The phrase "acquire in school" is correct and usable in written English.
It can be used when discussing knowledge, skills, or experiences gained through formal education.
Example: "Students are expected to acquire in school the necessary skills for their future careers."
Alternatives: "learn in school" or "gain in school".
As Buttonwood has pointed out, the knowledge that students acquire in school when they are in their teens does not necessary translate into action when they have to deal with mortgages and credit-card payments later in life.
You may find that companies are actually competing to pay you for the knowledge you worked so hard to acquire in school.
Second, the literacy and numeracy skills that women acquire in school enhance their ability to recognise illness and seek treatment for their children.
A second language can also be acquired in school.
The realization that the knowledge and skills acquired in school don't always translate at the office is something that all college graduates, men and women, must face.
Claudia Senik, of the Paris School of Economics, argues that French pessimism is "at least partly acquired in school", where grading and selection reinforce it.
Such persons know how to participate in a great many literacy-based institutions how to read signs, labels, and letters, how to deal with ballots, how to sign checks and write notes if not the special literate skills usually acquired in school.
The Guardian's Jamie Doward and Hussein Kesvani write: > Senik claims that the "French paradox" — the fact that the country's general prosperity does not appear to translate into the happiness of its citizens — can be explained by "mental attitudes that are acquired in school or other socialisation instances, especially during youth".
He reminds us of the limits of Enlightenment reason, goads us into thinking about why small might be less fragile than big (a rule, he implies, that applies to animals and corporations alike) and gives us a renewed appreciation of practical knowledge (of the sort possessed by engineers and entrepreneurs) as opposed to the sort of academic knowledge acquired in school.
Using information on economics education acquired in school, we show that the nexus of causality goes from financial literacy to planning rather than the other way around.
We want students to be able to think, to use knowledge they have acquired in school in new situations, for solving novel problems.
