Arguing that time spent on theoretical facts is not commensurate with that of practical skills, pedagogy for all levels is at risk of lacking core skills that can be used to apply to real life situations. This deepening polarization is demonstrable with some reasons.
Firstly, today's employers apprehend a lack of practical skills among recent graduates. These skills are cited as integral to workplace success. A good example for this is the design companies and publishers that cull through the list of candidates by asking them to accurately mimic the work they would do on the job. Often, fresh graduates see themselves eliminated since practical subjects are greatly undermined in curriculum planning. According to Iran Labor Statistics, last year, the employment of graphic designers holding a mere relevant formal education dropped, then reasserted as practical training courses were introduced. Ergo, Students’ incompetence in job market stems from curriculums condensed for learning facts.
Secondly, in many countries learners are instructed using orthodox methods of teaching in schools and universities. These methods have hitherto used obsolete techniques that are based entirely on facts and figures rather than practical experience. In my country, Iran, it is ludicrously easy to see traditional approaches being adhered to at all levels of education. Here teachers dispense knowledge, and pusillanimous students need to be filled with information that has no particular use or function unless applied and tested in a practical fashion.
On the whole, I aver that learning facts wastes a considerable amount of time in all educational stages. Sadly, I am sure I am not alone in saying there are many practical skills I wish I had learned in school or university.