Management in Co-Curricular at School
Summary of Comparison of Schools
Every school has their appropriate responsibilities in building the capacity among their students. Learning is the top mission of the schools and yet, the social and motor skills of the students are also important.
New Zealand: Chilton Saint James School http://www.chilton.school.nz/school/cocurricular/
Planning
Organizing
Evaluating
Observing
Reporting
Recognizing
The activities are prepared beforehand to build the students’ sense of personal competence
The activities involved singing, dancing, and debating to Civil Defense that promotes the growth of the student as a independent and individual
The participation of the students are welcome, hence, this is open for the students who are willing to undertake the programs
The facilitators or teachers serves as the guardian for the students. Therefore, they also monitor the improvements in the students
Through the use of the blanked data, the teachers will fill the entries regarding the observed changes and improvements in the skills of the students
The school often held in-school competition wherein the students can show what they learned throughout the program
Singapore: Singapore Polytechnic at http://www.sp.edu.
Planning
Organizing
Evaluating
Observing
Reporting
Recognizing
The activities are prepared beforehand and focuses to strengthen their skills depending on their chosen art
The activities involved sports, animation, production, and many more that targets the employment of the youth in the near future
Open for the university students
The facilitators or teachers who monitor the compliance of each students
Through the use of the blanked data, the students will fill the entries and the teachers will judge the improvement in their work
The advantage that the school promote is the reality-based learning that can aid the graduates for professional employment
Thailand: Wichai Wittaya Bilingual School at http://www.wichai.ac.th/
Planning
Organizing
Evaluating
Observing
Reporting
Recognizing
They offer activities during and after school to enrich the student learning
Field trips, clubs and other school events are held but with the permission of the guardian or parents
The students are the one responsible for conducting each activity and that is to develop their skills such as leadership
There is an assurance that students will be not left alone or with the participation of the school staff
All students are part of the activities and the leaders (which are also the students) will report the everyday activities
During the school events, the administration are recognizing the students who significantly made a difference and improved their skills
Indonesia: Nanyang Girls’ High School at http://www.experiencefestival.com
Planning
Organizing
Evaluating
Observing
Reporting
Recognizing
There is a wide variety of CCA (about 33 activities) available for the students
The activities are consist of sports, performing arts, clubs, and societies
The school has done very well in the past years such as being the champions into different sports’ competitions
The school do not only value of learning but also value the artistry, self-defense, and socialism among the students
The students are guided by the professionals and ensure that the safeness remains in their top priority. The activities are well recorded by the said facilitators
Most of the students pursue their career within their discovered potentials.
Advantages of Co-curricular Activities in School
The potential contribution of co-curricular is to develop and engage the students in exploration of their potentials. From primary to college-levels, the CCA has an effect in their outcome (Keen & Hall, 2009). The public schools hired individuals who want to volunteer their time to assist professional staff with curricular and co-curricular activities. The concerns of the schools pertain in the safety of children on school grounds and thus, the administration pays greater attention towards it (Wren, 2002). The intention of the schools is to answer the needs to the curriculum and instruction and therefore, the school organizations and co-curricular activities is another aid for community partnerships and support services.
The Evaluation through CIPP 2001
The application of CIPP Model in the education became popular which is actually originated from Daniel Stufflebeam. The CIPP Model can be described as a simple system in the application of program evaluation. CIPP stands for context evaluation, input evaluation, process evaluation, and product evaluation and clearly used as a system. These types are typically viewed as separate forms of evaluation, but they can also be viewed as steps or stages in a comprehensive evaluation. In general, CIPP is quite useful in helping the individuals to focus on some very important evaluation questions and issues and to think about some different types or stages of evaluation. The accountability is the center focus of CIPP evaluation that is why it is also advisable even for counseling services Astramovich & Coker, 2007).
- Context Evaluation describes the action of what activities should be done. This includes the examination and description of the program that commonly found on the planning stage of the school because the goals and objectives are included.
- Input Evaluation describes the mode of action or the answer on how the activities should be done. This examines the extent of the program and determining if the activities are aligned with the goals. It can be identified through referring into the schools organizing and evaluating of activities.
- Process Evaluation answers the question if the program already met the goals. Through observing and reporting, the school can describe this kind of evaluation.
- Product Evaluation manifests in the success of the activities and if the goals are addressed. Through recognizing the outcome of the CCA, the school can say that the programs are effective for their students.
References:
Astramovich, R.L., & Coker, J.K., (2007) Program Evaluation: The Accountability Bridge Model for Counselors, Journal of Counseling and Development, 85(2):162+
Keen, C., & Hall, K., (2009) Engaging with Difference Matters: Longitudinal Student Outcomes of Co-curricular Service-Learning Programs, Journal of Higher Education, 80(1):59+
Wren, D.J., (2002) Selecting and Assigning Community Volunteers, School Administrator, 57(4):46
Credit:ivythesis.typepad.com
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