Hubbry Logo
The Duke of Edinburgh's AwardThe Duke of Edinburgh's AwardMain
Open search
The Duke of Edinburgh's Award
Community hub
The Duke of Edinburgh's Award
logo
7 pages, 0 posts
0 subscribers
Be the first to start a discussion here.
Be the first to start a discussion here.
The Duke of Edinburgh's Award
The Duke of Edinburgh's Award
The Duke of Edinburgh's Award
View on Wikipedia
from Wikipedia

The Duke of Edinburgh's Award
Awarded forCompleting a range of challenging activities across five sections: volunteering, physical recreation, skills, expedition, and a residential.
Date13 October 1956; 69 years ago (1956-10-13)
Location9 Greyfriars Road
Reading, Berkshire RG11 NU
CountryCommonwealth (including the United Kingdom, Canada, Australia, and New Zealand)
RewardsBronze, Silver, or Gold
PatronPrince Edward, Duke of Edinburgh[1]
Websitewww.dofe.org

The Duke of Edinburgh's Award (commonly abbreviated DofE)[2] is a youth awards programme founded in the United Kingdom in 1956 by Prince Philip, Duke of Edinburgh,[3] which has since expanded to 144 nations. The awards recognise adolescents and young adults for completing a series of self-improvement exercises modelled on Kurt Hahn's solutions to his "Six Declines of Modern Youth".[4]

History

[edit]

In February 1955, The Duke of Edinburgh's Award was first announced.[5] It was at first "for boys aged 15 to 18". It was first administered, and largely designed, by John Hunt, who had led the first successful ascent of Mount Everest in 1953, and had retired from the army to run The Duke of Edinburgh's Award.

It was designed to attract boys who had not been interested in joining one of the main British youth movements, such as the Scout Association. In the first 12 months, 7,000 boys had enrolled for the scheme. The programme borrowed from the Moray Badge, instituted at Gordonstoun School by its headmaster, Kurt Hahn, in 1936, and the County Badge adopted in Moray in 1941.[6]

In November 1957, it was announced that girls would be invited to participate. On 19 June 1958, the programme was extended to girls, with the first girls allowed to join from 1 September 1958.[7] The programme for girls was not the same as that for boys, and was for ages 14 to 20. The first girls received their Gold Awards on 3 November 1959 at Buckingham Palace. From January 1965, the Gold Award for boys and girls was made more similar.

The first Gold Awards were achieved in 1958, and the charity was established in 1959. A single programme for young people aged 14 to 21 was launched in 1969, and extended to those up to 25 years of age in 1980. In 2013, the Duke presented Awards at St James's Palace which included his 500th Gold Award Presentation.[8]

United Kingdom

[edit]
A Duke of Edinburgh group on their expedition in 2008.

The first Duke of Edinburgh's Award ceremony was held in the United Kingdom in 1956. Participation in DofE programmes and the number of awards achieved has grown every year since 1956. Young people take part in Duke of Edinburgh's Award programmes run in designated DofE centres – including schools, youth clubs, Air cadets,[9] Army Cadets and businesses – throughout the country. Over 6 million people have taken part in the DofE since 1956 (8 million worldwide).[10] The Duke of Edinburgh's Award is a member of the National Council for Voluntary Youth Services (NCVYS).[11] In 2009, the old system of keeping track of progress through paper Record Books was replaced by the introduction of a major new online system – eDofE. Participants use this system to track their progress, while Leaders use it to oversee participants' progress.[12]

Award programmes

[edit]

The Duke of Edinburgh's Award programmes take between one and four years to complete, and they must be completed by the participant's 25th-birthday.[13] The programmes are at three progressive levels which, if successfully completed, lead to a Bronze, Silver, or Gold Duke of Edinburgh's Award.[13] With assistance from adult Leaders, participants select and set objectives in each of the following areas:

  • Volunteering: undertaking service to individuals or the community.[13]
  • Physical: improving in an area of sport, dance or fitness activities.[13]
  • Skills: developing practical and social skills and personal interests.[13]
  • Expedition: planning, training for, and completion of an adventurous journey nationally or abroad.[13]
  • At Gold level, participants must do an additional fifth Residential section, which involves staying and working away from home for five days, doing a shared activity.[13]

To achieve an award, the participant must work on each section for a minimum period of time, and must be monitored and assessed by someone with knowledge of the chosen activities.[13] Each progressive level demands more time and commitment from participants: Bronze 3–6 months; Silver: 6–9 months; Gold: 12–18 months. Participants are required to show regular activity and commitment to the award for the duration of their DofE programme, which is usually at least one hour per week.[13]

Joint Award Initiative

[edit]

In Northern Ireland, participants completing The Duke of Edinburgh's Award can choose to accept a certificate from the Gaisce or an International Award Certificate instead of a Duke of Edinburgh certificate.[14][15]

Other nations

[edit]

Awards modelled on The Duke of Edinburgh's Award are presented by sponsoring organisations affiliated with the Duke of Edinburgh's International Award Association in 144 nations: 29 located in the Americas; 36 in Africa; 32 in Asian Pacific countries; and 47 in Europe, around the Mediterranean, and in Arab countries. The prestige, scope and awareness of these awards vary from country to country and often – unlike awards programmes in Ireland and the United Kingdom – there is no connection to the head of state and awards are simply issued by private youth charities. In the United States, for instance, only about 7,000[16] of the estimated 47 million eligible persons age 14 to 24[17] annually participate in the programme.

Australia

[edit]

The Award was established in Australia in 1959 on the initiative of Sir Adrien Curlewis (son of Herbert Curlewis) in 1958. By 1962 the award was available in all state and territories and today over 30,000 young Australians commence a Bronze, Silver or Gold Award each year.[18] The Duke of Ed in Australia is a widely recognised organising and accrediting framework of non-formal education and learning. Over 775,000 young Australians have now completed their award and approximately 45,000 are actively participating in the award programme each year, supported by a network of 60,000 volunteers acting as award leaders, supervisors and assessors.[19]

The Duke of Edinburgh's International Award can be found in over 1,200 locations and institutions across Australia including cities, rural and remote areas, through Government and independent schools, universities, indigenous communities, refugee support programmes, detention centres, community organisations, disability groups and other youth programmes.[19] The National Chairman is currently Gary Nairn, and the National CEO is Peter Kaye. The Hon Larry Anthony is the chair of The Friends of The Duke of Edinburgh's Award in Australia and Andrew Murray AM is the deputy chair.

Bangladesh

[edit]

In Bangladesh, the award is offered through The Duke of Edinburgh's International Award Foundation Bangladesh, which has been based in Dhaka since 2008. Various schools and universities participate.[20]

Canada

[edit]
Main article: The Duke of Edinburgh's International Award - Canada

The first Duke of Edinburgh's Award ceremony in Canada was held in 1964. By 2011, approximately 500,000 Canadians had received the award over the programme's 57-year history.[21] In 2013, the Royal Bank of Canada announced a $1 million grant to help fund marketing and publicity efforts to increase awareness for the programme.[22]

Cyprus

[edit]

Participation in the Award has been available for many years.[23]

Eswatini

[edit]

"The Prince Makhosini Award" had 3,000 young people participating in the programme in Eswatini (formerly Swaziland) as of 2013.[24]

Ghana

[edit]

The scheme in Ghana is named the Head of State Award.[25][26][27] It began in 1967, and by 2021 about 750,000 young people had taken part.[28]

Hong Kong

[edit]
Main article: Hong Kong Award for Young People

The "Hong Kong Award for Young People", formerly known as "The Duke of Edinburgh's Award", is one of the active members of the International Award Association. The Hong Kong Award was incepted in 1961. Currently, there are roughly 53,000 youth participants in Hong Kong.[29] More than 600 different user units, including schools, universities, uniform group youth organisations and community centres, are running the Award Scheme.[29]

India

[edit]

India awards the "International Award for Young People" to youth who complete a self-improvement programme based on the Duke of Edinburgh's award model. The programme was first introduced to India in 1962 and was originally operated by the Indian Public Schools Conference. In 1989 the Award Programme Foundation, a registered charity, was established to oversee management of the award. According to the Award Programme Foundation, implementation of awards are undertaken by 154 local institutions, including governments, NGOs and universities. Despite the long history of the programme in India, only about 19,000 youth annually participate. As in many other nations, awards in India are granted in three levels – Gold, Silver and Bronze – based on the complexity and time commitment of the projects undertaken by the individual award participant.[30]

Ireland

[edit]
Main article: Gaisce – The President's Award
Gaisce – The President's Award

"Gaisce – The President's Award" (Irish: Gaisce – Gradam an Uachtaráin) was established by a trust deed under the patronage of the President of Ireland on 28 March 1985. It joined the Duke of Edinburgh's International Awards Association in 1988. There are three awards: bronze, silver and gold.[31] The profile of the award was raised substantially during the term of Mary Robinson.

Korea

[edit]

The award was established in Korea in 2008 by Korea Youth Services Centre. The award is currently supported under The Ministry of Gender Equality and Family, which is an organisation organised by the government. The applicants have to be in an age in between 14 and 25. Anyone who is over 14 but under 25 can challenge for the bronze award, but the applicants have to be at least 15 to start the silver medal, as well as the gold medal starts from 16. Despite the fact that there have been fewer than ten gold medal winners in eight years, there has been an exponential increase of the number of applicants in Korea. It reached its peak in 2011, which recorded 3,500 applicants and there are over 6,000 young people, who have completed their awards by 2015. Also, there are 17 organisations or associations that are supporting the award.[32]

Lesotho

[edit]

"The Prince Mohato Award" was established in 1976. Its current patron is King Letsie III.[33] As with other nations, the award is presented in three levels and eligible youth are those age 14 to 25. The chairperson of the awards programme is Maureen Nyathi.[34]

Malaysia

[edit]

In Malaysia, the award is referred to as " Anugerah Remaja Perdana, RAKAN MUDA". It is a Full Member of The Duke of Edinburgh's International Association and was officially launched in Malaysia on 6 Nov 2000.[35] The gold award will be awarded by the Malaysian Minister of Youth and Sport at an award ceremony.

New Zealand

[edit]
Main article: The Duke of Edinburgh's Hillary Award

In New Zealand, although one or two organisations started taking part earlier, it was not until 18 July 1963 that the Governor-General, Bernard Fergusson, Baron Ballantrae, held the inaugural meeting of the National Council of The Duke of Edinburgh's Award in New Zealand at Government House in Wellington, when a Constitution for The Award in New Zealand was adopted.[36] In New Zealand the Award is referred to as the Duke of Edinburgh's Hillary Award. The name draws on one of New Zealand's greatest adventurers, Sir Edmund Hillary. The Award has also previously been called "The Young New Zealanders Challenge of the Duke of Edinburgh's Hillary Award".

Netherlands

[edit]

The Award was founded in the Netherlands in 1997 by Wim van der Laan and Maurice Jurgens. Known as "The International Award for Young People", it was officially recognised by the ministry of education in 2007 as a substitute for community service in secondary education[37] and is currently being offered by 45 institutions.[38]

Portugal

[edit]

The "Prémio Infante D. Henrique" is the Portuguese version of the Duke of Edinburgh's Award targeting those between 14-and-24-years-old. It was established in 1988 in Porto by The Duke of Braganza, who remains its honorary president.[39] In 2015 the Prémio Infante D. Henrique became a licensee of the Duke of Edinburgh's Award and adopted the international brand.[39] The Prémio Infante D. Henrique consists of a programme of personal and social development of voluntary and non-competitive activities in four areas:

  • Community service
  • Personal talents
  • Sports
  • Expedition
  • Residential project – only for those who are older than 16-years-old.

Romania

[edit]

The Award was first introduced in 1991 by Sister Agnes in the Roman Catholic Parish of Motru, being carried on locally until 2011. Since 2011, the programme has expanded nationwide, where it was successfully implemented in several cities of Romania. In April 2013, the license for Award Romania was signed in the presence of Secretary-General John May, and it became a National Award Authority. Starting in June 2013, The Duke of Edinburgh's International Award has Margareta, Custodian of the Romanian Crown, as Patron in Romania. Since then, the Award has seen a rapid expansion, engaging over 10,000 young people and over 2,000 Award Leaders and adult volunteers, with millions having participated around the world, finding their purpose, passion and place in the world.[40]

Singapore

[edit]

In Singapore, the award is referred to as "National Youth Achievement Award". It is a full member of The Duke of Edinburgh's International Association and was officially launched in Singapore on 9 May 1992 by president Wee Kim Wee at the Istana.[41][42]

South Africa

[edit]

In South Africa, the Award is referred to as the "President's Award for Youth Empowerment". The Award was first established in 1983 under the name "Gold Shield Award", but in 1992, in anticipation of Nelson Mandela becoming the first president of a democratic South Africa, the name was changed to "President's Award for Youth Empowerment". The President's Award has a full licence to operate the Award in South Africa, from the Duke of Edinburgh's International Award Foundation. It provides a framework for youth-at-risk, providing them with a positive, affirming alternative to the social challenges which they face within their communities. The Award Programme is a long-term process, taking between three and five years to complete all three levels of Bronze, Silver, and Gold.[43]

United States

[edit]

In the United States, the award is offered through "The Duke of Edinburgh's International Award USA" organization, based in Chicago.[44] Various schools and some Scout councils participate.[45]

Zambia

[edit]

"The Duke of Edinburgh International Award", "The International Youth Award", or simply "The International Award" was founded in Zambia in 1989. Although the concept was introduced in September 1981, it was only in 1989 when the Zambian government decided to integrate it into the President's Youth Award of Zambia. In 1990, a National Youth Award Committee was elected and operated under the National Youth Development Council (NYDC). In May 1991, a pilot project started with 50 young individuals and by December the same year 30 had qualified for the Bronze Award level. In the mid-1990s, the Award got a new lease of life when private schools began to adopt the Award, reporting directly to the International Secretariat in London in the absence of a National Award Authority. At this point, slight name variations arose in different private schools depending on organisers; however, the integrity of the award is still maintained.[46]

See also

[edit]

References

[edit]
[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

The Duke of Edinburgh's Award

View on Grokipedia
from Grokipedia
The Duke of Edinburgh's Award (DofE) is a globally recognized achievement program founded in 1956 by His Royal Highness , in collaboration with German educationalist , aimed at encouraging , resilience, and through voluntary challenges in areas such as , physical , skill-building, and expeditions. Open to young people aged 14 to 24 regardless of background or ability, the program operates in over 130 countries and territories, with more than 1 million participants actively pursuing its , Silver, or levels at any given time and over 7 million Awards achieved worldwide since its inception. The program's structure is built around progressive levels—Bronze for those aged 14 and over, Silver for those aged 15 and over (or following Bronze), and for those aged 16 and over (or following Silver)—each requiring participants to complete four core sections: (community service), Physical (sport or fitness activities), Skills (personal interests like or coding), and Expedition (planning and undertaking a journey, such as or canoeing). At the level, an additional Residential section mandates a five-day stay in a new environment to foster and . Timelines vary by level and prior achievement: minimum 6 months for Bronze, 6 months for Silver (after Bronze) or 12 months direct entry, and 12 months for (after Silver) or 18 months direct entry, allowing flexibility to fit participants' lives while emphasizing self-motivation and goal-setting. Inspired by Hahn's educational philosophies and initially piloted in the for boys in 1956 under the leadership of mountaineer Sir John Hunt, the Award quickly expanded to include girls in 1957 and established international pilots, growing from 7,000 initial participants to a worldwide framework by the . Prince Philip was deeply involved, serving as a , international chair, and founder of special projects to reach marginalized youth, personally achieving his own Gold Award in 1986; he passed away in 2021, but his legacy endures. Today, the DofE is delivered through licensed organizations like schools, youth clubs, and prisons in the —where over 570,000 young people participated as of –25—and supports global efforts in non-formal , with participants contributing millions of volunteer hours, such as 1.8 million during the 2020 coronavirus pandemic, valued at £8.5 million. The Award's benefits are well-documented in its focus on holistic growth: it helps participants discover talents, build confidence, and prepare for future challenges in , , and , with underscoring its role in enhancing and social cohesion. Operating as a charity in the UK and through the Duke of Edinburgh's International Award Foundation globally, the program remains non-competitive, celebrating individual progress and emphasizing "Youth Without Limits" to empower diverse young people.

Introduction

Purpose and Objectives

The Duke of Edinburgh's Award is a non-formal programme that empowers young people aged 14 to 24 to develop essential through self-directed, voluntary challenges, irrespective of their background, ability, or circumstances. Its core objectives focus on building self-confidence, teamwork, perseverance, and a sense of responsibility, enabling participants to discover their potential while contributing to their communities. By emphasizing holistic personal growth—encompassing mind, body, and spirit—the Award prepares individuals for future challenges without the structure of traditional curricula or competitive evaluations. Guided by the philosophy of pioneered by educationalist , the programme promotes "" as a means to foster resilience and social awareness. Participants design their own paths to achievement, selecting activities that align with their interests and goals, which underscores the non-competitive nature of the Award and its commitment to intrinsic motivation over external rewards. This approach distinguishes it from formal by prioritizing personal discovery and voluntary service in a supportive environment that requires no prior qualifications or graded outcomes. Founded in 1956 by HRH The at the request of , the Award has evolved as a global framework for youth development, aiming to introduce participants to meaningful pursuits and involvement while nurturing their sense of accomplishment.

Historical Origins

The Duke of Edinburgh's Award originated from an idea conceived in 1954 by HRH , who sought to create a national youth development program in the to address post-World War II challenges faced by young people. Motivated by concerns over the gap between formal education and , particularly for boys aged 15 to 18, Prince Philip aimed to foster , character building, and among youth who might otherwise lack structured opportunities for personal growth. This initiative was heavily influenced by the educational philosophy of , a German educator and Prince Philip's former headmaster at School, whose model emphasized through challenging outdoor activities to build resilience and leadership. Early development involved collaboration with key figures, including Hahn and Sir John Hunt, the leader of the 1953 British Everest expedition, who helped shape the program's framework. Pilot trials began in 1955, involving select youth organizations such as The Boys' Brigade, to test the feasibility of a structured award scheme combining service, physical challenges, and skill-building. These trials expanded in 1956, with a formal pilot program launched in February under Hunt's leadership, initially targeting boys and incorporating sections like , expeditions, projects, and fitness; by the end of the first year, approximately 7,000 participants had enrolled, demonstrating early promise. The program received royal endorsement and was officially launched later in 1956 as the Duke of Edinburgh's Award, exclusively for boys aged 15 to 18, marking the beginning of a voluntary, non-competitive framework designed to encourage holistic . Within two years, the scheme proved successful enough to extend participation to girls in 1957, broadening its reach while maintaining its core focus on .

Historical Development

Launch and Early Expansion

The Duke of Edinburgh's Award was piloted in February 1956 under the leadership of Sir John Hunt, initially targeting boys aged 14 to 18 and comprising four core sections: Rescue and Public Service, Expeditions, Pursuits and Projects, and Fitness. This launch emphasized through service-oriented activities, outdoor challenges, and skill-building projects, with early involvement from national voluntary youth organizations, Local Education Authorities, and the Armed Forces. Participation grew rapidly, with approximately 7,000 boys starting the programme in its first year and 1,000 achieving awards by the end of that period. Early adoption was bolstered by partnerships with established youth groups, including the Boy Scouts Association and the Girl Guides Association, which integrated the Award into their existing frameworks to encourage broader uptake among young people. The first awards were presented in 1958, marking the programme's formal recognition and expansion beyond the pilot phase. In 1958, a dedicated pilot for girls was introduced, extending the programme to female participants aged 14 to 20 and prompting a restructuring to accommodate both genders, with the name adjusted to reflect this inclusivity by the late 1960s. Participation doubled in the second year as girls' programmes rolled out alongside overseas trials, including initial pilots in in 1959 and in 1963. The 1960s saw substantial growth in the UK, with the programme refining its structure—such as renaming to the Duke of Edinburgh's Award in 1962 and updating sections to Service, Design for Living, Interests, and Adventure—while maintaining a focus on holistic youth development. By the end of the decade, annual participation had surged, reflecting widespread adoption across schools and community groups. In 1970, the Gold level gained a new residential component, requiring participants to undertake a five-day shared activity away from home to foster independence and teamwork. International interest emerged during this period, with initial frameworks developing in several countries by the late .

Modern Era and Legacy

In the 1980s, the Award underwent significant updates to broaden its accessibility, expanding the eligible age range to 14–24 and restructuring the programme into its current four core sections—Volunteering, Physical, Skills, and Expedition—plus a Residential Project at Gold level. These changes aimed to better align with the evolving needs of young people while maintaining the foundational emphasis on . By the 2000s, the programme had expanded internationally through the Duke of Edinburgh's International Award Foundation, operating in over 130 countries and territories. The introduction of digital tools in the marked a key modernization effort, with eDofE launched in 2009 to enable participants to , track , and submit online, streamlining administration and enhancing . , remained a steadfast patron from the programme's inception until his death in April 2021, overseeing its growth and personally achieving his own Gold Award in 1986. Following his passing, patronage transitioned to Prince Edward, who became the new in March 2023 and assumed the role to continue his father's legacy. Recent milestones reflect the Award's adaptability and commitment to inclusivity. In response to the , temporary adaptations were implemented from 2020, including virtual options for Adventurous Journeys, waived practice requirements in some cases, and flexibility in activity completion to support over 330,000 young people who contributed 1.8 million hours to communities. The 2024 International Handbook for Award Leaders updated guidelines to emphasize for all 14- to 24-year-olds, regardless of background, location, culture, or ability, reinforcing the programme's inclusive framework. The Award's enduring legacy is evident in its global impact, with over 7 million Awards achieved since and more than 1 million young people actively participating annually across over 130 countries. By 2025, the programme continues to empower participants, fostering skills that contribute an estimated £940 million in social value annually based on recent achievers.

Programme Structure

Levels of Participation

The Duke of Edinburgh's Award programme is structured around three progressive levels—, , and —designed to challenge participants of increasing maturity and capability. Each level integrates the core sections of , physical recreation, skills, and an adventurous journey, with escalating time commitments and requirements to foster . Participants aged 14 to 24 are eligible to start at any level, though completing prior levels is recommended to build foundational experience and reduce overall time demands. The Bronze level serves as the entry point, accessible to those aged 14 and over, with a minimum commitment of six months. It introduces participants to all programme sections through shorter durations: three months each for , physical recreation, and skills, plus an additional three months in one of those three sections, and a two-day, one-night expedition. This level emphasizes foundational skill-building and teamwork in a structured environment. The Silver level, for participants aged 15 and over, requires a minimum of six months if has been achieved, or 12 months otherwise, allowing for greater depth and independence. Requirements include six months for , six months for either physical recreation or skills, and three months for the other of those two sections, and a three-day, two-night expedition, building directly on Bronze-level experiences with heightened challenges. The Gold level represents the pinnacle of achievement, open to those aged 16 and over, demanding at least 12 months if Silver is completed, or 18 months without it. It features 12 months for , 12 months for either physical recreation or skills, and six months for the other of those two sections, a four-day, three-night expedition, and a unique five-day, four-night residential project involving staying away from home with unfamiliar people to promote and resilience. This level culminates in substantial commitments, such as a year-long effort, underscoring long-term dedication.

Core Sections and Requirements

The Duke of Edinburgh's Award programme is structured around four mandatory core sections that participants must complete at each level—Bronze, Silver, and Gold—to foster , community involvement, and practical skills. These sections are , which involves to support others; Physical Recreation, focused on improving fitness through or exercise; Skills, where participants develop a personal interest or hobby; and Adventurous Journey (also known as Expedition), requiring the planning and undertaking of a challenging outdoor journey. Time requirements for these sections vary by level to progressively increase challenge, with a general guideline of committing at least one hour per week per section to ensure consistent effort. At level, participants typically spend three months on , Physical Recreation, and Skills (equivalent to approximately 13 weeks or 13 hours per section), plus an additional three months on one of those sections, alongside a two-day, one-night expedition; this totals around 30 days of equivalent activity when accounting for all components. Silver level doubles the minimum duration to six months for and either Physical or Skills (with the other at three months), and a three-day, two-night expedition, while requires 12 months for and one of Physical or Skills (the other at six months), a four-day, three-night expedition, building to a cumulative commitment of up to 18 months for direct entrants. Activities can be condensed in longer sections at Silver and (e.g., 4-6 hours per month for , with a minimum of one session monthly), but the emphasis remains on sustained participation over the specified periods. Flexibility is a key feature, allowing participants to select activities that align with their interests and circumstances, provided they fit within official guidelines and are approved by a DofE Leader or assessor. For instance, might involve environmental conservation, while Skills could encompass or coding; all choices must demonstrate purposeful engagement rather than passive involvement. Assessment prioritizes effort, consistency, and personal toward self-set goals, rather than competitive outcomes or expert-level achievement, in keeping with the programme's non-competitive . Progress is tracked via an Activity Log in the eDofE system, with evidence such as assessor reports confirming completion based on time invested and development shown. At the Gold level exclusively, participants must also complete an additional Residential Project: a five-day, four-night stay in a new environment with unfamiliar people, designed to build , , and resilience through shared activities like conservation work or cultural exchanges. This component integrates with the core sections by emphasizing interpersonal skills, and like the others, it is assessed on participation and personal growth within the timeframe.

In-Depth Section Overviews

Volunteering

The section of the Duke of Edinburgh's Award involves participants making a sustained and meaningful contribution to their without financial reward, focusing on service to individuals, groups, or causes that promote positive change. This altruistic activity aims to foster and through direct involvement in supportive roles. Participants are required to commit an average of one hour per week to their chosen activity over the specified duration for their Award level, ensuring regular and consistent involvement that benefits others. The activity must be discussed and approved by a DofE leader to confirm its suitability and relevance, with participants reflecting on their experiences to demonstrate personal growth and learning outcomes. Common examples include helping in hospitals or medical services, such as visiting patients or assisting staff; coaching youth sports teams to support young people's development; environmental conservation efforts like litter picking or working at animal rescue centers; and charity fundraising or operating in charity shops to aid community organizations. For those in remote areas, online volunteering options are available, such as raising awareness for social campaigns through digital platforms. Adaptations are provided for participants with disabilities, including a dedicated toolkit for hidden disabilities that guides inclusive volunteering opportunities and reflection processes. A unique aspect of this section is its encouragement of long-term commitment, which aligns with the , particularly SDG 13 on , through activities like environmental projects that combat .

Physical Recreation

The Physical Recreation section of the Duke of Edinburgh's Award focuses on improving personal fitness and promoting a healthy through sustained . Participants select an activity that requires ongoing effort and energy, such as a , , or fitness pursuit, to enhance their physical performance over time. This section encourages individuals to challenge themselves by setting personal goals, fostering and resilience alongside physical development. To complete the section, participants must commit to regular sessions, typically averaging one hour per week, though activities can be condensed into fewer, longer sessions up to a maximum of six hours per month. At the level, this involves three months of activity; Silver requires three months (or six if extended); and demands six months (or twelve if extended). For direct entrants skipping a lower level, additional time is added to one of the non-expedition sections, including Physical. Goal-setting is integral, where participants work with a DofE leader to define achievable targets for improvement, such as increasing endurance or mastering techniques, and track progress to demonstrate growth. Activities span a wide range to suit diverse interests and abilities, including team sports like football, , or hockey; individual pursuits such as running, , , or ; and fitness options like gym workouts, , or walking. Dance forms, including , hip-hop, or salsa, also qualify, as do racquet sports like or . For inclusivity, adaptive variations are available for those with disabilities, such as , , or , ensuring accessibility for all participants regardless of physical limitations or medical conditions. This section uniquely promotes the adoption of lifelong health habits by embedding consistent physical engagement into participants' routines, leading to measurable wellbeing improvements. According to the 2024 DofE Impact Report, participants increased their weekly physical activity from an average of 4.6 days to 4.9 days, with the proportion engaging in at least 30 minutes of moderate-to-vigorous activity five to seven days per week rising from 54% to 59%, correlating with enhanced mental and physical outcomes. These gains underscore the section's role in building sustained fitness and confidence for long-term benefits.

Skills

The Skills section of The Duke of Edinburgh's Award encourages participants to develop practical and alongside personal interests by pursuing a or activity that enhances proficiency and demonstrates consistent effort. This component focuses on individual growth through self-chosen pursuits, such as creative or vocational endeavors, allowing young people to build expertise outside of formal or settings. Activities must be undertaken voluntarily and can include unpaid training that aligns with development, though formal certified courses may also qualify if they involve ongoing practice. To meet the requirements, participants commit to regular practice, typically averaging one hour per week, over specified periods that vary by Award level: three months for ; three months for Silver if progressed from (or six months if direct entrant to Silver); and six months for if progressed from Silver (or twelve months if direct entrant to ). For direct entrants, the additional time is added to one of the sections, often or the longer of Physical/Skills. Progress is evidenced through detailed logs recording activities, challenges overcome, and achievements, often culminating in a or demonstration to an assessor who verifies improvement and goal attainment. Suitable activities span a wide range of categories, including performance arts (e.g., playing a musical instrument or singing), creative pursuits (e.g., photography, fine art, or podcasting), and practical skills (e.g., coding, web design, cooking, or learning a language). Other examples encompass craftwork, such as knitting or woodworking, and service-oriented skills like first aid training or theoretical sports coaching, provided they emphasize personal development rather than direct community service. This section uniquely fosters and resilience by requiring perseverance in self-directed learning, enabling participants to explore that build confidence and adaptability. Internationally, it is designed to be flexible, accommodating cultural contexts through activities relevant to local traditions, such as traditional crafts or region-specific vocational skills, ensuring across diverse global settings.

Adventurous Journey

The Adventurous Journey section of the Duke of Edinburgh's Award requires participants to plan, train for, and complete a purposeful expedition in a new or challenging environment, fostering skills in , , and . This involves undertaking a team-based journey using self-propelled modes of , such as , canoeing, , or , to achieve a clearly defined goal that the group sets collectively. The expedition must be self-sufficient, with participants managing their own , meals, and accommodation, typically in wild or basic hostels, while adhering to safety protocols and environmental guidelines. To meet the requirements, teams of 4 to 8 participants receive training tailored to their journey's demands, covering essential areas like , map reading, emergency procedures, and . For Bronze level, participants complete a qualifying journey of at least 2 days and 1 night with a minimum of 6 hours of daily purposeful activity, without a mandatory practice expedition. Silver and Gold levels require both a practice expedition (2 days/2 nights for both) and a qualifying journey (3 days/2 nights for Silver with 7 hours daily; 4 days/3 nights for Gold with 8 hours daily). All journeys emphasize progressive challenge, with adult supervisors providing oversight but allowing teams to make independent decisions. Examples of Adventurous Journeys include multi-day hikes through rural countryside involving wild camping and route navigation, expeditions on rivers requiring for portaging and , or tours exploring urban and historical sites while maintaining self-catering. Assessment focuses on the team's preparation, such as route planning and checks; execution, including problem-solving during the journey; and a post-expedition to reflect on achievements and , often documented in a group report. This process ensures participants demonstrate initiative and adaptability in unfamiliar settings. A distinctive feature of the Adventurous Journey is its emphasis on building environmental awareness, encouraging participants to respect and learn about the natural world through practices like following the Countryside Code, minimizing waste, and sticking to designated paths to protect habitats. Sustainable elements, such as using reusable gear, opting for low-impact cooking methods like bioethanol stoves, and incorporating eco-focused team goals (e.g., observing local ), integrate into the experience. These aspects complement the Physical Recreation section by providing practical application of fitness gained through outdoor endurance.

Completion and Impact

Assessment Process

The assessment process for the Duke of Edinburgh's Award ensures participants demonstrate commitment and progress through independent verification by qualified adults, with no concept of —only withdrawal if requirements remain uncompleted. Participants begin by setting specific, measurable, achievable, relevant, and time-bound (SMART) goals for each section in collaboration with an Award Leader, who oversees the programme and conducts periodic reviews to monitor advancement and provide guidance. Progress is logged digitally via platforms such as eDofE in the UK or the Online Record Book (ORB) internationally, allowing participants to record activities, evidence like photos or journals, and reflections on a regular basis. Verification occurs through assessor sign-offs for each section, where independent, competent adults—approved by the Award Centre and not family members or peers—evaluate completion. For the Volunteering, Physical Recreation, and Skills sections, assessors review the participant's effort, achievement of goals (or substantial progress toward them), and overall commitment over the required timeframe, submitting a brief report via the digital platform that includes start and end dates, key accomplishments, and constructive feedback. In the Adventurous Journey section, a qualified assessor—distinct from the expedition supervisor at Silver and Gold levels—verifies planning, execution, teamwork, and safety compliance during practice and qualifying expeditions, often through pre-journey plan reviews, on-site checks, and a post-expedition debrief or report. At Gold level, an additional Residential Project requires similar verification by an assessor to confirm outcomes from the shared experience. Upon completing all sections, participants submit their programme for final approval by the Award Leader, who confirms adherence to guidelines before forwarding it to the national Award authority for certification. Successful Bronze and Silver participants receive certificates and , while Gold recipients are awarded a certificate, , and an invitation to a celebration event, such as the biannual garden party at in the UK hosted by a member of the royal family. To promote inclusivity, the programme allows reasonable adjustments for participants with or disabilities, such as modified activities, additional support during expeditions, or alternative evidence formats, ensuring accessibility without altering core requirements.

Benefits and Outcomes

Participation in The Duke of Edinburgh's Award yields notable personal benefits, including enhanced , resilience, and . According to the 2024 UK Impact Report, which analyzed data from 40,880 participants, there were statistically significant improvements across three of four wellbeing measures, with average rising from 7.81 to 8.16 during the programme—equating to a social value of £4,400 per person per year using methodology. Resilience also strengthened, as the proportion of participants agreeing that "If I find something difficult, I keep trying" increased from 27% to 29%. These gains support greater , with improvements in six of seven key skills such as confidence (from 30% to 37% strongly agreeing "I am able to do things as well as most other people") and problem-solving (from 27% to 33% strongly agreeing "I can usually solve my own problems"). The Award contributes to positive educational and career outcomes, with the Gold level particularly valued in university applications for demonstrating leadership and self-development skills. A 2020 global social return on investment analysis showed $3.50 in social value generated for every $1 invested, primarily through improved future earnings and community contributions. More recent analysis estimates $1.4 billion USD in global social value generated in 2023. On a societal level, the programme drives and broader . Participants report stronger community ties post-completion, with agency to "make a difference" rising from 72% to 81% and neighborhood belonging at 78% (compared to 53% nationally). Globally, approximately 1.2 million young people participate annually across more than 130 countries and territories, as of 2025, amplifying these effects through and skill-building that benefit local communities. Despite these advantages, the Award has faced criticisms regarding expedition hardships and . Reports from 2025 highlight challenging experiences, such as frozen sleeping bags and during journeys, which some participants found overly demanding. Accessibility barriers for those with disabilities or from disadvantaged backgrounds have also been noted, though the organization mitigates these via inclusive policies, including tailored resources for additional needs, urban expedition trials, and a re-imagined level to enhance participation.

United Kingdom

Organizational Framework

The Duke of Edinburgh's Award is operated in the by a registered charity established under a trust deed dated 18 January 1961, with oversight provided by a board of trustees responsible for strategic direction, objective delivery, and governance adherence. The current chair of the trustees is Baroness DBE, appointed in 2020, while the chief executive, Ruth Marvel OBE, has led the organization since 2019, focusing on operational management and expansion initiatives. The delivery model relies on a network of over 13,000 centres, including schools, youth groups, colleges, and community organizations, which are licensed to facilitate the programme locally under the charity's guidance. In , the Joint Award Initiative integrates delivery with Gaisce – The President's Award, allowing participants to choose options while ensuring consistent programme standards across regions. This decentralized approach enables tailored implementation while maintaining national quality through training, resources, and assessment support provided by the charity. Funding for the charity derives primarily from government grants, such as those from the Department for Culture, Media and Sport, alongside private donations and corporate partnerships that support programme accessibility and infrastructure. Notable collaborations include those with the for expedition training and logistical aid, as well as sponsorships from corporations like for financial and promotional backing. Following the death of HRH , in 2021, the programme continues under royal patronage by HRH , who assumed the title in 2023 and serves as patron to ensure its alignment with foundational values. In 2025, leadership emphasizes digital expansion, including enhancements to the eDofE platform for virtual tracking, digital credentials, and remote participation to broaden access amid evolving youth needs. This UK-specific framework shares conceptual similarities with the international model but operates independently under national charity governance.

Participation and Achievements

The Duke of Edinburgh's Award engages hundreds of thousands of young people annually across the , with participation reaching record levels in recent years. In the 2024-25 programme year, more than 342,000 young people started their Award, marking the highest number of new entrants in the charity's nearly 70-year history, while a total of 572,802 participants were actively involved. This represents approximately 8.5% of 14- to 18-year-olds in the UK beginning or continuing a programme. Since its inception in , over six million young people in the UK have participated in the Award, achieving significant milestones across , Silver, and levels. In 2024-25 alone, 166,592 Awards were completed, a 7% increase from the previous year, including around 9,000 Awards celebrated at events such as those at . The programme has demonstrated particularly strong outcomes in disadvantaged communities, with 50,277 starters from the most deprived areas (Indices of Multiple Deprivation 1-3) in 2023-24, contributing to higher attainment rates among marginalised through targeted support. Notable programmes include delivery within the secure estate, where the Award operates in young offender institutions and prisons in with organisations like the , with seven new settings added in 2023-24 to support rehabilitation and skill-building. This has positively impacted youth employability, as the programme develops key such as resilience, , and problem-solving, earning endorsements from over 100 leading employers who recognise a DofE as evidence of these competencies. Post-pandemic recovery has driven sustained growth, with active participation rising from 545,910 in 2023-24 to over 572,000 in 2024-25, reflecting a approximately 5% increase and exceeding pre-COVID levels through initiatives like the Resilience Fund, which supported 19,671 marginalised young people in starting their during the recovery period.

International Presence

Global Framework

The Duke of Edinburgh's International Award Foundation, established in as the International Award Association and later restructured as a foundation in 2012, serves as the central coordinating body for the program's global expansion and operations. Operating as a social franchise model, it licenses and supports delivery through a network of over 130 National Award Operators (NAOs) and other entities across more than 130 countries and territories by 2025, enabling standardized yet adaptable implementation worldwide. This framework ensures consistency in the Award's core components—physical recreation, skills development, voluntary service, and adventurous journeys—while allowing local customization to reflect cultural, geographical, and socioeconomic contexts. The program's international delivery occurs via three primary models: NAOs, which are large-scale national organizations managing hundreds of thousands of participants; Independent Award Centres (IACs), often or groups directly licensed for smaller-scale operations; and Operating Partners (OPs), which collaborate with affiliated entities to extend reach. With nearly 1.2 million active participants globally as of 2025, the Foundation emphasizes inclusivity for aged 14-24 from diverse backgrounds, abilities, and locations, fostering through non-formal . The serves as the originating model for this structure, providing foundational guidelines that inform international adaptations. Worldwide coordination is facilitated by the International Council, which meets annually—either at the triennial International Forum, the International Gold Event, or dedicated sessions—to oversee strategy, approve new NAOs, and implement global policies. The 14th International Forum was hosted in , , in 2025, underscoring continued global engagement. Recent enhancements, including the 2024 International Handbook for Award Leaders, incorporate updates to promote digital tools for remote participation and greater inclusivity, ensuring accessibility for underrepresented groups. These efforts maintain the Award's integrity as a unified global initiative while supporting localized growth.

European Programmes

The Duke of Edinburgh's International Award has been adapted across various European countries, with operations tailored to local contexts while adhering to the global framework of voluntary service, skills development, physical recreation, and adventurous journeys. In , the programme was launched in the 1960s and emphasises Mediterranean expeditions as part of the adventurous journey section, engaging participants through independent centres such as Terra Cypria and One Step Further. In Ireland, known as Gaisce – The President's Award, the programme operates as a cross-border initiative since the 1960s, particularly through the Joint Award Initiative with Northern Ireland's Duke of Edinburgh's Award, fostering collaboration across the island. It integrates deeply with schools and youth organisations, with over 25,000 young people participating annually to build resilience and community involvement. Since its formal establishment in 1985, more than 520,000 individuals have registered, highlighting its role in non-competitive for ages 14-25. The introduced the Award in the 1960s under the name Jongerenonderscheiding, later evolving into the International Award for Young People (AwardNL) since 1993, with adaptations for urban environments such as city-based and skills challenges suited to densely populated areas. It is supported by a network of independent centres that promote leadership in diverse settings. launched the programme in the 1980s as the Prémio D. Henrique, with a strong emphasis on coastal journeys for the adventurous section, leveraging the country's extensive shoreline for expeditions that combine environmental awareness and teamwork. Backed by the government and patronised by HRH The of Bragança since 1988, it engages through schools and community groups, aligning national youth policies with the Award's goals. In , the Award began in the post-1990s era with a licence granted in , experiencing rapid growth especially in rural areas where centres in high schools, universities, and youth clubs facilitate access to all levels. It is supported by patrons including HM Custodian of the Crown Margareta, focusing on inclusive development across urban and remote regions. Across Europe, these programmes benefit from funding support, including alignments with initiatives that enhance mobility and cross-border exchanges for adventurous journeys and skills training, promoting regional cohesion and .

African Programmes

The Duke of Edinburgh's Award operates in several African countries through locally adapted frameworks, emphasizing , , and in contexts often marked by socio-economic challenges. These programmes align with the international franchise model, tailoring activities to regional priorities such as , conservation, and inclusivity. In , the programme is known as the Prince Makhosini Award, reflecting royal endorsement and operating under the patronage of the to engage young people in voluntary service and skill-building activities. It was reinstated in the early 2000s after an initial launch in the , focusing on community-oriented that addresses local issues like health awareness. Ghana's implementation began in 1967 as one of the earliest African adopters, initially school-based and later renamed the Award Scheme in 1974 to underscore national leadership priorities. The programme emphasizes developing youth leadership for , with activities integrated into educational settings to foster skills in , physical , and expeditions. An average of 15,000 young people participate annually, supported by life patrons including and Otunfuo Osei Tutu II. In , the Award was adopted from the in 1974 and formally launched in 1976 as the Prince Mohato Scheme, with ongoing royal patronage from Prince Mohato Bereng Seeiso. Programmes highlight adventurous journeys in the country's rugged mountainous terrain, alongside community health initiatives that promote in rural areas. These efforts have engaged thousands of achievers since inception, administered through the Ministry of Education in . South Africa's programme traces its origins to , shortly after the global launch, but underwent significant post-apartheid expansion in as the President's Award for , with as founding patron-in-chief. This relaunch promoted inclusivity across diverse communities, including townships, correctional centres, and youth organizations, reaching over 100 schools and 65 facilities. More than 60,000 young people participated in the decade leading up to 2021, building confidence and without social or religious barriers. In , the Award supports youth through partnerships with non-governmental organizations, such as Sport in Action, to deliver adventurous journeys that incorporate elements of and . Activities often occur in areas like , blending exploration with community impact for 14- to 24-year-olds under the Ministry of Youth and . The programme has grown steadily since the , engaging thousands annually in skill development and aligned with national empowerment goals. Across these nations, African programmes demonstrate adaptability to resource-limited environments by leveraging local partnerships and focusing on high-impact areas like and conservation, contributing to continental objectives for empowerment and .

Asian Programmes

The Duke of Edinburgh's Award has been implemented across various Asian countries since the early 1960s, adapting its core framework of , , skills development, and expeditions to local contexts such as urban environments and national initiatives. In densely populated regions, programs emphasize urban-adapted expeditions and , while integrating with government policies to promote and inclusivity. Participation varies by country, with millions of young people globally engaging, though Asia's contributions highlight cultural and environmental relevance. In , the Award was launched in through the Duke of Edinburgh's Award Foundation , a non-profit based in that partners with national and multinational organizations to deliver the program. Over 30,000 students from more than 125 institutions have enrolled since its inception, with early participation reaching 460 students in the first month alone. The volunteering section often involves community service, including support in rural areas from to , fostering skills in and resilience amid the country's challenging . Hong Kong's program, known as the Hong Kong Award for Young People, began in and operates as a full member of the International Award Association. It engages approximately 40,000 young people annually through over 600 user units, including schools and youth groups, with strong ties to organizations like of Hong Kong for joint activities in and service. Expeditions are adapted for urban settings, incorporating city-based challenges that build and environmental in a high-density environment. India's iteration, the International Award for Young People (IAYP), was introduced in 1962 as a non-governmental organization focused on holistic youth development, including moral, social, and intellectual growth. More than 100,000 young people have achieved Awards since its start, with over 240 institutions currently participating. The program promotes inclusivity across genders and backgrounds, aligning with broader efforts to empower diverse youth through service and skill-building activities. In , the Award was established in 2008 by the Korea Youth Services Centre and is supported by the Ministry of Gender Equality and Family, operating as a national self-development program for ages 14-24. Delivery occurs through schools, NGOs, and uniform groups, emphasizing personal goal-setting and community contribution, with integration of modern skills including technology-related pursuits in the skills section to prepare participants for a . Malaysia's program, launched on November 6, 2000, under the Ministry of Youth and Sports, adapts the framework to the country's multicultural , with activities often highlighting environmental conservation such as projects. It engages young people aged 14-24 through schools and community organizations, promoting holistic growth via service, expeditions, and skills tailored to diverse ethnic groups. Participation supports national youth development goals, with volunteers and leaders trained to facilitate inclusive experiences. In , the Award operates as the National Youth Achievement Award (NYAA), officially launched on May 9, 1992, by President , and is integrated into school curricula and national youth initiatives for ages 14-25. Approximately 15,000 young people participate actively each year, with elements mandated in some educational settings to build through service learning, outdoor adventures, and . The program emphasizes non-competitive achievement, available via schools, youth groups, and residential centers. Across , the Award adapts to high population densities by incorporating urban expeditions and community-focused , while aligning with national policies—such as Singapore's NYAA and Korea's ministerial oversight—to enhance engagement and policy integration. These adaptations underscore the program's flexibility in promoting amid diverse cultural and environmental landscapes.

Programmes in the Americas and

The Duke of Edinburgh's International was launched in in 1963, providing a structured program for aged 14 to 24 to engage in activities. The program is delivered bilingually in English and French to accommodate Canada's linguistic diversity, ensuring accessibility across provinces. Currently, it engages over 11,000 young participants annually, supported by more than 1,400 adult . With a strong emphasis on wilderness experiences, the program's Adventurous Journey section often incorporates canoeing, , and expeditions in remote areas like , fostering resilience and environmental awareness. In the United States, the program operates as the Duke of Edinburgh's International Award, introduced in 1961 to align with global youth achievement standards. It serves youth through partnerships with schools, community centers, and youth organizations like Scouts, enabling broad access for ages 14 to 24. Delivery occurs via accredited Award Centers, supplemented by the Open Award Center model, a virtual platform for independent participants without local group affiliations, which provides remote guidance from trained leaders. This flexible structure supports thousands of annual engagements across more than 30 states, emphasizing skill-building in service, physical recreation, and adventurous journeys. Australia adopted the program in 1959, one of the earliest international implementations, initially through the National Fitness Council to promote youth fitness and leadership. It now reaches over 35,000 participants annually as of 2025, with adaptations for remote and rural communities to ensure equitable access despite vast geographic challenges. Indigenous inclusion is a key feature, with initiatives targeting Aboriginal and Islander youth through culturally sensitive activities that integrate into service and skills sections. Over 800,000 young Australians have participated since inception, highlighting its enduring impact on personal growth and community involvement. New Zealand launched the program in 1963, renamed the Duke of Edinburgh's Hillary Award in honor of Sir Edmund Hillary to reflect national mountaineering heritage. It has a pronounced adventure focus through challenging expeditions in diverse terrains like national parks and coastal areas. Maori cultural integration is embedded via the He Aratūtahi pathway, introduced in 2022, which incorporates Te Ao Māori perspectives, tikanga (customs), and identity exploration in partnership with the National Māori Authority. This approach enhances relevance for Maori youth, comprising a significant portion of participants, while maintaining core elements like physical recreation and voluntary service. Across the and , these programs exhibit strong ties to traditions, leveraging expansive landscapes for immersive expeditions that build and . Recent adaptations, including 2025 guidelines, incorporate training into expedition planning, such as sustainable and assessment amid changing patterns, to prepare participants for real-world challenges.

References

  1. https://intaward.org/about/history-founder/
  2. https://www.dofe.org/about/our-story/
  3. https://www.royal.uk/duke/edinburgh
  4. https://www.dofe.org/do/basics/
  5. https://www.dofe.org/do/timescales/
  6. https://www.dofe.org/thelatest/annual-statistics/2024-25/
  7. https://www.dofe.org/about/
  8. https://www.dukeofed.org/about-us/our-guiding-principles/
  9. https://www.dukeofed.org/wp-content/uploads/2024/08/Award-Delivery-Handbook_2024.pdf
  10. https://www.thebbmuseum.org/the-boys-brigade/countries/united-kingdom/uk-awards-timeline/duke-of-edinburgh-award/
  11. https://intaward.org/deliver/operating-partners/girl-guides/
  12. https://intaward.org/deliver/operating-partners/scouts/
  13. https://dukeofed.com.au/about/history/
  14. https://www.royal.uk/duke-edinburghs-award
  15. https://www.blacks.co.uk/blog/the-history-of-the-duke-of-edinburghs-award
  16. https://dofehillary.org.nz/wp-content/uploads/2025/02/International-handbook-2024.pdf
  17. https://intaward.org/wp-content/uploads/2024/12/DOEIA_ImpactFinancialReport_Final_SIGNED.pdf
  18. https://www.dofe.org/do/your-dofe/
  19. https://www.dofe.org/do/award-achievement/
  20. https://www.dofe.org/do/volunteering/
  21. https://usaward.org/about/
  22. https://www.dofe.org/wp-content/uploads/2022/08/programme_ideas_-_complete.pdf
  23. https://www.dofe.org/do/volunteering/hidden-disabilities-toolkit/
  24. https://www.dofe.org/do/climate-change/
  25. https://www.dofe.org/do/physical/
  26. https://www.dofe.org/wp-content/uploads/2023/06/programme-ideas-Physical-1-1-1.pdf
  27. https://www.dofe.org/wp-content/uploads/2024/12/DofE-2024-Impact-Report.pdf
  28. https://www.dofe.org/do/skills/
  29. https://intaward.org/do/the-framework/
  30. https://www.dofe.org/wp-content/uploads/2023/06/programme_ideas_-_skills.pdf
  31. https://dofe.ro/wp-content/uploads/2020/05/Section-notes-skills-participants.pdf
  32. https://www.dofe.org/do/expedition/
  33. https://www.dofe.org/expedition-requirements/
  34. https://www.dukeofed.org/wp-content/uploads/2024/02/Adventurous-Journey-Requirements-1.pdf
  35. https://www.dukeofed.org/adventurous-journey-navigator/
  36. https://www.dofe.org/thelatest/sustainable-expeditions/
  37. https://www.dofe.org/wp-content/uploads/2018/11/Assessor-sectional-resource-new-brand.pdf
  38. https://www.dukeofed.org/wp-content/uploads/2023/03/Award-Centre-Management-Manual.pdf
  39. https://www.dukeofed.org/our-program/participate/how-the-award-works/
  40. https://www.dofe.org/do/gold-award-celebration/
  41. https://www.dofe.org/run/additionalneeds/
  42. https://www.dofe.org/about/our-impact/
  43. https://intaward.org/wp-content/uploads/2022/04/Building-The-Future-Social-Impact-Report-2020-DOEIA.pdf
  44. https://usaward.org/wp-content/uploads/2024/10/2024-Global-Social-Value-Report-USD.pdf
  45. https://intaward.org/announcement/press-release-the-duke-of-edinburghs-internationalaward-foundation-hosts-forum-in-lagos/
  46. https://usaward.org/
  47. https://www.theguardian.com/society/2025/jun/28/his-sleeping-bag-was-frozen-solid-the-highs-and-lows-of-the-duke-of-edinburghs-award
  48. https://dukeofed.com.au/bronze-level-re-imagined/
  49. https://register-of-charities.charitycommission.gov.uk/en/charity-search/-/charity-details/306026/governing-document
  50. https://www.dofe.org/about/trustees/
  51. https://www.dofe.org/about/executive-team/
  52. https://www.dofe.org/notice-boards/northern-ireland/joint-award-initiative/
  53. https://www.dofe.org/grant-funding/
  54. https://www.dofe.org/certificates/
  55. https://www.dofe.org/statistics/
  56. https://www.swlondoner.co.uk/news/10042021-looking-at-the-future-of-the-duke-of-edinburgh-award
  57. https://www.dofe.org/wp-content/uploads/2024/10/DofE-ARA_2024_Final_External.pdf
  58. https://www.dofe.org/thelatest/annual-statistics-2024/
  59. https://www.dofe.org/prisons-and-young-offender-institutions/
  60. https://www.fenews.co.uk/exclusive/the-duke-of-edinburgh-s-award-gives-young-people-the-skills-for-work/
  61. https://www.intaward.org.tr/en/about-us/the-history-of-the-award
  62. http://intaward-jp.check-sixcore.jp/en/history.php
  63. https://intaward.org/about/
  64. https://thecommonwealth.org/organisations/duke-edinburghs-international-award-foundation
  65. https://intaward.org/global-award-overview/
  66. https://intaward.org/deliver/deliver-as-an-organisation/
  67. https://ncacscouting.org/about/council-committees/international-committee/the-duke-of-edinburghs-international-award/
  68. https://intaward.org/international-council/
  69. https://intaward.org/key-resources/publications/
  70. https://terracypria.org/cesc/the-duke-of-edinburghs-award/
  71. https://onestepfurther.com.cy/the-duke-of-edinburgh-s-international-award/
  72. https://intaward.org/do/regions-locations/
  73. https://www.gaisce.ie/
  74. https://www.gaisce.ie/gaisce-participants/
  75. https://www.independent.ie/irish-news/education/the-peoples-flag-gaisce-empowering-young-people-as-agents-of-change/a691026651.html
  76. https://award.nl/en/about-us
  77. https://intaward.org/location/netherlands/
  78. https://dofeportugal.com/
  79. https://www.dofe.org/opportunity-finder/article/surf-camp-coastal-conservation-in-lisbon/
  80. https://dofe.ro/en/
  81. https://intaward.org/the-duke-of-edinburghs-international-award-romania-foundation-prepares-to-welcome-hrh-prince-edward-the-earl-of-wessex-for-the-14th-international-forum/
  82. https://www.royal.uk/earl-wessex-visits-romania
  83. https://intaward.org/
  84. https://commission.europa.eu/education/set-projects-education-and-training/erasmus-funding-programme_en
  85. https://dukeofedinburghcup.com/charities/charities-in-receipt-of-funds/
  86. https://intaward.org/country/
  87. https://www.classfmonline.com/features/Head-of-State-Award-Scheme-Ghana-celebrates-life-of-HRH-Prince-Philip-23578
  88. https://www.africanews.com/2021/04/16/remembering-the-duke-of-edinburgh-s-award-in-south-africa/
  89. https://presidentsaward.co.za/about-us/
  90. https://brandsouthafrica.com/66678/news-facts/presidents-award-boosts-role-youth-2/
  91. https://dofezambia.org/
  92. https://www.sport-in-action.com/new-partnership-empowers-zambian-youth-through-sport-and-education/
  93. https://www.volunteer-zambia.com/projects/doez/
  94. https://intaward.org/wp-content/uploads/2019/12/International-Award-Association-Strategy.pdf
  95. https://www.deabd.org/page/about
  96. https://www.gov.uk/government/speeches/bangladesh-participants-achieve-gold-in-the-duke-of-edinburghs-award-scheme
  97. https://ayp.org.hk/en/about-us/past-makes-the-future/
  98. https://www.cas.gov.hk/eng/cadet/award.html
  99. https://iayp.co.in/about-us/
  100. https://www.gov.uk/government/news/inspirational-young-indians-presented-top-international-award
  101. https://www.kywa.or.kr/eng/capacity/capacity-010000.jsp
  102. https://hrmars.com/papers_submitted/22945/advancing-malaysian-youth-development-promoting-anugerah-remaja-perdana-rakan-muda-the-international-award-by-the-duke-of-edinburgh.pdf
  103. https://www.epsomcollege.edu.my/beyond-the-classroom/service-community-leadership/international-award/
  104. https://nyaabcaa.wordpress.com/about/
  105. https://www.dukeofed.org/about-us/who-we-are/
  106. https://www.facebook.com/dukeofedcanada/posts/-award-awareness-week-teamwork-tuesday-october-21this-october-21-join-us-for-two/1295029552662788/
  107. https://voyageurquest.com/tour/algonquin-park-the-duke-of-edinburghs-international-award-hiking-expeditions/
  108. https://ridgewilderness.com/duke-of-edinburgh/
  109. https://bsa-ciec.doubleknot.com/program/international-scouting-home-page/duke-of-edinburgh-award/50438
  110. https://usaward.org/oacwelcome/
  111. https://www.deabd.org/sub-page/open-award-center
  112. https://dukeofed.com.au/wp-content/uploads/2023/10/Annual-Report-FY21.22.pdf
  113. https://moretoneec.eq.edu.au/programs/excellence/duke-of-edinburgh/
  114. https://intaward.org/wp-content/uploads/2019/12/Media-Pack-2017.pdf
  115. https://dukeofed.com.au/the-duke-of-edinburghs-visit-to-australia/
  116. https://dofehillary.org.nz/about-us/who-we-are/
  117. https://socialnaturemovement.nz/duke-of-edinburgh-award/
  118. https://www.facebook.com/100094361991679/posts/the-duke-of-edinburgh-has-begun-his-visit-to-the-asia-pacificas-global-patron-of/693340717154655/
Add your contribution
Related Hubs
User Avatar
No comments yet.