Introduction

Co-Curricular Activities (CCA) are the activities which are undertaken along with academic
studies. They supplement academic curriculum and help in learning by doing. These
activities help students to develop problem solving, reassures critical thinking,
communication, and collaborative abilities. The Co-curricular activities help students in
emotional and overall personality development. Activities such as recitation, quiz,
extempore, elocution, debate, mono act, fancy dress competitions are conducted for students
all round development.

- Navodaya Vidyalaya Samiti

( An Autonomous Body Under Ministry of Education ) Government Of India

Curricular activities are those activities that are a part of the curriculum.
Co-curricular activities are those activities that are outside of but usually complementing
the regular curriculum.
Extracurricular activities are defined as those school-based activities that are not tied to
the curriculum.
Co-curricular refers to activities, programs, and learning experiences that complement, in
some way, what students are learning in school—i.e., experiences that are connected to or
mirror the academic curriculum.

Co-curricular activities promote enthusiasm, vitality, positive thinking and team spirit which
in turn, contribute to personality development. Co-curricular activities facilitate the
development of various domains of mind and personality such as intellectual
development, emotional development, social development, moral development, and
aesthetic development.

Generally speaking, co-curricular activities are an extension of the formal

learning experiences in a course or academic program,
while extracurricular activities may be offered or coordinated by a school, but
may not be explicitly connected to academic learning. This distinction is
extremely fuzzy in practice, however, and the terms are often used
interchangeably.

Today, it is difficult to define co-curricular activities because all teachers have some
definite responsibilities for their organization; many full time professional teachers
are employed, school rooms, time, equipment and materials are provided; their
relationships with regular curricular activities are regarded as vital; credit for
participation is allowed and recognition is also given.
In short, we can say that according to modem education thinkers, curriculum is not
only teaching and learning in classroom. It also includes work in library, laboratory
and workshop, participation in games and sports in playground and numerous
informal contacts between teacher and pupils in these places. In these informal
contacts there are very many activities. one of which is co-curricular activities. It is a
part of curriculum of the institution.

A few examples of common educational opportunities that may be considered co-

curricular include student newspapers, musical performances, art shows, mock trials,
debate competitions, and mathematics, robotics, and engineering teams and
contests. But given the differing interpretations of the term, as well as its many
potential applications, it’s best to determine precisely how co-curricular is being used
in a particular educational context.

Meaning of Co-curricular Activities

Co-curricular activities (CCAs) earlier known as Extracurricular Activities
(ECA) are the components of the non-academic curriculum that helps to
develop various facets of the personality development of the child and
students. For the all-round development of the child, there is a need for
emotional, physical, spiritual, and moral development that is complemented
and supplemented by Co-curricular Activities.

Definition of Co-curricular Activities

Co-curricular Activities are defined as the activities that enable to
supplement and complement the curricular or main syllabi activities. These
are a very important part and parcel of educational institutions to develop
the students’ personality as well as to strengthen classroom learning.

These activities are organized after school hours, so known as extra-

curricular activities. Co-curricular Activities have a wide horizon to cater to
the cultural, social, aesthetic development of the child.
The extracurricular activities definitions by leading modern
educational thinkers and others are:

“Activities sponsored or recognised by a school or college which are not part of academic
curriculum but are acknowledged to be an essential part of the life of an educational
institution. Co-curricular activities include sports, school bands, student newspapers etc.
They may also be classed as ‘Extracurricular’ that is activities carried out on outside the
regular course of study; activities outside the usual duties of a job, as extra class activities”-
The International Dictionary of Education (1997)

“Co curricular activities were mainly organized after school hours

and so were the extra curricular but they are not an integral part of
the activities of the school as its curricular work”- according to
Aggarwal (2000).

“Co-curricular activities may be defined as the activities undertaken to strengthen the

classroom learning as well as other activities both inside and outside the classroom
to develop the personality of the child”- according to Bhatia (1996) .

“Various social and other types of activities like literary, dramatic,

social services etc. which attracted the attention of the child were
considered as extracurricular activities. Extracurricular activities
have been renamed by educationists as co curricular, which implies
that all these activities are a part of school curriculum”.- according
to Mittal (1999).

Role of co-curricular activities in a student’s life

Co-curricular activities are the true and practical experiences received by
students. It helps students to make career in Economics, Commerce,
Mathematics, Accountancy, Nutrition, etc. To a greater extent, theoretical
knowledge gets strengthened when a relevant co-curricular activity is
organized related to the content taught in the classroom. Intellectual
aspects of personality are solely accomplished by the Classroom, while
aesthetic development, character building, spiritual growth, physical
growth, moral values, creativity, etc. are supported by co-curricular
activities. It helps to develop coordination, adjustment, speech fluency,
extempore expressions, etc. among students both at the school as well as
college levels. If you are good in Co-curricular activities, the subjects like
Commerce and Economics can be handled easily.

Importance and Benefits of Co-curricular Activities

Gyanunlimited (2011-2014) enlisted the following

importance and benefits of co-curricular activities:
1. Co-curricular activities stimulate playing, acting, singing,
recitation, speaking, and narrating in students.
2. Activities like participation in game debates, music, drama, etc.,
help in achieving the overall functioning of education.
3. It enables the students to express themselves freely through
debates.
4. Games and Sports help to be fit and energetic to the child.
5. It helps to develop the spirit of healthy competition.
6. These activities guide students on how to organize and
present an activity, how to develop skills, how to co-operate
and co-ordinate in different situations-all these helps in
leadership qualities.
7. It provides the avenues of socialization, self-identification, and
self-assessment when the child comes in contact with
organizers, fellow participants, teachers, people outside the
school during cultural activity.
8. Inculcate the values to respects other’s views and feelings.
9. It makes you perfect in decision-making.
10.It develops a sense of belongingness.
11.CCA provides motivation for learning.
 12.CCA develop values like physical, psychological, Ethical,
academic, civic, social, aesthetic, cultural recreational, and
disciplinary values

https://www.gmsss44.com/2016/12/12/co-curricular-activities-in-school/

Examples of Co curricular Activities in Primary School

It is the primary level, where the importance of co-curricular
activities cannot be ignored. All the education thinkers had given
prominent space to CCA in this stage. The different co-curricular
activities examples are as follow:
Recitation
Simple story writing
Play
Parade
Music
Dancing
Drawing
Painting
Fancy dress
Folk Dance
Assembly
Reading
Co curricular Activities in Secondary School
A number of parents are worried related to participation of their
candidates in co-curricular activities. They raised question what is
the importance of co-curricular activities in school. Here, the role of
event motivator has become pivotal pursuing the parents regarding
benefits of co-curricular activities. In high school, a large number of
co-curricular activities are organized. Examples of co-curricular
activity conducted in senior secondary school are:
Debate and discussion
School magazine
Dramatics
Study circle
Clubs
Societies
Art groups
Seminar
Kavi Summelan
Library work
Sports and Games
Indoor and outdoor athletics
Mass drill
Parade
Scouting
Music
Dancing
Drawing
Painting
Sculpture
Dramatics
Exhibition
Fancy dress
Folk Dance
Folk Songs
Cooperative Bank
Cooperative Store
Assembly
Students’ Council
Celebration of Religious
National and Social Festivals
Organizing of School Panchayat Mock Parliament.
Social Study Circle
Fair
Professions
Cultural Programmes
Guiding
First Aid
Red Cross
Social Survey
Stamp Collection
Coin Collection
Collection of Copies
Photography
Reading
Needlework
Knitting
Picnic
Visit to Museum, Zoo etc.
Examples of Co curricular Activities in Colleges
Co curricular activity is an integral part of college and university
students. CCA develops social interaction and healthy recreation in
the atmosphere of formal education. In many colleges and
universities, thrust is given in leadership development through
designing some specific co-curricular activities. The importance of
CCA in colleges has increased in the recent times. Some of the
examples of CCA in college are:
Debate and discussion
Workshops
Seminar
Conference
Social-interaction
Dramatics
Study circle
Clubs
Societies
Art groups
Library work
Sports and Games
Indoor and outdoor athletics
Mass drill
Parade
Scouting
National Cadet Corps (NCC)
National Sports Organisation (NSO)
National Service Scheme (NSS)
ACC
Music
Dancing
Dramatics
Exhibition
Cultural Programmes
Guiding
Red Cross
Social Survey
Stamp Collection

Role of a Teacher in Organising curricular Activities

1. The teacher must be a good planner so that the different

activities could be carried out systematically throughout the
year.
2. It should be the duty of the teacher to give more and more
opportunities for the child while performing co-curricular
activities.
3. The Teacher should act as an Innovator by introducing some
innovative programs.
4. The teacher must be a good organizer so that the students
experienced a maximum of it.
5. He should too act like director, recorder, evaluator, manager,
decision-maker, advisor, motivator, communicator,
coordinator, so that the student and child could gain a
maximum of finer aspects of Co-curricular activities.

Co curricular Activities Difficulties

The organizer has to face many problems while organizing co-
curricular activities. One of the most important lacuna in conducting
these activities are unavailability of equipments and tools due to
financial indecisiveness. There are number of students who generally
don’t show enthusiasm towards such works. It all depends upon the
motivator how to persuade these students for extra-curricular
activities. School time-table is also not included these activities.
Generally, they get place before or after school hours. Appropriate
playground or space is also constraint with some school. Teachers
are also not well-versed in organizing different activities. In the
modern education system, students are loaded with homework, so
get lesser time to enjoy. In many research, it has been shown that
co-curricular activities are neglected in formal education. There is
no specialized teacher for field works or extra-curricular activities
in school. Some parents also show their disinterest in these
activities. There is no as such disadvantage of extra-curricular
activity, if these activities are not implemented suitably, the
students will unable to harness its benefits to the fullest.

Co-curricular activities in Economics

3.1 Student Magazine and Newspaper

Student magazine and newspapers are excellent venues to develop writing and editing skills.
Though this co-curricular activity the students can be encouraged to write on current issues
related to economics and its branches.
For example, student can voice their opinion about Russian - Ukraine war and its
repercussions for the Indian Economy.

There are usually multiple areas that the student can work on, including design, editorial,
writing and journalism. Many institutions have both local news, political reports, and
comment sections that deal with more sensitive issues which give students an opportunity to
voice their opinion.

At some institutes, the paper may not be the only literature the institute publishes. Many have
an academic journal, either published by the institute or student-led, which publishes
academic articles on various topics. Finally, literary magazines can be a good place for the
aspiring writer to start, which are generally student-edited and publish much of the best prose
and poetry from students and alumni alike.

Learning how to write well is also essential if learners are going to be communicating
complicated economics ideas in monographs or in articles for whichever company or institute
they are working for, and something that writing often will enable. Academic language is
often impenetrable, so staying away from that and presenting ideas clearly and concisely is an
invaluable skill.

3.2 Debate

Debates provide chance to practice oral presentation, argumentation, and critical thinking
skills, all of which are essential skills for all but especially economics students. Debates are a
great way to practice public speaking, which is important life skills to be able to express
one’s ideas with verbal fluency.

Communication is one of the most important soft skills to have, useful in all aspects of life,
from giving presentations on thesis to asking for a pay rise at work. It helps built all other soft
skills needed to be successful: leadership, networking, delegation, and others. Being able to
effectively communicate one’s ideas and research, or back up one’s economics findings, is
essential to being successful.

3.3 School Bank

While diving deep into the theory and study of various subjects, the school curriculum don’t
often focus on imparting the type of practical education that would be useful in the day-to-
day adult world.

Through a co-curriculum activity such as school bank the students can learn about the
processes and importance of saving, investing, depositing, withdrawing, and earning back
interests. Such an activity let the students get hands-on experience of the banking system.

Such activities make the students independent thinkers, and learn how to manage their
finances, so they can be more responsible with the money their parents give them for
expenses. It encourages a saving mindset amongst the students.
For Example: To instil a sense of ownership, each student has their own personalised locker
where they can deposit money. They are also given handmade passbooks where teachers note
down the amount of money they have saved. If they wish to withdraw money, they must fill
in a handmade challan and withdraw money through a handmade cheque. Administratively as
well, the bank can be handled by students, as manager, as accountant, and as cashier.

3.4 Cooperative Stores/Society

Co-curricular activities which focus on planning, purchasing, selling, pricing, and

maintaining of records, such as cooperative stores can be organized for economics students.
Through a co-operative society the students learn and work through actual practice under
careful supervision of a teacher how a co-operative society is run.

Additionally, Co-operation is one of the most important lessons a school should provide to its
students. Co-operative societies provide practical knowledge concerning co-operative living.

For example: A school co-operative society can deal with books and stationery which can be
purchased by a school or by students acting as shareholders, and sold by students.
Selling of books can be done at a specific space and at a specific time. Accounts of buying
and selling or income and expenditure are to be maintained under close supervision of a
teacher-in-charge. Decisions concerning buying and selling of books and stationery should be
taken participative through regular meetings. A co-operative shop can also sell other things
apart from books and stationery if it wants. All buying and selling should be in cash and no
credit should be given. A check should be kept on stock daily by a teacher-in-charge.

3.5 Project Work on Entrepreneurship

Economics students can get practical experience through project work related to
entrepreneurship. Project work are excellent venues to develop analytical and logical
thinking; innovation and creativity; decision making and problem-solving skills.

Additionally for the ambitious student who wants to start their own business such co-
curricular activities provide an excellent opportunity. It provides the students with an
environment with plenty of time and resources to develop their own ideas. Often, institutions
have entrepreneur challenges where students pitch their ideas against one another in order to
win a certain pool of money which can help them get the idea off the ground.
For example, students may have the following project work as part of their co-curricular
activity for economics class:

1. Conduct a case study of any entrepreneurial venture in your nearby area.

2. Write about any business firm near your locality; interact with the owner of the business
firm and prepare a field report on parameters like: type of business, scale of business,
product/service dealing in, target customer, problems faced and measures to solve the faced
challenges.

3. Know your State Handicraft and Handlooms as a means of economic activity for the
livelihood of people and intellectual property rights attached to them for the promotion of
local specific skills.

3.6 Field Visit to Industrial Centers

Economics is described as a social science that deals with the analysis, distribution,
production and consumption of goods and services. The subject can be a bit tedious and
students tend to get bored of it easily. Thus, though co-curricular activities such as field visits
that intend to concentrate on the social aspect of this science makes it more invigorating.

The students can learn by observing on field visit to industrial centres and stock
exchanges etc. They can learn about the production process, storage of raw materials,
packing and grading of goods, buying and selling of shares, listing of securities etc.
Moreover, students can have question-answer session with the actual industry experts.

For example, can be taken to factory tour of a cotton mill, where they observed various stages
of preparing the product.
The visit would give students good insights on the concepts related to production and
operations within a manufacturing plant.

3.7 Discussion

Discussing ideas with peers and teachers broadens the metal horizon, thinking, listening, and
speaking abilities of the students. It also promotes confidence level amongst students. It is an
effective tool in problem solving, decision making and personality assessment.
Communication is one of the most important soft skills to have, useful in all aspects of life,
from giving presentations on thesis to asking for a pay rise at work. It helps built all other soft
skills needed to be successful: leadership, networking, delegation, and others. Being able to
effectively communicate one’s ideas and research, or back up one’s economics findings, is
essential to being successful.
Example: While learning about types of unemployment, students can discuss and conclude
about the type of unemployment that is caused by the displacement of factory workers due to
automation. The teacher plays the role of a facilitator in such a scenario.

3.8 Economics Trade Fairs

Experiential learning is a well-known model in education. It is a process where knowledge is

created through experience and exposure. In this activity, students can become international
traders from various continents such as Asia, Africa, Australia, Europe, North America or
South America. They negotiate prices with buyers and sellers from the other continents.
Sometimes they are thwarted from trading by barriers, and they come to understand how the
IMF, by fostering free trade, enhances the flow of goods and services worldwide.

Alternatively, the school can organise actual trade fairs amongst schools in the city. Here, the
students pool in a very small lump sum which can be considered as their investment and with
that, they put forth various stalls born out of innovative ideas including daily use products,
stationery, food and many interactive games all designed by the students themselves. Keeping
the budget in mind the team comes up with themes, decoration etc. which makes the event
more engaging and interesting. This is their first step towards a successful business venture as
effective use of funds and team synergy are paramount in successful execution of a business
plan. Importantly, the trade fair provides students with an opportunity to better understand
their market, test their value propositions, and meet their first customers.

Students take responsibility of their defined roles and teamspirit to work together like a well-
oiled machinery to set up their stalls with their ideas neatly incorporated and budget
judiciously spent. Team work ensures that their business model is ready to give them the
desired profits.

This is part of an active approach to learning and teaching, where students experience first-
hand a start-up company, developing and bringing products to market.

3.9 Market studies

A market study is the proactive analysis of market

demand for a product or service. A market study looks
at all of the factors involved in the market that
influence the demand for that product or service.
This includes price, location, competition,
substitutes, and general economic activity. It can be
done through surveys, product testing, and focus groups.

Co-curricular activities such as market studies are conducted at school level

to understand viability of a new service or product through research
conducted directly with potential customers. This helps to discover
the target market and get opinions and other feedback from
consumers about their interest in the product or service.

3.10 Economics Club Competitions