Archive for the ‘Extracurricular Activities’ Category

Team Building Activities for Students

Monday, January 30th, 2012

Sometimes, in your school and professional life, you may be asked to work in a team of students or professionals. There is a lot of difference in working individually and in a team. While working in a team you should be able to respect the knowledge and abilities of your fellow team members. You should have the ability to make a compromise, sometimes as only one suggestion will be finally accepted. Tolerance is the key to success in a teamwork. Professionalism is important in the sense that you should not favor any particular team member just because you have a friendly relationship with him. Punctuality is very vital because the project on which we are working can get delayed if all members are not present at the decided time for work. This will ultimately result in the loss of all members of the team. All students should equally contribute in the process of completing the task. If a certain student remains as a mere spectator while working, he will not learn the basics of the task and will face serious difficulties while working on complicated tasks. Team leadership should be entrusted to a responsible and talented person who has exceptional leadership qualities. Students should learn to keep their personal life and professional life apart. Frustration and feeling of hatred for fellow team members, can seriously affect the quality of the output.

Team Building Activities For School Students
Students will be able to work efficiently in a team in their respective careers, if they have good experiences of the same in schools. Here are some activities which can help in achieving our goals:

Obstacle Game
The obstacle game is widely used in the physical training sessions in schools. It is a good example of team building activity. In this game, different items referred to as ‘obstacles’ are arranged and students are asked to jump over, walk around or duck under them. At least two teams of students play this game. One member from each team is blindfolded and he receives instructions from the other team members about how to proceed. Team leaders should give specific and precise instructions after studying the exact height, length and width of the obstacles. The team which does the task correctly for more times wins the game. Teachers are expected to supervise the game and give suggestions to the students to improve their game. This brilliant athletic course will help the blindfolded participant and supporting members to develop the qualities of interpreting information, presence of mind, concentration and stamina.

Participating in Cultural and Extra Curriculum Activities
Students should be encouraged to participate in the different cultural and sport related activities. Participating in a drama or stage play is a good platform for the students to prove their talents. Making a good drama or short film requires a good understanding between the scriptwriter, director, technicians, and all other people associated with the project. This helps to inculcate values like hard work, team spirit and perseverance. Sports like cricket, basketball, football, hockey make the children pay careful attention and visualize things in a proper way. Performing practices in a group, participating in school decoration during festivals, conducting research, visiting a place as a part of an educational tour, develop team building abilities of students.

Some More Team Building Activities For Students
Tug of war is the classic example of team building exercises. Some mental exercises, like concentration games in a group of four or five children, will help in developing ability to remember things.

Team Building Activities For College Students
College students of engineering, medical and management colleges need to work in teams during their college days and later as employees. Engineering students should participate in quiz, paper presentation programs and project presentations. Science students should attend seminars of reputed organizations and institutes together, and get their doubts cleared from the faculties available. These activities develop the overall personality of students. Teamwork makes the process, of completing the allotted work, interesting.

by Charlie S.

Read more @ http://www.buzzle.com/articles/team-building-activities-for-students.html

Developing Global Competencies in Higher Education

Monday, January 31st, 2011
What does global competency mean in the context of the co-curriculum? (provide 2-3 sentence succinct overview) Global competencies in the context of co-curriculum represent those extra and co-curricular activities that complement the curriculum. In that sense, the co-curriculum has to be linked to the mission of the university. These activities should be geared towards learning about issues in more than one way and attempt to answer the question of how people of the globe experience the same things we experience.
What are the educational outcomes consistent with global competencies in the co-curriculum? As co-curricular activities are regarded as those out-of-the-classroom-activities that complement the classroom learning, the desired educational outcomes are similar to those put forth by the curriculum. In that sense, the co-curricular activities need to be institutionalized in order to facilitate educational goals consistent with curricular goals.
What practices/techniques need to be developed to achieve these outcomes? Although co-curricular activities must continue to complement what happens in the classroom, institutions should gradually move from defining these activities as ones that merely complement the curriculum to co-curricular activities that are an integral part of the curriculum. One way to achieve this is to offer as many opportunities as we can to complement what happens in the classroom as the first step.
Presuming that global competencies cannot be fostered in students if they don’t have global interest, how does one instill global interest within the co-curriculum? Exposure! Co-curriculum, like the curriculum needs to be infused with global themes, which leads to gradual transformation of co-curricular activities. However, incentives are necessary to drive students to various events, even though we can provide exposure, hence the necessity of moving from traditional notions of complementing the curriculum to being integral part of the curriculum
What are the leadership dimensions needed, and who must exercise them, if global competencies in the co-curriculum are to be created? The leadership needs to happen at multiple levels, starting with faculty and administration. Naturally, student leadership and student life need to be on board as well. Finally, community outreach and support can also be beneficial in this effort.
List any other conditions/barriers relevant to creating global competencies within the co-curriculum.

Read more @ http://globaleducation.edu/conference/reportcocurriculum.shtml

Faculty resistance to change

Lack of administrative support

Parochialism

General student “apathy” and lack of enthusiasm on the part of student leadership

Markah yang diberikan kepada penglibatan murid sekolah dan pelalar matrikulasi .

Monday, January 31st, 2011
(a) Kementerian Pelajaran Malaysia (KPM) telah menetapkan markah yang diberikan kepada penglibatan murid sekolah dan pelajar Matrikulasi dalam kokurikulum untuk tujan permohonan ke universiti awam meliputi tiga bidang, iaitu Pasukan Badan Beruniform, Persatuan/Kelab dan Sukan/Permainan. Pemberian markah adalah berdasarkan kehadiran (50%), penglibatan (20%), pencapaian (20%) dan jawatan yang disandang (10%).

I can only comment on how it’s done in schools. In SMKDJ we used the exact same format.

Kehadiran takes 50% — this is fairly straightforward.

The ambiguity comes in for the rest.

Jawatan — there are only so many posts to go around, so pengerusi = 10 marks, naib = 9, etc. Normal members get 3 marks if I remember correctly.

Penglibatan — I forget how marks are awarded here.

Pencapaian — this is one of the worst categories, imo. Only if you represent the country to international competitions will you get the full 20 marks. If you win a national competition you get 18 marks or something.

Problems:

1. Almost no one gets 80% and above for an A for extracurriculars. The cumulative marks are the average of the three subfields: Badan uniform, Kelab, and Sukan. This means that to get an A average, you almost need to win national competitions in ALL THREE categories, which is stupid and almost impossible — no one has the time. It is almost always better to be a master of one than to be a jack of all trades, which is what the MOE’s criteria seem to emphasize.

2. Also notice that you can represent the country in International Math, Biology, and Physics Olympiads, but only ONE of them will count since there is only space for ONE club. So students who are amazing in one particular subject/field and not so in the others (i.e. great in sports but not so great in uniformed bodies) will suffer.

3. There is not enough flexibility in terms of awarding marks. For example if I were to win the IMPAC Dublin and MPH writing competitions, the marks will only count IF and only if I were a member of the English Club. They would not count if I were only a member of the Geography Club. Marks are awarded firstly based on the clubs you join, then your achievements that are pertinent to those clubs — which is entirely unfair.

4. Also we lack many many competitions and opportunities and funds — which accounts for the lack of pencapaian marks. Malaysia doesn’t send teams to many international competitions like the International Geography Olympiad, etc. Even for debating — last year Malaysia just sent their first team in about 7 years to the World Schools Debating Competition. So if your passion happens to be in a not-so-popular field, too bad for you lah.

5. Also the marks do not reflect the effort and energy put into extracurriculars. Who is to say that being a Scout leader is worth more points than representing your school to a public speaking competition? Or vice versa? Some things cannot be quantified.

6. Also take into account that those who go for NS get the full 10 marks for extracurriculars (I’m not sure about this, will check). If this is true then the whole system is greatly subverted.

7. Too many activities do not fit in the system. If you volunteer at the local old folks’ home. for example, you have no way of categorising your activity.

All in all it was a farce lah. I didn’t care about the marks — I even skipped all meetings for the uniform bodies because we learnt nothing — which means I failed my Badan Beruniform portion.

I think a better way is for students to write their resumes, then for the MOE to categorise the resumes by bands which can be converted into scores (Excellent, Strong, Mediocre, Weak). Then award the scholarships based partially on this. The quantifying of effort should come after a comprehensive survey of all extracurriculars, and not based on activities that are first categorised into Badan Beruniform, Kelab and Sukan.

by Andrew Loh.
Read more @ http://educationmalaysia.blogspot.com/2008/05/co-curricular-points.html

Co-curricular Points

Monday, January 31st, 2011

For Malaysian students applying for local universities entry, 10% of the consideration comes from the fairly new “co-curricular points” system. And from what I understand, the point allocation system is fairly opaque and many don’t really know how it gets awarded. There is even suspicion that the marks are tweaked by the Ministry of Education to give unfair advantage to certain particular groups.

Hence I asked the following question to the Education Minister to clarify the mechanism by which these points get awarded -

(a) cara pengiraan mata aktiviti ko-kurikulum bagi pelajar-pelajar untuk tujuan permohonan universiti awan; dan

(b) siapakah yang menentukan mata aktiviti ini dan apapkah langkah yang diambil Kementerian untuk menjamin proses tersebut adil dan saksama.

The replies were as follows:

(a) Kementerian Pelajaran Malaysia (KPM) telah menetapkan markah yang diberikan kepada penglibatan murid sekolah dan pelajar Matrikulasi dalam kokurikulum untuk tujan permohonan ke universiti awam meliputi tiga bidang, iaitu Pasukan Badan Beruniform, Persatuan/Kelab dan Sukan/Permainan. Pemberian markah adalah berdasarkan kehadiran (50%), penglibatan (20%), pencapaian (20%) dan jawatan yang disandang (10%).

Untuk makluman Ahli Yang Berhormat, markah bonus pula diberikan bagi penglibatan murid sekolah dalam kegiatan kokurikulum yang dianjurkan oleh pihak luar sekolah. Markah bonus juga diberikan bersarkan sesuatu jawatan kepimpinan yang disandang oleh murid dan jawatan tersebut bertujuan membantu pengurusan dan pentadbiran sekolah. Jawatan tersebut merangkumi;

i. Jawatan peringkat sekolah seperti Pengawas, Pengawas Perpustakaan, Imam dan sebagainya;

ii. Jawatan peringkat rumah seperti Ketua Rumah, Ketua Bilik/Asrama dan sebagainya; dan

iii. Jawatan peringkat kelas seperty Ketua Kelas dan sebagainya.

(b) Bagi menentukan markah kokurikulum tersebut, KPM juga telah mengeluarkan Buku Panduan Penilaian Kokurikulum Sekolah Menengah pada tahun 2007. Oleh itu, pemberian markah adalah berasaskan panduan yang telah digariskan dan digunapakai di semua sekolah menengah. Panduan ini telah disediakan oleh Jawatankuasa/Panel yang dianggotai oleh pengawai-pegawai di peringkat sekolah, PPD/PPG, JPN dan KPM.

Bagi pelajar Matrikulasi pula, penentuan markah kokurikulum adalah berdasarkan aktiviti yang diceburi pelajar dengan mengemukakan sijil-sijil yang diiktiraf dan disahkan oleh pengarah Kolej Matrikulasi berkenaan. Proses ini dilaksanakan secara telus oleh Jawatankuasa Penilaian 10% Markah Kokurikulum yang dipengerusikan oleh Pengarah Kolej Matrikulasi yang berkenaan.

Well, there’s slightly more clarity here with the answers, but it probably doesn’t do much to help us assess if the above process is fair and transparent, as claimed.

by Tony P.

Read more @ http://educationmalaysia.blogspot.com/2008/05/co-curricular-points.html

Types of Co-curricular activities (CCA)

Saturday, January 29th, 2011

In Singapore there are generally two types of CCAs. They are the Core CCA (also known as Main CCA) and the Merit CCA (also known as Secondary CCA or Optional CCA).

Core CCAs (e.g. Band, Rugby, Boys’ Brigade, Track and Field, Singapore Youth Flying Club) normally take up more time and resources and have more emphasis placed on them by the school. Joining a Core CCA is compulsory for secondary school students in Singapore and it is considered an integral part of the education system.

Merit CCAs (e.g. Chess Club, Gardening, Philatelic Club, Library Club) are less time-consuming. They are an optional addition for students with an interest in the Merit CCAs subject.

Sports and games:

  • Archery
  • Badminton
  • Basketball
  • Cricket
  • Cross Country
  • Fencing
  • Field Hockey
  • Flatwater Canoe/Kayak Racing
  • Floorball
  • Golf (only offered in some schools)
  • Gymnastics
    • Artistic Gymnastics
    • Rhythmic Gymnastics
    • Trampoline Gymnastics
  • Hockey
  • Handball (played with a club)
  • Judo
  • Netball
  • Outdoor Adventure (usually in junior colleges/JCs)
  • Rugby
  • Sailing
  • Sepak Takraw
  • Shooting
    • Air Pistol
    • Air Rifle
  • Soccer
  • Softball
  • Squash
  • Swimming
  • Table Tennis
  • Taekwondo
  • Tennis
  • Tenpin Bowling
  • Track and Field
  • Volleyball
  • Waterpolo
  • Wushu
  • Ultimate(Frisbee)
  • Sumo

Uniformed groups:

  • Boys’ Brigade
  • Girls’ Brigade
  • Girl Guides Singapore
  • Military Band
  • National Cadet Corps (NCC)
  • National Civil Defence Cadet Corps (NCDCC)
  • National Police Cadet Corps (NPCC)
  • Red Cross Youth (RCY)
  • St. John Ambulance Brigade (SJAB)
  • The Singapore Scout Association (SSA)

Performing Arts groups:

  • Angklung Ensemble
  • Bands
    • Brass Band
    • Concert Band
    • Symphonic Band
    • Wind Band
  • Chinese Orchestra
    • (some schools may focus on certain solo instruments, like Cedar Girls’ Guzheng Ensemble)
  • Choir
  • Dance Clubs
    • Chinese Dance
    • Indian Dance
    • International Dance
    • Malay Dance
    • Modern Dance
  • English Drama
  • Gamelan
  • General Music
  • Guitar Ensemble
  • Guzheng Ensemble
  • Handbell Ensemble
  • Harmonica and Keyboard Ensemble
  • Harp Ensemble
  • Indian Orchestra
  • Piano
  • Orchestra
  • Strings Ensemble
  • Violin

Note that Band may either count as a uniformed group or a performing arts group.

Clubs and Societies:

  • AVA Club (Audio and Visual Aid)
  • Art Club
  • Astronomy Club
  • Chess Club
  • Chinese Cultural Club
  • Chinese Calligraphy Club
  • Computer Club
  • Debate Club
  • Drama Club
  • Entrepreneurship Club
  • Environment Club
  • Gardening
  • Green Club
  • Guitar Club
  • Health and Fitness Club
  • Hydroponics Club
  • Infocomm Club
  • Interact Club
  • Language Club
  • Library Club

*Mathematics Clubs:

  • Mind Sports Club
  • Multimedia Club
  • Philatelic Club
  • Photography Club
  • Robotics Club
  • Science Club
  • Singapore Youth Flying Club (SYFC)
  • Video Animation Club

In some schools, instead of separate clubs for Language, Debate and Drama (and even Culture), these domains are grouped under the heading of Language Debate and Drama Societies, an example of which is the English Language Drama and Debate Society (ELDDS).

Read more @ http://en.wikipedia.org/wiki/Co-Curricular_Activity

The positive side of co-curricular activities

Saturday, January 29th, 2011

AS an active former student of a public school, I am concerned over the adverse comments in Star Education over the Education Ministry’s ruling requiring students to join at least three types of activities.

The uniformed units, societies and games are the three sections under the co-curricular unit.

A member involved in all three activities has to attend 15 meetings per year. Even then, not all the students make the effort to attend these meetings.

Tuition, music lessons, homework and transport problems are always used as excuses for not attending these meetings. There is only one solution to their “woes” and that is to have effective time management.

I know of students who have taken part in more than three co-curricular activities and have yet been able to complete their assignments on time. Besides, co-curricular activities are actually a platform for youths to express themselves and hone their skills.

Being part of a club’s organising committee gives students an insight into how to communicate, coordinate activities and solve problems.

They will not find it a chore to attend meetings, and might even look forward to it themselves, if they are interested and passionate about the clubs that they have chosen to join.

Students should not think of co-curricular activities as a burden but should instead participate and regard them as another form of education.

by Ee Xin.

Read more @ http://thestar.com.my/news/story.asp?file=/2009/1/18/education/3015846&sec=education

Too many school activities on Saturdays.

Thursday, August 26th, 2010
Ministry of Education (MOE) would like to refer to an article by Jake, Penang, published in THE STAR dated 12 August 2010 on the issue of – Too many school activities on Saturdays.

Merujuk kepada Seksyen 18, Akta Pendidikan 1996 (Akta 550) menyatakan bahawa sebagai sebahagian daripada Kurikulum Kebangsaan, maka pelaksanaan Kokurikulum di sekolah adalah wajib.
Matlamat gerakerja kokurikulum yang dikehendaki ialah penyertaan oleh setiap orang pelajar yang belajar di sekolah kerajaan atau bantuan kerajaan. Berdasarkan subperkara 5.1 dalam Surat Pekeliling Ikhtisas Bil 1/1985 KP(BS)8591/Jld 11(29) bertarikh 2 Januari 1985, setiap pelajar hendaklah mengambil bahagian sekurang-kurangnya dalam salah satu gerakerja pakaian seragam (Badan Beruniform), satu kegiatan persatuan atau kelab dan satu kegiatan sukan atau permainan.
Di dalam Subperkara 5.2 pula menyatakan bahawa penyertaan semua guru adalah dikehendaki bagi memastikan keberkesanan kegiatan kokurikulum di sekolah.
Berdasarkan Surat Pekeliling Ikhtisas Bil 1/1986 KP(BS)8591/Jld 11(41) bertarikh 5 Januari 1986, penyertaan pelajar dalam aktiviti kokurikulum adalah wajib. Sehubungan itu, kehadiran pelajar dalam aktiviti kokurikulum mestilah direkodkan.
Peruntukan masa untuk kegiatan kokurikulum seperti dalam Warta Kerajaan No. 5652 Jld.11/Bil.27 bertarikh 28 Disember 1967 adalah seperti berikut:
Sekolah Menengah:
Tingkatan Peralihan, 1-3 & 6                                           180 minit seminggu
Tingkatan 4 & 5 Sastera/Perdagangan/SRT              180 minit seminggu
Tingkatan 4 & 5 Sains/Pertanian                                   140 minit seminggu
Tingkatan 4 & 5 Teknik                                                      100 minit seminggu
Sekolah Rendah:
Tahun 5 & 6                                                                            120 minit seminggu
Tahun 3 & 4                                                                              60 minit seminggu
Walaubagaimana pun, pihak sekolah diberi kebebasan untuk menjadualkan waktu kegiatan kokurikulum sekolah masing-masing mengikut keperluan.
Berdasarkan Surat Pekeliling Ikhtisas Bil. 8/2005 (Pelaksanaan Bekerja Lima Hari Seminggu) menyatakan bahawa:
  • Sekolah-sekolah yang telah Berjaya melaksanakan program pendidikan (akademik dan kokurikulum) dalam masa lima (5) hari bekerja hendaklah meneruskannya; dan
  • Sekolah-sekolah yang menghadapi kesulitan untuk melaksanakan program pendidikan (akademik dan kokurikulum) dalam masa lima (5) hari bekerja disebabkan faktor seperti kekangan masa, ruang, kepakaran dan lain-lain sebab, boleh menggunakan hari Sabtu dengan syarat TIDAK melebihi dua kali Sabtu dalam sebulan.

Corporate Communicate Unit,

Ministry of Education, Malaysia.

Read more @ http://www.moe.gov.my/?id=168&aid=1279

Students can form religious clubs

Thursday, August 5th, 2010

PETALING JAYA: The Cabinet has decided that the setting up of non-Muslim religious societies in schools only needs the approval of school heads.

MCA deputy president and Health Minister Datuk Seri Liow Tiong Lai said the matter was discussed during the Cabinet meeting chaired by Deputy Prime Minister and Education Minister Tan Sri Muhyiddin Yassin in Putrajaya yesterday.

“Such societies are good and should be encouraged,” Liow said.

Students, he said, could apply to form a society when there are at least 15 of them interested in doing so, adding that Muhyiddin had said existing societies were allowed to continue.

by Foong Pek Yee and Lee Yuk Peng.

Read more @ http://thestar.com.my/news/story.asp?file=/2010/8/5/nation/6799911&sec=nation

Co-curricular activity (Singapore)

Tuesday, August 3rd, 2010

Co-curricular activities (CCAs), previously known as Extracurricular Activities (ECAs) are activities that educational organisations in some parts of the world create for school students. They are activities which all school students must attend alongside the standard study curriculum. In Singapore, the policy was introduced by the Ministry of Education, which believe extra activities for school students are a means to enhance social interaction, leadership, healthy recreation, self-discipline and self-confidence. At higher levels of education, CCA participation may even translate into academic points.

The scope of CCAs is wide due to a nearly inexhaustible list of interests. Some of the major groups include Computer Club, Art Club, Dance Club, Swimming, Basketball and Photography Club. Uniformed groups include the St. John Ambulance Brigade (SJAB), Red Cross, Military Band, The Singapore Scout Association, Girl Guides Singapore, National Police Cadet Corps (NPCC) and National Cadet Corps (NCC). Performing arts groups are also included, with Chinese Orchestra, choirs, bands and Dance Clubs among such CCAs.

CCAs are held outside standard curriculum hours and the activities partaken depend on the nature of CCA. For example, Uniformed groups do foot drills and team-building exercises while competitive sportsmen spend most of the time training and learning techniques from their instructors.

In the first year, the students are required to pick one or more interest group to join. While the choices available to students differ from school to school, there are national requirements for the different levels of education.

In some primary schools, students may choose not to join a CCA. In primary school, Brownies are likened to junior Girl Guides.

There is a wide choice of CCAs in schools, for which students can sign up based on their interest and ability.

In secondary schools, CCAs are treated more seriously. Belonging to a Core CCA is compulsory, and the students may choose a second CCA if they wish. At the end of the fourth/fifth year, 1 to 2 ‘O’ Level points are removed from the examination aggregate (a lower aggregate indicates better marks). Although the marks are few, it is believed by many that they may make a difference when the students are considered for the most popular tertiary school courses. For example, to enter RIJC via the ‘O’ Levels requires a perfect score as well as removal of points. In addition, as the students are in their early teens, they are given some responsibilities. Red Cross and SJAB members, for example, are often required to render first aid at public events. Most uniformed groups require precision, management and organizational skills, providing training to prepare students for the outside world. In polytechnics and universities (tertiary education institutes), CCA records are considered by potential employers.

CCA groups are mostly groups catering to specific interests. Such groups would elect from among themselves a Chairman, Secretary and Treasurer, among other positions. The National Police Cadet Corps has started a few Open Units in the tertiary institutions, recruiting members to serve as student leaders in the secondary school units.

Many former students return to their alma mater after graduation to help impart what they have learned to their juniors. Some do so within a formal framework, such as those in the uniformed groups (where ex-cadets are appointed as cadet officers), or the Voluntary Adult Leader scheme (for those above age 20). Others do so on a casual basis.

Competitions may also be organised to create a competitive environment and provide such CCA groups with an objective to work towards. In Singapore, there are competitions at the zonal and national level. These include the Annual Zonal and National Sporting Competitions for sportsmen and the bi-annual Singapore Youth Festival for the Aesthetics-related CCAs.

Read more @: http://en.wikipedia.org/wiki/Co-Curricular_Activity

Co-curricular activities in schools

Monday, August 2nd, 2010

The term curriculum refers to the programme of study in various academic subjects (e.g Maths, English, History, Science, Spanish) followed by students at various levels of education. The school or college’s teaching staff are employed to teach this curriculum, and students are periodically assessed (e.g. by exams and term papers) in their progress in each curriculum subject. As they grow older, students’ achievements in their curriculum subjects are seen as important in helping them get into a good university or college, and to find a good job when they leave education. Depending on which country you are in, schools and colleges may also be held accountable for their students’ results in the curriculum subjects.

The academic curriculum has never been all that schools and colleges offer to their students. Often a range of other classes, clubs and activities is available to students, sometimes in lessons but more often in the lunch break or after school. These are referred to as the co-curriculum, or as extra-curricular activities, and they are mostly voluntary for students. Examples would include sports, musical activities, debate, Model United Nations, community service, religious study groups, charitable fundraising, Young Enterprise projects, military cadet activities, drama, science clubs, and hobbies such as gardening, crafts, cookery and dance. Because they are not examined in the same way that the academic curriculum is, and because most of them take place outside lessons, such activities have less status in education than the main curriculum. However, they are often held to be very important to the wider education of young men and women. This topic examines whether the co-curriculum should be given more importance in schools and colleges – maybe by giving academic credits for co-curricular activities.

A distinction could be made between co-curricular and extra-curricular activities, although most of the time they are used to mean the same thing. The co-curriculum is sometimes seen as a non-academic, but formal part of education, with timetabled and compulsory sessions for all students – each student may get to choose what co-curricular activity they wish to pursue, but they are required to follow at least one. Staff are required to run co-curricular activities as part of their contract, and the co-curriculum is generally well-funded. This kind of co-curriculum can be seen in Singapore’s education system and also in private schools (especially boarding schools) in countries like the UK, the USA and Australia. By contrast, extra-curricular activities are less well organised and funded, being entirely voluntary for students and taking place outside the school timetable. School staff may be involved in running extra-curricular activities, but there is no obligation on them to do so and they do not normally receive extra pay for it. Clubs and societies in many UK and American state schools fit this definition, as do non-academic activities in most universities and colleges throughout the world. The arguments which follow can be used to fit either or both definitions.

by Daniel Nesan.

Read more @ http://www.idebate.org/debatabase/topic_details.php?topicID=839