Benefits of ‘ After ’ School Activities

1. Benefits of ‘After’School Activities Ruth Falzon March 22, 2011

2. EDUCATION? • What does ‘after’ school activities tell us about school? • How are our schools defining education? • Are our schools reflecting the profile of our present civilisation?

3. 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)

4. 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 encouragement. Birdwell, Grist & Margo (2011)

5. CURRENT NEEDS? Eric Hoffer

6. Employability? Amongst Core characteristics employers look for are soft skills, positive attitudes motivation and flexibility. These include • willingness to work • willingness to learn, • appearance, • behaviour, • confidence, • positive gestures and • mannerisms. Newton et al (2005); Taylor (2005) Winterbotham et al ( 2001)

7. 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).

8. Accessibility for ALLThe 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)

9. What makes the difference? • Education? • Present Civilisation? • Employability? • Accessibility?

10. 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).

11. ...NYVPRC • 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)

12. …NYVPRC • 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 activities.

13. 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)

14. 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.

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

16. 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

17. 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 children.

18. 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 behaviour.

19. 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 holidays.’

20. BBC PollNICOLA PEARSON (29-08- 2010) After-school children's clubs too expensive • 67% of UK parents cannot afford after school activities. • 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

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

24. 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 work;

25. 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)

26. 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 work. 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.

27. 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 2008;

28. 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 handylater 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.

29. Recognition 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 location. • 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 MQC.

30. Recognition 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?

31. 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

32. Examples of some KMS activities • 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

33. "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)

34. Protecting our Children • 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 KMS. • NGOs – should register as from 2008 • Registered – present statute, committee as well as accounts. No need for qualifications or vetting for safety CHILD PROTECTION GUIDELINES • Work in progress in final stages • Would cover training, safety, standards and monitoring and complaints procedure.

35. Segretarjat ParlamentariGĦAŻ-ŻGĦAŻAGĦ U SPORTRAPPORT SENA ĦIDMA - MARZU 09 - 10 L-2009 kienet is-sena fejn l-għaqdiet sportivi setgħu jirreġistraw biex jiġu rikonoxxuti mal-Kunsill Malti għall-iSport għall-ewwel darba. 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. (p.47)

36. Sports participation (2004) (NSO Malta 2006)

37. Sports in 2004 Percentage of TOTAL Population

38. Recommendations 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)

39. Culture Statistics 2004 (NSO Malta 2006) • 109 NGOs serving children/& young persons • 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)

40. 2004 – Young Dancers in Malta

41. 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)

42. School of Music/Art (2006) 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

43. 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.

44. NSO, 2010 – Children 2010 http://www.nso.gov.mt/statdoc/document_file.aspx?id=2703

45. Household Budgetary Survey 2008

46. Internet after school? (NSO 2005) 79.1 % School children access the internet 91.7 % Secondary school students access the internet 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

47. 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 (2004) • 1.5 hrs Skola Sports • 1.5 hrs Girls on the move • 1.5 hrs Arty Sports

48. VAT EXEMPT? • 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 2Exempt 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.

49. 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 Benefits of After- School Activities

50. Clare AgiusActress, TV Presenter & Producer 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.