Academic Knowledge Vs. Practical Skills: Rethinking Secondary Education Priorities

Authors

  • Dr. Muhammad Nisar Lecturer, Institute of Education and Research Kohat University of Science and Technology, KUST, Kohat
  • Professor, Dr. Muhammad Naseer Ud Din Institute of Education and Research Kohat University of Science and Technology, KUST, Kohat
  • Dr. Shah Jehan Lecturer, Institute of Education and Research Kohat University of Science and Technology, KUST, Kohat

Abstract

This question will assess the balance between academic learning and practical skills in the field of secondary pedagogy and its implications on vocational preparation. Using a mixed-method paradigm, 300 pupils, 50 educators and 30 corporate interlocutors were recruited through stratified random sampling. Quantitative studies indicated a strong focus on theoretical education and a rather low focus on practical abilities. Employers were found to place a great value on the functional proficiencies, but were dissatisfied with graduate preparation. In the qualitative thematic review, fears of exam-based curricula, limited industry exposure, and a necessity of competency-based changes in assessment were found. The paper hypothesizes the blending of experiential learning paradigms, strengthening of the school-industry connections, and reconstruction of evaluation systems to enhance the effects of employability.

Keywords: school education, employability, curriculum redemption, hands-on learning, work-readiness.

https://doi.org/10.5281/zenodo.18734480

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Published

2026-02-22

How to Cite

Dr. Muhammad Nisar, Professor, Dr. Muhammad Naseer Ud Din, & Dr. Shah Jehan. (2026). Academic Knowledge Vs. Practical Skills: Rethinking Secondary Education Priorities. `, 5(01), 1460–1467. Retrieved from https://assajournal.com/index.php/36/article/view/1443

Issue

Vol. 5 No. 01 (2026): Advance Social Science Archive Journal

Section

Articles