Running the Duke of Edinburgh Award: A Practical Guide for Award Units, Leaders, and Schools
Running the Duke of Edinburgh (DoE) Award is one of the most effective ways a school, organisation, or provider can support long-term youth development. When delivered well, the Award builds confidence, resilience, leadership, service ethic, and independence — outcomes consistently highlighted across educational research, experiential learning literature, and global youth development frameworks.
This page is designed for Award Units, Award Leaders, school administrators, and delivery partners who are searching for practical, real-world guidance on how to run Duke of Ed properly. It addresses common search queries such as:
What Does “Running Duke of Ed” Actually Mean?
Running the Duke of Edinburgh Award is not about managing activities day-to-day for participants. It is about creating the structure, oversight, and support that allows participants to own their journey while maintaining the integrity of the Award.
At an operational level, this includes:
Strong Award Units focus on governance and enablement, not micromanagement.
Award Units: The Foundation of DoE Delivery
An Award Unit is the approved body responsible for delivering the Duke of Edinburgh Award to participants. Award Units can include:
Each Award Unit operates under national criteria while tailoring delivery to its participants, context, and resources.
Key responsibilities of an Award Unit include:
About Award Leaders: The Backbone of Delivery
Award Leaders are central to running Duke of Ed successfully. They are the adults who guide, approve, and support participants — while deliberately stepping back from “doing it for them.”
What Award Leaders Do
Award Leaders:
They are not expected to be experts in every activity. Their role is to understand the framework, not master each discipline.
What Makes an Effective Award Leader?
Educational research consistently shows that youth programmes succeed when leaders balance clear expectations with autonomy. The most effective Award Leaders:
Award Leaders who over-direct often undermine the Award’s intent. Those who coach rather than control tend to see stronger outcomes.
Police Vetting and Safeguarding Responsibilities
Safeguarding is non-negotiable when running Duke of Edinburgh.
Award Units must ensure that:
Police vetting protects:
Strong safeguarding systems are also increasingly important for parent confidence and institutional risk management.
Accreditation: Why It Matters
To run Duke of Edinburgh legitimately, an organisation must operate within an accredited framework.
Accreditation ensures:
Accredited Award Units demonstrate that they meet expectations for governance, leadership, and participant care — an increasingly important factor for schools, boards, and external partners.
Online Record Book (ORB): Operational Control Without Micromanagement
The Online Record Book is the administrative backbone of the Award. It allows Award Units and Leaders to:
For those running Duke of Ed, the ORB reduces administrative burden when used properly.
Best-practice ORB use includes:
Award Flexibilities: Adapting Without Diluting
One of the most common misunderstandings when running Duke of Ed is around flexibility.
The Award framework allows for flexibility in:
However, flexibility does not mean lowering standards.
Strong Award Units:
This approach aligns with research showing that equity comes from fairness, not sameness.
Accessibility: Making the Award Inclusive
Accessibility is a core principle of the Duke of Edinburgh Award.
When running Duke of Ed, Award Units should consider:
Good accessibility practices include:
Inclusive Award Units consistently report higher engagement and completion rates.
Participant Award Criteria: The Non-Negotiables
While flexibility exists, participant Award criteria define the minimum requirements that must be met for Bronze, Silver, and Gold.
Award Units are responsible for ensuring that:
Clear communication of criteria early prevents issues later and builds trust with participants and parents.
Running Adventurous Journeys: Governance, Not Guiding
For many Award Units, Adventurous Journeys feel like the most complex element. The key distinction is this:
Award Units govern journeys — they do not have to guide them.
Responsibilities include:
Whether journeys are delivered internally or through experienced providers, the Award Unit remains responsible for compliance and oversight.
People Also Ask – Running Duke of Ed
What is an Award Unit in DoE?
An Award Unit is the organisation responsible for delivering and overseeing the Duke of Edinburgh Award for participants.
What does an Award Leader do?
Award Leaders approve activities, support participants, ensure criteria are met, and manage progress through the Award.
Do Award Leaders need to be experts?
No. They need to understand the Award framework, not each individual activity.
Is police vetting required?
Yes. Appropriate vetting is required for adults working directly with participants.
How flexible is the Duke of Edinburgh Award?
The Award allows flexibility in how activities are completed, while maintaining clear minimum criteria.
Running DoE Well Is About Leadership, Not Control
The strongest Duke of Edinburgh Award Units are not those with the tightest rules, but those with the clearest structure, strongest leadership, and greatest trust in young people.
When Award Leaders understand their role, safeguarding is robust, systems are used well, and flexibility is applied thoughtfully, the Award delivers exactly what it promises — young people who are capable, confident, and ready for the world beyond school.
