Some People Believe That Academic Subjects Such As Chemistry, Physics And History Should Be Taught In Schools IELTS Writing Task 2

In fact, vocational subjects like motor mechanics and cooking give students practical skills and work experience without requiring them to commit to four years of college, which forces them to support themselves and their families. Second, by simplifying vocational training, the economy can achieve a labor market balance. Because of this, some developed countries, such as Canada and Japan, export labor. Some people believe that academic subjects such as chemistry, physics, and history should be taught in schools, while others believe that practical subjects such as motor mechanics and cooking will benefit students more.

Some people believe that schools should include academic subjects in their curriculum, while others believe that teaching practical subjects is more beneficial to students. Academic subjects, in my opinion, provide less practical knowledge in the early school years but can help students obtain a professional career in the future. Academic subjects like physics and chemistry lay the groundwork for students to pursue professional or skilled jobs in the future. These skilled jobs are not only well-paying, but they also contribute to the country's development as a developed nation. For example, teaching physics or biology to students can help them develop an interest in the subjects since childhood, which can potentially lead to a professional degree in engineering or medicine. According to a recent global analysis, countries with more scientists, engineers, and doctors, such as China and India, grow faster than those with fewer. On the other hand, teaching real-world practical skills such as cooking and motor mechanics can lead to more job opportunities. These are job-ready skills, which means that students who have learned these subjects will be able to find work quickly. For example, according to a recent survey conducted by well-known recruiting firms, there is a greater demand for auto mechanics, cooks, and machine operators than there is supply. A government report also indicated that unemployment in these areas is lowest.

This is because they expose students' minds to intricate concepts about the workings of our world and universe, allowing them to uncover knowledge that provides solutions to societal problems. Overall, a glance at the graph reveals that the main percentage difference between Japan and Malaysia was in housing and transportation expenditures, as opposed to food, health care, and other goods and services with minor differences in portion. Previous research has shown that students who study world history often become competent political leaders because they understand patterns of successful and failed governments and can thus exploit such patterns to benefit their citizens. Others believe, and I agree, that applied learning in areas such as cooking, sewing, motor mechanics, and so on is critical for students' future financial well-being. This is because these lessons provide students with skills that they can exchange for money while attending college or, more broadly, whether they obtain tertiary education or not. For example, recent World Trade Organization (WTO) studies show that 58% of high school graduates who become entrepreneurs use the skills they learned in school. In conclusion, while opinions differ, I believe that students have a better chance of financial success if they are taught real-world subjects in school. Finally, the benefits of academic courses are more significant. Students can make the best decision by weighing all of the pros and cons.In contrast, the remaining goods saw roughly the same proportions in both countries in 2010. As can be seen, they differ by 3% from one another. Food expenditures, for example, accounted for 24% of total expenditures in Japan, while it accounted for slightly more, 27 percent, in the second country.

To begin, having access to higher education is critical for obtaining decent jobs. This means that education courses prepare students with specialized knowledge containing fundamental theories to do complex jobs, such as doctors or engineers, that require a deeper understanding of the nature of subjects, allowing them to compete in the labor market. Second, if students have access to tertiary education, they will be equipped with critical skills that will help them become more confident in the future. A large body of evidence suggests that university activities such as teamwork, presentation, or discussion encourage students to develop soft - skills such as problem - solving ability, communication skills, logical thinking, and cognitive thinking, which helps them become proactive younger in modern life. To put it another way, high-level workers such as doctors, engineers, and scientists develop in-depth knowledge of specific fields. As a result, a highly skilled professional workforce will contribute to a country's prosperity. In line with the previous point, the second argument is that academic subjects provide valuable skills in real life. In other words, it derives many skills acquired during the study period, such as logical thinking, memory power, and time management. They, in turn, may be capable of future challenges. Others, on the other hand, believe that acquiring additional skill sets will lead to more career opportunities. Because it helps recent graduates find jobs more easily than their academic counterparts, it lowers the unemployment rate and keeps people from becoming unemployed. Furthermore, teaching practical themes allows them to improve their skills and job satisfaction. To be more specific, those who are well-prepared and competent at their jobs generally enjoy their jobs more. As a result, they will be financially secure in their early adulthood. In conclusion, both points of view are valid. As a result, depending on the job market and the individual's career path, students can find their mix.