t is often argued that universities should place greater emphasis on offering students courses that develop practical skills, while others believe that the theoretical knowledge should remain the main focus. From my perspective, the former view seems more convincing; however, both sides of the issue will be examined in this essay.
To begin with, it can be argued that universities should focus on theoretical knowledge. Firstly, theoretical learning provides students with a strong foundation for understanding underlying principles. This enables them to analyse unfamiliar problems and apply their knowledge to new situations. For example, an engineering student may encounter a mechanical problem they have never dealt with before. If they have a solid understanding of physical and mathematical principles, they can analyse its cause rather than simply rely on memorised procedures. As a result, they are more likely to find an appropriate solution even in an unfamiliar situation. Moreover, practical skills courses offered by universities cannot cover every skill required across different fields and occupations. Practical skills can vary depending on the workplace, so some skills taught at university may not be directly useful in every job. Since employees can learn specific systems and procedures after entering the workplace, universities do not need to teach every skill students may need in their future jobs. In contrast, theoretical knowledge can be applied to a wider range of jobs. Moreover, practical skills can vary depending on the workplace, so skills taught at university may not be directly useful in every job. Students can learn specific systems and procedures after entering the workplace. In contrast, theoretical knowledge provides a broader foundation that can be applied across different fields and occupations.
On the other hand, it is commonly believed that practice-oriented courses should be given greater priority at universities. First of all, practical courses can improve students’ adaptability to their future jobs. Through these courses, students can carry out tasks similar to those they will face in the workplace and practise skills such as communication, problem-solving, and teamwork. For instance, nursing students can gain practical experience during hospital training. Through this experience, they can learn how to communicate with patients and follow basic medical procedures under professional guidance. As a result, they can adapt to working as nurses more quickly after graduation. Moreover, hands-on classes help students strengthen what they have learned by applying knowledge to real tasks, identifying mistakes, and receiving feedback. Therefore, practical training has a more direct effect on students’ readiness for employment.
In conclusion, although theoretical knowledge provides students with a strong academic foundation, I believe that greater priority should be given to job-related courses at universities because they prepare students more directly for the workplace.