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The Westchester-Putnam Council explicitly subscribes to all Advancement policies and procedures established by the National Office of the Boy Scouts of America, which are published in the official Guide to Advancement 2014 manual. adv.gif

All advancement issues or questions regarding Advancement can usually be answered through this manual.

This manual can be obtained the Hawthorne Scout Shop or downloaded from the National website at: Link

The following information summarizes the advancement policies in the Westchester-Putnam Council. They are based on the official Guide to Advancement 2014 manual. If there are differences, the Guide to Advancement 2014 manual will take precedence. This information is provided for the convenience of our registered members and as an example and as a convenience to you. The Westchester-Putnam Council Advancement Committee strongly recommends that the Guide to Advancement 2014 manual be consulted for more details and information.

In addition, each district has an Advancement Committee, as does the Council. Please feel free to contact any of the District Advancement Chairmen or the Council Advancement Chairman with specific questions.

What is Advancement?

       Advancement is the process by which youth members of the Boy Scouts of America progress from rank to rank in the Scouting program.

       Advancement is simply a means to an end, not an end in itself. Everything done to advance and earn these ranks, from joining until leaving the program, should be designed to help the young person have an exciting and meaningful experience.

      Education and fun are functions of the Scouting movement, and they must be the basis of the advancement program.

     A fundamental principle of advancement in Cub Scouting, Boy Scouting, Varsity Scouting, and Venturing is the growth a young person achieves as a result of his/her participation in unit program.


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Advancement Principles

Council and district advancement committees implement procedures that help achieve the following advancement principles:

Personal growth is the prime consideration in the advancement program. Scouting skills, what a young person knows how to do, are important, but they are not the most important aspect of advancement. Scouting's concern is the total growth of youth. This growth may be measured by how youth live the Scouting ideals, and how they do their part in their daily lives.

Learning by doing. A Cub Scout, Boy Scout, or Venturer may read about fire building or good citizenship. He/she may hear it discussed, and watch others in action, but he/she has not learned first aid until he/she has done it.

Each youth progresses at his or her own rate. Advancement is not a competition among individual young people, but is an expression of their interest and participation in the program. Youth must be encouraged to advance steadily and set their own goals with guidance from their parents, guardians, or leaders.

A badge is recognition of what a young person is able to do, not merely a reward for what he or she has done. The badge is proof of certain abilities, and is not just a reward for the completion of a task.

Advancement encourages Scouting ideals. Scouting teaches a young person how to care for himself/herself and help others. Advancement should reflect the desire to live the Cub Scout, Boy Scout, or Venturing Oath in his/her daily life.

No council, district, unit, or individual has the authority to add to or subtract from any advancement requirements.

Advancement Defined It Is a Method—Not an End in Itself

Advancement is simply a means to an end, not an end in itself. It is one of several methods designed to help unit leadership carry out the aims and mission of the Boy Scouts of America. See the inside front cover for text of the aims and mission. Advancement Is Based on Experiential Learning

Experiential learning is the key: Exciting and meaningful activities are offered, and education happens. Learning comes from doing. For example, youth may read about first aid, hear it discussed, and watch others administer it, but they will not learn it until they practice it. Rushing a Scout through requirements to obtain a badge is not the goal. Advancement should be a natural outcome of a well-rounded unit program, rich in opportunities to work toward the ranks.

It is important to note, as with any educational opportunity, a rank or award is not the end of the learning process. In Scouting, after a requirement has been passed, the Scout is placed in practical situations that build retention through repeated use of skills. For example, he plays games that feature the skills, teaches other Scouts, and perhaps practices them in "real-life" outdoor experiences. A well-rounded and strong unit program takes advantage of these kinds of opportunities, using them to improve retention through practical application. Personal Growth Is the Primary Goal

Scouting skills—what a young person learns to do—are important, but not as important as the primary goal of personal growth achieved through participating in a unit program. The concern is for total, well-rounded development. Age-appropriate surmountable hurdles are placed before members, and as they face these challenges they learn about themselves and gain confidence.

Learning Scout skills and concepts through active participation is a vehicle for personal growth, but it is not the primary goal. For example, learning how to tie a knot, plan a menu, swim, or administer first aid may turn out to be critical in one's life, but they are secondary to the goal of personal growth that comes with learning. As a Scout learns a skill and then is tested on it, and reviewed and recognized, he develops confidence. He comes to realize he can learn and do other similar things. The retention of Scouting skills and knowledge is important, of course; but for retention to take place, it will be because Scouting skills and knowledge are used in our programs.

Success is achieved when we fulfill the BSA Mission Statement and when we accomplish the aims of Scouting: character development, citizenship training, and mental and physical fitness. We know we are on the right track when we see youth accepting responsibility, demonstrating self-reliance, and caring for themselves and others; when they learn to weave Scouting ideals into their lives; and when we can see they will be positive contributors to our American society.

Though certainly goal-oriented, advancement is not a competition. Rather, it is a joint effort involving the leaders, the members, other volunteers such as merit badge counselors or Venturing consultants, and the family. Though much is done individually at their own pace, youth often work together in groups to focus on achievements and electives at Cub Scout den meetings, for example, or participate in a Boy Scout camp out or Sea Scout cruise. As they do this, we must recognize each young person's unique combination of strengths and weaknesses. As watchful leaders, either adult or youth, we lend assistance as called for and encourage members to help each other according to their abilities.


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