Since its foundation, Scouting has been a non-formal educational movement. The Scout Programme is the procedure through which our Movement implements its educational purpose.

Robert Baden-Powell (B-P) stated the elements of the programme in Scouting for Boys, first published in 1908, and updated in every single edition in the following 15 years. Reading it, we can find an explanation of What, How, and Why we are doing all that we are now doing in Scouting.

The exceptionality of B-P’s intuition is that Scouting’s educational model was conceived with the elements of what cognitive science says today on how humans learn. Scouting’s education is focused on the development of life skills – the character elements that recent research in Education, Psychology, and Economics has called ‘personality trails’, ‘executive functions’, or ‘non-cognitive skills’, which have been proven to be fundamental for learning and life success.

More than 100 years later, while the educational purpose of our Movement’s essential characteristics lives on, the needs of young people and the methods of delivery have changed. There is a need for a general framework that unites Scouts around the globe, a framework which transcends different cultures and conditions, which will withstand the test of time. The World Scout Youth1 Programme Policy sets out the common elements of Scouting education that a National Scout Organisation (NSO)2 should implement according to its own circumstances, sharing the same concept of Scouting as education for life with Scouts all over the world.

This document is one of the main institutional documents in the World Organization of the Scout Movement (WOSM).

It is the second version of the policy that was first adopted at the 32nd World Scout Conference held in Paris, France, in 1990. After more than 23 years, the 40th World Scout Conference held in Ljubljana, Slovenia, in 2014 adopted this new version of the Policy through Conference Resolution 8/14.3





The educational purpose of Scouting has always been pursued through the Youth Programme, with adult training (e.g. the Wood badge) established to prepare adults to facilitate the delivery of the Programme.

The concept of the Youth Programme in Scouting, as we know it today, has only evolved relatively recently. The Programme was originally perceived as a fixed set of activities: designed by B-P and published in Scouting for Boys. Over time, Scouting’s programmes began to evolve, and many World Scout Conferences fleshed out programme details to maintain the unity of the Youth Programme around the world.

In 1990, the 32nd World Scout Conference in Paris adopted the first version of the World Scout Youth Programme Policy based on the idea that the Youth Programme is not something to be defined once and for all, but that it should be adapted to the needs and aspirations of the young people of each generation in each country.

This second version of the Policy aims to find a way in a fastmoving world to unite Scouts all over the world around the main core elements that match the diverse cultures and needs of young people.




The World Scout Youth Programme Policy is a framework, which provides guidance for the ongoing development of the Youth Programme in NSOs. The World Scout Youth Programme Policy comprises:

  • The Youth Programme Content: which includes the Youth Programme Definition, What we are doing in Scouting, How we are doing it and Why we are doing it.
  • The Youth Programme Life Cycle: which includes the development and implementation of the Youth Programme as well as the roles and responsibilities towards the Youth Programme in Scouting at all levels.

The policy is based on the following key principles.7 Scouting should

  • Have young people at its centrer
  • Be about education
  • Develop active citizens
  • Be locally adapted and globally united
  • Be up-to-date and relevant
  • Be open to all
  • Be attractive, challenging, and meaningful for participants




Scouting is an educational movement for and of young people based upon the Fundamentals of Scouting: its purpose, principles, and method. The cause of Scouting is Education for Life8 where the Youth Programme is the main medium through which young people are educated for life. Hence the Youth Programme is the central element of Scouting, the vehicle through which the purpose of Scouting is achieved. Without the Youth Programme, there is no Scouting.

Given the above, all other functions in an NSO merely support the implementation of the Youth Programme; for example, management structures, adult training, communication teams, financial resources. This does not mean that adults working with the Youth Programme are the most important people in Scouting: it means that all adults in Scouting should work together to implement an effective Youth Programme.


This policy targets all stakeholders working in and/or supporting the Youth Programme at all levels, including World and Regional levels, but especially at the national level.



This part of the document highlights the definitions of the main words in relation to the Youth Programme:


The word ‘Youth’ in Scouting refers to all boys and girls involved in the Educational Programme within the Movement. The learning experience within Scouting focuses on the young person development; therefore the Youth Programme ends at adulthood (it includes childhood, adolescence, and early adulthood only). The different stages of personal development determine the age sections within Scouting, which may vary according to the cultural differences and contexts in which NSOs operate (although, often, the sections fall within a range between 5 and 26 years of age). The word ‘youth’ is more generic, whereas we use the term ‘young people’ when we refer to the membership or the active member Scouts.

Age Sections

Age Sections are divisions within Scouting made according to age range and different stages of personal development. The actual names and age ranges of these sections differ from country to country.


According to the Adults in Scouting World Policy, adults, leaders of adults and leaders are mainly volunteers (only in a few cases do we have professional leaders) who are responsible for Youth Programme development or implementation; responsible for supporting other adults; or responsible for supporting organisation structures.





The Youth Programme in Scouting is the totality of the learning opportunities from which young people can benefit (What), created to achieve the purpose of Scouting (Why), and experienced through the Scout method (How).

The Policy applies a broad definition of the concept of Youth Programme, covering the totality of the experience of the young person, i.e. during all their life within Scouting, which comprises:

  • Why – the educational objectives, in accordance with the purpose and principles of the Movement.
  • What – all experiences and situations that young people can learn from, both organised and spontaneous, i.e. the learning opportunities.
  • How – the way in which it is done, i.e. the Scout method.



The Youth Programme is the educational means used to achieve the purpose of Scouting, which is ‘to contribute to the development of young people in achieving their full physical, intellectual, emotional, social and spiritual potentials as individuals, as responsible citizens and as members of their local, national and international communities’. Therefore, the Youth Programme is the means through which Scouting contributes to the empowerment of autonomous individuals and the holistic development of active global citizens for the community.

Moreover, the Scout Youth Programme is based upon three broad principles which represent the Movement’s fundamental laws and beliefs. They are referred to as Duty to God, Duty to Others, and Duty to Self. As their names indicate, the first refers to a person’s relationship with the spiritual values of life; the second, to a person’s relationship with society in the broadest sense of the term; and the third, to a person’s obligations towards themselves. Within Scouting worldwide, we share the inclusive values of coexistence which are mainly expressed in the Scout Promise and Law.

Scouts as Empowered Individuals – Areas of Personal Growth

Based on the purpose of Scouting and considering developmental theories, Scouting takes all the dimensions of the human personality into account and identifies several areas of growth on which the Scouting’s educational objectives are based. The areas of growth should not be considered separate elements, but as parts of a whole.

The Youth Programme acknowledges areas of personal growth stated in the purpose of the Scout Movement as physical development, intellectual development, emotional development, social development, and spiritual development where all of these areas help the individual’s character development.


Scouts as Active Citizens – Creating Positive Change in Their Communities

Scouting’s educational process leads to the development of active citizens, who take positive action in their communities. An active citizen is a citizen who strives to build a better society with tools that are democratic and non-violent, respectful of the opinions and differences of others. An active citizen is a committed and responsible individual, endowed with critical thought, who does not passively accept reality as defined by others or institutions as they have developed over time and current laws, but one who strives to critically examine and potentially challenge the status quo using the principles of democracy, whilst taking account of the diverse range of opinions which exist in any society.

As a worldwide movement, Scouting should prepare young people to be active citizens locally and globally, responding to current economic, social and environment challenges, and contributing to the achievement of the Sustainable Development Goals (SDGs)9.Therefore, young people should be:

  • Autonomous – able to make choices and to control their personal and social life as an individual and as a member of society.
  • Supportive – able to show concern for others, able to act with them and for them, and able to put themselves in the other person’s shoes (empathy).
  • Responsible – able to take responsibility for their actions, keep commitments, and complete whatever they undertake.
  • Committed – able to assert themselves in respect of values, a cause or an ideal, and to act accordingly.
  • Culturally sensitive – able to respect other paradigms by virtue of their gender, ethnicity, religion, language, or culture.

To be active citizens – envisioning a better world and taking action to contribute to its creation – Scouts need solid leadership capabilities. In Scouting, leadership is understood as the process of establishing a vision, engaging and empowering others, and collaboratively facilitating change towards the shared purpose. Leadership does not refer to holding formal leadership positions, in Scouting or in society, but to the ability to effect change in the surrounding community, a fundamental tool for active citizenship10. Notably, leadership is also seen as a collective process, requiring several participants, whereas knowledge and management of the self, sometimes referred to as ‘self-leadership’, is an aspect of personal growth of Scouts as empowered individuals as well as an essential prerequisite for the effective leadership of others.



The Youth Programme encompasses all learning opportunities that young people in Scouting encounter: camping and outdoor activities, community service and community development projects, achieving progressive goals or standards symbolized by proficiency badges, games, ceremonies, patrol and troop life, etc. Learning opportunities are the instances in which young people have the potential to gather and process knowledge, to develop attitudes and skills that will help develop their individual character. The Youth Programme is therefore not about the activities perse, but rather about the learning opportunities that activities can offer within Scouting fundamentals and shared values.

Adults and young people should work together in partnership to create learning opportunities. It is up to young people to turn these opportunities into meaningful experiences for themselves (learning is a choice). The adults support the young people in this process. Hence, the primary role of the adult in Scouting is not to plan or execute activities, but to facilitate the learning of young people.

Scouting education does not offer the same experience for all young people; it creates different experiences for each individual Scout according to their learning ability, competency, stage of development, and needs. The Youth Programme in Scouting should offer all possible opportunities to develop young people’s areas of personal growth.

Trends and the Youth Programme

The world is changing at an exponential rate. We increasingly encounter a greater variety of perspectives, cultures, and communities. This is partly the result of urbanisation and globalisation, through which people and countries have become increasingly interconnected technologically, socially, culturally, politically, and economically. This increases the importance for the Youth Programme to reflect these changes and to consider new trends in society in order to remain relevant. To achieve the purpose of Scouting, young people should be equipped with the knowledge, attitudes, and skills required for active citizenship today and in tomorrow’s world.

Trends are key factors that we should look at when we think about the what of the Youth Programme. They can be global, national, and local. Economy, education, society, and health are relevant areas to analyse when looking for trends. Some examples are intergenerational dialogue, employability, youth empowerment, the environment, intercultural exchange, leadership, sustainable development, and social media. NSOs should periodically analyse the prevailing local circumstances to ensure that their Youth Programme remains relevant.



Scouting is based on the concept of self-education. This acknowledges that each youth member is a unique individual who should take responsibility for their own development. The young person is the primary actor in the educational process. The Scout Method is the structured framework, which is designed to guide and encourage each young person along this path of personal growth.

The Scout Method

The Scout Method is an essential system for achieving the educational proposal of the Scout Movement. It is defined as a system of progressive self-education. It is one method based on the interaction of equally important elements that work together as a cohesive system, and the implementation of these elements in a combined and balanced manner is what makes Scouting unique. The Scout Method is a fundamental aspect of Scouting and is expressed through the following elements:

  • The Scout Promise and Law – a personal voluntary commitment to a set of shared values, which is the foundation of everything a Scout does and a Scout wants to be. The Promise and Law are central to the Scout Method,
  • Learning by doing – the use of practical actions (real life experiences) and reflection(s) to facilitate ongoing learning and development,
  • Personal progression – a progressive learning journey focused on motivating and challenging an individual to continually develop, through a wide variety of learning opportunities,
  • Team system – the use of small teams as a way to participate in collaborative learning, with the aim of developing effective team work, inter-personal skills, leadership as well as building a sense of responsibility and belonging,
  • Adult Support – adults facilitating and supporting young people to create learning opportunities and through a culture of partnership to turn these opportunities into meaningful experiences,
  • Symbolic framework – a unifying structure of themes and symbols to facilitate learning and the development of a unique identity as a Scout,
  • Nature – learning opportunities in the outdoors which encourage a better understanding of and a relationship with the wider environment,
  • Community Involvement – active exploration and commitment to communities and the wider world, fostering greater appreciation and understanding between people.

NSOs are expected to apply the Scouting way of education within the framework of the fundamental Scout Method described in this document. This Method is how we practise Scouting to create a meaningful experience for young people based on our shared values. All the various elements of the Scout Method are essential for the system as a whole to function and must be applied in a way that is consistent with Scouting’s purpose and principles.



The Youth Programme in Scouting has a life cycle that has been expressed in many educational materials since the beginning of the Movement. It normally starts by interacting with young people to identify their needs; as B-P famously said, ‘Ask the boy’ (where ‘boy’ represents all young people … both boys and girls). A full analysis of these needs requires a hard look at the new trends that will lead to the development of an updated Youth Programme with clear objectives. NSOs should then train their leaders in the Youth Programme ensuring that the implementation is done using up-to-date educational techniques in line with the fundamentals of Scouting (i.e., its purpose, principles, and method). The Youth Programme is not static; proper application of the Youth Programme life cycle ensures that the Programme is regularly updated to address the needs of young people. This is one of the secrets that has enabled the Scout Movement to operate for more than 100 years, and that will potentially carry on forever. In summary, the policy presents the Youth Programme life cycle in two main parts:

  • Process of Youth Programme development
  • Implementation of Youth Programme

There are many approaches to the Youth Programme life cycle within world Scouting.12 The Policy does not recommend the adoption of one approach over another; it merely emphasises the importance of the main ideas set out in this Policy document. The Youth Programme life cycle should complement as much as possible the roles of parents (informal education), schools (formal education) and other stakeholders (partners, youth institutions, government, etc.). Scouting is not isolated from its surroundings and we should be aware of the constructive role that other stakeholders can play within the Youth Programme life cycle.


Programme development is the process of regularly reappraising and adjusting the Youth Programme of an NSO to suit the changing needs and aspirations of young people in society and thus, improve its quality. Youth Programme development requires:

  • Reflection on the purpose, principles, and method of Scouting
  • Analysis of recent trends in the needs and interests of young people, as well as the society in which they live
  • Consideration of the aims, objectives and priorities of the NSO
  • Evaluation of practical experience with the current Youth Programme

The Youth Programme of an NSO should be evaluated regularly. The World Scout Youth Programme Policy strongly recommends regular and systematic programme development to ensure these programmes remain up-to-date and in tune with the interests of young people, while remaining faithful to the fundamentals of Scouting, which are timeless and universal. This reflects the unity of Scouting. The diversity and flexibility of the Youth Programme is required to respond to a wide variety of social, geographical, economic and other situations. A major review should be carried out at least every 5–10 years. Ideally, such a review should take into account current academic and practical research by formal and non-formal education experts and institutions, as well as the views of young people, to ensure a valid and relevant review. Regular interim reviews (e.g. every 3–5 years) are also recommended to allow for periodic adjustments to the Youth Programme.

When developing its Youth Programme, an NSO should consider many other areas in addition to the content of the Programme:

  • The Youth Programme should be organised into different age sections based on the development stages of young people. The content of the programme should be age-appropriate.
  • When reviewing the Programme, NSOs should also review adult training schemes to ensure that the Youth Programme is implemented appropriately.
  • NSOs should establish an infrastructure to support the implementation, monitoring, and further development of the Programme.
  • They should also ensure that they have sufficiently qualified and active adults with the relevant knowledge and skills.



The Youth Programme is implemented through a partnership between young people and adults, based on the young person’s interests, needs and abilities. An effective Youth Programme, one which appeals to young people and is perceived to be relevant to the social reality in which it is offered will also attract adult leaders committed to supporting its implementation.

Those responsible for the Youth Programme and Adult Training in an NSO should, together:

  • Analyse the role of adults and the competencies they need to perform their role
  • Identify their training and personal development needs
  • Design and implement a support framework that meets those needs
  • Evaluate the effectiveness of personal development in terms of its impact on the implementation of the Youth Programme

NSOs should leverage the most effective available learning approaches in implementing the Programme to ensure that young people can gain the maximum benefit. Some approaches to consider are multilateral learning, networking, online interactivity and reflective and experiential learning. Project-oriented programmes that provide a complete ‘small cycle’ of learning opportunities are another interesting approach. Smaller and less time-consuming projects in the older age sections may address the phenomenon of ‘short-term’ Scouts who may only wish to spend a relatively short, fixed period in Scouting.

Reaching out to all is an essential part of the Youth Programme’s implementation. NSOs should ensure that the Programme enables meaningful learning opportunities for everyone: co-education, young people with disabilities, young people living in difficult circumstances, and all communities, cultures, social classes, and geographical areas.

Within Scouting, it is essential to provide young people with a safe passage that respects their integrity and their right to develop in a non-constraining environment. The Youth Programme should provide a safe environment and the accompanying procedures that keep young people safe from harm.



The Youth Programme should be everyone’s job within the Scout Movement at all levels. It is important to differentiate between who is facilitating, supporting, and developing the Youth Programme. At all levels of work within the Youth Programme, three roles performed by adults can be identified:

Facilitator: creates the right circumstances for young people to gain positive learning experiences through their Scout life. This role is linked more to the implementation of the programme.

Developer: evaluates, analyses, and designs the programme according to young people’s needs, taking into account any new trends that arise. This role is generally practised by the Youth Programme teams that develop the programme at any level.

Supporter: assists the development and implementation of the Youth Programme. It includes a wide span of adults in Scouting who may be volunteers or professionals working in the field of the Youth Programme or elsewhere (e.g. in Adult Support).

The roles and responsibilities at different levels are further explained in the Table in the Appendix.



The Youth Programme should:

  • Have young people at its centrer: The Youth Programme should be created by young people, not for them. This means that the development and implementation of the programme is based on the active participation of young people, as they are the main agents of their selfdevelopment.
  • Be about education: Scouting is a non-formal educational movement. NSOs should offer a Youth Programme that provides, in a progressive way, the opportunity for young people to fully grow as individuals and be introduced to the real world. It should also help them in their search for their significant life skills. All that we do in Scouting should carry an educational value according to a successful development and implementation life cycle.
  • Develop active citizens: The Programme should create learning opportunities for young people to become active citizens of their communities and to be responsible and committed leaders of today and tomorrow (cooperative followers). It should empower them to be autonomous decision-makers inside Scouting from the unit level to the institutional level, and outside Scouting in society. The Youth Programme is the crucible that transforms young people into active citizens, first in Scouting and then in the community.
  • Be locally adapted and globally united: While Scouting Fundamentals (purpose, principles and method) are universal and have remained constant over the years, NSOs have the flexibility to develop their own cultural interpretation of these fundamentals without changing the core elements or principles. The Youth Programme should maintain a careful balance between fixed values and variable factors.
  • Be up-to-date and relevant: A Youth Programme should be the product of a constant reflection of educational practices and developed continuously in relation to the fundamentals of Scouting (purpose, principles and method). It should take into account the cultural, social, political and economic dimensions in society, and should reflects and meets the needs and interests of young people, both today and in the near future.
  • Be open to all: The Youth Programme should meet the needs of all young people. The programme must be designed with the necessary flexibility to adapt to each society’s culture, society, economy, race, religious diversity and gender. It should also include people with disabilities.
  • Be attractive, challenging, and meaningful: The Youth Programme should be fun with purpose; it should challenge the abilities of young people and be directed to their interests. What we provide in Scouting is a learning opportunity for young people, facilitated by adults and created by a cooperative process between adults and young people. These learning opportunities are not random activities; they should sit in a structured educational framework that will lead to a meaningful and fulfilling experience for young people.



This policy should work hand in hand with all other institutional documents, processes and work areas as follows:


Institutional Documents and Processes

New policies or institutional documents, or revisions of these documents, should be aligned with the World Scout Youth Programme Policy. The following is a non-exhaustive list of these documents:

  • Adults in Scouting World Policy, as well as regional practices and national policies.
  • World Scout Youth Involvement Policy, as well as regional practices and national policies.
  • Regional practices and National Policies on Youth Programme.
  • WOSM Strategy.


Training and Support of Adults

Care should be taken with adult training and support to ensure that it includes implementation of the NSO’s Youth Programme, which in turn should be in accordance with the World Scout Youth Programme Policy. The WOSM Global Support consultancy system can be a useful avenue for NSOs to enhance their training quality at any stage (reviewing, implementing, designing, etc.).



Dividing the educational objectives of the Youth Programme according to different age sections is a very important part of the Youth Programme life cycle. When renewing the Programme, it is important to question whether the sectional divisions already existing within your NSO correspond to the different stages of child development, as well as to the age groupings favoured by the school and the social systems in your country. Establishing a well-balanced and coherent system of age sections is a precondition for formulating educational objectives and designing a personal progression scheme.

Peer grouping and peer tutoring are two essential elements of the team system. Hence, in defining their age sections, NSOs should consider the necessity of maintaining a sufficient gap (not too broad) between the lowest age and the highest age within the age section to enable peer-to-peer tutoring (an ideal age range would be 3 or 4 years).

NSOs should also constantly review and look at their age sections to ensure that they remain relevant in their societal context.



Promotion of this Policy is part of everyone’s job. It is very important to talk about it, to work on its implementation, to train leaders on how they can use it, and to raise awareness of its importance as well as the importance of the Youth Programme. The World Scout Youth Programme Policy is clearly and simply written, making it easy to understand and implement.



In a fast moving world, time-framed policies are practical and necessary. The World Scout Youth Programme Policy is timeframed as follows:

The life span (the full period) for adopting, implementing, evaluating, and revisiting the Policy is three triennia. This is divided as follows:

  • The first triennium is for adoption and promotion (including updating the policy support material) by NSOs and necessary adjustments of other WOSM institutional documents and policies.
  • The second triennium is for actual implementation by NSOs.
  • The third triennium is for continual implementation, full evaluation, and review by the WOSM structures.

At the end of each triennium, a Progress Report about the work that has been done with respect to the policy at all levels, should be submitted to the World Scout Committee. At the end of the third triennium, a complete Review Report stating the required changes, if any, should be submitted to the World Scout Conference.



This Appendix complements the World Scout Youth Programme Policy. The definitions in the beginning and terms herein aim to add value to the holistic understanding of the Youth Programme.



The Scout Movement is a voluntary non-political educational movement for young people open to all without distinction of gender, origin, race, or creed, in accordance with the purpose, principles, and method conceived by the Founder and stated below.



The purpose of the Scout Movement is to contribute to the development of young people in achieving their full physical, intellectual, emotional, social, and spiritual potential as individuals, as responsible citizens, and as members of their local, national, and international communities.



The Scout Movement is based on the following principles:

  • Duty to God. Adherence to spiritual principles, loyalty to the religion that expresses them, and acceptance of the duties resulting therefrom.
  • Duty to others.
    • Loyalty to one’s country in harmony with the promotion of local, national, and international peace, understanding, and cooperation.
    • Participation in the development of society with recognition and respect for the dignity of humanity and for the integrity of the natural world.
  • Duty to self. Responsibility for the development of oneself.



The Scout Method is a system of progressive self- education through the interaction of all the following elements:

  • The Scout Promise and Law,
  • Learning by Doing,
  • Personal Progression,
  • Team System,
  • Adult Support,
  • Symbolic Framework,
  • Nature,
  • Community Involvement.

The Scout Method is practiced by creating a meaningful educational experience for young people. It should be used in a way that is consistent with the Scout Movement’s Purpose and Principles.



The Mission of Scouting is to contribute to the education of young people, through a values system based on the Scout Promise and Law, to help build a better world where young people are self-fulfilled as individuals and play a constructive role in society.



“By 2023 Scouting will be the world’s leading educational youth movement, enabling 100 million young people to be active citizens creating positive change in their communities and in the world based on shared values.”



Useful and complementary information on the issues addressed in this policy:

  • Scouting for Boys, Robert Baden-Powell, 1908
  • Constitution of The World Organization of the Scout Movement, January 2011 edition
  • Adults in Scouting World Policy, adopted in the 39th World Scout Conference, Brazil 2011
  • World Scout Youth Involvement Policy, adopted in the 40th World Scout Conference, Slovenia 2014
  • Safe From Harm World Policy, adopted in the 41st World Scout Conference, Azerbaijan 2017
  • The Essential Characteristics of Scouting, World Scout Bureau publication, September 1998
  • Renewed Approach to Programme (RAP): Toolbox Programme Hand-outs, World Scout Bureau publication, July 2005
  • The Green Island, World Scout Bureau publication, July 2005
  • Elements for a Scout Programme, World Scout Bureau publication, January 1985
  • Guidelines on Scouting for people with disabilities, World Scout Bureau publication, February 2008
  • Guidelines on Scouting for children with especially difficult circumstances, World Scout Bureau publication, February 2008
  • Empowering Young Adults (Guidelines for the Rover Scout section), World Scout Bureau publication, May 2009
  • Guidelines on Spiritual and Religious Development, World Scout Bureau publication, March 2010
  • The Education of Young People: A Statement at the Dawn of the 21st Century, Alliance of Youth Executive Officers, 1998
  • National Youth Policies: Towards an autonomous, supportive, responsible and committed youth – A Working Document from the Point of View of ’non-formal’ youth organisations, Alliance of Youth Executive Officers, 1998
  • Scouting: An Educational System, World Scout Bureau, 1998
  • Scouting for What? Scouting for Whom?, World Scout Bureau, 1997