Issue link: https://maltatoday.uberflip.com/i/1031063
26 maltatoday | SUNDAY • 23 SEPTEMBER 2018 Skolasajf – the work behind the fun Organised and managed by the FES, the Skolasaj f programme this year attracted over 12,200 registrations for the programme, which was implemented in 59 centres including five Resource Centres Evarist Bartolo Evarist Bartolo is minister for education and employment WHILE the debate whether children should be cooped up in a classroom even throughout the summer months remains a popular topic of discussion amongst academics, opinion leaders and the common Joe, the Skolasajf service is proving to be an equally popular choice every year among the service users themselves. Eight weeks packed with activities that liter- ally embody the phrase 'time flies'. Services and programme Organised and managed by the Foundation for Educational Services (FES), the Skolasajf programme this year attracted over 12,200 registrations for the programme, which was implemented in 59 centres in Malta and Gozo, including five Resource Centres. The Skolasajf 2018 programme was based on a multi-pronged approach. Governed by the title 'Living Culture', it consisted of class- based activities, outings, and collaboration with partners. It also emphasised a healthy and active lifestyle through an eclectic sports and games programme. Living culture Service users come from all walks of life and different nationalities. This potpourri mixture of cultures provides a stimulating environment for children to break out of their comfort zone, as they experi- ence making new friends, while discovering their talents and skills. Being a platform for non-formal education, Skolasajf gives children from different nationalities, the opportunity to interact and learn about the different cultures and traditions that each brings to the centre. This year's theme of Living Culture provided the perfect environment for interaction, and breaking down of cultural barriers thus creating a greater social understanding. Promoting an Active Lifestyle was possible with the recruit- ment of 1,860 key workers, who worked as a team to imple- ment a programme of activities provided by FES, which engaged the children and aroused their curiosity. Among these workers there were over 800 Child Sup- port Workers, whose job was to put the inclusion policy in prac- tice, by helping children with different educational abilities to integrate and benefit from all the activities. The approach being adopted by FES is to include more physical activities, even within a classroom setting and during seemingly unrelated sessions, resulting in a more stimulat- ing process of learning and a higher engagement by the stu- dents. Games are much more than just fun for children. They're actually an essential part of the learning process, helping children bond with their friends, burn off excess energy and keeping a healthy weight, and teaching children skills that will help them later in life. The promotion of physical activity is in fact a major mile- stone in the FES programme of activities, to combat the grow- ing tendency of a sedentary lifestyle, where even playtime is spent sitting in front of a screen. This year's Skolasajf focused on a schedule that revolved around an Active Lifestyle Programme, which encouraged children to take up a sport and play games with their peers. To this effect FES engaged sports playworkers whose primary remit was to carry out sports and physical education activities. In addi- tion to this, a number of sport associations visited the centres to give demonstrations. In fact, these were instrumental in making children more aware of the different sports disci- plines that one can practise such as softball, judo, taek- wondo, karate, triathlon, ama- teur wrestling, and hockey. The culmination of the Sports Programme was the organisa- tion of a Sports Day in each centre, ensuring participation across the board. These sport- ing activities encourage team work and communication skills amongst the children, while developing confidence in their own bodily kinesthetic intelligence. During Skolasajf, children learn in an experiential way, being more involved in the process and grasping a certain number of applicable skills. Whether the Skolasajf pro- gramme included crafts, mu- sic, cookery, drama, or a game, all develop in children certain life skills which are transfera- ble to other areas of their lives. These include the develop- ment of self esteem, creativity, teamwork, and physical agility. A number of larger scale ac- tivities also contributed to this experiential learning, includ- ing activities with the Local Council to instil a sense of civic responsibility, Fund Rais- ing events to foster a sense of altruism, and the organisation of a Talent Show where every child showcases her artistic ability be it behind the scenes or on stage. Children interacting on this non-formal level are provided with a platform where they may improve their confi- dence and social skills. Their confidence will seep into their social circle and also in their academic performance, as they make friends with new people that are in their class at the Skolasajf centre, preparing them for starting a new scholastic year. However, these acquisitions are not made solely for their immedi- ate circle of friends, but are also used to help them move beyond it. Partnership with organisations such as the Armed Forces of Malta, the Scout Association of Malta, the Malta Sea Cadets, and Valletta 18 to name a few, also exposed the children to new experiences that helped to provide a holistic meaning to the term 'learning'. Alternative paths to learning Some critics of the Skolasajf service argue that children should be given free tuition in subjects such as Mathematics and languages, to combat the loss of some of the educational gain made during the previ- ous scholastic year. However, what is being overlooked in this criticism is that literacy, language proficiency, and mathematical skills, can also be acquired through activities that do not necessarily involve textbooks and worksheets. A case in point is the prac- tice of singing nursery rhymes and songs to children in the Early Years sector, which can help to develop their language and communication skills from an early age. This type of learning can be turned into fun by using props, music or musical instruments. As nurs- ery rhymes are fun and full of sounds, children will tune into these sounds, relishing the rhyming, rhythm and repeti- tion. By singing songs con- taining these core elements, children are developing their phonological awareness that enhances their language, com- munication and literacy skills. For the Primary Years, where the abilities and understanding are more developed, activi- ties can be more engaging. In relation to the theme of Music, children can experiment with sound by making their own in- struments, research and learn about composers, and practise reading and writing through lyrics. A point worth noting here is the instrumental role being played by FES in contributing to the bank of knowledge, as it assists university students in their academic research. This often involves practical sessions with the children, exposing them further to new topics and insights into other areas of learning. Parents are always more than willing to give their consent for such research participation as they too acknowledge the benefits of such experiences. Partnership in education The valued partnership with different entities was also instrumental in exploring the different learning opportu- nities being made available through Skolasajf. Workshops about Public Speaking, offered through the assistance of the European Union Programmes Agency, channelled children to the House of Parliament for a Q&A session with Members of Parliament. The Entrepreneur- ship Programme implemented through the collaboration with Ministry for the Economy, In- vestment and Small Business, and with the Junior Achievers Young Enterprise, enabled children to learn about the basics of European markets, the role of governance within a community, and about the value of money. The Coding Programme implemented with the help of Malta Com- munications Authority, made it possible for children to not only learn about computer programming, but also garner support in other areas, like mathematics, reading, and science. Last but not least is the annual collaboration with the National Literacy Agency, which operated a shared read- ing programme within all the Skolasajf centres. Looking ahead This bird's eye view of what was going on during the eight weeks of this year's Skolasajf programme, is just a glimpse of all the work that every staff member puts in, in each re- spective role. The unforgiving summer in Malta may beckon one to the beach or to a cli- mate controlled room; how- ever, thousands opt to be part of this massive annual project. It is this very participation that heartens FES to continue working on improving the product and the environment for a better Skolasajf 2019... and the work has already started!