Co-Curricular Activities Organization

Basically speaking activities encompassing the prescribed courses of study are

called curricular or academic activities. In simple words it can be said that
activities that are undertaken inside the classroom, in the laboratory,
workshop or in library are called “curricular activities.” These activities are an
integral part of the over-all instructional programme. Because in the
organisation of these activities or programmes there lies active involvement of
the teaching staff of the educational institution.

Curricular activities include:

(i) Classroom activities:

These are related to instruction work in different subjects such as classroom
experiments, discussions, question-answer sessions, scientific observations,
use of audio-visual aids, guidance programmes, examination and evaluation
work, follow-up programmes etc.

(ii) Activities in the library:

It deals with reading books and magazines taking notes from prescribed and
reference books for preparing notes relating to talk lessons in the classroom.
Reading journals and periodicals pertaining to different subjects of study,
making files of news-paper cuttings, etc.

(iii) Activities in the laboratory:

These refers to activities which are carried out in science laboratories, social
science room (history and geography), laboratories in humanities (psychology,
education, home science etc.)
(iv) Activities in the Seminars, workshops and conferences:
These activities refer to the presentations, discussions, performed by delegates
and participants on emerging areas of various subjects of study in workshops,
seminars and conferences.

(v) Panel discussion:

For enriching knowledge, understanding and experience of both the teachers
and students panel discussion is essential, which would have be organised in
the classroom situation. Organisation of this programme facilitates scope for
interplay of expressions on the topic under discussion. After stating the
various types of curricular activities it is essential to highlight the fact that
academic or instructional work in any subject will be meaningless if it will not
be accompanied by one or all of the above mentioned activities.

Committees of Curricular Activities:

For smooth organisation of curricular activities in order to ensure sound
management of these, there is the need of formation of different committees
in every educational institution. This will pave the way for proper institutional
management.

These are as follows:

(i) Syllabus Committee:

This committee plays a vital role for ensuring proper academic transaction of
the educational institutions. It comprises the senior academicians of different
disciplines. Its major purpose is to prepare the framework of the courses to be
covered during an academic session and determine the instructional
programme for every class.
(ii) Library Committee:
A library committee may be formed for proper academic development of
students. As it is true that library is the heart of an institution. For actualizing
this the need of formation of this committee is felt. For this the committee has
to prepare the list, of prescribed books, reference books and magazines,
journals, periodicals of national and international importance each year.

(iii) Time Table Committee:

This committee consists of the selected teachers who have ability, efficiency
and aptitude for preparing time table for the educational institutions. This
committee has been entrusted upon the responsibility of preparing new time
table for the new academic session by the head of the institution.

The time table preparation work would have been done before or after
reopening of the educational institution. While preparing time table for
different classes they give importance on the physical facilities available, the
staff position for teaching and principles of time table preparation. Besides,
the committee gives weight-age to different subjects in terms of periods or
hours while preparing the time table and also revises or modifies it during the
session as and when necessary.

(iv) Institutional Planning Committee:

It is perennial that planning is a must when there arises the overall

improvement of an educational institution as it results in proper management
of every educational institution. For this every institution should have a
‘planning committee’ under the chairmanship of the head of the institution.

It is essential to highlight here that planning for every institution should be

done in accordance of the resources available in it. The major concern of this
committee is to co-ordinate both curricular and co-curricular activities. In
relation to curricular perspective this committee co-ordinates the activities of
the committees meant for proper academic or curricular programmes.

(v) Examination Committee:

This committee is formed for the purpose of conducting different
examinations smoothly. This committee carries out in overall charge of
conducting examination and evaluation work. For this the committee prepares
programme schedules for different examinations, makes arrangement for
questions, answer scripts, invigilation work, evaluation work, tabulation and
publication of results.

(vi) Guidance Committee:

In recent years formation of guidance committee has become essential for
every educational institution. The prime cause behind it is now “organisation
of guidance and counselling services has become an integral part of curricular
activities.” Because this committee organizes orientation programmes for the
students in selection of their subjects of study, selection of elective subjects to
be taken, choice of job, further education and training.

Besides this, for giving more knowledge and information to the students about
these, they may be taught on personal, educational and vocational guidance by
this committee. This committee consists of counsellor, career master, teacher
having interest and area of specialisation in guidance headed by the head of
the institution.

Co-Curricular Activities:
Broadly speaking co-curricular activities are those activities which are
organised outside the classroom situation. These have indirect reference to
actual instructional work that goes on in the classroom. Although no provision
has been made for these activities in the syllabus but provision has been made
for these in the curriculum.

As the modem educational theory and practice gives top most priority on all
round development of the child there is the vitality of the organisation of these
activities, in the present educational situation. So for bringing harmonious
and balanced development of the child in addition to the syllabus which can be
supplemented through curricular activities, but the CO- curricular activities
play significant role. These activities are otherwise called as extra-curricular
activities.

It is therefore said that the co-curricular or extra-curricular activities are to be

given importance like the curricular activities. So now organisation of co-
curricular activities is accepted as an integral part of the entire curriculum.

Types of Co-Curricular Activities:

Co-curricular activities are categorized in the following heads:
(i) Physical Development Activities:
These activities include games, sports, athletics, yoga, swimming, gardening,
mass drill, asana, judo, driving, etc.

(ii) Academic Development Activities:

These activities include formation of clubs in relation to different subjects.
Such as science club, history club, ecological club, economics club,
geographical club, civic club etc. Besides this the other activities like
preparation of charts, models, projects, surveys, quiz competitions etc. come
under this category.

(iii) Literary Activities:

For developing literary ability of students the activities like publication of
school magazine, wall magazine, bulletin board, debates, news paper reading,
essay and poem writing are undertaken.

(iv) Cultural Development Activities:

The activities like drawing, painting, music, dancing, dramatics, folk song,
fancy dress, variety show, community activities, exhibition, celebration of
festivals, visit to cultural places having importance in local, state, national and
international perspective come under this category.

(v) Social Development Activities:

For bringing social development among students through developing social
values resulting in social service the following co-curricular activities are
organised. Such as – NSS, girl guiding, red cross, adult education, NCC, boys
scout, mass programme, social service camps, mass running, village surveys
etc.

(vi) Moral Development Activities:

The co-curricular activities like organisation of extra mural lectures, social
service, celebration of birth days of great-men of national and international
repute, morning assembly should be organised. These activities bring moral
development among individuals.

(vii) Citizenship Training Activities:

The activities like student council, student union, visits to civic institutions
like the parliament, state legislatures, municipalities, formation of student self
government, co-operative stores are essential for providing useful and
valuable civic training.

(viii) Leisure Time Activities:

These activities are otherwise known as hobbies of different students. These
include activities like coin-collecting, album making, photography, stamp
collecting, gardening, candle making, binding, toy making, soap making, play
modeling etc.

(ix) Emotional and National Integration Development Activities:

Under this category organisation of camps, educational tours, speech
programmes, celebration of national and international days are included.

Principles of Organisation and Management of Co-Curricular

Activities
For making the co-curricular activities meaningful in order to bring all-round
development of students, there is in need of ensuring sound organisation and
management of these activities. For this certain principles should be followed
while organizing and managing co-curricular activities. These are also known
as essentials of organisation and management of co-curricular activities.

So these principles as essentials of organisation and management

of co-curricular activities are given below:

(i) Appropriate selection:

It implies that co-curricular activities are to be selected in such a way that will
suit the interest of the students and facilities available and would be available,
shortly in the educational institution.

(ii) Variety of Activities:

A wide variety of activities should be planned for the sake of meeting the
different needs of all the categories of students.

(iii) Adjustment in School Timing:

The major purpose of this principle is the co-curricular activities are to be
organised during school hours. For smooth organisation of these activities it
should be placed in the time table in such a manner that will be organised
mostly one hour before and after the instructional work of the educational
institution. As a result of which the students will be facilitated to take part in
different activities without facing any problems.

(iv) Guidance of Teachers:

All the co-curricular activities should be organised strictly under the guidance
of teachers.

(v) Casual Growth of the Activities:

This principle states that activities should be started in a slow and steady
manner and developed gradually.

(vi) Facilities to Teachers:

Some credit either in the form of less teaching periods or in the form of extra
payment to teachers should be given to encourage teachers.

(vii) Provision of Necessary Facilities:

It refers to the fact that before organizing any co-curricular programme
materials needed and facilities required are to be prepared in advance and
then the programme will be organised.

(viii) Participation of a Large Number of Teachers:

All the teachers should be actively involved in the organisation of co-curricular
activities in their institution. For this head of the institution should make the
distribution of charges in such a manner that each member of teaching staff
will remain in charge of a particular activity of his interest.

(ix) Provision of Funds:

The financial status of the educational institution in general and financial
allocation in relation to a co-curricular programme should be taken into
consideration while selecting activities. Because the degree of success of any
co-curricular programme depends upon maximum utilization of human and
material resources available in the educational institution. Otherwise no co-
curricular activity will be accepted if the financial status of the educational
institution is not permitted.

(x) Fixation of Regular Time, Data and Venue:

Before organizing any co-curricular activity the time, date and venue are to be
informed to the pupils earlier, as a result of which there may not be any
disturbance in relation to dislocation and confusion.

(xi) Balancing the Work Load of Teachers:

For maintaining balance in the work load of the teachers in charge of co-
curricular activities should be rewarded either in allotting them less number of
theoretical classes or in the form of honorarium.

(xii) Involvement of Community:

Involvement of community members should be ensured at the time of
organizing different co-curricular activities. This will enable them to become
aware about different co-curricular programmes and their role in bringing
harmonious development of their wards. Besides this participation of
community members act as safeguard to the authority of an educational
institution in a large scale.

(xiii) Evaluation:
Provision of evaluation should be made for monitoring the co-curricular
programmes encompassing upon the services and value of these activities.

(xiv) Maintenance of Records:

A detailed record should be maintained by the educational institution on the
organisation of various co-curricular activities. Institutional management
comprises two major components which are presented above and the success
of institutional management depends upon these two major components.

Saying and doing will never suffice if importance will not be given on student
welfare services, school plant, institutional planning, institutional climate and
discipline, management of educational finance etc.

Educational Value of Co-curricular Activities

Some of the most important educational value of co-curricular
activities are as follows:
1. Useful In Physical Development:
Co-curricular activities specially the physical activities, help in the normal
growth and development of the body. The activities like sports, athletes, and
games lead to the muscular development of students. These develop helpful
habits and keep the students physically fit.

2. Helpful In Social Development:

The co-curricular activities are carried out in social environment. The pupils
work together, act together and live together. This helps in socializing the
child and develops social qualities, like team spirit, fellow feeling, co-
operation, toleration etc. Activities like scouting, first aid, red cross,
community living etc. provide complete social training to children.

3. Training for leadership:

In these activities the students are actively involved in the organisation of
different programmes. They discharge various responsibilities and therefore
get opportunities to come forward and lead. They get training for leadership.
Their talents are recognized and developed.

4. Academic Value:
Co-curricular activities supplement class work. These enrich and widen the
bookish knowledge of students. They get opportunities of observation and
experience.

5. Useful In Moral Development:

The co-curricular activities have a great moral value. These activities provide
facilities for moral experience and moral conduct. Through sports the students
develop sportsmanship. It believes in fair play. While distinguishing some
responsibilities the moral development must be honest, just and impartial.

6. Essential for Emotional Development:

These activities meet the psychological needs of pupils and lead to their
emotional development. Their instincts are sublimated. Instincts like
gregariousness and self-asertation which are so dominant in adolescence
period find expression in one activity or the other. The activities also lead to
emotional training.

7. Disciplinary Value:
The pupils get a number of facilities to frame certain rules and regulations
concerning activities. They also act according to the rules. They themselves
impose restrictions on their freedom. Hence, they learn mode of discipline
which is self imposed. They learn to behave with a sense of responsibility.

8. Cultural Value:
There are co-curricular activities which have great cultural value. The
activities like dramatics, folk- dance, folk-music, variety shows etc. provide
glimpses of our culture. These activities help in the preservation, transmission
and development of our cultural heritage.

9. Aesthetic and Recreational Value:

The co-curricular activities bring a healthy change in the dull classroom
routine. The pupils feel relaxed and free when they perform activities like
sports, cultural programmes, dances, drama etc. The activities like drawing,
painting, fancy dress, music, preparation of models etc. develop aesthetic
sensibility.

10. Proper Use of Leisure Time:

Some co-curricular activities help in the proper use of leisure time. For
example: crafts, hobbies and other creative activities can be pursued by the
pupils. In the absence of such constructive activities, they may pick up some
bad habits.

Co-Ordination of Co-Curricular Activities

Before launching programme of any activity (co- curricular) it should be
approved democratically by the staff both the teaching and non-teaching as a
whole. Coaches or sponsors of school activities should be the members of the
staff and not outsiders.
The introduction of the programme of co-curricular activities should be
gradual. Any activity should be introduced only when the school has a need for
it and when its students are interested in it. The number and type of activities
to be developed in any educational institution or school should be determined
by the size of enrolment and the needs of the school activities should not be
over organised even in a large school. Smaller schools shouldn’t waste time
and energy and squander away money in an attempt to copy the larger schools
blindly.

Activities that are organised in the school should, aim for achieving civic,
social, moral and other worthwhile values as far as possible. Activities for
enjoyment are useless though they may be harmless. The number of activities
which allows students to take part in different activities in an academic year
should be according to their needs and requirements.

A restriction on participation for students is required as it will check the

overloading nature of organizing any co-curricular activity. However, the
students having same abilities, interests, attitudes, aptitudes should
participate in large number.

As it is desired and expected that the maximum possible number of students

shall participate in each co-curricular activity and each activity should be open
for all. It doesn’t mean that there should be non-consideration for reasonable
standards of achievement or for eligibility to take part in it. In order to ensure
a great deal of all round development in children it is essential on their part to
participate both in curricular and co-curricular activities.

Hence before the commencement of an academic session it is essential on the

part of the educational institution to make a deliberate planning on the
organisation of both curricular and co-curricular activities. This results in
proper management of every educational programme that tends to make any
educational programme grand success.

Need of Curricular and Co-Curricular Activities:

Both curricular and co-curricular activities or progrmmes are responsible for
satisfying management of an educational institution. So it is essential to know
the need of these two types of activities.

These are given below:

1. Organisation of curricular activities enables students to be active in the
classroom and the organisation of co-curricular activities brings sound health
and proper physical fitness among the students through organizing games and
sports.

2. Proper organisation of curricular activities develops study habits among the

students. And the co-curricular activities develop literary talents of the
students.

3. Organisation of curricular activities provide both theoretical and practical

knowledge to students in their taught subject matters and co-curricular
activities provide scope to apply the obtained knowledge in different
situations.

4. Proper organisation of curricular activities enable the students to have their

academic brilliance by acquiring mastery over their subjects of study. And co-
curricular activities provide ample scope for the students for social adjustment
through different social activities.

5. Organisation of curricular activities give a sound theoretical knowledge and

understanding about useful, responsible and democratic citizenship to the
students in the classroom situation. This becomes possible through academic
treatment of civics and politics.

For practising the spirit of this type of citizenship among the students, co-
curricular activities are to be organised through formation of student unions,
student councils etc. in the educational institution. The cause behind it is to
train the students practically how to develop responsible democratic
citizenship.