Schools should focus on academic success and passing examinations. Skills such as cookery, dressmaking and woodwork should not be taught at school as it is better to learn these from family and friends. To that extent do you agree or disagree?

Sample 1:

It is sometimes asserted that educational institutions are to prepare students for academic achievements and qualifications instead of general life skills such as cooking which can be learnt outside of school. I largely agree with this assertion given the fact that schools are the best place to acquire academic knowledge and are not designed to teach non-academic subjects; however other skills can still be an extended part of the curriculum.

The first rationale for my agreement to the idea of schools focusing on academic subjects is that only these institutions have the adequate environment for students to acquire the necessary knowledge. Schools, in general, possess various professionals and teachers that are not only well-trained but also experienced in teaching complex subjects such as maths, physics or literature, which enables students to pass important exams and get prestigious degrees. Family members and friends, by contrast, are unlikely to provide such highly specialised support.

A further argument for why I agree that academic achievement should be prioritised in schools is that these places are not ideal locations to organise vocational skills courses. In fact, practical classes, such as dressmaking, tend to require special settings and equipment including casual and comfortable spaces, cutting tools or sewing machines. All of these conditions are generally lacking in schools but rather can be available at home with the help of families and peers.

Nevertheless, I acknowledge the possibility of including craft and skill classes as extracurricular activities at schools. For example, schools can provide occasional wood carving lessons, in which students are allowed to create simple wood figures at their own discretion. These would be stress-relieving activities, enabling students to ease the tension and increase their academic performance.

In conclusion, I mostly support the assertion that schools ought to emphasize academic subjects given their unique advantage in academic training and the disadvantage in providing appropriate conditions for handicraft and life skills courses. However, I also maintain that these institutions can still incorporate these kinds of courses outside of the main curriculum, which would make schools useful yet more enjoyable to their students.

Sample 2:

There is a prevalent notion that schools should exclusively focus on academic training and not shoulder the responsibility of teaching soft skills that can be acquired through interactions with family and peers. In this essay, I will discuss why I agree with this opinion while also supporting the idea that life skills can be beneficial extracurricular activities.

The argument for prioritizing academic knowledge to aid students in achieving academic success can be backed by two justifications. Firstly, students already handle a significant workload for academic subjects at school, which serves as the primary record of their academic journey. They are expected to master numerous science and social subjects, which often entail a substantial amount of homework and effort. Therefore, introducing additional vocational subjects such as cookery and woodwork may exacerbate students' burden and augment their stress levels. Furthermore, academic knowledge forms the foundation for students' future tertiary education. In Vietnam, universities typically evaluate students for acceptance based on their entrance exams and academic reports. Consequently, high school students strive to achieve good examination results, which are essential for their academic record and exam preparation.

On the other hand, I acknowledge that soft skill courses can be offered as extracurricular activities, enabling students to choose based on their individual aptitudes and interests. Given that everyone possesses different talents, providing students with the option to select a soft skill class as an extracurricular activity can alleviate their stress levels, foster connections with peers, and cultivate problem-solving skills. The opportunity to opt for a course that aligns with their interests can motivate students to participate more actively in the activity. Ultimately, this can lead to a more fulfilling educational experience, as students are empowered to pursue their passions and develop skills beyond the academic realm.

In conclusion, while prioritizing academic courses is valid, it is equally important to recognize the value of extracurricular activities that can help students develop essential life skills. By providing a well-balanced education that encompasses both academic training and extracurricular activities, schools can better equip students for success in all aspects of their lives.

Sample 3:

It is often argued that educational institutions should put greater emphasis on pupils’ academic performance and qualifications than their life skills such as cooking or sewing, which can be acquired outside of school. Personally, I agree with this viewpoint and will offer my opinion in the following essay.

On the one hand, there are several compelling arguments in favor of incorporating practical classes into school curriculums. Firstly, cooking, woodworking and other crafts are widely viewed as essential life skills that help individuals become self-sufficient and manage both their personal and family needs. Therefore, it would be necessary for schools to conduct more sessions which equip students with an array of practical skills crucial for daily life. Secondly, considering the diverse backgrounds of many pupils, it is important to acknowledge that not everyone has access to family or peers who can teach them vital life skills. Such disadvantages could be addressed by schools establishing an inclusive and equitable training platform for all students, irrespective of their personal circumstances.

On the other hand, given the ever-increasing demands of the global job market and potentially limited resources of most schools, I believe that students' academic success should take more priority. Regarding the former, a focus on core academic subjects such as mathematics, physics or chemistry could help shape pupils into highly qualified professionals in various fields. This is particularly advantageous in modern work settings where academic achievements and specialized expertise are usually among the most sought-after criteria by many companies. Concerning the latter, as the financial capacity of numerous educational institutions is limited in terms of providing necessary equipment and facilities for practical classes, introducing these might prove ineffective and even put an additional burden on school administrators.

In conclusion, despite certain benefits of organizing life skill lessons at school, I argue for greater stress on academic achievements of students considering their advantages to one’s job prospects and the running costs of schools.

Sample 4:

A rapidly evolving world necessitates fundamental changes in educational institutions. While traditional subjects like mathematics, science, and literature are undoubtedly important, I strongly believe that schools should also incorporate practical skills such as cookery, dressmaking, and woodworking into their curricula.

On the one hand, teaching practical skills at home enables students to acquire essential life skills that are often overlooked in traditional academic settings. For instance, many parents consider it a responsibility to teach their children knowledge of nutrition, meal planning, and culinary techniques. By learning to prepare their own meals, young people can gain a deep understanding of healthy eating habits, portion control, and the value of balanced nutrition. These skills not only contribute to their physical well-being but also empower them to make informed choices about their diet, leading to a lifelong impact on their health. This process is best done in families where habits can form in the long term.

However, incorporating practical skills into the curriculum promotes a well-rounded education catering to diverse needs and interests. Not all students excel in academics, and by providing alternatives, schools can tap into the potential of students who might otherwise feel marginalized or disengaged. For example, a student who struggles with academic subjects might discover a natural talent and passion for woodworking. By nurturing their interest and providing opportunities to develop their woodworking skills, the student gains a feeling of purpose and accomplishment, boosting their overall engagement and motivation. In a fashion class, a student can learn to design, measure, cut, and sew garments. Both classes instill a sense of pride if students can produce useful wood objects or wear garments, they have crafted themselves.

In conclusion, rather than relying on families, schools should prioritize incorporating practical skills into the curriculum while also maintaining rigorous standards for the current core subjects. By doing so, students will have a more comprehensive education that equips them with both theoretical knowledge and practical expertise.

Sample 5:

The educational system is supposed to help young people grow and become well-rounded in every aspect of life. While there are some opinions that schools should only focus on training their students academically, and teaching vital and practical skills such as cooking, sewing, and woodworking should be their parent's responsibility, I believe that schools should be the one who educate their students to perfection by incorporating practical skills and a wide range of subjects in their programs and curriculums.

Practical life skills are an achievement in itself and are considered an essential part of education. Not only does learning how to make things by hand such as woodworking or making a meal encourage fertile creativity, but it also helps the young develop independence and self-sufficiency which are vitally important in the young's later life. For example, a high school student who acquires cooking skills in school can cook himself a delicious meal when he enters university. By doing this he gains tremendous confidence in budget management, meal preparation, as well as becoming more self-reliant. These abilities are crucial for dealing with real-life situations beyond academics, which significantly contributes to their personal and professional growth.

Moreover, relying only on parents to teach practical skills may not be possible for all students. In modern society, where both parents often have a full- time job, students may not have the chance to learn these skills at home. Additionally, not all parents have the skills or time to impart their children these essential life skills. Therefore, schools bear a responsibility to educate students in every aspect of life inside school as well as outside of school. For example, in Finland, schools have successfully incorporated practical subjects like preparing meals, dressmaking, and designing wooden chairs into their curriculum alongside traditional academic subjects. This approach to education has helped Finland produce well-rounded individuals who are excellent academically while also having a wide range of practical skills.

In conclusion, while academic success is important, schools should also focus on developing practical life skills to ensure their students thrive at schools and in their personal life. By including these skills in the curriculum, schools enable students to become independent and resourceful individuals who can thrive in various aspects of life.

Sample 6:

There is an opinion that academic achievement and success in examinations ought to be given precedence over practical skills, including culinary one, dressmaking and woodwork, which are believed to be excluded from the curriculum and better learnt from family and friends. Personally, there are two main reasonable grounds for my disagreement on this school of thought.

Firstly, subjects such as designing clothes and wooden objects allow students, especially those at a young age, to develop their creativity and independence. Regarding the former, having to come up with new ideas on a regular basis would help students grow into dynamic and individual thinkers when they reach their adulthood.

Given an ever-changing society in which technology and industries continue to evolve, creative individuals are at an advantage because of their ability to think in an unconventional way and approach problems with fresh perspectives. In terms of the latter, the ability to cook, sew or work with wood enhances students’ self-sufficiency, which means that they are able to prepare meals or maintain their homes without needing others’ help. Such skills potentially contribute to their sense of self-reliance and enable them to navigate daily life’s challenges with confidence.

Another reason for the inclusion of soft skills into the curriculum is that they can lead to increased employment opportunities. For instance, vocational courses such as woodwork can enable learners to embark on a career in carpentry or crafting, whereas culinary skills can pave the way for careers in the hospitality industry.

In some countries such as in Vietnam, given the annual influx of graduates into the job market, many of whom are holding a bachelor’s degree focusing only on academic subjects and are still facing unemployment, the usefulness of a sole emphasis on academic success is questionable at best. It is, therefore, plausible to say that it is necessary for schools to incorporate vocational training schemes, so as to avoid a potential waste of human resources and opening the door to a diverse range of career choices.

In conclusion, academic subjects should not be taught to the detriment of practical life skills. A comprehensive education system should offer students the opportunities not only to excel academically, but also to get access to a variety of life skills, so that important attributes of any individual such as creativity and independence could be fostered, and students can explore potential career paths that they might not have considered otherwise.

Sample 7:

The exclusion of subjects, namely meal preparation, tailoring and carpentry from formal schooling, as they can be more effectively acquired from personal connections, is justified by the exclusive concentration on academic achievements or exam performance. I totally disagree with this opinion because non-academic parts of the curriculum allow for well-rounded development and talent nurturing.

One valid justification for my opposition is that schools need to provide a supportive environment for holistic development which includes a wide array of skills rather than only academic knowledge. Practical abilities including cooking, fashion designing or woodworking can instil creativity or cultivate problem-solving skills. As a result, students can be well-prepared as they transition into adulthood. For example, teaching to prepare a nutritious meal is conducive to children's independence, ensuring their survival when they move out of the family home.

To add further credence to my belief is that imparting practical skills in the school curriculum can help foster minors' innate talent. In fact, although not every child has an aptitude for academic pursuits such as solving mathematical equations or writing an essay, they may excel in more pragmatic fields such as culinary art or sewing. Thus, educators should be more thoughtful to offer diverse disciplines which can captivate youths' interest and encourage more engagement, eventually increasing academic outcomes. To illustrate, certain European high schools provide vocational courses which lead to elevated attendance and reduced dropout rate amongst students.

In conclusion, I strongly oppose that educational institutions should prioritise scholastic accomplishments and exam results over other valuable hands-on skills. This is because teaching these disciplines facilitates comprehensive growth and caters to a broader range of talents and needs of young individuals. Where possible, schools should continue to employ a diverse curriculum that equips students with both intellectual and practical insights.

Sample 8:

It is believed that schools should prioritize academic education, leaving practical skills including cookery, dressmaking, and woodwork to be learned from family and friends. This essay strongly agrees with this suggestion for several reasons.

Undoubtedly, acquiring life skills such as cooking and woodworking can be invaluable for personal growth and self-reliance. These skills empower individuals to handle everyday challenges with confidence. However, incorporating such a diverse range of skills into the school curriculum presents significant challenges. Chief among these is that each student has unique interests and strengths, making it impractical to enforce compulsory courses for all. Instead, parents can play a pivotal role in identifying their children's inclinations and providing tailored opportunities for skill development.

Another compelling argument against integrating life skills into the school curriculum is the already overwhelming academic workload. Indeed, students are confronted with a multitude of subjects, encompassing the sciences, humanities, and more. Their educational journey entails acquiring knowledge across various fields, completing assignments, and preparing for examinations. The addition of skill-based courses could exacerbate the burden and lead to heightened stress levels. Furthermore, it may divert precious time and energy away from academic endeavors, potentially affecting students' academic performance.

In conclusion, I firmly believe that the acquisition of practical skills, such as cooking or woodworking, should be viewed as leisure activities that students can pursue at home rather than obligatory subjects within the school curriculum. By maintaining a focus on academic success, schools can better prepare students for a broader range of future opportunities.

Sample 9:

There is an opinion that schools should prioritize academic success and examination performance over teaching practical skills like cookery, dressmaking, and woodwork, which are better learned from family and friends. I wholeheartedly support this view, as academic achievements and passing examinations are fundamental to a student's future prospects.

In the realm of academic and examination success, schools play a pivotal role in imparting essential knowledge and skills. This is because academic subjects provide students with a broad foundation of understanding, critical thinking abilities, and analytical skills that are applicable across various career paths. Doing well in examinations, meanwhile, not only demonstrates a student's competency but also opens doors to higher education and professional opportunities. For instance, strong performance in subjects like mathematics and science equips individuals with problem-solving abilities that are invaluable in fields such as engineering and medicine.

Conversely, when it comes to acquiring practical skills like cooking, sewing, and woodworking, family and friends frequently prove to be more effective instructors. The major reason for this is that these skills are deeply rooted in cultural and familial traditions, and they offer valuable bonding experiences. Learning to cook from a family member, for instance, not only imparts culinary expertise but also strengthens familial connections. Additionally, these skills can be highly personalized to individual tastes and preferences when learned within the familial context.

In conclusion, although practical skills have their merits, I am convinced that schools should primarily focus on academic success and passing examinations. A solid academic foundation equips students with essential skills for the future, while practical skills can be enriched within familial and social contexts.

Sample 10:

The education system prevalent in this current era is known to essentially focus on academic learning. Due to the surging demand for professionals with an immaculate educational record, more priority is given to core subjects like Mathematics, Science and language studies from an elementary school level. Additionally, it is widely believed that knowledge of nonacademic disciplines should be limited to personal learning. I cannot entirely agree with this notion as extracurricular activities are vital in developing an individual’s abilities. In the following paragraphs, I will elaborate on the topic and justify my views on the same.

First and foremost, it is important to understand that education is not restricted to book learning. A person is said to be well-educated only when they are academically, socially and morally competent. When individuals are only proficient in theoretical knowledge, they are bound to face hurdles in every other aspect of life. Secondly, engaging in extracurricular activities is essential in the development of rudimentary skills that an individual requires throughout their life. Additionally, co-curricular activities facilitate the enhancement of soft skills such as communication, teamwork and problem-solving.

Furthermore, we must also keep in mind that following a stringent routine congested with demanding subjects can induce an enormous amount of stress in a student’s mind. If a student is constantly engaged in scholarly activities, they are bound to become frustrated and eventually deteriorate in terms of academic performance. Besides creating mental pressure, continuous study can also lead to health issues like eyesight problems and obesity as the individual lacks physical activity and refreshment that keeps one motivated and fit. Thus, it is necessary to balance the curriculum with uncomplicated and productive activities at the same time.

Nevertheless, it is true that most non-scholastic skills can also be taught at home. However, it is always prudent to learn from trained professionals rather than amateurs.

In conclusion, I would like to say that education is comprised of an array of fields and branches of study. Therefore, areas of knowledge that fall outside the conventional framework should also be given equal priority.

Sample 11:

In today's rapidly changing world, the role of education extends beyond academic success. While I acknowledge the importance of a strong academic foundation, I firmly disagree with the notion that schools should exclude practical life skills from their curriculum.

First and foremost, practical life skills play a crucial role in preparing individuals for the challenges they will face in adulthood. Learning how to cook, sew provides pragmatic knowledge that directly contributes to self-sufficiency and the ability to navigate daily life without having to depend on anyone. For example, teaching students to cook nutritious meals equips them with the skills to maintain a healthy lifestyle, while dressmaking and woodworking might foster creativity and problem-solving abilities.

Moreover, the assumption that all children have access to their families or friends who can instruct these abilities is misguided. In today's society, numerous parents are burdened with work obligations, leaving them with limited time to spend with their offspring, let alone teaching their children these skills. Furthermore, not every child has a stable family setting or has access to well-informed friends who can provide practical guidance. Schools, therefore, serve as a crucial equalizer, ensuring that all students, regardless of their family circumstances, have access to a broad spectrum of life skills.

In conclusion, it is imperative that schools continue to offer practical life skills as part of their curriculum. These skills are essential for holistic development and real-world life. A well-rounded education should encompass both academic knowledge and practical life skills to prepare students for a successful and fulfilling life beyond the classroom.

Sample 12:

“Education is not the filling of a pot but the lighting of a fire” said by W.B. Yeats. Whether a pupil should learn only academic proficiency at school rather than non-scholastic skills such as cooking and dressmaking delivers a controversial consideration. From my perception, I think students ought to gain theoretical knowledge at school, but also lecturers should guide their pupils to live a healthier lifestyle.

Initially, human beings have a hazard to expand their horizons in exclusive topics inclusive of literature, mathematics, geography, history, and so on. Folks that support a unique cognizance of academics can factor its tangible outcome in higher check scores. Also, everyone should get knowledge of the important theoretical subjects whatever they will be studying in future. For instance, the skill of accountancy will be helpful to manage the budget and investments in the future.

In contrast, I think children should learn non-scholastic skills also as it will be helpful to them in the latter phase of life. To illustrate this, if an individual is going abroad for further studies, far away from family and friends, where one has to stay alone and manage everything. Then this life skill can be useful. Otherwise, it will end up stressful. 

To conclude, Education should not be limited to books only because it has theoretical stuff and disregarding practical matters. I think it is mandatory to have knowledge of both practical as well as theoretical subjects of life. Because one is not aware when this is going to help in the later future. 

Sample 13:

Due to the surging demand by elementary school professors with immaculate educational records, first preference is given to elementary subjects such as Mathematics, Science, Social studies, and many more. However, it is believed that extra-curricular subjects are also important for their overall development. I partially agree with both viewpoints and this essay will discuss them in detail.

It is mandatory to understand that education is not restricted to books only. Beyond bookish knowledge, there are many things and several ways to learn. For instance, Non-academic subjects such as cooking, dressmaking, and many more are necessary. While learning these subjects from a mother or father, one can also spend some time with them and can enjoy leisure time productively rather than watching Tv or using a mobile phone for hours and hours.

Furthermore, studying continuously for long hours daily can create an enormous amount of stress for pupils. Beyond mental stress, they face health issues such as eyesight problems due to reading continuously, obesity because of lack of physical activity, and last but not least, they can have back deformation too as they were sitting continuously for a long time. Additionally, the pressure of scoring good marks in examinations can make them feel unmotivated and can have sleep issues also.

To sum up, it is necessary to balance both the wheels such as scholastic as well as non-scholastic activities. Education is like the branches of trees - not limited to anything. Therefore, education outside the books should also be given equal preference.

Sample 14:

In this contemporary era, some people believe that schools and colleges are a place where students should study curricular subjects whilst other people disagree with this. This essay will discuss both aspects in detail. 

On one hand, studying curriculum knowledge is essential for students. The most important reason for this is that the examination results are vital for maintaining academic records. Additionally, scholastic subjects equip students with fundamental knowledge which will be helpful in their tertiary education. For instance, knowledge of accounting will be useful for an individual to maintain savings and investments. Indeed, it is true that many people believe that schools are constructed for academic courses only, not for other activities. Furthermore, theoretical knowledge is a good basis for a future career. 

However, not every student wants to pursue a career in Accountancy or biology. But they are surely going to hire cooks or dressmakers in their life. If these people have learned these skills from their schools, then it will surely be an easier task for them. Like this, there are also many other skills that are not mentioned in the books but are mandatory to learn. In addition, learning these things in leisure time is more productive instead of spending it sitting in front of the television or on a mobile phone. 

In conclusion, I strongly recommend that schools should educate students about practical subjects of life such as cooking, maintaining self and so on. Nevertheless, academics are absolutely mandatory, but these activities are survival skills. 

Sample 15:

The contemporary education system, with its increasing emphasis on academic success and examination scores, often sidelines various life skills in its curriculum. The viewpoint that schools should solely concentrate on academic achievements, leaving skills such as cookery, dressmaking, and woodwork to be imparted by family and friends, is a topic of considerable debate. I partially disagree with this sentiment, as I believe that while academic success is paramount, integrating practical skills within the school curriculum can prove beneficial.

To begin with, the primary purpose of schools has traditionally been to equip students with academic knowledge, fostering analytical thinking and preparing them for higher education and professional pursuits. Subjects such as mathematics, science, and literature play a vital role in developing cognitive abilities and ensuring that students are well-prepared for a competitive global job market. Advocates of an academically focused curriculum might argue that with the limited time available, schools should prioritize subjects that form the foundation for most professional fields.

However, focusing solely on academic achievements has its drawbacks. Incorporating practical life skills such as cookery, dressmaking, and woodwork into the curriculum not only aids students in being self-reliant but also caters to those with vocational aptitudes. Not every student might pursue a traditional academic career; some might be inclined towards professions that require hands-on skills. By offering such courses in schools, we ensure that students are exposed to a variety of potential career paths.

Furthermore, assuming that these skills can be exclusively learned from family or friends might not always be valid. In today's fast-paced world, not every family has the time or expertise to teach these skills. Schools, with dedicated teachers and structured syllabi, can offer standardized and comprehensive training in these domains, ensuring that every student, regardless of their background, has an equal opportunity to learn.

In conclusion, while academic success and preparation for examinations is undeniably vital, completely sidelining practical skills does a disservice to students. A well-rounded education system that encompasses both academic and life skills ensures that students are prepared for both professional challenges and the practicalities of everyday life.

Sample 16:

These days, many are concerned whether schools are actually providing their learners with enough helpful skills for life; as a consequence, they believe educational institutions should also teach cookery, dressmaking, and carpentry classes. While academic success is fundamental to any school, I disagree that institutions should eschew the training of life skills.

On the one hand, it seems reasonable to expect schools to maintain their academic emphasis and leave the education of practical skills to the family. Operating whole new departments merely to teach students to cook or sew generates additional expenses involving salary and administration. Pressuring schools to attain this objective likely puts additional strain on their budget, thereby forcing academies to prioritize profit over educational outcome. Meanwhile, students’ family members who teach them life skills can inspire them with traditions and family-specific techniques. This would add a unique touch to their already valuable abilities.

However, several reasons support offering life skill subjects at school. Firstly, as some students’ parents are occupied with work, institutions should assume the responsibility of teaching practical skills, lest young people enter adulthood with the ineptitude supporting themselves. Learning cookery enables students to prepare their own meals, while informing them of the knowledge of nutrition and dietary habits, all of which are beneficial to their health. Additionally, while it is unrealistic to expect tertiary education institutions to dispense classes of such nature, a compromise can still be made. Life skill subjects, specifically, can be learned at either high school, where the academic rigors are moderate, or trade schools, which have the resources to teach gastronomy, carpentry and dressmaking in-depth. This ensures that academic success will not be sacrificed where it matters.

In conclusion, while families play an important role in educating their young with life skills, practical circumstances dictate that schools broaden the scope of education to include those abilities. That is why I believe certain institutions ought to strike a balance between academic excellence and well-rounded development, in order that students are comprehensively prepared for life beyond examinations.

Sample 17:

In the world of education today, there is an ongoing debate which centers on resource allocation and curriculum content. Among these issues is the question of whether schools should prioritize academic success and exams over teaching practical life skills like cooking, sewing, and woodworking. I partially agree with this, and in this essay, I will explain why.

On one side, there are merits to this viewpoint. Advocates for excluding practical life skills argue that resources could be more effectively used to improve academic facilities and core subjects, channeling funds toward science labs, libraries, and skilled teachers. This could lead to better academic outcomes, better preparing students for the modern workforce. In addition to this, learning life skills from family and friends also instills cultural and family values, both of which are often deeply rooted in tradition and heritage. Schools may struggle to replicate these aspects if they attempt to include these skills in their curriculum.

However, it does not mean this perspective is entirely valid, as learning skills like cookery, dressmaking, and woodwork at school rather than solely from family and friends offers several distinct advantages. First, schools provide structured and standardized curricula, ensuring that students receive a comprehensive and consistent education in these skills. This consistency is often lacking when learning from family and friends, as the methods and knowledge passed down can vary widely. Second, schools offer access to well-equipped facilities and trained teachers, enabling students to practice and learn in a controlled and safe environment. Additionally, learning in a school setting allows students to interact with peers, promoting collaboration and a diverse exchange of ideas. Lastly, schools can provide a broader range of experiences and resources that may not be available in a family or community setting, thereby equipping students with a well-rounded skillset and a strong foundation for practical knowledge.

In conclusion, I find myself in partial agreement with the perspectives presented in this essay. On one hand, I concur with the notion that schools should prioritize academic success and exams. On the other hand, I also appreciate the advantages of incorporating practical life skills such as cooking, sewing, and woodworking into the school curriculum. In essence, I believe that resource allocation and curriculum content should encompass both the academic and practical dimensions, to best serve the diverse needs of students and society as a whole. 

Sample 18:

Some people think that school should be a place where students study academic subjects to pass exams, rather than learning skills like dressing and cooking. In my opinion, despite the importance of academic research, a scholar must also learn fundamental life techniques.

On the one hand, the study of academic theory is vital for students in many ways. First, the results of examinations are necessary for the academic performance of a scholar. With good results, they will easily enter the faculty of higher education. Secondly, the academic course better equips the fundamental education to be used in the higher college. For instance, most scholars in India are expected to take subjects such as microeconomics and advanced mathematics, which consist of mathematical skills taught at the university. Consequently, without a deep understanding, they may fail their final exams and have to repeat this course again, which is time-consuming and costly.

However, there are several reasons why a scholar still needs to master a practical technique. For example, if you live away from your family, life experiences such as cooking can be helpful for making healthy and affordable meals on your own instead of eating out at restaurants. In addition, attending skills development classes at the institute is also an effective way for them to unwind after many hours of academic study. Thus, through a wide range of activities the graduates are not only able to relax but also perform better in the examination.

To sum up, I disagree that students should only consider academic learning because both academic learning and practical skills are equally important and should be taught in school.

Sample 19:

It is a universal truth that education has a considerable bearing on people’s personal development. Given the magnitude of schooling, what should or should not be covered in the curriculum is a perennial debate. A school of thought holds that schools only offer subjects that students will be tested on, and practical skills are of little importance and, hence, should be excluded from the scope of the study program. Personally, I disagree with this statement on both counts. 

Firstly, it is a mistake to consider passing exams of all students as the sole purpose of academic learning, which pigeonholes the value of education. In the attempt of earthlings to make sense of the world, the knowledge acquired from subjects such as physics and biology helps us satiate this intrinsic need, more than passing the tests. For instance, had it not been for Newton’s law of universal gravitation and other related radical theories taught in the study program, students would have had no comprehensive insights into the falling objects and how the planets moved around the sun. Furthermore, while academic subjects seem quite divorced from everyday life, they are actually highly applicable. Solving equations in schools can stand out as an example. Despite being often decried by students and completely pointless, this skill gained from this exercise proves to be wonderfully useful in many real-life situations. Thus, there is more meaning in studying academic subjects than just assessment.

Secondly, I do believe that practical skills should be incorporated into the school curriculum. To begin with, it plays a dispensable role to help them to be better prepared for life by teaching these skills. To cite an example, giving students culinary know-how will not only enable them to meet their own nutritional needs but also be emboldened to live independently. Moreover, the students may be more excited and interested in learning through the study program including skill classes. After having learnt exclusively academic subjects causes discouragement among students, a dose of fun and practicality in lessons on cooking, dressing and so on can be a kind of entertainment and help them feel more motivated.

In conclusion, I strongly object to the view that academic knowledge should be taught merely for testing purposes. Schools also should involve classes of practical skills in the education of school-goers.

Sample 20:

The debate over whether schools should emphasize academic success and exams over teaching practical skills like cookery, dressmaking, and woodwork has sparked a contentious debate. Although these skills hold value, they are often better acquired through extracurricular activities, enabling schools to concentrate on nurturing and accomplishments.

To begin with, embarking on a journey of excellence in learning, academic achievements serve as a gateway to tertiary education and promising career prospects. This is because prestigious universities and discerning employers have traditionally viewed exceptional educational records as a primary screening tool for university admissions or job applications. These indicate an individual's intellectual prowess and, consequently, not only do they facilitate access to esteemed institutions but also increase the likelihood of securing lucrative positions in a fiercely competitive job market. Only by prioritizing academic success can students ensure that they are well-prepared for forthcoming educational and career opportunities, which later paves the way for a lifelong journey of personal growth and sustained professional accomplishments.

Critics contend that participating in activities such as cooking, dressmaking, and woodwork brings enjoyment as well as serving as a source of stress relief for students. What is more, engaging in these practical and creative tasks allows them to unwind while simultaneously sharpening essential life skills. These, encompassing effective communication and time-management, are deemed indispensable for achieving success in adulthood. Nonetheless, it is crucial to grant students the right to pursue additional activities aligned with their personal interests. Furthermore, it is noteworthy that these invaluable skills can also be acquired through specialized centers and clubs. Consequently, during their academic journey, students should prioritize the acquisition of knowledge and the development of skills that directly correlate with educational achievement and exam success.

In conclusion, even though practical life skills offer benefits, they are better cultivated outside standard school programs. Schools should nurture academic pathways to empower students, equipping them to excel in their education for future endeavors.