FUNCTIONS AND IMPORTANCE

OF EDUCATION IN SOCIETY

Understanding Culture, Society, and Politics

 OBJECTIVES

• learners are expected to examine the functions and

importance of education in society. Specifically, to:
a. trace the development of the Philippine education
system;
b. understand the relationship between education and
society; and
c. explain the roles and functions of education in society.
 • Derived from the Latin word “educare”
which means “to train”, “ to rear or
bring-up (a child)”
• An institution that leads an individual
to economic wealth, social prosperity
and political stability.
EDUCATION • Its main purpose is to educate the
people in society, to prepare and
qualify them for work as well as to
integrate people into society and teach
them its values and norms.
• The role of education is a means of
socializing individuals which is
essential in maintaining the balance of
any society.
Significant developments in education
during the specific colonization in the
Philippines
 • The educators or the teachers
during the pre-colonial era were
the Babaylan and the
Katalonan.
PRE-COLONIAL ERA • The system of education is said
(900-1521) to be informal and unstructured.
• Education was used to preserve
the cultural heritage of the
country.
• Education aims survival,
conformity, and enculturation
 • Religion-oriented education
(Christian doctrine, prayers, and
sacred songs)
• Spanish missionaries as tutors
SPANISH • 3Rs were only given to brighter
COLONIZATION pupils
(1521- 1898) • Teach catechism to the natives
• Spanish language- compulsory
• Inadequate education
(suppressed/limited/controlled)
• Education is a privilege not a right
 • Religion + Education
• 3Rs (Reading + Writing +
SPANISH Religion)
COLONIZATION
(1521- 1898) • 3 grade levels (entrada,
acenso, termino)
• Formal and organized
 • Formal and organized
• Public system of education

AMERICAN PERIOD • Volunteer soldiers were the

(1899- 1943) first teachers of the
Filipinos and were replaced
by 600 Thomasites (365
males and 165 females) in
1901.
 • Emphasized 3Rs (reading ,
writing, and arithmetic)
• Education is free for all.
AMERICAN PERIOD • Education includes
(1899- 1943) induction of good manner
and right conduct.
• Education is a means of
giving people an orientation
toward the democracy.
 INFLUENCES:
• Use of English language as
medium of instruction.

AMERICAN PERIOD • Providing formal education

(1899- 1943) 1. Primary education
2. Intermediate education
3. Secondary Education
• Vocational Education
 • Abolished the English language
and eradicate old idea of
reliance on western nations.
• Started vocational education
JAPANESE PERIOD • Education aimed to foster a
(1943-1946) new Filipino culture based on
the self-consciousness of the
people as Orientals.
• Love for work and dignity of
labor was emphasized.
 • English as the medium of
instruction, the Philippine
education is a prototype of the
American system.
• Schools are categorized into
public (government) or private
PRESENT TIME (non-government).
• Classes in the country start in
June and end in March the
following year. Some colleges
follow the two-semester
calendar namely: June-October
and November-March
SYSTEM OF EDUCATION IN THE
PHILIPPINES
 - an organized education model,
which is systematic, well-
structured and also
administered according to the
laws and regulations that are
FORMAL set by the ministry of education
EDUCATION (Dib, 1988)
- only the primary and secondary
is compulsory to students
- at the end of each level, the
learners must obtain certification
in order to enter or advance to
the next level.
 Levels in Basic Education
1. ELEMENTARY EDUCATION
- involves compulsory, formal
education primarily concerned with
FORMAL providing basic education, and
EDUCATION usually corresponds to a traditional
six grades or seven grades, and in
addition, to preschool programs.
Such preschool education normally
consists of kindergarten schooling
but may cover other preparatory
courses as well.
 2. SECONDARY EDUCATION
- public schools and private schools,
is concerned primarily with
FORMAL continuing basic education of the
elementary level and expanding it to
EDUCATION include the learning of employable,
gainful skills, usually corresponding
to four years of junior high school
and two years of senior high school.
 3. TERTIARY EDUCATION
- may further be subdivided into two
types: state universities and colleges and
FORMAL local colleges and universities

EDUCATION - Most institutions of higher learning are

regulated by the Commission of Higher
Education (CHED)
- Public universities are all non-sectarian
and offer a wide-range of programs, with
English as medium of instruction. Public
universities are government funded.
 - refers to an educational activity
carried outside the structure of a
formal education
- According to UNESCO, this type of
NON-FORMAL education can cover programmes
EDUCATION contributing to adult and youth
literacy and education for out-of-
school children, as well as
programmes on life skills, work skills,
and social or cultural development
Example: Alternative Learning System
TESDA
 • As a concept, non-formal education
emerged in response to the world
crisis in education identified by Philip
NON-FORMAL H. Coombs in 1967, who argued that
EDUCATION the formal education system have
failed to address the changing
dynamics of the environment and the
societies.
 • It is a lifelong process whereby every
individual acquires from daily experiences,
attitudes, values, facts, skills, and knowledge

INFORMAL or motor skill from resources in his or her

higher environment.
EDUCATION • It offers alternative learning opportunities
for the out of school youth and adults
specifically those who are 15 years old and
above and unable to avail themselves of the
educational services and programs of formal
education.
 • refers to the education of persons who are
physically, mentally, emotionally, socially, or
culturally different from so-called “normal”

SPECIAL individuals, such that they require

modification of school practices to develop
EDUCATION their potential.
• aims to develop the maximums potential of
the child with the special needs to enable
him/her to become self-reliant and take
advantage of the opportunities for a full and
happy life.
GENERALIZATION
FUNCTION OF EDUCATION IN
THE SOCIETY
 • Being a productive citizen requires
critical thinking. One must have the
ability to understand his or her
duties and be able to respond to
them by making decisions.
PRODUCTIVE
• Through education, individuals are
CITIZENRY introduced to concepts concerning
democracy, power, inequality, and
the like. This promotes greater
awareness in his or her society. It
encourages vigilance and
participation.
 • It enables one to determine weakness
and adjust to them.
• This helps one reach full potential and
SELF- establish oneself as a whole.
ACTUALIZATION • According to Abraham Maslow, self-
actualization is the highest form of
human need. It was defined as “to
become more and more what one is,
to become everything that one is
capable of becoming.”
1. PHYSIOLOGICAL NEEDS

• these are biological requirements for

human survival, e.g. air, food, drink,
shelter, clothing, warmth, sex, sleep.

2. SAFETY NEEDS
• protection from elements, security,
order, law, stability, freedom from fear.
 3. BELONGINGNESS AND
LOVE NEEDS
• the need for interpersonal relationships
motivates behaviour

4. ESTEEM NEEDS

Two categories:
(i) esteem for oneself (dignity,
achievement, mastery, and independence)
(ii) the desire for reputation or respect
from others (e.g., status, prestige).
 5. SELF-ACTUALIZATION
NEEDS

• realizing personal potential, self-

fulfillment, seeking personal growth and
peak experiences.
 • The primary function of education is
the socialization of the new members
FUNCTION OF of the society. The late president
Ramon Magsaysay aptly observed
EDUCATION that “education is the greatest
equalizer of opportunities” for
everybody.
 • 1) Teaching basic skills, such as reading,
writing, and arithmetic.
• 2) Helping children develop skills in

OBJECTIVES OF
abstracting thinking and problem solving.
• 3) Transmitting the cultural heritage, from
EDUCATION which individual may develop an
appreciation of their society.
• 4) Communicating to children the basic
value of the society.
 • 5) Teaching the special aspects of the culture,
such as art, music, literature, drama, science,
technology, and sports.
• 6) Teaching vocational skills that help
OBJECTIVES OF individuals enter the job market.
EDUCATION • 7) Training citizens for life within the political
system of their society.
• 8) Preparing children to live long and form
meaningful relationship with other human
beings.
 • The United Nations Educational
Scientific and Cultural Organization
(UNESCO) declare that education is a
PRIMARY fundamental human right and
EDUCATION AS A essential for the exercise of all other
HUMAN RIGHT human rights. It promotes individual
freedom and empowerment and
yields important development
benefits.
 • Normative instruments of the United
Nations and UNESCO lay down international
legal obligations for the right to education.
PRIMARY These instruments promote and develop
the right of every person to enjoy access to
EDUCATION AS A education of good quality, without
HUMAN RIGHT discrimination or exclusion.
• These instruments bear witness to the
great importance that Member States and
the international community attach to
normative action for realizing the right to
education.
STRATIFICATION SYSTEMS
 OBJECTIVES

Examine the concept, characteristics, and

forms of stratification systems using the
sociological perspectives..
 ❖ Education -level of educational attainment
and the prestige of the school enrolled in

❖ Wealth -net value of money and assets a

FACTORS person has

AFFECTING THE ❖ Income -wages or investment dividends

❖ Age -the respect and esteem associate to
STRATIFICATION one’s biological age
PROCESS IN ❖ Gender -the regard given between males
SOCIETY and females
❖ Family Name -social standing of the parents
and their ancestors
❖ Occupation -related to one’s jobs and how
these jobs are regarded by the Society
 ❖ To understand better the different
forms or systems of Social
Stratification, it is important to
understand first the concept of
SYSTEMS OF vertical mobility–the chances of
STRATIFICATION moving either up or down in the
stratification ladder.

❖ Generally, Stratification can be

classified as Closed or Open
Systems.
 • Closed Systems only allow
little change or movement of
people from one stratum to
SYSTEMS OF another.
STRATIFICATION • Open systems are based on
merits or achievements and
allow movement and interaction
between and among strata.
 • Caste System
- are usually a Closed form of Stratification
in which people are born into their social
standing and stays there all their lives.
FORMS OF - In the Hindu Caste tradition, though has
STRATIFICATION been officially dismantled, may still have its
residual presence in Indian society. It was
deeply embedded in their culture. Before,
people are expected to work and to enter
marriage only within their own caste. And it
is considered a moral duty to accept and
live in accordance with his or her social
standing.
 • Class System
- This system is based on two important
factors: Social attributes and Individual
achievements.

- Unlike caste system, class systems are

FORMS OF an open form of social stratification. A
STRATIFICATION class is a set of people having similar
status as regards their education, wealth,
occupation, income and the like.

- In this system, individual freedom to

choose his or her own career, education
and even associations is given a high
regard. They are not fixed or assigned by
the society.
 • Meritocracy
- In this stratification system, from the word
itself, the social standing is based on
personal effort or merit.

- The higher the effort may lead to a higher

FORMS OF social standing. There are a lot of factors
STRATIFICATION that may actually disrupt this notion of pure
meritocracy.

- Though aspects of this idea are being

observed by sociologists in modern
societies when it comes to academic and
job performance and the systems in place
in designing evaluation and rewards
systems in these areas.
 • Slavery
- This system has been quite common in
human history.

- It may be regarded as the most closed

system – the ownership of people. This
OTHER FORMS primarily began 10, 000 years ago during
the agricultural development period
wherein Prisoners of War or Debtors are
being slaved to work on farms and trade
economies.

- Today, slavery may be politically

nonexistent, but the idea may still thrive
in other societies.
 • Estate Systems
- This system is characterized by control
of land probably commenced during the
middle ages until 1800s.

OTHER FORMS - In this system, there are two major

estates involved: landed gentry or nobility
and the peasantry or serfs. The serfs toil
the lands that the landed gentry owns.

- Compared to slaves, serfs had more

freedom but still typically are poor and
are controlled by the nobility.
 • Functionalism
- This perspective is concerned about
how the different parts of the societies
SOCIOLOGICAL operate to attain its stability and balance.

PERSPECTIVES ON So, what is the mere function of

SOCIAL social stratification?
STRATIFICATION Stratification is important and necessary
to a society because it may promote
excellence and efficiency – giving people
reasons to strive for. This was at least
compliant to what the Davis-Moore
Thesis posits.
 • Conflict Theory
- This perspective is quite critical of social
SOCIOLOGICAL stratification, it argues that the benefit of
PERSPECTIVES ON social stratification is only to some people
and not of all in society.
SOCIAL
STRATIFICATION - For Conflict theory, social stratification
supports the idea of social inequality. This
particular point of view therefore advocates
the awareness of people in terms of
inequalities.
 • Symbolic Interactionism
- Symbolic Interactionism explains social
stratification in its micro-level perspective.

SOCIOLOGICAL - It is a common experience in the

PERSPECTIVES ON communities that people behave naturally
when they are with people who have
SOCIAL similar attributes like occupation, income,
STRATIFICATION power, prestige and the like.

- It seems that the society has a built-in

system telling us to be comfortable being
with the same social class and to be
uncomfortable when mingling with those
who are in the top or in the lowest strata of
society.
ACTIVITY: “WHAT A WONDERFUL WORLD”
RUBRIC FOR SCORING