Introduction
Today I want to talk to you about whether schools should teach essential life skills such as credit report composition, food preparation, and budgeting or whether these topics should be considered at home. At first glance, schools should focus more on subjects such as mathematics, reading, and English to give children the basic knowledge they can use in the future. However, it is crucial to remember that children should have other life skills to build a prosperous future for themselves.
Discussion
The basic life skills I am referring to are credit reports, cooking, and budgeting. These skills are important for everyone, regardless of age or background. This also helps them know if they are eligible for any loans and can afford to purchase things, and enables them to use other financial resources in the future carefully (Amirudin & Muzaki, 2019). Students should also be taught how to prepare food since a healthy diet may be beneficial for their physical and mental health. Being able to budget will also give children valuable knowledge on how to distribute and manage their finances in the future.
However, not all parents are equipped to teach these skills to their children. Many adults need help with financial literacy and may need to gain the knowledge or skills to teach their children how to manage their money effectively (Shek et al., 2020). On the other hand, schools can provide expert guidance in this area and ensure that students leave with the essential skills they need to succeed.
Secondly, schools can provide students with a safe and structured environment to learn these skills. Learning about credit reports, cooking, and budgeting can be overwhelming, and it can take time to know where to start (Nasheeda et al., 2018). Schools can provide a clear and structured curriculum that takes students through these topics step by step, ensuring they have a solid understanding of the material before moving on. Finally, schools can ensure all students receive the same education in these critical areas. Teaching essential life skills in schools can help to level the playing field for students from different backgrounds (Rumyantseva, 2023). This can help to reduce inequality and ensure that all young people have the same opportunities in life.
However, there are some potential drawbacks. For example, the school may need more time to teach these skills, and the time spent might not correspond to the interests and needs of all students. In addition, some students may not have enough information to understand the subjects, and they may need extra time to understand them fully (Cronin et al., 2020). Additionally, some students may not have the resources or the time to properly learn these skills. This could hurt their learning and hinder their ability to understand and apply these skills.
Therefore, whether schools should teach students essential life skills or whether these topics should be considered at home cannot be said definitively. However, it is important to remember that children should have basic skills to succeed. I think children should be given access to these skills at home and at school (Nasheeda et al., 2018). At school, children can get the basic knowledge, and at home, parents can help their children practice and go deeper into these topics.
Conclusion
In conclusion, learning basic life skills is important in preparing students for a successful life. Children must have the skills to successfully manage their finances, health, and other aspects of life. In general, I think home learning and school learning should go hand in hand to achieve the best results. Thank you for listening, and I hope this speech has given you some food for thought on this crucial topic.
References
Amirudin, A., & Muzaki, I. A. (2019). Life skill education and its implementation in study programs islamic religious education. Jurnal Tarbiyah, 26(2). Web.
Cronin, L., Marchant, D., Johnson, L., Huntley, E., Kosteli, M. C., Varga, J., & Ellison, P. (2020). Life skills development in physical education: A self-determination theory-based investigation across the school term. Psychology of Sport and Exercise, 49, 101711. Web.
Nasheeda, A., Abdullah, H. B., Krauss, S. E., & Ahmed, N. B. (2018). A narrative systematic review of life skills education: effectiveness, research gaps and priorities. International Journal of Adolescence and Youth, 24(3), 362–379. Web.
Rumyantseva, O. V. (2023). Development of soft skills in higher education: students’ opinion. Vestnik of Samara University. History, Pedagogics, Philology, 28(4), 98–105. Web.
Shek, D. T. L., Lin, L., Ma, C. M. S., Yu, L., Leung, J. T. Y., Wu, F. K. Y., Leung, H., & Dou, D. (2020). Perceptions of Adolescents, Teachers and Parents of Life Skills Education and Life Skills in High School Students in Hong Kong. Applied Research in Quality of Life. Web.