in these areas:
• Communication – through working
with a range of adults and other
young people;
• Working with others – participants
will learn to negotiate, trust and be
trusted, be reliable and work as part
of a team;
• Numeracy skills – through
programme choices such as money
management and financial literacy in
the Skills section and fundraising in
the Volunteering section;
• Improving own learning and
performance – participants will
learn to become more self-aware,
have more self-discipline, learn how
to review their progress and become
committed to achieve their personal
goals;
• Information Technology – through
using eDofE to record, evidence
and report on their progress. Other
sections may also provide the
opportunity for application of IT skills
e.g. the Skills section;
• Problem solving – participants
will learn how to make decisions
on what activities they would like
to do for each section of their DofE
programme, learn to work to goals
and deadlines they set themselves,
and learn how to assess risks for
when they do their expedition.
The Duke of Edinburgh’s Award Page 9
M
Section 2
Becoming a Directly Licensed Centre
any organisations deliver
DofE programmes under
an Operating Authority (OA)
licence, usually held by the
Local Authority Council.
However, the ability of OAs to support
Centres has been affected by budget
cuts and an increasing number of
DofE Centres are becoming directly
licensed.
A Directly Licensed Centre (DLC) is a type
of Licensed Organisation which holds a
licence with the Charity to deliver DofE
programmes to young people on
its own premises. The DLC is supported
by the South East Regional DofE Office,
using the DofE Manager in the DLC as
the main contact and source of support
for Leaders and participants.
To be licensed, a DLC must satisfy the Charity that it understands the
implications of running DofE programmes.
DLCs must:
• Be able to safeguard young people;
• Maintain the DofE’s aims and standards;
• Have relevant policies and procedures
in place;
• Develop a staffing and administrative
framework to support young people
through their programmes, ensuring
continuity of delivery.
We have found that for schools and centres
becoming a DLC the process of taking on
their own licence has helped raise the profile
of the DofE within the organisation.
An essential responsibility for any
organisation wishing to obtain its own
licence is ensuring that the DofE is fully
supported and resourced by the Senior
Leadership Team.
Page 10 DofE Information Pack for prospective Directly Licensed Centres
Key roles within a DLC There are a number of important roles required to deliver the DofE in a DLC. The roles listed
below give an overview of the structures and responsibilities required. However, one person
may hold more than one role and therefore it is not necessary to have a different person for
each role. This varies across centres and should be structured in a way to best support staff
and participants.
DofE Licence Holder
Responsible for signing and adhering to the terms of the DLC licence. This person is
likely to be the Headteacher/Principal/Director/Chair of Governors of the organisation
and will provide financial support and allocate/allow staff time for delivery.
DofE Award Verifier(s)
Responsible for the verification and awarding of DofE Awards. This person must be an
employee of the DLC and would be approved as an Award Verifier by the South East
Regional Office. Award Verifiers cannot have any involvement in the training or delivery
of the DofE in the centre.
DofE Administrator
Offering support to the DofE Manager, tasks may include purchasing & allocating
Participation Places and enrolling participants onto eDofE.
DofE Manager
Assumes overall responsibility for the day to day operations of the DofE. The DofE
Manager is the day to day contact for the Regional Office. They will recruit and train
Leaders and volunteers and will promote the benefits of the DofE to other members of
staff within the organisation and to parents. Responsibility will include the promotion of
the programme and recruitment of participants.
DofE Leader
Has responsibility for a group of participants. Groups could be year groups, Bronze,
Silver or Gold level participants, section groups (i.e. Volunteering, Physical, Skills,
Expedition and Residential) or friendship groups.
The Duke of Edinburgh’s Award Page 11
Supervisor
Oversees sectional activities. Supervisors could be sports coaches, subject support
staff, centre/club staff/volunteers. They will help participants set their goals and they
will meet with participants to discuss their progress. Supervisors will sign/validate
participant’s log/record of attendance/participation.
Assessor (non-expedition)
Adult with a position of authority within the centre or club where the participant takes
part in an activity. Assessors could be the club manager, subject or head of subject
staff, or activity organizer, and will provide the Assessor’s Report.
Volunteer
Supports participants during their activities. Volunteers may include parents, older
participants undertaking their Volunteering section for a higher level of their programme
(particularly Years 12 & 13 during expeditions) and members of the DLC or local
community.
Expedition roles There are specific roles within the Expedition section which need to be fulfilled:
Expedition Supervisors
All expeditions, including practice expeditions, must be supervised by a suitably
experienced adult who is competent in the chosen mode of travel. Additionally
Supervisors should be familiar with the team, their individual strengths and
weaknesses and their knowledge of the chosen route. An understanding of the aims,
principles and requirements of the Expedition section is also essential.
Supervisors accept responsibility for the safety and welfare of the team on behalf
of the DLC. They must be satisfied that participants are capable of undertaking the
planned expedition. This is important as the qualifying expedition is unaccompanied
and should be supervised remotely.
Expedition Assessors
All qualifying expeditions must be assessed by a competent adult who is approved
by the DLC and accredited by The Duke of Edinburgh’s Award. While the Expedition
Supervisor’s key role is the health and safety of the participants on expedition, the
Expedition Assessor is primarily responsible for ensuring the 20 conditions of the section
are met, along with the aim. In addition Expedition Assessors will assist with the safety
of the participants, as necessary, by advising them on their route, equipment etc. The
Expedition Assessor must not have been involved in training the young people being
assessed.
All Expedition Assessors must be accredited
at the appropriate level through
The Duke of Edinburgh’s Award
Expedition Assessor Accreditation Scheme (EAAS).
Page 12 DofE Information Pack for prospective Directly Licensed Centres
Training In order to maintain the quality of the DofE,
the Charity has developed a Modular
Training Framework (MTF) for Leaders to
provide the necessary knowledge required
to deliver the programme. This framework
includes three key courses:
• Introduction to the DofE for
Leaders (IttDofE)
• Expedition Supervisors
Training Course (ESTC)
• Expedition Assessors
Accreditation Scheme (EAAS)
Each of these courses is a one day course
and they are all delivered as open courses
by the South East Regional Office.
Alternatively (if more convenient) these
can be run as private courses on the
DLC’s premises.
Introduction to the DofE It is generally regarded as best practice
that all staff involved in the direct
delivery of the DofE within a centre
attend this course. This should include
the Award Verifier, where possible.
This course is aimed at Leaders who
are new to the DofE and provides all
the necessary knowledge needed to
promote the programme, manage a
DofE group and support participants in
the completion of their programmes.
Expedition Supervisors
Training Course The licensed organisation’s policy for
the Approval System for DofE Staff will
outline who should attend this course.
However it is strongly recommended
that Leaders organising expeditions, be
it practice or qualifying, attend this
course.
This course will provide Expedition
Supervisors with an understanding and
consistent interpretations of their role
and responsibilitie, ensuring a high
quality experience for all young people.
Expedition Assessors
Accreditation Scheme: Anyone wishing to assess a qualifying
expedition will need to be accredited
by the DofE. This involves attendance
at a one day course, followed by a
Supported Assessment.
All expedition Assessors who attend
the course and complete accreditation
will gain national recognition and
transferability for assessing DofE
expeditions.
Other MTF courses delivered by the
DofE include:
• e-induction
• Group Work Skills
• Managing a DofE group
• Practical DofE Leadership
• Train the Trainer
Further details on DofE MTF courses can
be found at www.DofE.info/go/SETR.
At some stage during the licensing
process we will work with you to identify
what training staff should complete and
record these in an action plan.
New DLCs have access to three free
places on the below training:
• Introduction to the DofE x1
• eDofE (familiarisation workshop with
the online management system) x1
And either:
• Expedition Assessors Accreditation
OR
• Expedition Supervisors training course x1
Once the Licence application process has
commenced, new DofE Managers can
book onto courses (if the licence does not
proceed, the organisation will be charged).
Free places on courses must be accessed
within the first six months of a DLC
becoming licensed.
The Duke of Edinburgh’s Award Page 13
Licence application
process
The below process is in place to ensure
the necessary policies, framework and
structure are in place to support DofE
programmes.
Step 1 Complete a DLC application form and
send it to [email protected]. The form
is available from our website
(www.dofe.info/go/SETEAM).
Alternatively, contact the South East office
to discuss the next steps.
An Operations Officer from the South
East region will arrange to meet you to
ensure that you have a staff organisation
in place and an action plan.
As part of the licensing process the
Licence Holder will be asked to
confirm that the following policies
are in place:
• Child Protection & Safeguarding • Health and safety • Insurance (employers and public
liability). • Equal Opportunities • Offsite Visits.
You will also need to provide the name and
telephone number for an emergency
contact and your Child Protection
Officer.
Notes
DLCs must have Safeguarding and
Child Protection policies and
procedures that include vetting the
suitability of Co-ordinators, Leaders and
other adult volunteers.
However, given the scope and breadth of
DofE programmes, participants may
undertake activities that are not directly
managed or organised by the Directly
Licensed Centre. In such cases, parents
and guardians of those under 18 must
be informed that it is their responsibility
to ensure the activity is appropriately
managed and insured.
Page 14 DofE Information Pack for prospective Directly Licensed Centres
Volunteering, Physical and Skills
sections – you may wish to simply state
that you are happy to consider experience
and qualification on an individual case-by-
case basis or you could agree to keep a
list of suitable Assessors/deliverers.
Expedition section – you will need to
agree on what level of qualification you
require Supervisors/Leaders to have. It
may also helpful to include a training
strategy in this document (e.g. “By
2016, we intend to have five Accredited
Assessors”).
Step 2
Once we are in receipt of the requested
information/documents, and subject to
a satisfactory licence meeting with the
Licence Signatory the Regional Director
will be advised and issue the formal
licence agreement.
The licence and corresponding checklist
will need to be signed and returned to then
be approved by the Charity’s CEO. Once
this process is completed we will return a
copy of the agreement signed by both
parties as acknowledgement that you may
commence delivery of DofE programmes.
We will advise of the process for
appropriate presentation of the Licence
certificate.
Licence fee
Whilst the licence agreement is for a fixed
term of three years commencing on the
first of the month at the point of issue, the
licence fee is always payable and invoiced
from the 1 April. The licence fee for the
first year’s licence will be set at a pro rata
rate if commencing on or after 1 May.
Credit agreement
New DLCs purchasing Welcome Packs
(including Participation Places) on eDofE
will be asked to enter into a credit
agreement with Award Scheme Ltd (ASL),
our trading arm. The main purpose
of the account application process is to
identify in writing which of the DLC
personnel are permitted to order on your
behalf. If you choose not to return the
form to enter into a credit agreement you
can still order from ASL but will have to pay
for all goods by card or BACS.
Notes:
Licence fees will be invoiced separately
and are not reliant upon the credit
agreement.
Costs
Licence fee There is a standard licence fee payable
by all DLCs which is £1,000 + VAT for
2015/16. This fee is subject to change
and notified in advance, in line with the
DofE’s standard terms and conditions
and normally rises with inflation in April of
every year. DLCs may request an invoice
at the end of the financial year for the
subsequent year.
In addition to the licence fee DLCs should
budget for the cost of the time of the DofE
Manager, training for Leaders, regional
meetings and administration.
Training Costs for our open training courses
(stated per person) for the year 2015/16
are as follows:
• Introduction to the DofE for
Leaders: £40*
• Expedition Supervisors Training
Course: £70*
• Expedition Assessors Accreditation
Scheme: £60*
We can also offer bespoke in-house
training courses for DLCs. The costs for
the year 2015/16 are as follows:
• Full day: £250* for up to 10 people.
*current cost as at February 2015
The Duke of Edinburgh’s Award Page 15
Cost of enrolment onto a DofE programme The cost to each young person
to enrol on a DofE programme for
2015/16 is:
• Bronze: £17
• Silver: £17
• Gold: £24
The cost of the enrolment includes the
following:
• Welcome Pack (includes Participant’s
Handbook)
• eDofE account
• Certificate and badge – received once
a participant completes their DofE
programme
• Achievement pack (PDF) – can
be created once a participant has
completed their DofE programme
• Gold Award Presentation – once
a participant completes their Gold
Award they will receive an invitation to
a national Gold Award Presentation
at St James’s Palace in the presence
of a member of the Royal Family.
• Limited personal accident insurance –
this covers a participant whilst taking
part in DofE activities.
The DofE recognises that young people
may experience financial barriers to
participation. Where this is identified,
DofE South East may be able to assist,
depending on available funding and the
participant’s circumstances.
Cost of provision of activities
The cost of the activities will depend on
what young people choose for each of
their sections. With such a wide range of activities that can be counted towards all sections in DofE programmes, there is often no need for young people to incur additional costs in doing their activities.
Expeditions There are costs associated with the delivery
of the Expedition section and over time
DLCs should look to procure a supply of
group expedition equipment – such as
tents, stoves, compasses, maps.
Additional costs normally incurred by
participants include personal equipment
(walking boots, waterproofs), transport
costs to expedition areas (e.g. fuel for
minibuses or local transport), camping fees
and food.
The DofE has Approved Activity Providers
(AAPs) across the UK who can support
the delivery of expedition programmes.
A list of current AAPs can be found at
on our website ( www.dofe.org ).
Page 16 DofE Information Pack for prospective Directly Licensed Centres
Benefits of becoming
a DLC As part of the licence agreement, the DofE
aims to provide:
• A statement of the Charity’s vision,
mission and guiding principles
• An effective programme of personal
development for all young people
• A programme that attracts volunteers, is
easy to understand and straightforward
to run
• A programme that is held in high regard
within education, by employers, parents
and wider communities – including
Ofsted and the Independent Schools
Inspectorate.
• A Licence Agreement with periodic
review
• A quality review system monitored by
the DofE
• Information, advice, assistance and
regular personal contact with the
Charity’s staff to address concerns,
give access to networks of the Charity’s
partners and sharing good practice
• Assistance with systems to support the
gathering of Management Information
such as eDofE
• Advice and assistance for promoting
and working with eDofE through a
range of resources and staff support
• A wide range of resources to support
delivering DofE programmes such as
Programme Planners, Session Planners,
a Leader’s Programme Checklist, and
templates as well as resources available
on the online shop (the Handbook for
DofE Leaders, Programmes Pack,
promotional literature)
• A wide range of training resources to
support delivering DofE programmes
using a comprehensive Modular Training
Framework, such as The Introduction
to DofE course, e-induction and the
Expedition Supervisor Training Course.
Access to:
• National events for senior management
(past examples include the Royal
Charter event, Celebrating Partnerships)
• A modular training framework with
high quality guidance for every DofE
delivery role
• A logo and brand with high levels of
recognition which provides confidence
to parents and guardians
• Gold Award Presentations in London
• DofE magazine and emails
• National website with links to Licensed
Organisations
• Handbook for DofE Leaders
• Section leaflets
• Programmes Packs
• Promotional leaflets
• Promotional posters
• Achievement Pack samples
• The DofE promotional movie collection
• Promotional merchandise.
• Sectional and level certificates
• Level badges and pouches
• A commitment to equal opportunities
throughout the DofE
• Information and support for working
with Approved Activity Providers
• Opportunities for Licensed
Organisations and participants to
influence the DofE’s development
through the Review Process
• The means for young people in the
DofE to comment on their experience
and influence the services they receive.
• In support of the above the DofE will
seek to work in close partnership with
Licensed Organisations to attract
and support sufficient participants,
volunteers, partners and organisations
to deliver the DofE Mission.
The Duke of Edinburgh’s Award Page 17
A Licensed Organisation with the
South East Regional Office
specifically receives:
• Administrative Support
• 9am to 5pm Monday to Friday
excluding bank holidays – telephone
and email access to Regional Office for
on-going support
• Website and networks
• Dealing with queries from parents,
teachers, young people etc.
• Access to Regional Licensed
Organisation meetings
• eDofE phone support
• Gold Award administration
• Quality checks and collection and
analysis of annual statistics
• Recognition of leaders and volunteers
through ‘with thanks’, long
service certificates and other
acknowledgements
• Administration of expeditions overseas
forms
• Administration of expedition variation
applications
• Advice on the use of the DofE logo
and brand
• Regular Regional newsletters and
updates.
Operational support
• Scheduled visits by an Operations
Officer
• Gold Expedition notification support and
assistance
• Advice and guidance on facilitating each
section of DofE programmes
• Networking within the DofE and other
organisations
• Presence at presentation and prize
giving events
• Facilitating communication between
participants/Leaders and Head
Office staff.
• Quality Assurance - Help and advice as
a result of expedition and admin audits
• Advice and guidance on international
ventures/residentials
• Aligning DofE to Youth Service
curriculum and other accreditation
• Aligning DofE to national curriculum,
enrichment activity and other
accreditation
• Support with school’s/centre’s charity
status (where charity status is in place)
• Membership of regional independent
schools’ consortia (independent
schools only)
• Membership of regional secondary
schools’ consortia (state schools and
academies only)
• VIP presence at Gold Award
Presentations in St. James’ Palace
• Reporting and dissemination of Annual
Statistical Report
• Expedition and assessment support
from Expedition Assessor Networks and
Co-ordinators. Regional Office support with training
• eDofE support (inc. eDofE training for
DofE Managers)
• Access to ‘in-House’ bespoke eDofE
training – small additional charge
• Subsidised training (Modular Training
Framework)
• Subsidised conferences
• Funding, where appropriate
• Access to Regional funding schemes. Further benefits
• Framed Licence certificate
• Certificate presentation at appropriate
events.
Page 18 DofE Information Pack for prospective Directly Licensed Centres
Section 3
Appendices
Appendix 1: Developing delivery in a DofE centre
Appendix 2: The value of the DofE to employers
Appendix 3: Programme ideas list
Appendix 4: The Expedition section process
Appendix 5: Glossary
Appendix 6: Excelling in Inspections
Appendix 1: Developing
delivery in a DofE centre
A picture of potential growth
Demand for the DofE from young people
in the UK is huge. Demand currently far
outstrips supply. There are many examples
of schools/centres that do not deliver the
DofE, or which limit the numbers of young
people who can participate.
There are also many schools/centres in
which DofE is an integral part of the extra-
curricular offer and where large numbers
of participants are supported in achieving
their DofE Awards (some schools/centres
enrol up to 250 participants per year).
Success and achievement breeds interest
and demand. High numbers are achievable
but do require careful planning, sufficient
resourcing and an appropriate staffing
structure.
The Expedition section requires the most
‘in house’ adult engagement. The following
tables show how DofE can develop over
a five year period within a school/centre
from an initial introduction of 20 Bronze
participants to enrolling 120 participants
across all levels. These numbers are not
obligatory or limited – the delivery should
match the ambition of the school/centre
and the demand from its participants.
Please see the Expedition section (pages
65-87) of the Handbook for DofE Leaders
for full details of the Expedition section
requirements. Further information can be
found within the Expedition Guide.
Rationale The following tables show DofE
development assuming that there is no ‘in
house’ capability of delivering expeditions,
i.e. no staff have the necessary proof of
competence (experience or qualification)
required by their DLC.
It would be expected that the Expedition
Supervisor would obtain the minimum
level of qualification to allow for Bronze
expedition delivery during the first
year, progressing in competence
level (experience and qualification) as
participants progress through the levels
(Bronze, Silver and Gold), i.e. in year 2
Bronze and Silver can be delivered and by
year 3 all levels can be delivered.
Licensed organisations with existing ‘in house’ capability of delivering expeditions in
the recommended environments for the
DofE levels (as stated in the Handbook
for DofE Leaders) should look to enrolling
participants at the levels to which
expeditions can be delivered.
N.B. For levels of competence, staff
ratios, vehicle legislation and all
other matters relating to health and
safety please consult the body
responsible for your organisation’s
health and safety requirements
during off-site visits and adventurous
activities. All suggestions within the
tables below are approximations
and should not be read as DofE
policy.
The Duke of Edinburgh’s Award Page 19
Other assumptions/considerations
• Tents used would consist of a range of
three- and two-person tents.
Participants would use three-person
tents, Gold volunteers would share two-
person tents and adults would use a
two-person tent each.
• Statistics obtained from established
DofE centres show that approximately
75% of participants progress from
Bronze to Silver Level and 50%
progress from Silver to Gold level.
Gold participants should be
encouraged to support other
participants as a volunteering activity.
Gold participants can support all levels.
• Minibuses used have 17 seats.
• A trailer is used in the examples,
however if a trailer is not available (or
a feasible option) then a roof rack or
another vehicle should be used to
transport luggage.
• Travelling by trains and other public
transport can also be used to enable
a greater number of young people to
take part. Parental drop-off/pick-up
may be feasible if the expedition is
fairly local.
• Maximum of 30 participants per
expedition.
• Group Leaders within the centre can
be responsible for supporting sections,
levels, cohorts, tutor, form, friendship
year or groups or a combination of all.
Page 20 DofE Information Pack for prospective Directly Licensed Centres
Putting it all in perspective The value of the DofE to employers
Appendix 2:
The value of the
DofE to employers
The United Learning Trust (ULT) published the
results of a major survey, undertaken by them in
association with Ratcliffe Hall Ltd, focusing on the
methods major employers used for selection of new
employees. It was primarily about graduate
recruitment and asked for the employers’ views on
the attributes that were most attractive in
candidates.
The organisations interviewed were all major
employers, representing 12% of all UK employers,
3.6% of the private workforce and 47.5% of the
public sector and included:
- Alliance & Leicester plc
- Boots plc
- British Energy Group plc
- British Nuclear Fuels plc
- BT Group plc
- Centrica plc
- Civil Service
- Coors Brewing company
- Corus Group
- Diageo plc
- Eurotunnel plc
- Herbert Smith LLp
- Honda (UK) Ltd
- Morrison’s plc
- Michael Page International plc
- Nabarro Nathanson
- Northern Rock plc
- Newcastle Chronicle & journal Ltd
- AGN Shipleys
- Tesco Plc
- 3i Group plc
- Vauxhall Motors Ltd
The organisations were asked what attributes and
characteristics they valued as key determinants in
the selection of employees. The following were
rated the highest: leadership, teamwork,
self-motivation, communication, confidence,
consideration and the ability to learn.
From the sample 76% of the organisations
emphasised how important it is for schools to
enable ‘life skills’ to be developed, with 64% of the
sample indicating that a specifically designed and
packaged course of ‘life skills’ development
activities, pursued by an applicant, might make a
positive difference in selecting the applicant for
interview.
The sample was asked what they considered to be
the most important activities undertaken at school
and were asked to rate them from 1-5, with 1 being
the highest:
Rank Average Ratings in order of importance
1 The Duke of Edinburgh’s Award (‘DofE’) 1.96
2 Work experience 2
3 Community activities 2.04
4 World Challenge 2.16
5 Young Enterprise 2.2
6 Team Sporting activities 2.28
7 Youth Awards 2.28
8 Public Speaking/Debating 2.32
9 County/National teamsports 2.36
10 Interview skills 2.44
11 School Council 2.48
12 School Prefect 2.48
13 Individual Sporting achievements 2.48
15 Financial awareness courses 2.52
16 Work Shadowing 2.6
17 Industry days 2.6
18 School Newspapers 2.64
19 Plays/drama 2.68
20 Investment Clubs 2.68
21 Outside speakers 2.76
22 School Radio 2.76
23 The House/prefect system 2.76
24 Solo musical ability 2.84
25 Orchestral participation 2.84
26 Artistic skills 2.88
27 British Schools Exploring Society 3
28 School trips 3.08
29 Take your daughter to work 3.28
These results are obviously a great endorsement of
the benefits that participating in a DofE programme
can provide for a person’s employability prospects.
The Duke of Edinburgh’s Award Page 23
Page 24 DofE Information Pack for prospective Directly Licensed Centres
PROGRAMME IDEAS
Appendix 3:
Programme
ideas list
When completing each section of your DofE, you should
develop a programme which is specific and relevant to you.
This sheet gives you a list of programme ideas that you
could do or you could use it as a starting point to create a
programme of your own! For each idea, there is a useful
document giving you guidance on how to do it, which you
can find under the category finder on
www.DofE.org/sections
Help with planning You can use the handy programme planner on the website to
work with your Leader to plan your activity.
Volunteering
section Volunteering gives you the chance to make a difference to people’s lives and use your skills and experience to help your local community. You can use this opportunity to become involved in a project or with an organisation that you care about.
Helping people: Helping children Helping older people Helping people in need Helping people with special needs
Youth work
Community action & raising awareness: Campaigning Cyber safety Council representation Drug & alcohol education Home accident prevention Peer education Personal safety Promotion & PR Road safety
Working with the environment or animals: Animal welfare Environment Rural conservation Preserving waterways Working at an animal rescue
DofE Leadership Group leadership Leading a voluntary organisation group: - Girls’ Venture Corps - Sea Cadets - Air Cadets - Jewish Lads’ and Girls’ Brigade
- St John Ambulance - Scout Association - Air Training Corps - Army Cadet Force - Boys’ Brigade - CCF - Church Lads’ & Girls’ Brigade
- Girlguiding UK - Girls’ Brigade Sports leadership Music tuition
Physical
section Doing physical activity is fun and improves your health and physical fitness. There’s an activity to suit everyone so choose something you are really interested in. Individual sports: Archery Athletics (any field or track event) Biathlon/Triathlon/Pentathlon Bowling Boxing
Surfing/body boarding Swimming Synchronised swimming Windsurfing Dance: Ballet Ballroom dancing Belly dancing Bhangra dancing Ceroc Contra dance Country & Western Flamenco Folk dancing Jazz Line dancing Morris dancing Salsa (or other Latin styles) dancing Scottish/Welsh/Irish
dancing Street dancing/breakdancing/ hip hop Swing Tap dancing Racquet sports: Badminton Matkot Racketlon Rapid ball Real tennis Squash Table tennis Tennis Fitness: Aerobics Cheerleading Fitness classes Gym work Gymnastics
Martial arts: Aikido Capoeira Ju Jitsu Judo Karate Self-defence Sumo Tae Kwon Do Tai Chi Team sports: American football Baseball Basketball Boccia Camogie Cricket Curling Dodge disc Dodgeball Fives Football Hockey Hurling Kabaddi Korfball Lacrosse Netball Octopushing Polo Rogaining Rounders Rugby Sledge hockey Stoolball Tchoukball Ultimate flying disc Underwater rugby Volleyball Wallyball Water polo
Yoyo extreme Science & technology
Aerodynamics Anatomy Astronomy Biology Botany Chemistry Ecology Electronics Engineering Entomology IT Marine biology Oceanography Paleontology Physics Rocket making Taxonomy Weather/meteorology Website design Zoology Care of animals
Agriculture (keeping livestock) Aquarium keeping Beekeeping Caring for reptiles Dog training & handling Horse/donkey/llama/alpaca handling & care Keeping of pets Looking after birds (i.e. budgies & canaries) Pigeon breeding & racing Music
Church bell ringing Composing DJing
centre Croquet Medau movement Evaluating music & musical
Litter picking Urban conservation Beach and coastline conservation Zoo/farm/nature reserve work
Helping a charity or community organisation: Administration Being a charity intern Being a volunteer lifeguard Event management Fundraising Mountain rescue Religious education Serving a faith community Supporting a charity Working in a charity shop
Coaching, teaching and leadership: Dance leadership
Cross country running Cycling Fencing Golf Horse riding Modern pentathlon Orienteering Pétanque Roller blading Running Static trapeze Wrestling Water sports: Canoeing Diving Dragon Boat Racing Free-diving Kneeboarding Rowing & sculling Sailing Skurfing Sub aqua (SCUBA diving & snorkelling)
Physical achievement Pilates Running/jogging Trampolining Walking Weightlifting Yoga Extreme sports: Caving & potholing Climbing Free running (parkour) Ice skating Mountain biking Mountain unicycling Parachuting Skateboarding Skydiving Snow sports (skiing, snowboarding) Snowkiting Speed skating Street luge
Skills
section Developing a skill helps you get better at something you are really interested in and gives you the confidence and ability to use this skill both now and later in life.
Performance arts
Ballet appreciation Ceremonial drill Circus skills Conjuring & magic Dance appreciation Majorettes Puppetry Singing Speech & drama Theatre appreciation Ventriliquism
performances Improvising melodies Listening to, analysing & describing music Music appreciation Playing a musical instrument Playing in a band Reading & notating music Understanding music in relation to history & culture Natural world
Agriculture Conservation Forestry Gardening Groundsmanship Growing carnivorous plants Plant growing Snail farming Vegetable growing
The Duke of Edinburgh’s Award Page 25
Games & sports
Cards (i.e. bridge) Chess Clay target shooting Cycle maintenance Darts Dominoes Fishing/fly fishing Flying Gliding Go-karting Historical period re-enacting Kite construction & flying Mahjongg Marksmanship Model construction & racing Motor sports Power boating Snooker, pool & billiards Sports appreciation Sports leadership Sports officiating Table games War games
Life skills
Alternative therapies Cookery Democracy in action Digital lifestyle Driving: car maintenance/car road skills
Driving: motorcycle maintenance/road skills Event planning First Aid – St John/St Andrew/BRCS Hair
& beauty Learning about the emergency services Learning about the RNLI (Lifeboats)
Library & information skills Life skills Massage Money management Navigation Public speaking and debating Skills for employment Young Enterprise
Learning & collecting
Aeronautics Aircraft recognition Anthropology Archaeology Astronautics Astronomy Bird watching Coastal navigation Coins Collections, studies & surveys Comics Contemporary legends Costume study Criminology
who are visually impaired Communicating with people who have a hearing impediment Film & video making Journalism Newsletter & magazine production
Signalling Writing Creative arts
Basket making Boat work Brass rubbing Building catapults & trebuchets Cake
decoration Camping gear making Candle-making Canoe building Canvas work Carnival/festival float construction Ceramics Clay modelling Crocheting Cross stitch DIY Dough craft Drawing Dressmaking Egg decorating Embroidery Enamelling Fabric printing Feng Shui Floral decoration French polishing Furniture restoration Glass blowing Glass painting Interior design Jewellery making Knitting Lace making Leatherwork Lettering & calligraphy Macramé Marquetry Model construction Mosaic Painting & design Patchwork Photography Pottery Quilting Rope work Rug making Snack pimping Soft toy making Tatting Taxidermy Textiles Weaving and spinning Wine/beer making Woodwork
- Exploring teamwork by nominating a different leader each day.
- Searching for forms of fungi, recording and sketching them.
- Planning a route around three of the places that inspired Wordsworth’s poems in the Lake District.
- Considering the impact of tourism on the flora and fauna of the French Alps.
- Drawing all the different star constellations you can see.
- Creating a photo guide to the Countryside Code round the Mourne Mountains.
By bicycle - Using the cycle system in the Netherlands to undertake a research project on the provisions and quality of cycle paths compared to Britain.
- Producing a nature guide of your route for future visitors.
- Investigating features of the Thames using the Thames cycle path.
- Doing a cycle of remembrance, taking in the historic wartime sites in Normandy.
- Creating a video diary of the expedition, recording each team member’s experiences.
- Following part of the Gerald of Wales route of 1188 through Pembrokeshire.
By boat - Exploring the Norfolk Broads
using sailing dinghies. - Exploring different team roles needed on a boat and giving everyone an opportunity to do a new one.
- Rowing along the Danube in Germany booking camp sites in advance.
- Planning a cross-channel journey in a yacht.
- Using simple mapping techniques to produce a map of an estuary on the expedition & compare it with a real map when you return.
- Planning a Bronze sailing expedition on Lake Ullswater in the Lake District.
By canoe or kayak - Recording the wildlife found on the Strangford Lough canoe trail.
differences along their route, trying to explain why this may be.
By wheelchair - Following a disused railway track noting the current use of previous railway buildings.
- Preparing a users’ guide of a country park or National Trust estate, explaining how it can be used, e.g. fishing, picnicking, conservation.
- Planning and doing a challenging route in the Peak District, making a video diary.
- Planning a route in Cropton Forest to take a series of landscape photographs to use in a calendar.
- Producing an illustrated guide to a stretch of canal. Research the history and then travel along the towpath using the expedition to gather photographs and sketches to illustrate the guide.
- Creating an expedition music play list that reflects the team’s experiences.
On horseback - Planning an expedition on horseback in the countryside including identifying suitable farm camp sites and bridleways.
- Exploring accessibility and bridle paths in the Brecon Beacons.
- Planning an expedition with sea views in Devon, taking photos along the way so that you can paint a picture of your favourite scene when you return.
- Creating a series of team games to play whilst on expedition.
- Going on an expedition through woodland, noting the different types and ages of trees you see.
- Going on a horse-riding expedition and writing a poem on your return to describe your experiences.
Residential
section Going on a residential gives you the chance to learn how to work with
in Lesotho. - Helping deafblind young people and adults to enjoy a holiday.
- Being an assistant to support an eco-friendly waste project at an outdoor education centre.
- Assisting at a summer camp for Brownies.
- Helping at an orphanage. Environment and conservation - Attending a conference on climate change as a youth representative for your local authority.
- Studying coral bleaching in Australia.
- Joining a tree planting project with The Woodland Trust.
- Monitoring the bat population in the New Forest.
- Doing dry stone walling in the West Tyne Valley in the shadow of Hadrian’s Wall.
- Helping the preservation team of a narrow gauge railway in mid Wales.
Learning - Undertaking a cookery course.
- Doing a falconry course. - Studying traditional dance. - Studying art history in Florence.
- Doing a photography course run by a university and exhibiting your work.
- Learning to snowboard on an intensive course in Scotland.
- Improving your Spanish language skills on a course in Madrid.
- Learning to write and produce music and putting on a show for locals.
- Taking part in an astronomy course, learning about constellations, black holes and solar systems.
Activity based - Taking part in a week-long discovery of stage combat in Wales.
- Going white water rafting in New Zealand past glaciers and mountains.
- Taking part in a multi- faith residential, studying different religions.
- Joining an historical re-enactment of the Battle
Dowsing & divining - Taking a series of photos people from different of Bosworth. Fashion Forces insignia Gemstones Genealogy
Expedition
section to come up with a guide to a section of canal systems.
backgrounds and build confidence living in new environments. There
- Joining an ACF activity week with members of different detachments.
- Making a study of the are loads of exciting Heraldry History of art Language skills Military history Movie posters Postcards Reading Religious studies Ship recognition Stamp collecting
Media & communication
Amateur radio Communicating with people
Going on an expedition gives you the chance to have an adventure, work as a team, and act on your own initiative. The expedition can be as far away or as close to home as you want it to be, and there are hundreds of ways you can go about it. On foot - Studying insect life on the South Downs.
locks and lochs on the Caledonian Canal.
- Investigating samples of the river bed en route and comparing them with each other.
- Carrying out a wilderness trip in Canada using the canoe trails used by the original settlers.
- Choosing several points along a river and measure speed of flow, width and depth and comparing the
possibilities and opportunities, so choose something which you will find really fulfilling.
Service to others - Teaching English overseas. - Helping out on an overseas
pilgrimage (i.e. to Lourdes or Mecca).
- Being a leader at an overseas children’s camp that promotes healthy eating and exercise.
- Rebuilding a school roof
5/13
Page 26 DofE Information Pack for prospective Directly Licensed Centres
EXPEDITION
Appendix 4:
The Expedition
section process
The Expedition section process This flowchart gives an overview of the steps involved for a young person to complete their Expedition
section. More detailed information about each stage is set out in the DofE Expedition Guide.
Team: Participants form a team of between four and seven - eight for modes of travel which have tandem.
Aim and mode of travel: The team will agree their expedition aim and from that their mode of travel. At this stage participants will often decide on likely expedition environments to help direct their training and practice expeditions.
Training: Participants will complete the appropriate level of the Expedition Training Framework, mode of travel training and any other training required by the Supervisor (representing the Licensed Organisation or AAP) to be signed off as competent to successfully and safely undertake their expedition.
Participants will also begin physical and fitness training for their practice and qualifying expeditions.
Paperwork: Before undertaking expeditions, participants will need to complete the necessary notification paper work required by their Licensed Organisation, AAP and the DofE. Participants considering undertaking expeditions outside of the UK or who would like a variation should have these in hand at this stage.
Practice expeditions: Participants must undertake sufficient practice expeditions to enable them to travel safely and complete their qualifying expedition. Practice expeditions will be followed by reflection and additional training to fully prepare participants for their qualifying expedition.
Planning and preparation: The team will ensure they have everything in place for their qualifying
expedition including notification paperwork, approvals, access, project investigation techniques and presentation.
Supervisor’s pre-expedition check: The Expedition Supervisor will conduct a check on all the
equipment that the team will need and use during their expedition, ensuring it is fit for purpose.
First contact and Assessor’s pre-expedition check: The Accredited Assessor will discuss the
proposed route with the team, provide any local information that may be helpful and once agreed, approve the route. The Assessor will meet the team in the expedition area either the day before or on the morning of the expedition. The Assessor will ask the team to confirm their training, chat through their expedition and agree their contract. The supporting adults and DofE team(s) will all review and agree expedition policies, the supervision plan and emergency procedures.
Qualifying expedition: Once fully prepared the team will undertake their expedition, which will be
remotely supervised and observed by their DofE Accredited Assessor. The Supervisor and Assessor will meet the team from time to time, keeping intrusion to a minimum, ensuring the team’s safety and that the DofE’s 20 conditions are being met.
Debrief: At the end of the expedition the Assessor will conduct an oral debrief with the team.
This is an opportunity to congratulate the team and help them to review their expedition.
Presentation: At some point after the expedition, all participants will deliver a presentation, in any
medium, of their expedition which covers their aims, experiences and outcomes.
Assessment: The Accredited Assessor should provide their report for eDofE following the qualifying
expedition and reports should also be provided by a person who saw their presentation.
The Duke of Edinburgh’s Award Page 27
Appendix 5:
Glossary
AAP Approved Activity Provider Approved by DofE to run a specific section of
The Award
ASL Award Scheme Ltd The trading arm of DofE
DBS/
CRB
Disclosure and Barring Service National Government safeguarding & criminal
record checking services in England and Wales Criminal Records Bureau
DLC Directly Licensed Centre Holds a licence to run the DofE with Young
people at a single site
DofE The Duke of Edinburgh’s Award
EAAS Expedition Assessor Accreditation
Scheme
Used in reference to forms and training
associated with Expedition Assessors
eDofE Electronic DofE The operating and management system for all
participants awards
ESTC Expedition Supervisors Training
Course
Training course for leaders who are expedition
supervisors
EVC Educational Visits Co-ordinator
GAP Gold Award Presentation
IttDofE Introduction to the DofE Initial training course for all DofE leaders
LO Licensed Organisation A ‘body’ that holds a licence to run the DofE
MTF Modular Training Framework
NOA National Operating Authority Runs DofE through a National youth
membership organisation
OA Operating Authority
Holds a licence to run the DofE in a specific
geographical area across several sites, usually a
Local Authority
SERO South East Regional Office
Appendix 6:
Excelling in Inspections
As well as developing young people and improving their future prospects, DofE can be used to achieve other organisational aims and objectives such as excelling in inspections. A number of different inspectorates recognise the value of using DofE to provide meaningful activities that enable young people to develop. As a result, many organisations that run successful DofE programmes have DofE mentioned positively in their inspection reports. Some of our new DofE centres are even using DofE as a tool to improve the outcomes of their future inspections.
The Duke of Edinburgh’s Award is a Registered Charity No: 1072490, and in Scotland No: SC038254, and a Royal Charter Corporation No: RC000806
Registered Office: Gulliver House, Madeira Walk, WINDSOR, Berkshire SL4 1EU www.DofE.org 25/02/15