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An extracurricular activity (ECA) or extra academic activity (EAA) or cultural activities is an activity, performed by students, that falls outside the realm of the normal curriculum of school, college or university education. Such activities are generally voluntary (as opposed to mandatory), social, philanthropic, and often involve others of ...
These activities are typically overseen by a director of student activities, student affairs, or student engagement who may hold a master's degree in student development (or a comparable field). The director will guide the clubs and programs in their operations, set the minimum standards that these organizations should achieve, and help these ...
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Within the domain of continuing education, professional continuing education is a specific learning activity generally characterized by the issuance of a certificate or continuing education units (CEU) for the purpose of documenting attendance at a designated seminar or course of instruction.
CCLS offers Spanish in grades K-8, a wireless laptop environment in grades 5-8, and a dedicated computer lab for grades K-4. There is a wide range of extra-curricular activities including: Academic Team, Ceramics Club, yearbook, band, handbells, Math Counts, drama, Destination ImagiNation and Student Leadership. Athletics are offered as early ...
Chavagnes is a Cambridge school and Years 7-9 follow the Cambridge Junior Secondary curriculum originated by Cambridge International Examinations. Boys in year 10, of whatever nationality, are given the option of sitting the French brevet exam, as well as the usual raft of Cambridge IGCSE examinations at 15 and 16.
Beyond the simulation of committees, the Conference offers other activities for delegates such as the Sustainable Development Goals (SDG) Workshop and the Idea Fair. [106] The SDG Workshop is a platform for SDG experts to share their experiences with the delegates, while the Idea Fair [ 106 ] is an opportunity for young innovators working on ...
A large factor contributing to the continuation and expansion of after-school activities involved growing concerns that children without this source of extra care were at an increased risk of developing social and academic problems because they would utilize learned behaviors of rejecting opportunities before they could be rejected themselves.