For all students, attending school is a fundamental part of life, a necessity in preparing us for experiences in years to come, product of the hours upon hours of often arduous exercises and experiences spent inside a classroom. Many have suggested that with numerous technological breakthroughs, and a significant rise in the opportunities offered in the education of today’s day and age, students are becoming increasingly more prepared for latter stages in their life. But is this development evolving at too slow of a rate? Does today’s education system effectively prepare students for the real world?
Ultimately, what good is learning if students don’t use this knowledge learned at school later on in life? It is evident that many parts of learning that students put meticulous time into mastering, with intention of benefiting them later on into adulthood, are simply inaccessible. An experiment by German psychologist, Ebbinghaus, revealed that students forget up to 95% of what they learn in school after just three days.
Nonetheless, it is debatable that forgetting this content is not to the detriment of pupils; the vast majority of content pupils are educated on is in fact irrelevant to the world we live in.
This is because the world revolves around money.
A student’s knowledge in the field of business and finance is not enriched until the penultimate years of secondary education. Business and finance skills are essential in every adult’s day-to-day life, whereas other subjects that are prioritised many a time are disputably frivolous and far from necessary.
In a standard Dartford Grammar School week for Year 7s, students spend 150 minutes enrolled in Maths lessons despite there being only 80,000 mathematicians worldwide, roughly 1% of the population according to MathOverflow.
However, according to Salary.com, of the ten most populous jobs worldwide, only one of the listed occupations is educated to students at any point in their education period, this being accounting.
Furthermore, the existing schooling system fails to educate pupils in several imperative areas crucial to a successful transition period of youth to adulthood, such as; negotiation skills, taxation, budgeting and investment skills, basic cooking skills and straightforward survival skills.
But, with a rise in prioritisation in one area comes a deficiency of prioritisation in another. There would undoubtedly be a multitude of different teaching organisations that would be very reluctant in letting go of traditional subjects of learning that they regard as valuable to every student’s education. For example, subject areas of focus such as Shakespeare or calculus are often considered indispensable in the nationwide curriculum.