Non-formal education through extracurricular activities : the perception of key stakeholders

Abstract

Evidence show that ‘there is growing interest in the developmental consequences of extracurricular activities for youths fuelled, in part, by concerts about the role such activities might play in promoting school achievement and preventing school disengagement and other problems…’(Eccles and Gootman, 2002). Advocates for positive youth development in particular argue that such programs are needed to fully prepare our youth for the transition into adulthood. Thus, this dissertation investigates the different perceptions of service users and service providers on non-formal education with particular importance given to extracurricular activities. Furthermore, to substantiate the expert’s analysis, the researcher conducted 1 focus group with young people who are form 4 students from a church school to view the perceptions of service users and six semi-structured interviews with educators, from both formal and non-formal entities as well as an employer to further investigate all the different perceptions. A qualitative analysis of the data showed that non-formal education has a big impact on the holistic development of young people. It can be argued that non-formal education is necessary, and an integration of non-formal education together with formal education would be the ideal way forward. There is sufficient evidence to support claims of positive benefits for young people through participation in extracurricular activities. Namely the intake of skills, values and attitudes that are vital for their future relationships and workplace. Raising such awareness should attempt to persuade competent authorities and policy makers to value such beneficial experiences that extracurricular activities can have on the development of the young people. Ultimately, this can aid in achieving better academic results, better individuals and ultimately better future citizens.