Co-Curricular Activities in Schools

Co-curricular activities prepare students practically for the future. The normal curriculum can only go so far as to teach and educate students about academic theories. But students whose only experience of school or college is one of rigid academic study may not be able to apply what they have learned in practice. If the co-curriculum was given an equal footing in student life there will be an improvement in the student ability to grasp things as a whole, because students will have received a more rounded education. Co-curricular activities are particularly good at providing opportunities for students to work in teams, to exercise leadership, and to take the initiative themselves. These experiences make students more attractive to universities and to potential employers.

Most co-curricular activities are physically active, getting the student out from behind their desk and making them try new things. This is healthy and ensures that students are exposed to practical tasks, not just what is taught in class. The outcome of giving the co-curriculum the same status as the curriculum will therefore be well balanced individuals. Future politicians, for example, will not only thrive on law or social studies, but will also become fluent in multiple languages, learn to tango and perform several calculus operations simultaneously, while also experiencing service through community work. Such are the more profound benefits of the co-curriculum being integrated into the syllabus.

Having a wide range of experiences prepares people better for the future, especially in today’s uncertain world. The broad education that the co-curriculum can provide is better preparation for life in a society where an individual may change career several times in their life. Students must therefore have a fundamental grasp of multiple skills. For instance, athletes who had their career cut short due to mishaps might venture into business, having had co-curricular experience of entrepreneurship as part of their education. Speech and debate clubs might give a doctor or engineer the communication skills to move into broadcasting, teaching, or even politics. Placing more emphasis on the co-curriculum thus ensures a variety of possibilities for young people to choose from instead of being sidelined.

Students have a right to a broad education. Why should a science student have to give up music, or a social studies major not get opportunities for sport? Many children have talents in all sorts of different areas, and it is wrong to force them to specialise too early. A career is not the only part of an adult’s life – school needs to make sure they have interests and skills that will help them in their family and leisure lives too. Through equal balancing of academic and co-curriculum, however, the students have the chance to exercise their rights and the opportunity to be multi-talented. Lopsided individuals are not the key to the future, instead by recognising each individual by their talents there exists a higher possibility for young people to learn and to grow in their studies.

Many students do not take advantage of the extra-curricular opportunities they are currently offered. They may instead waste their time lazing around, or maybe even making trouble. These young people do not know what they are missing; if they could be made to try other activities they would surely enjoy them and gain a lot of benefit. If the co-curriculum was given formal importance, with students required to undertake at least one activity, then more people would try new things, and discover they like them.

An ambitious co-curricular programme is quite affordable for schools and colleges of all kinds. State schools in Singapore and many public universities in the USA are able to offer strong co-curriculums, and elsewhere many state-funded institutions have thriving extra-curricular activities. Most co-curricular pursuits are not expensive to run, and those activities that might be more expensive, such as military cadet groups and science clubs, can often apply to outside agencies for funding. Staff often given their time free, because they believe the activities are worthwhile for the students and enjoyable for themselves to run, and many groups can also be supported by unpaid volunteers from the wider community.

Many towns today do not have a strong civil society, and in more rural areas there may be no groups at all for young people to join outside school. If schools and colleges do not provide opportunities for youngsters to broaden their experiences, then students will not get them at all. Boosting the place of the co-curriculum in schools is one way of addressing this weakness in modern society, as it will equip young people with the civic spirit, initiative and organising skills to set up their own clubs, teams and activity groups when they leave education. Finally, a successful co-curriculum often depends on building links between the school and the wider community, bringing local enthusiasts in to work with students, and sending students out to work on community projects, help in primary schools, perform for local audiences, etc.