"What, one might ask, is the problem with an educational system predicated on the belief that its graduates should be fit for future employment? There are at least two problems with this narrow basis for an entire educational framework. First, a child entering Kindergarten in the fall of 2012, assuming they will be career-ready with a four-year bachelor's degree, will enter the workforce in 2029. Is there anyone who presumes to know what the global economy will require of its workforce just five years from now (in 2017), much less what will be needed in 2029? Viewed in this context, this predicate for our entire primary and secondary public education system seems not only antiquated but wholly absurd.
The second problem with this system is that the path to getting to this end goal works great for some students; only marginally well for others; and yet not at all for those with less academic-oriented interests and capabilities. The subject areas in which some students have tremendous talent, remarkable aptitude, and keen interest--the fine arts, for example--become increasingly marginalized in secondary schools in favor of those subjects that are viewed as more pragmatic; more "job worthy."
Ironically, studies have shown that students engaged in a well-rounded K-12 educational system, one that includes consistent exposure to the arts (music, fine art, drama, and dance) and some level of daily physical activity throughout the process, end up being more creative and innovative; they perform better in school; and they are more adept at problem-solving and critical thinking. Yet these are the areas in which most school districts trim their budgets the earliest and the deepest, making for a long, uninspiring school day in which teachers and parents lament that students seem to be tuning out in record numbers. Is it any wonder why?"
aqui.
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