Skills and knowledge in the Education system


Education is knowledge of essential skills and a social institution that channels members’ values and norms and attitudes, knowledge, beliefs, and skills through formal and systematic training. According to Durazzi (2019), the standard system of education states that the fundamentals of academics are essential, as it focuses on knowledge selection with no better know-how of the educational value. Knowledge processing is used to inspire, nature ambitious visions, enhance creative practice, encourage risk-taking, motivate and enhance the ability to come back to normalcy. In this regard, skills are linked to the understanding of knowledge values. Although, the learning institutions have not considered the various skill sets. A large gap delinks the two aspects, which poses a challenge to the education centers. Some of the successful people have not completed their school learning. Still, they have succeeded in life and business as they know how to collect data for their initiatives and apply common knowledge. However, the environment in class does not work the way the external environment works, as there is a focus on knowledge achievement with no clear goal other than for the grades. Therefore, if the purpose of education does not motivate the learner other than to please the educator and sponsor, there is no process outside of using memory to respond to test questions.

Further, an average learner student can be academically challenged while at the same time not being motivated. In this case, the limited knowledge to apply skills and get motivated. For instance, a regular college student tends to have some complex skills that provide them with the fundamental life solutions, all about their education. According to Care et al. (2018), education includes all elements related to skill acquisition and would be ideal for solving life problems. Only measurable are identified, and the tool for measuring applied is the written exams. People with no skills to organize their thoughts on paper have failed. In this regard, some innate Knowledge, including skills processing, is not included. The fast, in this case, is that what is repeatedly done grows more assertive, while the opposite becomes dormant. Therefore, the exercises in class include a collection of knowledge that leaves some of the innate skills in the dormancy. Nevertheless, the education systems globally are focused on the idea that learners get and memorize data from teachers and written material. Such an education system affirms this knowledge with standardized examinations that compare students and only examine the measurable data in the exam. In this case, the main goal is to develop the necessary skills to utilize in collecting data. Unlike the traditional ways of education where learners memorize things to be regarded as successful and get higher scores than other leaners, the contemporary world needs a new way of educating students. The goal is to have an in-depth understanding, be creative, and have data skills and management.

Learning Information is needed for tests

             The education systems are designed in such a way as to make students remember what they have studied in class and the reason why schools have to be able to make a comparison of learners thorough examinations and testing. The schools need to have the ability to grade learners as either stupid or excellent. The education system operates as a saving tool for society. From the traditional grading system, learners are placed on the track to determine their fate in the future. Another rationale the current education system likes to make learners memorize things is to examine their level of knowledge and identify what to memorize. (Gorbunova & Davletova, 2020). The educators believe that if the learners memorize things, it is the same as grasping knowledge. Education facilities also engage in imparting knowledge since, in doing so, the learners will have various individual skills and have the same set of knowledge. Tests are not the measure of intelligence or ones’ abilities. This is not measurable how the brain processes data received or how motivational experience leads to persistence, sorting out the instincts, evaluations, opinions, possibilities, and other ways. By itself, knowledge does not have value, but it is a collection filled with words that have no value, and hence the need to process them together to give value.

Therefore, how the words are put together helps identify the levels of value. The current education system has become a process of remembering things that make up a collection of new words with no value. When learners can remember selected knowledge, they will be provided with an exam that lasts a day based on a collection of knowledge and remembrance, which influences opportunities for employment for the rest of their lives where innate skills are not applicable (Demidov et al., 2020). The value of knowledge is seen when utilized within an artificial surrounding that is not predictable and cannot be measured. Successful people in life use motivation as well as inspiration to overcome limitations. In this regard, teaching to the exams does not inspire or motivate the learner. Remembrance does not inspire a love to learn, but it does the opposite by turning the desire to learn. Therefore, the education system’s goals must include developing the student’s skills to utilize the knowledge and skills in finding life solutions. Education should be an experience of a lifetime, not limited to the younger ages but everyone. Overall, the teachers must switch to testing since the educational crisis cannot be solved independently, and society needs measurable results. The pressure is shifted from the education system to the policymakers who have to decide how to measure such elements within the education system.

Students can have the same knowledge but not the same skills. In this regard, even though learners can be proficient in a simple context such as single approaches, they will exhibit challenges in applying the knowledge and the learned skills to a real-life situation, such as linking ideas from different sources. For instance, historically, the learner’s course was to criticize a discussion through personal insights. However, when the learners are given the task of linking various discussions into a single thesis, they will have challenges reconciling the various perspectives and pulling out sections of the discussion that can shape the learner’s unique view. Therefore, the learners need to be provided with a stepping stone towards the complexity with a shift from simple tasks to those with extra demands (Umirzakovna et al., 2020). Also, the students can be provided with synthesized Information, which gives students the space to practice integrating various issues to make a whole idea with a summary of all the elements and synthesis of data before applying the same to a given life problem.


Education is about understanding

             Einstein stated that imagination is more essential than knowledge, which is assumed to be limited. All knowledge that people have globally can only be essential if it can be used to solve the world’s problems. In other words, other people created knowledge, and hence its analysis is linked to what people think about given subjects. Everyone can use their five senses differently as there are no people in the world who will do the same thing simultaneously. Therefore, it is impossible to examine perspectives since this tests the logic. The primary rationale for examinations is to rank and label the learners, with some being smart, others not. According to Akhmetshin et al. (2019), intelligence and grasping of knowledge are linked, but unfortunately, examinations only measure one type of intellect. Besides, imagination was shown in earlier ancestors through their ability to make tools organizational skills for hunting and making relations and interaction. In this period, the imagination levels would seem reduced, which would be linked to the size of the brains and the level of thinking, which may be compartmental. Therefore, as humans evolve, scientists have seen an increase in the size of the brain and advances in technical skills and creativity, and the development of complexities in social functions.

Imagination is also essential in the development, especially of children. Science indicates by being imaginative, and a person can stimulate the brain’s functioning, which leads to is literal expansion. This process assists in linking various areas of the brain. There is an agreement that imagination is needed among the young ones in developing they are usually and reach their adult potential of the brain. According to Fautley and Murphy (2016), playing and being innovative have been proved to be able to improve the size of the brain in both size and cognitive abilities. At a stage of neurology, imagination can have increased through various linkages within the brain system, which connect the parts with the stimulation experienced and activated. Therefore, imagination can be said to be a process involving the whole of the brain’s functionalities and does not happen in isolation but through coordination of the various sections. The utilization of the brain as an organ has been shown to increase in children as they are actively curious and able to solve various problems. Additionally, imagination is a critical learning tool within the education system. Children will have to learn things and strongly memorize them. In this regard, imaginative activities build connections within the brain and engage the mind in bringing a given topic to being. (Keller et al., 2001). Therefore, the enjoyment of learning and education among the children can be enhanced by using their imagination and becoming innovative.

As children grow, their image needs to be consistent and always constant. As the children grow, their imagination also improves as they are allowed to build their social interaction and encourage better sensitivity for their feelings and their linkage to the environment. In addition, the level of imagination can reduce stress levels and enhance the ability to resolve life problems to bring about positive outcomes. According to Andrews and Higson (2008), being imaginative is a crucial skill for people to possess, and it is essential to nurture it through all the life process. To attain their full potential, they need to use their imaginative skills in solving issues related to their interactions and health. The big question is how people can encourage their imagination and children. People have imagination within them since that is what makes us human. People need not instill imagination within their children but improve and enable what exists. Starting from a childhood age, people can help improve their children’s imagination by building fantasies about some of the unknown phenomena. For instance, imaginary colleagues can be enhanced rather than avoided. Nevertheless, in children and students, various ways can help enhance their imagination, including the use of tools.

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Importance of Skills in Actual world

Skills are essential as they help find, organize, analyze, synthesize, and create new data. In the contemporary world, skills are more critical compared to knowledge. An individual needs to have the facts and utilize them in finding a solution to issues. It is of much higher essentiality to identify Information fast, be organized, carry out analysis, understand the main concepts, put different parts in place, and build new data. In harmony, such knowledge and skills make the management of information and innovative practices more desired and applied in life events. (Durazzi, 2019). A better implementation process of life skill learning is the solution to the skills and knowledge acquisition issues.  When a person gets such skills, theory becomes a profession to address some life challenges, motivate themselves, and provide emotional sort and better judgment. There are many excellent outcomes of teaching life skills curriculum to learners and bringing about the change in children’s attitude, thinking. Behavioral approaches by providing a supportive environment. Life skills practicals indicate an effective method in essential prevention learning since, as its interactive use, it utilizes skills that enhance problem-solving and is based on activities. Hence, the educator and the student both get involved in learning.

Further, life skills learning has been identified to be more essential in mental health intervention strategies and the promotion of an excellent social and psychology of young ones, which play an essential part in all aspects such as helping in coping with mental issues and building confidence and esteem as well as intelligence, critical thinking, solving of problems and making sounds decisions. This element has been identified as the outcomes and benefits of life skills learning (Care et al., 2018). There is a consequential significance of life skills learning that is to be part of the regular curriculum in schools and given occasionally by life skills educators to enhance the psychological and cognitive aspects of the learners, enhance them with better skills for life adaptation to face the drawbacks of changing situations life and enhance them to become fully functional contributors to the greater society in particular and the global area. In this regard, it is essential to role that, Life skill learning has is essential in the overall development of learners. Although there are considerable achievements made in the past years, and in the present research, to indicate, education in life skills, as an effective educational mod, enhancing the learner’s potential to meet the needs and demands of the present community and be a success in life but still further studies are needed from future policymakers in education and professionals in the other fields such as mental health to indicate a robust finding.

Opposing views

Many people are rejecting the overall perception that suggests that putting skills and knowledge on opposing sides builds a dichotomy that is not true. Instead, they argue that skills and knowledge are two different sides of the same phenomenon, with both sides being essential to the overall education initiative. According to Care et al. (2018), Aristotle’s philosophy gives an excellent point to bring together knowledge and skills. The philosopher came up with a triple division of knowledge, including universal, theoretical, know-how, and practical wisdom. The distinction that the philosopher observes between content-based knowledge, on the one hand, includes knowing what and why, and practical, tactical and situated knowledge, which includes aspects of what one could call craft knowledge or skills. On the other hand, the philosopher suggests that rather than being in a tense situation with each other, knowledge and skills each have a distinct role yet interconnected in the conceptualization of knowledge and, by extension, education.

The linkage of knowledge and skills is further supported and explained in the cognitive and mental studies on learning, commonly referred to as the science of learning. Cognitive studies have demonstrated that general abilities, competencies, and skills cannot be studied independently of content domains (Akhmetshin et al., 2019). For instance, as it is essential to teach the general principles and methods to solve problems, using these to respond to a specific problem requires appropriate content knowledge. This is also applied when undertaking particular processes like writing an essay and solving a difficult problem. If we do not have sufficient specific knowledge of a given domain, simply understanding the issue can take up most of our working memory, leaving reduced space for better solutions. For this reason, people find it challenging to write an essay on a topic that we do not know well enough. While we may be familiar with the main components required in writing, such as using an introductory start, a good argument, the use of paragraphs (Care et al., 2018). Similarly, studies on improving skills for solving problems demonstrated that the most used approaches focus on enhancing the learner’s base of the knowledge base. In contrast, interventions focused on solving problems with little or no impact seen.

While the people’s background of knowledge makes them effective in performing high-order practices, applying the knowledge should be like problem-solving. This will assist in consolidating the base of knowledge. Through active utilization of a new piece of Information, we can move beyond a comprehending that Information and commit it to our long-term memory so that it is retained over time to learning, which includes the newly gained data to do something. According to Durazzi (2019), knowledge is created and transformed through practices. The suggestion is that people need to develop learners in both a good background of knowledge and essential skills to apply this knowledge to address difficult challenges and be innovative. The education system must move beyond this debate of knowledge versus skills and recognize that both are significant to our education system. A person’s knowledge background identifies how people can quickly learn and show their abiity to use skills in solving issues in the real world. In this regard, knowledge is directly related to discussions of equality in education. Therefore, as knowledge increases, it does represent an essential element in forming more equitable educational approaches.


Many people have the perception that knowledge is all about memorizing things and taking exams which are the measuring tool of one’s success in academics against other learners who have gone through the same system. But the matter is no longer a reality of the contemporary world where education is less essential, but innovation and creativity have brought an in-depth understanding of phenomena. Therefore, to be more at peace with the modern world’s technology, the education system must focus more on assisting students to achieve information management and innovative skills. Therefore, it is concluded that skills and knowledge are distinct in many education systems. Also, many events have been found that support the claim that these measures of knowledge and skills can be interchanged. Since nobody has been able to claim that they are, a particular class of approaches is used to measure knowledge and skills other than the use of tests.


Akhmetshin, E. M., Mueller, J. E., Yumashev, A. V., Kozachek, A. V., Prikhodko, A. N., & Safonova, E. E. (2019). Acquisition of entrepreneurial skills and competencies: Curriculum development and evaluation for higher education. Journal of Entrepreneurship Education22(1), 1-12.