Relevant question . W.r.t to engineering I can give one example that in text books

of engineering so many theory , design , mathematical calculations are taught but

to production target the key thing is Manpower Management . Very few of total

chemical engineering course are applicable in Production target management .

The question is really very actual. However, to answer this question honestly, one need to recognize the huge gap between theory and practice. That is why young people often cannot solve real problems, because yesterday’s theories are not applicable. However, what needs to be done is to cultivate thinking skills in order to create new theories for solved new problems. However, here is also a huge gap between the needs for new theories and the current level of education that produces consumers than creators. This is a big conflict between yesterday’s knowledge and the creation of new knowledge, however, this is a tendency that is sadly worsening. It is a fact. However, a big incentive is a motivation that must overcome all obstacles and I believe in it.

Thnaks Gennady Fedulov and Jaydip Datta for your valuable inputs :) :)

There is a huge gap between theory and practice. If we bear in mind Bloom's taxonomy for cognitive domain, that gap is between the second and the third level. And higher order thinking skills are after that huge gap. It's really necessary to use those methods that will enable our learners to ''fill'' the gap and to activate thinking skills. In my opinion, we are still oriented to knowledge-based teaching, not to skills-based (learning outcomes oriented).

Here where is the today's problem:

https://www.youtube.com/watch?v=eVu5EwbrD8o "School of two corridors - one for the elite, the other for the masses" - Video

https://www.perunica.ru/vospitanie/9115-shkola-dvuh-koridorov-odna-dlya-elity-drugaya-dlya-massy.html - Text

Thanks Dijana Vučković Gennady Fedulov Jaydip Datta

do you people also feel that "Superiority Complex" could be one of the reasons for such gap and conflict?

sometimes I feel that they system is not that flexible to accept new ideas and techniques... Sometime senior people feel at risk from young professional... surely...young professionals are also arrogant, sometimes...

I cannot speak for the sciences, but coming from a business/ management perspective, I can definitely say that there is a HUGE gap between theory and practice.

I am both an academician as well as an entrepreneur. I struggle extensively whenever I wear back my entrepreneur's hat as my theoretical knowledge is unable to serve me well in my business.

Karling Ling Lee Thanks a lot for sharing your experience

Could you clarify more .. please ot is not well understood

Dear Noor Fareed the concern of the question is: most of the time what we learn in college/university cannot implement in our professional life. There could be many reasons, such as design of our education system, communication gap between fresh and senior professionals, and so on. hence, there are always some conflict between them... the main part of the question how can we reduce those gaps and reduce conflicts

I don't think that most of the time we teach unpractical things, but there is to much ''high theory''. Yes, in my opinion, there could be gap between senior professionals and those younger. But, it's not the only reason for the main gap - those between theory and practice or - in my opinion its' better formulation - between knowledge orientation and skills orientation in teaching and learning. Knowledge is traditionally recognized, its' easier to transmit, to measure it... Teaching skills needs a lot of energy, much more than transmitting knowledge.

Dear Dijana Vučković Thanks again for your very clear and interesting inputs :) :)

Dear Joshua O. Ighalo Thanks for your inputs

surely only education system cannot do all... similarly, only young professionals cannot fill up the gap alone...

again, in engineering fields have practicals... however, engineering field is also very evolving...

Update knowledge in both the ways

Of course that educational system cannot resolve everything. But, that's why it's of the greatest importance that we teach and learn skills, e.g. metacognitive skills are helping us to update our knowledge in the best possible way.

In my opinion, there is a gap between theory and the practice in most of the disciplines. I'm a medical doctor and believe that the gap is smaller in clinical departments.

I think in the reply of this question, "the implementation of our academic skills in our professional life" to specify percent is very difficult and can not be calculated.

Dear Ilhami Unluoglu ... Thanks for your valuable comment... surely, we cannot calculate it very precisely... but we can coarsely estimate a value based on our perception

I strongly agree with @Joshua O. Ighalo

Depend upon person to person but exact calculation is not possible

35%

25% . Because I work in a college that has nothing to do with my exact specialty .

Learning is a continous process. You learn by doing. You learn by thinking. You learn if you love learning (motivation). Stimulating lifelong learning is the only way to avoid skills obsolescence

35%

35%

The answer will be a rough rather than an accurate estimate. For me I may implement about 40% of my academic skills in my professional life. I usually try to implement my research approach, problem solving methodology , engineering habits, creative thinking active learning, team work, brain storming self confidence and esteem and conclusions formulation skills can be extended from academic to professional life.

Actually, there is not a proper answer for this question. I mean, in percentage, or any value, without narrowing a lot the conditions. It depends on many factors including, but not limited to, psychological characteristics, previous experience (during college/university) and even the own organization practice. I know people that left University with the same grade, but one was extroverted, the other not quite. The first one entered a big company and used none of the tools actually taught, but a lot of the experience gained while in the students' union. The later, tried to convince his boss, in a small company, to use some of the tools he learned, to increase productivity: his boss denied, and my colleague used them anyway, reducing his own load of work. In another case, a friend of mine started to work in a place where ‘everything was always done like this’: he presented the owner some other possibilities and, although the production line was not modified for a while, a lot was spent developing new products. This gap will always exist since the objectives of both academicians and professionals are different, but that is not necessarily a bad thing: new points of view may push some companies to do better. By reducing this gap to zero, one could actually eliminate different ideas, leaning the market to a sameness of solutions; this is an exaggeration, of course, but that is the idea.

Several studies have shown that in the medical-scientific field 10 years after graduation most medical knowledge is obsolete, nearly 100% after 20 years. You have to be a lifetime student to be a good doctor.

That is good idea I think.

I agree with Stefano

There is no definite percentage since it is dependent on a number of variables and factors

I would go for a percentage range of 15% to 40%