There has been an ongoing debate regarding whether students should participate in extracurricular lessons, such as music and art. While one group contends that extracurricular lessons are important for the holistic development of students, another group argues that the implementation of these lessons at schools is not applicable. In my view, although both perspectives are reasonable, nonetheless, the former position appears more convincing for several compelling reasons.
Proponents of the latter viewpoint argue that extracurricular lessons have an adverse impact on the economy. To be more explicit, governments need to allocate budget for studying those lessons at schools, which ultimately contribute to high expenditure as well as inflation rates in the economy. As is widely known, high inflation rates form the backbone of economic instability. For example, The World Economic Forum’s latest report highlighted that countries in which governments divert resources for extracurricular lessons have low economic growth due to inflation.
Despite the above argument, I tend to believe that extracurricular lessons have a favourable outcome on academic attainment. To illustrate this point more clearly, extracurricular activities make significant contribution to holistic development, which consequently result in better academic scores because of enhancing in the some skills, such as critical thinking, of students. For instance, the German government has declared that critical thinking constitutes the foundation of academic attainment. Moreover, extracurricular activities are crucial for enhancing teacher-student interaction and school engagement.
In summary, although both perspectives present certain merits, the argument in favour of including extra-curricular lessons in the curriculum appears significantly more convincing due to its clear advantages in terms of school engagement and holistic development