Some people say that in all levels of education from primary to university, too much

time is spent on learning facts and not enough on learning practical skills. Do you agree
or disagree?
Educational learning should develop a balanced approach in theoretical and practical aspects
while delivering knowledge to students. It is often argued that more importance is given to
factual learning and less time is devoted to developing practical skills. In my opinion, I do
agree with this statement and in this essay, I will support my view with valid arguments.
A good reason to support my point is that the marking criteria emphasize more on
theoretical. This scheme of evaluating student performance in subjects is based on only
written exams in which they have to present answers to already establish facts. In other
words, in Indian education system, 95% of the syllabus required only written evaluations of
students to clear their courses. Hence it ends up with more stress on factual learning for
students and no practical explores.
Moreover, no group assignments are provided by teachers to access the performance of
pupils. As these collective group work will increase critical reasoning, group coordination
and leadership qualities in students but no weightage is given to promote such assessments in
the education system. Thus, it further lead to a dearth in the personality development of
children and for this reason, students take various personality development classes to enhance
their skills.
Finally, most of the institutes follow conventional learning methods to educate students. This
methodology mainly consists of reading listening and writing of concepts and with this
approach student will learn concepts for a limited period of time and at the time of
implementation, they will forget them. For example, MBA students cannot file a tax form on
their own as they are not given any practical knowledge. Hence, this learning will make them
insufficient at the time of performing a job.
To conclude, I agree that much time is spent on cramming instead of experimental learning
because of the current structure of teaching.