Practical skills are not typically taught at school, an institution traditionally associated with formal education. Instead, these skills are mostly acquired through interactions with friends and family—a method that is not only effective but also essential.
Schools primarily emphasize theoretical knowledge, making them far from ideal/ill-suited for imparting practical skills. Unlike academic subjects such as mathematics, physics, or biology, trades are not abstract sciences to be studied; they are hands-on skills to be acquired. It is virtually impossible to confine cookery, dressmaking, or woodworking to a textbook, much like how soccer can’t be effectively taught in a classroom. Even if such trades were incorporated into the school curriculum, it is unlikely that students would develop a “feel” for them due to limited opportunities for immersive, hands-on experience.
More importantly, learning a trade from a family member is a cultural tradition in many societies. Take Uzbekistan, a country renowned for its rich heritage craftsmanship. It is customary for skilled Uzbek parents to apprentice their children, especially from an early age. Not only does this offer young learners the opportunity to fully explore the craft, but it also strengthens family bonds/ties, making the entire process more meaningful and enjoyable. In the future, these now-skilled children can inherit the family trade business and pass it down to the next generation, preserving it as a family heirloom.
In conclusion, academic education and practical skill acquisition are fundamentally different in nature; the latter is an inherently practical and cultural process. It is, therefore, more sensible for trades, say, cooking, dressmaking, and woodworking, to be taught within the family rather than at school.