Understanding the new IEB volunteering requirements and why giving still matters

The Independent Examinations Board (IEB) has recently clarified its community service requirements for learners, introducing a clearer distinction between active and passive volunteering. 

While the intention is to deepen learners’ engagement with service, the change has raised questions among parents, learners and schools about what “counts” and what still matters.

Under the updated guidelines, learners are required to complete 20 hours of service, of which only 5 hours may be classified as “passive” volunteering. Passive volunteering typically includes activities such as collecting donations, packing items, or dropping off goods. The remaining 15 hours must be active, involving hands-on participation, interaction, or skill-based contribution.

At face value, this shift makes sense. Volunteering is not meant to be a tick-box exercise. It is designed to expose young people to empathy, responsibility, teamwork and social awareness. Values that are best learned through direct involvement.

However, it is equally important to understand the broader ecosystem of volunteering, and why learners should not stop contributing once their five passive hours are complete.

Why 'Passive' Volunteering Still Matters

Non-profit organisations (NPOs), shelters, food kitchens and animal welfare groups rely heavily on donated goods to survive. Items such as non-perishable food, dog food, toiletries, sanitary products, blankets and even simple staples like two-minute noodles are not optional extras, they are lifelines.

Limiting credited passive hours does not mean limiting generosity.

Learners and families should be encouraged to continue donating items throughout the year, even when those contributions no longer count toward official service hours. Volunteering is about impact, not just compliance. 

A food parcel delivered at the right time can matter far more than an hour logged on a form.

Rethinking What 'Active' Really Means

Another area that deserves thoughtful interpretation is craft-based volunteering.

Activities such as crocheting blanket squares, knitting beanies, sewing reusable sanitary pads, assembling care packs, or creating educational materials are sometimes mistakenly viewed as passive simply because they are done off-site or independently.

In reality, these activities should be recognised as active volunteering.

Crafting:

• Requires time, effort and skill
• Produces tangible items that meet real community needs
• Teaches practical life skills
• Has proven mental-health benefits, including reducing anxiety and improving focus

For many learners, particularly those who may struggle with traditional volunteering environments, craft-based service offers a meaningful, inclusive way to contribute. It also equips young people with skills they can use well beyond their school years.

The Bigger Lesson for Learners

The IEB’s updated requirements offer an opportunity to have deeper conversations with learners about why we volunteer.

Yes, learners must understand the limits and definitions set out by the curriculum. But they should also be taught that:

• Service does not stop when hours are complete
• Not all valuable contributions can be neatly categorised
• Communities thrive when people give consistently, not minimally

The true success of volunteering is not measured in hours logged, but in lives impacted, including the learner’s own.

If schools, parents and organisations work together to interpret the guidelines with both structure and compassion, volunteering can remain what it was always meant to be: a powerful tool for building responsible, resilient and socially aware young adults.