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After School Activities – Benefits - MCWO



             Ruth Falzon March 22, 2011
• What does ‘after’ school activities tell us about school?
• How are our schools defining education?
• Are our schools reflecting the profile of our present
Schools’ Success?
• Longstanding culture of prioritizing
 academic skills and excellence;
• Overwhelmingly focused on
  improving GCSE (SEC) scores;
• Little time & resources devoted
  „work-related‟ learning;
• Closed off from the outside world;
• What about the NEETs -the other 50%
 (those Not in Education, Employment or Training)
                                             Birdwell, Grist & Margo (2011)

Schools’ Success
for whom?
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

                                Birdwell, Grist & Margo (2011)

    Eric Hoffer
E    Amongst Core characteristics
m     employers look for are soft
p     skills, positive attitudes
      motivation and flexibility.
o    These include
a    •   willingness to work
b    •   willingness to learn,
     •   appearance,
i    •   behaviour,
li   •   confidence,
t    •   positive gestures and
y    •   mannerisms.
?                               Newton et al (2005);
                                      Taylor (2005)
                          Winterbotham et al ( 2001)   6
 Education and
 the Future?
• Degrees /job guarantee
  (e.g. 50% of Knowledge
  of Graduate engineers
  becomes obsolete
  within a span of 5 years)
• 90% of our present 7-year
  olds will be in jobs which
  do not yet exist
• Workless people have
  attitudinal barriers -lack
  of confidence in ability to
  learn; increasing lack of
  training motivation with
  age (Newton et al, 2005).
                   Accessibility for ALL
               The Matthew Effect (2010)

„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)

    What makes the

•   Education?
•   Present Civilisation?
•   Employability?
•   Accessibility?

          National Youth Violence
          Prevention Resource
          Center – USA (NYVPRC)
• After-school hours are the peak time for
  juvenile crimes and risky behaviors, including
  alcohol and drug use.
• Children are at the highest risk of becoming
  a victim of violence after school, particularly
  between 14:00. and 18:00
• Highest amount of juvenile
  crime occurs between 15:00.
  and 16:00 (School dismissal).

• Students who spend no time in after-school
  activities are 49 % more likely to have used drugs

• Students who spend no time in after-school activities are 37 %
  more likely to become teen parents than students who spend 1-4
  hrs a week in after-school activities (Westat, Inc. analysis of national data,1995)
• After-school programs prevent pregnancy by promoting sound
  judgment, offering health education, and providing positive
  alternatives to sexual activity ("Child Trends Research Brief," May 2002)
• If youth stay involved in after-school activities through
  adolescence, they are more likely to attend college, vote and
  volunteer as adults. (Zaff and Moore, et al. 2003)
• It is estimated that every $1 spent on ASAs/ASPs
  will save taxpayers $3 because of reductions in
  youth crime, teen parenthood and school
  dropout rates.

• This cost benefit is in addition to the life-long
  love of learning, improved level of education,
  and contributions in civic life that results from
  participation in after-school programs and

  A Meta-Analysis of After-School Programs That Seek
  to Promote Personal and Social Skills in Children and
               Adolescents concluded:
Increases in
• self-perceptions
• feelings and attitudes
• bonding to school
• positive social behaviors - behavioral adjustment
• school performance/ of academic achievement
Reductions in
• problem behaviors
• problem behaviors
• drug use                     Durlak, Weissberg & Pachan (2010)

   Two reasons for ASP/ASAs
• Children/adolescents need guidance to grow
  into productive adulthood. ASPs and ASAs
  keep youth busy between 2pm and 6 pm;
• ASPs/ASAs can provide extra time for career
  exploration, skill development, service
  learning and internships to prepare them for
  future education and work.

   Effectiveness of ASP/ASAs?
1. ASP/ASAs support and complement classroom
   learning by emphasizing social, emotional and
   physical development.
2. ASP/ASAs provide opportunities for
   informal learning.
3. Provide positive emotional climate
   without harsh, punitive controlling
   adult supervision.
4. Provide activities that support
   socialization with peers.
5. Include time for physical and
   creative activity.
(Why not also SCHOOL learning?)

Before- and After-school
  Activities - FINLAND
• A Meaningful Free Time – Every Child‟s Right
• Law for provision came into force on 1st
  August 2004
• Voluntary attendance for children
• National Board of Education guidelines
• Define the objects of the activities and the
  central contents
• Define qualifications required
• To improve the quality                         16
The Qualifications required
  of Instructors (Finland)
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

               Julia Margo,
        IPPR senior research fellow
   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
   NHS leaflet
'an orgasm a
day keeps the
doctor away’

 UK Department of Children,
 Schools and Families (2007)
„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

          BBC Poll
NICOLA PEARSON (29-08- 2010)
After-school children's clubs too expensive
• 67% of UK parents cannot afford after school
• 50% of UK parents paying
   more than £10
   per child per week
• Most parents thought that
  their children would miss
  out if they did not take part
  in such activities

        Sunday Times of Malta, 12-12-2010
Drinks for underage youths in Paceville?
               No problem.

    Education Act
    Part 1

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
 Minister Lawrence Gonzi (2007)
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)

       Timing of after-school activities
         queried by Finance Minister
                   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

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.

     Vision 20-20 (Camilleri, 2010)
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
Vision 20-20
(Camilleri, 2010)

Degree Plus
(p. 79)

• intended to promote the acquisition
  of experience and skills outside the
  curriculum of degree programmes,
  which can come in handy later on in
  one‟s personal life or to enhance
  one’s employability.
• No any formal ECTS but formally
  acknowledged in transcript and the
  Europass Diploma Supplement.
• More than 3000 students since
  launch in 2007.                        28
  of ASAs

Secondary School Certificate and Profile - Guidelines
  determining the verification of informal learning in secondary
  education (2010)

• Informal Education includes all activities in which the student
  takes part and which take place after school hours. These can
  be carried out on school premises or any other approved

• For Informal Education activities to be given credit in the
  Secondary School Certificate and Profile transcript, the
  organization offering such activities must be registered with
   of ASAs

• Informal Education carries a 10% share of the whole
  Secondary School Certificate and Profile allotted marks.

• Although Informal Education takes place outside school hours,
  it is not independent from school's ethics, rules and
  regulations. If activities are deemed to be in conflict with the
  school's ethics, rules and regulations, the school can deduct or
  refuse to validate.

• For Informal Education activities to be considered as valid for
   accreditation on the Certificate, these must be carried out
   during the scholastic year, i.e. between October and May.
• Why not ONE BODY - MQC joining
   the National Council for Higher Education?
 Kunsill Malti għall-Isport
• KMS is responsible for the administration
   of four main sports facilities in Malta.
• Maximum use of all public sports facilities
• fuller use of the various government sports
  facilities sports facilities in Government
  schools after school hours.

Programme in collaboration with Local Councils
• Twice weekly 90-minute sessions sports activities
  (school age)
• 25% funding from KMS, 25% Dept of Local Councils,
  50% local council totally free for participants
• All personnel must be trained
Examples of some KMS
• Social Inclusion programme in Cottonera : 380 participants (6-
  12 years) Sports and dance totally free of charge
• Skola Sport (48 euro per annum) 1.5 hrs a week
• Girls on the move (12 euro per annum) 1.5 hours a week to
  encourage more participation
• Summer on the move – not subsidized
• Active youngster (9-16) – in summer
• Arty Sports – traditional games, games on historical sites 1.5 hrs
  a week 5-16 year olds
• SPORTS programme for M.U.S.E.U.M.
  children on Sundays –trained coach
  rotation/funded by KMS
• Walking Club - Tal-Handaq track

"The MFA is delighted to be working so
  closely with the government to provide
  equal opportunities for all Maltese
  children. We feel we have achieved
  success when we see the children's
  faces beaming with happiness.“
 Maria Mifsud, MFA 22-02-2011 on the 3rd School Futsal Festival
 (56 schools)                                                   33
                     Protecting our
• KMS established in 2003 and there is to date no regularization
• To register with KMS, school (with profile) or club (NGO)
• Clubs/School are not regularized but can be registered with
• NGOs – should register as from 2008
• Registered – present statute, committee as well as accounts.
  No need for qualifications or vetting for safety

• Work in progress in final stages
• Would cover training, safety,
  standards and monitoring and
  complaints procedure.

      Segretarjat Parlamentari
L-2009 kienet is-sena fejn l-għaqdiet sportivi setgħu jirreġistraw
biex jiġu rikonoxxuti mal-Kunsill Malti għall-iSport għall-ewwel

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.

   Sports participation (2004)
                 (NSO Malta 2006)

        2001        2002            2003   2004
 5-14   23,628     24,808       18,992     19,810
15-19   16,474     17,254       16,268     16,534
TOTAL   40,102     42,062       35,260     36,344

        Sports in 2004
Percentage of TOTAL Population
              % Male   % Female   % TOTAL
2001   5-14    71.5      14.5      43.8
2002   5-14    75.8      15.4      46.5
2003   5-14    62.8      08.1      36.6
2004   5-14    66.4      09.6      38.9
2001 15-19     78.3      33.9      56.9
2002 15-19     82.6      36.4      60.4
2003 15-19     83.3      29.4      57.3
2004 15-19     84.8      29.6      58.0   37

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)

      Culture Statistics
      2004 (NSO Malta 2006)
• 109 NGOs serving children/& young
• 12.7%. Membership increase from 63,476
  (2001) to 71,509 (2004)
• 45.1 % youth population aged 5-29 yrs
• 61.5 % Male membership.
• Female participation on the increase:
  38.5 % (2004)
  35.0 % (2003)
  34.3 % (2002)

                   2004 – Young Dancers
                          in Malta

Dance                3-9 yrs  10-14 yrs 15-19 yrs
Ballet (1411)      10 ♂ 829♀ 0 ♂ 381 ♀ 0 ♂ 191 ♀
Jazz (609)         13 ♂ 198 ♀ 7 ♂ 213 ♀ 6 ♂ 172 ♀
Cont./Mod. (329)   12 ♂ 155 ♀ 0 ♂ 84 ♀ 1 ♂ 77 ♀
Spanish (175)       0 ♂ 27 ♀ 2 ♂ 87 ♀ 2 ♂ 57 ♀
Tap (60)            1 ♂ 25 ♀ 0 ♂ 28 ♀ 0 ♂ 6 ♀
Ballroom (45)       3 ♂ 3 ♀ 10 ♂ 10 ♀ 8 ♂ 9 ♀
L. American -136    8 ♂ 53 ♀ 12 ♂ 32 ♀ 11 ♂ 20 ♀
       Drama Centre (2006)
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/Art

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
    Temporary Register for
Accreditation Training of the Arts.
• The Malta Council for Culture and the Arts (MCCA)
  announced a temporary measure for institutions/
  individuals who provide training of the Arts.
• To register as a tuition centre with the Directorate
  for Quality and Standards in Education.
• Temporary measure pending appropriate
  accreditation and quality assurance structures.
• Temporary registration allows tapping council and
  state incentives
• Temporary until further provisions from the
  appropriate structures are set up.

     NSO, 2010 – Children 2010

Household Budgetary Survey

    Internet after school?                                (NSO 2005)

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

    Kemm Qegħdin Tajjeb?

• 5.1 hrs online each week average.
• 8.2 hrs online each week 3rd-5th formers
• 1.2 hrs average number of dance hours
• 1.5 hrs Skola Sports
• 1.5 hrs Girls on the move
• 1.5 hrs Arty Sports
• Musical Instrument lessons – VAT Exempt
• Art lessons are VAT Exempt
• Ballet ONLY dance that is VAT Exempt – „an
  exception‟ –after heavy lobbying
• Sports – VAT Exempt only if they are Article
  11 VAT Exempt status (14,000 threshold)
• VALUE ADDED TAX ACT Fifth schedule Part 2
  Exempt without credit supplies
  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.
    Benefits of After-
    School Activities
•   Development
•   Creativity
•   Stress Relief
•   Self-Confidence
•   Team Spirit and Camaraderie
•   Sense of Community
•   Time Management
•   Employability
•   Character Building
•   Respect
•   Responsibility
•   Citizenship
•   Health
•   Circle of Friends
•   Scores
•   Quality of Life               49
  Clare Agius
  Actress, TV Presenter &


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.
Lydia Caruana
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
               Dr Dione Mifsud
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

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
        Aaron (23-year old)
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.

         Aaron (23-year old)
E-mail 2 - I also would like to add the following
  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.
          Aaron (23-year old)
…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.

Deborah B. Psy (Hons)
Present Job – Class Facilitator
(21- year old)
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
    Thoughts and
• Overhaul of the Maltese School experience
• The Homework Culture
• ASA and children‟s right
• ASA should be supported/monitored by law
• Minimum one activity a week per child
• School hours?
• Should be in the local community
• Properly trained/warranted personnel/Correct qualifications
• Government sponsors for children to attend after school
  activities of their choice and locality
• Linked with PSD/Youth Work/academic learning
• A whole community Approach
• Terminology – AFTER School?

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!                     58
Miriam Teuma
CEO Aġenzija Żgħażagħ
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.
Matthew Scurfield

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.                   60
Amanda Caruana
PSD and Guidance Teacher
Youth Worker
President, MPSDA

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.

               Carmen Galea
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

Carmen Galea
School counsellor
St Ignatius College
President MACP
IAC membership chair
Homestart executive Committee                          62
  Patrick Decelis Assistant Head
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.

      Enrique Cuschieri
        B.Psy. (Hons)
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.''
             Christiane Sullivan
             Health Psychologist
• We need to be clear about what we mean by After School
  activities. If these are to mean recreational activities such as
  sports or other creative / cultural activities that help to
  broaden a child's knowledge and experience of the world,
  then yes these are certainly beneficial. Unfortunately, many
  parents continue to pump their children with after school
  academic work, which besides HW given by the child's school,
  also includes a hefty amount of private lessons each day.

• If education is the concern, there are certainly other ways we
  can educate our children that don't need to tax them so
  much. At the rate we are going, we are creating stress for our
  children that possibly leads to further mental health problems
  as the child grows up.

                  …Christiane Sullivan
                  Health Psychologist

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

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.

          Vanessa Camenzuli
   B.Psy (Hons) student, Singer and singing teacher
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!
           Courtland C. Lee, Ph.D.
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.

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  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                69

Mr Roderick Vella KMS
Mr Sean Buhagiar MCCA
Mr Clyde Caruana NSA


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