Students Should Be More Prepared for Work and Trades - Assignment Example

 Students should be more prepared for work and trades Introduction Schools do not focus on the most significant aspect of human life. The economic needs have more importance and contribution than the other aspects of human life, such as political, social, religious and personal. If the economic needs are appropriately satisfied along with adequate access to the basic human needs such as food, shelter, health, employment, life safety and security, people would be able to appropriately perform their other personal, social, religious and political needs. If they do not have access to such basic economic needs, people would find it hard to carry out their routine personal, social, religious and political activities. They would avoid meeting people and others would start distancing as well. These are those basic social and economic facts that we regularly encounter in our life. They have become an integral part of society. Unfortunately, schools and their existing education topics and subjects are indirectly contributing by only focusing on the non-economic aspects of human life. Schools in these days focus solely on the political, social, religious, scientific and personal aspects of human life. They have not developed their focus on the economic issues. Unemployment and absence of inter-personal skills among the graduates are common and they do not receive employment in their initial attempt. Numerous interviewers do not obtain a required level of satisfaction from graduates and they fail to entertain their employment applications. The existing education topics and subjects do not encourage a trend setting behavior or personality rather they indirectly encourage them to become trend followers. And the subsequent effect of such education can be seen when a sound majority of graduating students do not plan to become entrepreneurs and they do not want to become employers, but instead start preparing their curriculum vitae for employment and become trend followers. In the subsequent parts of the essay, we prove that the schools provide students with less practical aspects of today’s life. Subsequent to that, a segment elaborating economic needs and their significance is provided. Before conclusion part, work and trade learning part has been incorporated. Schools limited to less practical aspects to today’s human life Unemployment and considerable absence of inter-personal skills can be caused by the current type of education provided in the schools. In the current structure of school education, a considerable focus is only given to less important aspects of human life. Schools provide more focus on the issues such as extra-curricular activities, a huge burden of variety of irrelevant subjects and topics. In these topics, students only learn knowledge limited to the social, personal, religious and political concern as well. These aspects of human life do have certain level of resemblance. And the students must be educated on such topics. However, presence of so many subjects and topics has taken away attention from the necessary aspect of human life, i.e., economic needs. Some may contend that the schools have certain syllabus on the topic, yet the insufficiency of this argument can be authenticated by this fact that numerous graduates do not get employed in their very first attempt and some have to pay various visits to companies for employment. A recent study reveals that the graduates fail to satisfy their potential employers because they do not possess the relevant and required inter personal skills expected by the employers. And the cause of this phenomenon is provided by the type of existing education and knowledge being given to students in the schools. Moreover, the interpersonal skills, practical aspects of work life and different economic challenges such as budgeting, represent those aspects that do not receive any level of significance or contribution from the schools. The closer analysis of today’s life highlights that the absence of management of practical life issues have considerably augmented the life problems when a graduate enters into his or her 20s. Economic needs The existing economic system is largely predicated on the assumption that access to more money and goods leads to greater satisfaction in life (Wachtel & Blatt, 1990, p. 403). This statement authenticates that the entire human life considerably relies on the fulfillment of basic human needs. And the entire economic system is based on this notion as well. Throughout the world, the economic systems are built to provide basic human needs to their subjects in order to enable them to live in a standard way. Moreover, economic needs possess more significance than other type of needs. The economic needs encompass access to an adequate livelihood or productive use of assets and economic security when employed, disabled, ill, or otherwise unable to secure a livelihood (Elliott, 2006, p. 223). This description highlights the significance of economic needs and its application in different sets of human life manifestations. Accessing to an adequate livelihood has a central position in human life. It is the adequate access to livelihood that enables people to carry out the religious, personal and social routine as well. For example, if a person has insufficient access to basic needs such as food or shelter, he or she would not be able to maintain and establish normalcy in other aspects of human life; he or she would find it hard to make a social contact with others, he or she would not be able to carry out religious activities or meet with his or her friends. This clearly validates the economic needs possess more significance than other needs. Unfortunately, schools do not attend this aspect of human life as it should be. Work and trade learning Education is received to access better and adequate livelihood. And livelihood includes social, physical, natural, human and financial capital (Messer and Townsley, 2003, p.9). Schools and other education facilities are established only to teach students to access better living standards. And better living standards are accessed via working in work places such as offices, factories, stores and other places where inter personal skills, which include commitment, integrity, dedication and communication methods (Fordney, French & Follis, 2008, p.8), are greatly availed to facilitate a formal way of communication among workers. The value of trade cannot be undermined. Many authors do not agree with the notion that the unemployment is largely contributed by the employee trait. A considerable number of graduates do not intend to become employers and start trading in the markets instead they come with an employee mind. Throughout their schooling, they do not receive much encouragement about trade or becoming an employer. Due to this insufficient focus, a considerable number of students become trend followers instead of becoming trend setters who influence alteration of social standards (Straughn, 2008, p. 249). If the students are given work and trade education and their significance in this period, they will be able to identify their personality traits. And on that basis that would become in a position to determine their interest. This identification of interest along with the trade education becomes a lucrative combination during the period of schooling. In that way, trade and its different aspects for new or potential employers would enable new comers to prepare their minds in a particular direction so that the chances of failure become minimized and the chances of success become higher. Conclusion The fundamental aim of education is to facilitate access to better and adequate livelihood. And schools and other education facilities have been established to enable students to access better living standards. But better living standards do not rely only on getting knowledge about social, personal, political or religious issues. It is of extreme importance to get practical understanding about economic needs and ways to fulfill economics needs. Therefore, trade and work place learning are the key factors having sufficient capability to equip students to learn methods for earning and livelihood. The schools must focus on the economic aspects of education in which students must be given knowledge and practical demonstrations showing the actual happenings in the work places, offices, stores and factories as well. In addition to that, schools must incorporate subjects and topics pertaining to inter personal skills and knowledge. What is more, students must receive understanding about formal communication methods and means with the practical examples in classes. It is highly supported that the demon of unemployment can also be controlled if the schools begin focusing on trade education along with concentrating on trend setting behavior. The knowledge of trend setting with trade jobs will enable students to become entrepreneur and start their own business instead of preparing curriculum vitae and representing a trend following behavior. References Elliott, J.A. (2006). An introduction to sustainable development. (3rd ed.). New York: Routlege. Fordney, M. T., French, L. L., & Follis, J. L. (2008). Administrative Medical Assisting. (6th ed.). New York: Delmar Cengage Learning. Messer, N., & Townsley, P. (2003). Local institutions and livelihoods: guidelines for analysis. Rome: Rural Development Division Food and Agriculture Organization of the United Nations. Straughn, J. W. (2008). Who do you think you are?. United States: Xulon Press. Wachtel, P. L., & Blatt, S. J. (1990). Perceptions of Economic Needs and of Anticipated Future Income. Journal of Economic Psychology, 11, 403-415. Read More