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Co-Curricular Activities in Education: The Axle of Individuals

Holistic Development
(Sunil Kumar Singh, Assoc. Professor, Faculty of Education, BHU, Kamachha,Varanas-10,
Mobile-9450580931, e-mail: sunil.kr.edu@gmail.com)

Abstract
The all-round development of an individual (holistic development) is only possible through
balanced development of scholastic as well as non-scholastic aspects in the formal, in-formal
and non-formal educational settings in the society. Particularly, in the modern era where
individuals have to pass through phases of undue anxiety and over-stress , we find that
sometimes it leads to various types of depression and even loss of life.Here, the individuals
involvement in the co-curricular activities becomes more significant because these activities
stop various types of anxieties and stress to come near the individual . Today, the burdens of
stunts in education i.e. marks, grades, divisions etc. are also becoming fatal for growth and
life of individuals across all societies in the world. The co-curricular/extracurricular activities
help the student to overcome the stress of stunts and allow the holistic development of
individual. This paper focuses on aggregate of such activities and their importance as axle for
holistic development of individual in educational settings at all levels.
Keywords: Holistic Development, Co-curricular Activities.
Introduction
Todays world is a competitive world full of undue anxiety and overstress. The formal ,non-
formal as well as informal institutions in our society are under a state of confusion. The
informal institutions are dominated by the will of parents and members of society. The
parents and other members in the informal institutions are influenced by marks and divisions
leading to achievement of social status in the society. The Teachers in the formal institutions
are also influenced by the false indicators of students achievement i.e. the raw scores in the
examinations. The dependency on marks is also evident in the non-formal system of
education in form of grades. Although, the present system of education in India aspires to
develop all potentials of individual in a balanced manner yet it is unable to harness the more
vital potential of individuals because of the emphasis being given to the marks, percentage,
grades etc.But, recently it has been universally realized that the achievement in form of
marks, grades, percentage etc. are in reality stunts of education. They hardly indicate one
aspect of students development which is known as scholastic development. There is another
vital aspect of development termed as non-scholastic development which is equally important
for all round development of student. Therefore, it has been visualized and conceived that the
all-round development of an individual should include development of scholastic as well as
non-scholastic aspects. Such development includes academic, physical , intellectual, social,
moral, spiritual as well development of all life skills of individuals .Such type of
development is called holistic development of individual. The sole goal of education should
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be to ensure the holistic development of students. Therefore curriculum must include all these
aspects in educational transaction.It can be ensured through proper implementation of co-
curricular activities in schools. The rest part of the paper includes the various aspects of co-
curricular activities and their importance in holistic development of students.
Co-curricular Activities
According to Mc Kown (1952) these activities are as old as education itself. They were
known as used in different forms under different educational settings.The history reveals that
the term was called Extra-curricular Activities before four-five decades. It included
athletics, music, oratorical competitions, clubs for students, debating, dramatics, honour
awards, special day celebrations etc. These activities were organized mostly by the students
themselves. Some features of such activities reveal that there was:
Relatively small assistance from teachers and administrators. School time and
equipment provided was meager.
Little official recognition was given
No credit was allowed for participation.
Therefore the term extracurricular or extracurriculum.
But, slowly these activities were curricularized.As a result new designations like
Semicurricular, Cocurricular, Intracurricular, Extra-class Activities, Colleateral, Integration,
Socialization, Curricularized Activities, Supercurricular, Scnool Activities, Citizenship
Training, All Campus, Allied, Excular were widely used.All these were condensation of
extra-curricular.Accordingly they got wide recognition with following facilities:
Full-time professional directors of activities are employed.
Schoolrooms, time, equipment, and materials are provided.
The trend shows that increasingly these activities were being curricularized. On the other
hand it was realized that the following are of less practical value in real life and are in reality
Stunts of Education:
Marks
Credits
Certificates
Diplomas
Degrees
And other similar evidences.
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The focus on the above stunts has developed such a trend that Education has
become synonymous with Graduation. Education becomes unappealing for students
because we promote students for :
STUDY instead of LEARN
HARD WORK instead of USEFUL WORK
DISCIPLINE instead of SELF DISCIPLINE
ASSIGNED WORK instead of VOLUNTARY WORK
The former categories lead to the stunts and promote only Reading, Writing and
Arithmetical abilities (3R) whereas the later categories lead to wholesome
development of Head, Hand and Heart which develops 3H.They lead to All-
roundness. They promote being by doing and strengthen the student in his/her
knowledge, ideals and habits. These are the essentials of effective education.Hence all
such activities which were extra-curricular were recognized as co-curricular activities
and they have been universally accepted today as part of the curriculum.
Basic Principles underlying Co-curricular Activities:
The student is a citizen of the school with certain rights and duties.
The school must have a constructive program.
These activities should be scheduled in school time.
All students should participation requirements should be democratic.
All admission and participation requirements should be democratic.
Students should not be excused from class to participate in extracurricular activities
(except rare cases).
Activities should be considered part of regular programmes.
Permanent record of activities should be kept.
Financing should be adequate, fair and safe.
The school and community should be kept well informed about activity programme.
Extracurricular activities not all important. (A school with only such activities is as
absurd as without them)
Objectives of Co-curricular Activities:
To capitalize important fundamental drives for educational profit (to be curious, to
show off, to be loyal, to imitate, to be sympathetic etc.).
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To prepare for active life in a democracy.
To make self-directive
To teach social cooperation
To increase interest in the school
To develop group morale (school morale- assembly, games etc.)
To foster sentiments of law and order ( fear free discipline, self control).
To develop special qualities like initiative and leadership, honesty, fair play and good
sportsmanship, spirit of cooperation and mutual respect etc.
Various Co-curricular Activities:
There are a variety of co-curricular activities which are an essential part for success of school
and all-round development of students. Such as:
1. Assembly
2. Dramatics
3. Music
4. Literary Societies, debating and speaking.
5. School Trips/ Tours/Field Work etc.
6. Games and Sports
7. Social Events
8. Exhibitions and Fete
9. School Publications ( newspaper, magazine, yearbook, handbook etc.)
10. Honour societies and awards
11. Hobby clubs
12. Other such events can be included.
Organization of Co-curricular Activities:
Accrding to Singh and Singh (2007) the objectives of co-curricular activities can only be
achieved by effective implementation of such activities. It requires following fulfilments by
school administration and instructors/teachers:
1. The Administrators have firm belief in the effectiveness of such activities for holistic
development of students.
2. The Administrators should have knowledge about them and have participatory
experience of such activities.
3. The Administrators, teachers and parents should appreciate participation by students
in such activities.
4. The Administrators , Teachers and parents should be oriented in such activities
through training programs
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5. The functioning for organization of such activities requires functioning through
formation of committees of teachers and students
6. Due weight in true spirit must be ensured under Continuous Comprehensive
Evaluation (CCE) of non-scholastic abilities of students in their report card.
Co-curricular Activities as axle of Holistic Development of Students:
The foregone sections clearly reflect that holistic development requires development of 3H
and not 3R.It also requires the balanced development of scholastic and non-scholastic
abilities of students .It never depends on the stunts of education but requires real active
participation in all co-curricular activities. The participation in academic affairs only enables
the development of 3R whereas a balanced participation in academic and co-curricular
activities promotes development of 3H.Therefore the co-curricular activities have been
perceived as axle of holistic development. They enable the student to develop their life skills
and a rich character to succeed in society.
Conclusion:
Education is not graduation. Its all round holistic development of individual ensuring his/her
physical, intellectual, emotional, spiritual, social and moral development. This goal of holistic
development can be achieved only when co-curricular activities are effectively implemented
in the educational institutions on the mentioned principles to achieve the above mentioned
objectives. It should become the real part of curriculum and its effect should be evident in the
personality and report cards of students through CCE. It should be evident in the life skills of
students also, then only the mission of education will be accomplished in real terms. Let
parents, teachers and administrators should accept this reality and implement it effectively in
all types of educational settings through all related agencies of education.
References :
1. Mc Kown, H.C.(1952).Extracurricular Activities,Third Edition, New York
:Macmillan Co.
2. Singh,S.K. and Singh,N.S. (2007).Co-curricular and Extracurricular Activities,
Guest Lecture delivered at Little Flower House on 24
th
March, Kakarmatta, Varanasi







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