Benefits of ‘ After ’ School Activities. Ruth Falzon March 22, 2011. EDUCATION?. What does ‘ after’ school activities tell us about school? How are our schools defining education? Are our schools reflecting the profile of our present civilisation?.
Ruth Falzon March 22, 2011
academic skills and excellence;
(those Not in Education, Employment or Training)
Birdwell, Grist & Margo (2011)
Injecting character into the curriculum
We recommend that schools & colleges should provide further time for, and investment in, ‘enrichment’ Frameworks that help to prioritize and capture ‘life skills’ and other employability skills. Extracurricular activities outside the classroom can help young people develop ‘life skills’, but our research revealed that few young people take part in them and schools only give students limited encouragement.
Birdwell, Grist & Margo (2011)
Amongst Core characteristics employers look for are soft skills, positive attitudes motivation and flexibility.
Newton et al (2005);
Winterbotham et al ( 2001)
‘For whosoever hath, to him shall be given and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath.’ (Matthew Chap. 12- Verse 12)
(Why not also SCHOOL learning?)
Suitable higher academic degree (160 credits), the Master\'s degree, vocational initial qualification or special vocational qualification and the skill to act as an instructor of the group of children.
British teenagers are more likely to get into fights, hang out with other teenagers, binge drink, take drugs & have underage/ unprotected sex, spend more time \'hanging out\' with their mates, and less with adults than teenagers in most other European countries. ….. British adults are less likely to intervene to stop teenagers committing vandalism and other antisocial behaviour.
‘Over the next three years, we will provide an additional £265m to enable extended schools to do more to support disadvantaged children and young people. By year three, funding will enable all schools to offer those children two hours per week of group activities in term time, plus 30 hours of additional activities over the holidays.’
After-school children\'s clubs too expensive
their children would miss
out if they did not take part
in such activities
Drinks for underage youths in Paceville? No problem.
Obligations of the State.
4. It is the duty of the State -
(a) to promote education and instruction;
(b) to ensure the existence of a system of schools and institutions accessible to all Maltese citizens catering for the full development of the whole personality including the ability of every person to work;
Our vision is of an intelligent European, Mediterranean island nation, promoting peace, security, justice and well-being, a smart hub generating wealth and prosperity and an incubator fostering expertise, innovation and entrepreneurship.
L. Gonzi, Growing Stronger, Talking Point,
The Times, 25 April 2007.
(in Vision 20-20, Camilleri 2010)
Times of Malta 29th September 2010 Christian Peregin
Finance Minister Tonio Fenech yesterday proposed coming up with a more efficient educational timetable to make it easier for parents to work.
He said it did not make sense for school to finish in the early afternoon and for all extracurricular activities such as catechism, football, ballet and drama to take place in the evening.
“This is not something for the Budget to tackle,” Mr Fenech admitted.
But, he said, it still had to be considered as a holistic measure that could attract women into the workforce while not having the adverse effects of having a society of children who were not brought up by their parents.
At present, a panel is discussing the
introduction of Drama and Theatre Studies at SEC level and consultations have started about the possibility of offering Intermediate level Physical Education. (p. 55)
Doctor of Literature to Maestro Roberto
Benigni, Actor and Film Director, in April
Secondary School Certificate and Profile - Guidelines determining the verification of informal learning in secondary education (2010)
of four main sports facilities in Malta.
Programme in collaboration with Local Councils
Maria Mifsud, MFA 22-02-2011 on the 3rd School Futsal Festival (56 schools)
CHILD PROTECTION GUIDELINES
L-2009 kienet is-sena fejn l-għaqdiet sportivi setgħu jirreġistraw biex jiġu rikonoxxuti mal-Kunsill Malti għall-iSport għall-ewwel darba.
Sal-aħħar ta’ Frar 2010, 259 (c.50%) entità sportiva ġew irreġistrati mal-Kunsill Malti għall-iSport.
Din ir-reġistrazzjoni toffri assigurazzjoni ta’ standards segwiti u għalhekk tagħti timbru ta’ serjetà.
Huwa propju għal dan il-għan li l-Kunsill Malti għall-iSport jassisti esklussivament u b’diversi modi għaqdiet irreġistrati miegħu. (p.47)
Streamline cultural education within the National Curriculum and within any other national policies.
Work with the NSA for a statistics base for the sector, with particular attention to education, employment, and economic contribution.
Develop collaboration agreements with local councils, individually or within regional clusters, aimed at developing concrete measures and initiatives for the promotion of creativity at local community level
Cultural works to which children are exposed and to which they contribute should be developed by professional artists and cultural operators, and quality-assured capacity building measures to develop this professional base shall be enacted.
(National Cultural Policy Draft – 2010 p. 82-86)
Drama Centre 419 girls 068 boys
Total Malta 186 girls 36 boys
Total Gozo 233 girls 32 boys
Drama Malta 122 girls 36 boys
Drama Gozo 38 girls 28 boys
Ballet Malta 64girls 0 boys
Ballet Gozo 146 girls 0 boys
Latin American 42 girls 4 boys (Gozo Only)
Movement 7 girls 0 boys (Gozo Only)
School of Music 484 girls 532 boys
Malta 318 girls 397 boys
Gozo 166 girls 135 boys
School of Art 115 girls 115 boys
Malta 21 girls 15 boys
Gozo 94 girls 100 boys
79.1 % School children access the internet
91.7 % Secondary school students access the
60.9 % Browse the internet alone
75.0 % Claim parents/guardians supervision
63.6 %/ Students residing in Gozo are supervised least,
65.9 % Govt secondary schools are supervised least
Pornographic, violence, racism, vulgar language Exposure
65.0% Exposed (43.1 % boys and 25.7 % girls)
55.6 % Southern Harbour district Form 3 to 5 students
59.5 % Independent secondary schools
12.(4) Any training in the arts which is provided by an organisation accredited by the Register for the Accreditation in the Training of the Arts.
Whilst academic studies might train the brain to be disciplined, without a shadow of a doubt, it is the other diverse social activities and experiences in life that colour and shape us.
Many students, once grown up, will take up what was once a side hobby (an after school activity), as a career or as a part time activity which enriches their lives.
There is more to life than lessons at school. Students who study an instrument or art, who go to ballet or drama or sport training will have an enriched mind by the time they\'re teenagers and this in turn will make them cultured, appreciative, mentally empowered adults. What is important is that students are actually allowed to choose what gives them pleasure as an after school activity - it should not be a prerogative of the parents.
I experienced the benefits of after school activities during my 9-year stint as a guidance teacher in Maltese Trade Schools. Students were able to become involved in all sorts of activities. These included cultural visits, sports, intrapersonal awareness activities.
One particular activity I remember fondly was the school\'s participation in the local carnival. The students used to design and create a carnival float and subsequently team up with a girls\' school to create carnival costumes and take part in dancing competitions. Such activities created a sense of camarederie between the students, helped foster better relationships with the teachers and gave the students the opportunity to practice and work on skills that could range from carpentry to choreography. Head, Department of Psychology IAC President Elect
MACP ex-President Former teacher and School Counsellor
E-mail 1: The fact that you are not bored is very important. If you are already engaged in several activities you feel the need to explore other things to do less, because you are already doing so. Consequently a variety of after-school activities is probably helpful when one is very young allowing you to get a decent sample of what it is you like, then being allowed to pick on a few and devote yourself more to a few preferred activities. It is also important to develop necessary lifeskills not taught at school.
E-mail 2 - I also would like to add the following comments:They also help in increasing your circle of friends, and given you do not have to spend everyday at school with them, you feel more liberated to be yourself because there are no long-term repercussions in having to deal with somebody you don\'t like day in day out, as you do in school. Meeting people from other social backgrounds is also an important learning experience, in my case particularly, since the people I was surrounded by represented a particularly small group amongst Maltese youths; having attended a predominantly English speaking private school. …
…I believe it is also vital for children to be made aware that while doing well in school is helpful in being successful in life, it is not conditional to do so. Excelling in an activity, however seemingly irrelevant as a tool in later life to the parent, is essential in instilling confidence and fostering a sense of ambition, both essential to long term success in the competitive work environment that presently exists. The key here is balance, too much focus on an extracurricular activity can obviously eat into necessary study time.
Being involved in after school activities whilst aiming to do well academically, has helped me develop skills in time and stress management, learn how to remain committed and dedicated to things I take part in. I have found that having such activities has helped me do better in school since they act s a form of encouragement to do my school work according to necessary deadlines.
In fact, I do not think I can imagine my childhood and adolescence without such participation as I think I would have gotten very bored and frustrated and probably not managed to succeed in my schoolwork.
Such activities are DEFINITELY something I would promote with all students!
I believe that after school activities
enables young people to acquire skills
and competences that contribute
to the development of capabilities
and motivations that are more directly linked to a
general motivation for learning. These skills
include a wide range of competencies such as
team, organizational and conflict management,
intercultural awareness, leadership, practical
problem solving, self-confidence, discipline and
responsibility. These activities play an essential
role in the life long learning process of young people.
Being very dyslexic, before the word added up to anything, afterschool activates opened up the possibility of a more relaxed relationship between the teacher and student. On the odd occasion I plucked up the courage to go, I kind of felt the teacher respected me more, because I wanted to participate in the lessons, not because I was told too.
ASAs provide an environment that is more creative, student-centered and less rigidly traditional. Due to their voluntary, participative and flexible nature, a safe environment where individuals have right to make mistakes, is created. In such a setting most of the learning is done informally.
Teamwork, cooperation, communication, decision-making, conflict management, negotiation, problem solving, leadership, critical thinking, time management, assertiveness, participation, creativity and organization are skills that are easily practiced during after school activities.
As an ex-PE teacher I can definitely say that some children who were not interested in the academic realm of school attended regularly specifically because of these extra-curricular activities. They started having a more positive attitude towards school & their self-esteem was even further enhanced by the added bonus of winning competitions
St Ignatius College
IAC membership chair
Homestart executive Committee
Schools, other public entities and NGOs in Malta are organising after school activities on school premises and elsewhere. Private ventures have mushroomed throughout the island in a myriad of disciplines. It is up to the parents to grab the opportunity. Maybe financial help from the state can help this sector flourish.
A synergy must be built between the after school and school hours activities by highlighting the importance of such activity in show-and-tell sessions and using the
child’s experience in special school activities,
such as morning assemblies and concerts.
This serves as a showcase to encourage
further adherence to these programmes.
Apart from giving children the time to \'switch off\' from school based tasks, after school activities allow for increased socialization away from the classroom, an opportunity to exert oneself physically, or express oneself through art, dance, theatre etc... Having participated in after school activities throughout my childhood and beyond, I can definitely see their importance in the long run. Being involved in theatre, dance and sport increased my self confidence and opened doors and opportunities that could not have come about solely through formal schooling. They also gave me the opportunity to meet many different individuals, build on my talents and strengths, which later also impacted on my schooling, such as better self-confidence in public speaking. All in all, I believe extra curricular activities are very fruitful for any child since it gives them the space to tap into and develop other skills, which are not usually focused on in the classroom.\'\'
There is no space it seems, for creative expression that can lead to children being healthier both mentally and physically. Investing in after school activities of this nature can contribute to one day having healthier adults and a healthier society in general.
Our children are forgetting how to play, forgetting how to use their imagination and creativity in order to think, as well as to process fears and anxieties that come to them through the constant bombardment of negative images from news about events happening around them in the world, including recent happenings in North Africa - where events are a little closer to home.
Apart from the fact that these activities were fun, stimulating and promoted an environment in which I could actually express myself and my opinion counts; they gave me an aim in my life.
As an only child I was never bored, I always had something to do which was productive.
They also helped me cope from a young age. I had to learn the glories of time management which helped me ALL throughout my life. I do not break down when at university I have 5 exams in a week.
But mostly these activities gave me a sense of self which school alone will never EVER give you!
Professor, Counselor Education, University of Maryland, College Park
President, International Association for Counselling
Former Teacher and School Counselor
As a former teacher and school counselor, I have seen the benefits
of after school activities first-hand. This is an excellent period for students to
get extra help with their studies in after school tutorial programs. It is also a
Wonderful time for students to develop athletic skills. After school
Time period can allow for students to establish positive
mentoring relationships with older people that
generally cannot be developed during the school day.
In addition to filling after school hours with quality time
for students, after school activities provide working
parents with peace of mind. Parents can feel at ease
knowing that their children are engaging in safe and
constructive activities in the hours after the
formal school day ends.
Birdwell, J., Grist M. & Margo, J. (2011-03-11) The Forgotten Half. Pamphlet http://www.demos.co.uk/people/senior-researcher-matt
Camilleri J. – UoM Rector (2011) 2020 vision of optical illusion? Malta: UoM
Hoffer, E. (1982) Between the devil and the dragon. New York: Harper and Row.
Newton B, Hurstfield J, Miller L, Page R, Akroyd K. (November 2005 ) Research Report DWPRR 295, USA: Department for Work and Pensions,
Robinson, K, (2009) The element: how finding your passion changes everything. USA Penguin Group
Taylor A (2005), ‘What employers look for: the skills debate and the fit with youth perception’, Journal of Education and Work, Vol. 18, No. 2
Winterbotham M, Adams L, Kuechel A (2001), Evaluation of the work based learning for adults programme since April 2001: Qualitative interviews with ES Staff, Providers and Employers. USA: Department for Work and Pensions,
Granger, R., Durlak, J. A., Yohalem, N., & Reisner, E. (April, 2007). Improving after-school program quality. New York, N.Y.: William T. Grant Foundation
Mr Roderick Vella KMS
Mr Sean Buhagiar MCCA
Mr Clyde Caruana NSA