The correct method would be to have core classes in key areas, such as math, various sciences, literature and rhetoric, history and social studies AND THEN have derivative classes which fused concepts in practical and vocational settings. The chief problem in most educational settings is the student's lack of will to connect the dots. When I took a high school job at a restaurant, I could immediately see the applications from core Biology of sterile technique and protein / carbohydrate denaturing, most people fail to see those connections. A topical class like "Cafeteria Services" should teach students where to draw from key knowledge in a derivative and synthetic sense: math for accounting, inventory, and projecting trends, psychology and rhetoric for synthesizing menus and advertisements, biology for cooking and sanitation, and so forth.
This approach also better allows students to learn how to leverage their general "core subject" knowledge into changes in vocation because they have already learned the methods to apply what seems to some like dry, lifeless facts and calculations. Further, using such a system in the secondary levels (middle school / jr high / high school) would help students make better choices in the University system. The lack of topics usefully linking back to art history and anthropology would certainly help students to understand the lack of career value, except unto themselves in those fields. At the same time, it should increase the desire to get at least a basic understanding of such subjects as one sees the limited, but interesting ways to apply a general knowledge base.