Some people think that school children need to learn practical skills such as car maintenance

Some people think that school children need to learn practical skills such as car maintenance or bank account management along with the academic subjects at school. To what extent do you agree or disagree? hay nhất giúp bạn có thêm tài liệu tham khảo để viết bài luận bằng Tiếng Anh hay hơn.

Some people think that school children need to learn practical skills such as car maintenance

Some people think that school children need to learn practical skills such as car maintenance - mẫu 1

It is true that children learn academic subjects at school, but not many practical skills. However, I disagree that schools should teach skills like bank account management and car maintenance.

To begin with, academic subjects like mathematics, science, and languages are of great importance. These subjects have withstood the test of time and represent the accumulated wisdom of our ancestors throughout the ages. They equip us with the knowledge and confidence to make sound judgments about any problems that may arise. We live in a knowledge-based economy where independent thinking and problem-solving are the most important skills. With timetables already full, schools do not have the time to teach children anything else.

There are also non-academic subjects such as sports and music, which are taught in schools. These are very important along with academic subjects. They bring out hidden talent and stimulate the creative ability of students. These subjects are as important as academic subjects as they act as stressbusters and give the students much-needed relaxation.

On the other hand, bank account management is a 'life skill' that anyone can learn by simply opening a bank account. Most adults have no problem managing their finances without being taught accounting lessons at school. Other skills like car maintenance are not really necessary. Most people take their cars to qualified mechanics. Therefore, these practical skills do not need to be added to the school curricula.

To conclude, schools are already doing a good job teaching the traditional academic subjects along with the non-academic subjects. If they start to teach practical skills, the study of important academic subjects will suffer.

Some people think that school children need to learn practical skills such as car maintenance - mẫu 2

It is widely acknowledged that the primary objective of school education is to impart theoretical knowledge and not acquisition of life skills. However, it does not necessitate schools offering car repair or bank account management lessons, in my opinion.

There are several obvious advantages to maintaining the focus of school education to the teaching of academic subjects, namely science, mathematics, history and languages. It is a well-known fact that we now live in a knowledge-based economy in which independent thinking and problem-solving skills are more crucial to success in the workplace. Further, we should not overlook the fact that many ineluctable subjects are currently finding their way into the curriculum such as business management and computers. Their inclusion has rendered timetables full, leaving schools little time to teach any life skills.

Moreover, skills such as operating a bank account or fixing a car are not too complex or profound to be taught in an academic setting. People hardly complain about not having been taught how to avail themselves of banking services when they were in school. Financial prudence is usually gained in later stages of life by making pecuniary transactions on a daily basis. Finally, car maintenance is an inconsequential skill as most people prefer taking their cars to a qualified mechanic to fixing them on their own.

To conclude, school hours are too limited to fit in practical skills such as accounting or car fixing. Any effort to incorporate them in the curriculum would only upset the study of more important academic subjects.

Some people think that school children need to learn practical skills such as car maintenance - mẫu 3

Some believe that useful life skills should be taught at schools in addition to the standard academic schedule. In my opinion, school is chiefly an opportunity to learn about academic subjects.

The main argument in favour of learning these skills is self-evident: they are useful. The majority of students graduate from high school well versed in a foreign language, algebra, anatomy, and classic literature but helpless when confronted with the realities of daily life. Some skills they lack include general car maintenance such as changing the oil or a flat tire, cooking their own meals, managing their finances, and doing odd jobs around the house. The majority of what they learned in school will not be useful in their life and, without attention, will eventually fade from memory. Practical skills, on the other hand, will stay fresh in their mind due to repeated application and have a more ostensibly tangible impact.

Nonetheless, practical skills can be learned at home while the best place to learn about academic subjects is school. Many students will learn the craft of daily life from their family or naturally pick it up later. Cooking will not become a daily habit when living at home and the skills are unlikely to resurface intact years later when called upon. In contrast, schools are filled with experts in their fields only available at this time of life. A quality math or history teacher will guide you in a way books alone cannot. The accumulated knowledge from all these experts may or may not be directly useful but this singular opportunity to learn about a wide breadth of subjects will inform an individual’s long-term intellectual life.

In conclusion, useful subjects are important but should not detract from the true purpose of schooling. Practical skills should be taught at schools only if they can be seamlessly worked into the curriculum and are not detrimental to academics.

Some people think that school children need to learn practical skills such as car maintenance - mẫu 4

According to some people, pupils should be taught essential real-world skills from a young age. I wholeheartedly agree that acquiring these skills can significantly enhance a child's career prospects and empower them to thrive independently in society.

To begin with, having knowledge of some practical skills can open doors for part-time employment. A good illustration of this is one of my neighbours whose parents had to face financial crises after he completed his high school. At this stage, he was able to work in a car-repair shop and thereby fund his graduation. This was possible due to the fact that one of his school subjects was related to the mechanic's task. This example clearly shows the importance of acquiring practical knowledge for children.

In addition to this, some students find it difficult to concentrate on their studies and hence, fail to acquire degree required for getting employed in any company. For such students, these skills can act as a saviour, and they can earn their own livelihood. For example, one of my cousins was not able to complete his graduation even after several attempts yet he managed to establish his own shop for the house maintenance since he was having knowledge about the same. Thus, the benefits of garnering such skills are difficult to debunk.

After analysing all the sides, it is clear that the acquisition of such skills can only bring advantages to the learner. Thus, it is expected that the educational institutions will introduce such subjects in the curriculum.

Some people think that school children need to learn practical skills such as car maintenance - mẫu 5

It is true that children learn educational subjects at school, but not many hands-on skills. I completely disagree that schools should teach services like bank account management and car maintenance.

On the one hand, the school curriculum plays a vital role in students’ careers. Firstly, children could give full attention to the subjects that they are studying, and it would improvise their knowledge extensively. Secondly, the youngsters’ timetable is already full, and they do not have time to learn everyday skills. For instance, I remember when I was at school most of my time spent on subjects such as English, Mathematics, and Science than other services. Finally, teaching practical abilities at school is a waste of time that could be learned in the future.

On the other hand, teaching practical skills at school is not essential; students can learn these skills outside the classroom. For instance, maintaining a bank account is straightforward and can be easily learned later. Although I was never taught this skill in school, I managed quite well by opening a bank account on my own. There are numerous specialized shops for vehicle repairs, making it unnecessary for schoolchildren to learn these skills. Moreover, teenagers may not be particularly interested in acquiring such skills during their school years, as they are often more focused on their future careers.

In conclusion, I believe that more importance should be placed on core educational subjects rather than practical skills. Focusing on these skills could detract from students' academic careers and should be avoided for a brighter future.

Some people think that school children need to learn practical skills such as car maintenance - mẫu 6

While it may seem like a reasonable idea to teach more practical skills to some school students, it is not as easy as it may seem. Not all students will need skills such as repairing a car in their future life, just as not all students will go on to study at university. I do not believe all students must learn such non-academic skills while at school; however, it may be beneficial for some students who are maybe not academically inclined.

It may be possible to introduce any additional new subjects at the expense of some of the other traditional academic subjects for certain students. This would require some rethinking regarding the concept of what exactly the school education system should deliver. One of the main problems is that such skill-based classes present a whole new range of challenges that education authorities may not be able to meet. For example, a class or course based on car repair would have to take into account various brands and models not to mention the increasing technology incorporated within modern vehicles which in many cases limits the amount of work or repairs that an owner can carry out on their vehicle without the necessary equipment available at an authorized dealer for the brand. The need for such technological resources in order to deliver the course may be a limiting factor in certain cases.

Schools also need to consider that there are many practical skills that young people acquire or learn without the need for any formal training, such as in the case of social media or driving a car. Schools do not educate children on how to navigate or use features of social media nor how to drive a car or even play on a computer or console games; however, it is clear that children learn how to do these things either through their parents, their own powers of discovery or with their friends.

Overall, it is more important for schools to ensure that traditional academic subjects are still relevant, and that course and class content is current, pertinent, and engaging for students in today’s world. Arming students with essential thinking and deductive skills prepares young people for learning about a whole host of other subjects throughout their life. It is therefore unnecessary to include such subjects as car repair and managing a bank account in the standard educational curriculum.

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