Some people say that in all levels of education, from primary school to universities, too much time is spent on learning facts and not enough on learning practical skills.
Do you agree or disagree?
In recent times, there has been growing concern among academic and industrial professionals, both from developing and developed countries, over the lengthy duration spent by students in learning facts and theories as against practical skills. In my opinion, I will align my argument with the former with excerpts from the Daily Independent Journal and New York Times magazine.
To begin with, every practical skill to be learned at all educational level, has a theoretical foundation which must be thought and studied appropriately. Therefore, no amount of time spent in theories and facts can be deemed to be too much. More so, a number of institutions, particularly the primary and secondary schools, do not have the needed facilities to teach these practical skills. Consequently, the allotted time for practical sessions are channeled to theoretical and factual teachings to ensure the judicious use of the time. For instance, the New York Times magazine reported that 70% of schools in Lagos do not have laboratory for either chemistry or physics practical.
On the flip side, it can be argued that the widespread belief of imbalance in the time spent by students on learning theory against practical is not true as supported by the subsequent points. Some leading economies in the world (such as Japan, China, Germany and United States of America), have a balanced timetable for both theoretical and field studies across all level of education. This is evident in their level of development as children (as young as 3 years) have access to practical enhancing tools such as computer devices. This is not the case in developing countries (like Nigeria, Venezuela and Namibia) where such aids as seen as luxury. In addition, increased GDP contribution to a nation’s revenue is another evidence of the balance between practical and theoretical teachings in schools. Such impact can be seen in countries like Germany and China where goods consumed are significantly indigenous products, majorly championed by graduates due to the practical skills they developed while studying. An empirical survey conducted by the Daily Independent Journal shows that 60% Germany’s revenue are from indigenous products. This is 50% difference when juxtaposed with that of Nigeria, which is Africa’s leading economy.
As a closing remark, it is obvious that too much time is not spent on facts as against learning practical skills as purported by a school of thought. This is supported by the economic development made by school pupils and GDP contribution of products invented by graduates in developed countries.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-01-29 | ielts_tony | 78 | view |
| 2023-01-09 | tsabatt | 61 | view |
| 2022-09-23 | Marlen Boshra | 78 | view |
| 2022-07-05 | Hemantbali | 73 | view |
| 2022-04-15 | ali.khm | 78 | view |
- You are travelling and need someone to do you a favour while you are gone Write a letter asking a neighbor or friend for a help In your letter include Where you are going What the favour is Why you need this friend for help 89
- Write a letter to your boss apologizing for the recent meeting you missed at work Apologize for missing the meeting Explain what happened Say what you will do to compensate
- Write a letter to your boss apologizing for the recent meeting you missed at work Apologize for missing the meeting Explain what happened Say what you will do to compensate 84
- You ordered an item from an online store and it has arrived damaged Write a letter to the retailer to complain In the letter Explain why you are unhappy Request a refund Make arrangements to return the damaged item 81
- You ordered a book online for exam preparation It has been sometime you ordered it and you still have not received your book Write a letter to the e commerce company about this Describe your purchase order of the book Explain the importance of the book Sa 73
Transition Words or Phrases used:
but, consequently, if, second, so, therefore, while, for instance, in addition, such as, in my opinion, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 13.1623246493 144% => OK
Auxiliary verbs: 5.0 7.85571142285 64% => OK
Conjunction : 15.0 10.4138276553 144% => OK
Relative clauses : 10.0 7.30460921844 137% => OK
Pronoun: 17.0 24.0651302605 71% => OK
Preposition: 63.0 41.998997996 150% => OK
Nominalization: 14.0 8.3376753507 168% => OK
Performance on vocabulary words:
No of characters: 2197.0 1615.20841683 136% => OK
No of words: 414.0 315.596192385 131% => OK
Chars per words: 5.30676328502 5.12529762239 104% => OK
Fourth root words length: 4.51076378781 4.20363070211 107% => OK
Word Length SD: 2.94398469857 2.80592935109 105% => OK
Unique words: 224.0 176.041082164 127% => OK
Unique words percentage: 0.541062801932 0.561755894193 96% => OK
syllable_count: 675.9 506.74238477 133% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 4.0 2.52805611222 158% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 6.0 4.76152304609 126% => OK
Performance on sentences:
How many sentences: 17.0 16.0721442886 106% => OK
Sentence length: 24.0 20.2975951904 118% => OK
Sentence length SD: 37.9868853712 49.4020404114 77% => OK
Chars per sentence: 129.235294118 106.682146367 121% => OK
Words per sentence: 24.3529411765 20.7667163134 117% => OK
Discourse Markers: 6.88235294118 7.06120827912 97% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 8.0 8.67935871743 92% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 6.0 3.4128256513 176% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.277156745223 0.244688304435 113% => OK
Sentence topic coherence: 0.0854622243099 0.084324248473 101% => OK
Sentence topic coherence SD: 0.0825395840356 0.0667982634062 124% => OK
Paragraph topic coherence: 0.181839773227 0.151304729494 120% => OK
Paragraph topic coherence SD: 0.0619882790273 0.056905535591 109% => OK
Essay readability:
automated_readability_index: 15.8 13.0946893788 121% => OK
flesch_reading_ease: 47.12 50.2224549098 94% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 13.81 12.4159519038 111% => OK
dale_chall_readability_score: 9.29 8.58950901804 108% => OK
difficult_words: 117.0 78.4519038076 149% => OK
linsear_write_formula: 14.5 9.78957915832 148% => OK
gunning_fog: 11.6 10.1190380762 115% => OK
text_standard: 12.0 10.7795591182 111% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.