Center for Students and Co-Curricular Affairs

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Center for Students and Co-Curricular Affairs
Established 1998
Head Joey G. Pelaez
Address DepEd Complex, Rm. 111 Mabini Bldg., Meralco Avenue, Pasig City
Tel. No. (632) 632 - 1361 local 2008, 2022
Fax No. (632) 636 - 3603 and (632) 631 - 8495

The Center for Students and Co-Curricular Affairs (CSCA) is a coordinating office under the Department of Education which handles co-curricular, student-related projects, activities and the recognition of student organizations. It is also the government agency tasked to oversee student governments as well as parent-teacher association affairs. An offshoot of from the Youth Task Force formed in 1995, the CSCA was officially established in 1998.

The CSCA office is located at the DepEd Complex, Rm. 111 Mabini Bldg., Meralco Avenue, Pasig City.



In late 1995, because of the realization that the Department of Education was being swampd with youth and student-related projects, activities and participation up to the school level that cut across the domains of existing bureaus and centers, and the consequent need to respond effectively and regulate their influx, a Youth Task Force was created to address these concerns. This task force repined in 1998 into a special office under the Office of the Secretary and is now referred to as the Center for Students and Co-Curricular Affairs (CSCA) through the issuance of DECS Order No. 2, s. 1998 and amended DECS Order No. 62, s. 2000.

The Center is a response to popular calls for active youth participation in nation building, as in the case of other government departments which organized their own youth centers of offices and an innovation in the Department of Education system in order to improve its delivery of services particularly in terms of youth and student affairs.

As a whole, the Center takes charge of youth and student-related activities that are not covered by or cut across, existing Bureaus or Centers in the Department. It coordinates with appropriate offices for all programs and projects that it implements. It is also the focal point of the Department in he various youth empowerment and development efforts of the national government. As such, it actively participates in the different inter-agency bodies, programs, projects and activities and establishes linkages with different government agencies, youth groups and youth-serving organizations nationwide. Committed to advance holistic and quality education for all, it focuses on addressing problems, issues, gaps and concerns of youth and students outside the formal classroom atmosphere which are considered co-curricular in nature. With the establishment of the CSCA, other Bureaus or Centers were relieved of work extraneous to their usual tasks and given enough time to concentrate on the curriculum/academic matters. Consequently, matters pertaining to youth and student affairs were centralized and a fast action response on the Department's student and youth participation were developed.


Significance of Co-Curricular Area in Education

This apparent lack of interest and action stems from a misunderstanding of the real value and significance of the co-curricular area in the holistic development of our schoolchildren. To quote the Bureau of Public Schools, Bulletin No. 8, s. 1951, "the curricular work of the school, which is mostly concerned with knowledge, affords comparatively few opportunities for development of desirable habits. The extra-curricular (co-curricular) activities, which abound in opportunities for student practice in social relationships, are based on the principle that the school is a laboratory for citizenship and, whenever possible, the situations in the school should resemble the actual and desirable situations of present day life. In view of their importance, therefore, these activities should be recognized as a legitimate part of the school life and work."

While it is true that academics should be given priority because of the need to acquire knowledge and the basic competencies of learning, learning should not be construed as limited only to formal classroom instructions. Learning by doing or through relevant practical activities or approach is a much more effective way especially among the age group that the Department of Education serves because the method is attuned to their dynamism.

The strengthening of the co-curricular area of learning through relevant and quality school activities is an effective force against the threats of rapid technological advances and social vices such as drugs, drinking, smoking, gambling. violence and others. Holistic school activities channel the dynamism of pupils and students to more productive and constructive use, thereby lessening their exposure to social vices. In a society with a seemingly uncontrollable and natural stream of vices, there is indeed a growing need to reinvent our strategies and to turn toward preventive solutions. What then could be a better and effective way than to start an institutional intervention at a young age to captive clienteles as our elementary and secondary schoolchildren.

Significantly, therefore, it is imperative to provide pupils and student with activities for practical learning and opportunities to develop their potentials and interests rather than idle after classes or during vacations. Through meeting and working together with others in co-curricular activities, pupils and students gain self-understanding, develop relationships, enhance leadership potentials, establish personal values and beliefs, and further develop their abilities and intellect.

Finally, the importance of co-curricular programs, projects and activities is grounded on the idea that education does not stop inside the classroom, it extends beyond school walls and formal training, and that quality education depends largely on the capability to integrate formal education in a bigger world of learning called life through co-curricular and practical training.

Survey on the Extent/Sources of Co-Curricular Learning

Each year, a variety of youth, pupil and student activities and events are conducted at the national level down to the school level, which are major avenues and sources of co-curricular participation. National conferences and competitions are conducted by organizations with nationwide memberships which are school-based such as the Boy Scouts of the Philippines and the Girl Scouts of the Philippines, including the Red Cross Youth, among others. Apart from these, each particular school hosts a variety of school organizations per academic subject, an example of which is the science club with more than two organizations depending on the interest of the pupil or student such as Botany Club, Chemistry Club, Newton's Club, etc. This is reflective of the active involvement of organizations in the school system and the plurality of clubs as well brought about by the creativity and natural interest of pupils and students. These clubs or organizations include academic, cultural and international, music and performance, sports and recreation, student government, publications and media, religious, and special interest organizations. They form the core of the vast co-curricular program, which richly support, complement and enhance formal education and provide practical training and experience to their members.

Further, the educational system, the Department of Education in particular, is a significant and inevitable institutional partner of other government agencies, local government units and other youth-serving organizations in the implementation of out-of-classroom programs and projects that hreatly benefit the youth, pupil and student sector. These partnerships create a lot of opportunities for co-curricular learning.

The Department of Education is also a signatory to a number of bilateral agreements which provide in part for an implementation of several international student exchanges.

The enormity and magnitude of the extend and sources of co-curricular, and even extra-curricular, learning and participation, however, should not be interpreted as allowing their conduct in the school system without the Department of Education having to check if they support the instructional program in the schools. This was precisely why the CSCA was conceived and established. This is also why we need to rationalize the co-curricular reality in the schools and strongly advocate its full recognition in the noble task of education and learning.

Programs and Activities

The CSCA is responsible for organizing one of the biggest youth summits in the Philippines, the annual National Leadership Training for Student Government Officers (NLTSGO). The 2009 NLTSGO had around 6,000 participants and featured experts from various fields. The CSCA also organized other programs for the youth, such as the Student Technologists and Entrepreneurs of the Philippines (STEP), Youth Entrepreneurship and Cooperativism in Schools (YECS), and the Government Internship Program, and is a partner in the Japan-East Asia Network of Exchange for Students and Youths (JENESYS).

The CSCA is also responsible for the awarding of the Vice President Noli de Castro Academic Excellence and Exemplary Leadership Awards for students.


The CSCA was met with criticism when they invited former First Lady Imelda Marcos to speak at a student leaders conference in Baguio last September 2008. According to Antonio Tinio, spokesperson of the Alliance of Concerned Teachers, the invitation was disrespectful to the victims of human rights abuse of the martial law era as it honored Marcos for her “contributions to art.”




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