Socio-Economics of Education. PO Ngoy Fyama
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O Ngoy Fiama - 2021-2022 1
CHAPTER III. EDUCATION AND SOCIETY
3.1. Introduction
Questioning education about the role it plays in society is not
new. All the philosophers who have raised questions of an educational nature have done so
From Plato to Jean-Jacques Rousseau, from Wilhelm Von Humboldt to John Dewey,
who in his work titled Democracy and Education estimated that we were far from
to perceive all the constructive possibilities that teaching holds as
an agent of social improvement.
Until today, the debate on the dependence of educational systems with regard to
on social systems as well as on the contribution of education to society and its
change is very lively in liberal countries. For socialist countries, the
the problem does not seem to arise for them, it goes without saying that education is a
direct emanation of social and economic systems.
When examining the relationship between society and education, one wonders
the question of whether education can change society or, on the contrary, when one
consider that educational systems are dependent on socio-
economic, we must first change society for education to be able to contribute
to the development of this latter.
In this debate about the role that education can play in a society, three
these are formulated:
The first thesis claims that education allows for movement.
a whole society, it can transform it because it is through education that one can
influencing the future of a society; it is through education that we train the leaders
from tomorrow.
This thesis is in accordance with the constitutive act of UNESCO which states that 'the
wars taking root in the minds of men, it is in the minds of men
that we must place the barriers of peace. This means that for there to be peace, there
Men must be educated.
The second thesis is consistent with the Marxist theory which argues that a
The educational system is a function and instrument of the society that designed it. It is through
Socio-economics of education - P.O Ngoy Fiama - 2021-2022 2
the education that youth is retrieved, shaped according to a particular mold and
integrated into the social system. The school becomes in the class struggle, a
instrument of repression of the dominating class which exerts, towards the youth, a
sort of colonialism. For this thesis, the school cannot therefore transform the
society.
The third thesis is more pragmatic and considered conservative.
car closer to dupedocentrism. For this thesis, education should be a
social service, useful to the individual because the young individual needs guidance in the world
and he especially needs knowledge and know-how to find a job and earn
his life. This is how he can be a useful member of his community and contribute
to the development of the company to which he belongs.
After discussion and deliberation on these three theses, we found that instead
Rather than being contradictory, they are complementary.
It is now known that school is increasingly criticized and contested.
the notion that society should be unschooled has become commonplace. We
affirms that school is no longer suited to the needs of society, that it has not been able to
to follow its changes due to the explosive progress of science and technology, to
growing social imbalances and the instability of economic systems of
Western world.
If socialist countries have asserted that these problems are resolved in their regions
following the integration of structures and educational programs into planning
general development, however, in many developing countries
development, the alignment between educational systems and needs,
needs, the structures, and the level of development of this country are posed in a way
very particular due to the fact that in these countries, the education systems have not been
secreted (created) by these companies themselves. They are, as Charles says
Hummel (1987), the foreign bodies imposed during the colonial era, burying
indigenous learning systems that inherited at the time of liberation,
that is to say at the time of decolonization. Their goals were to train
agents necessary for the proper functioning of the territories. And these goals do not
no longer corresponds to the current needs, determined by needs
autonomous policies and development needs.
Socio-economics of Education - P.O Ngoy Fiama - 2021-2022 3
That is why we will discuss in the second part of this
Chapter: The question of the link between education and development.
3.2. Education and Development
So that the educational systems of countries around the world can
to contribute to the development of these countries, there are a number of prerequisites
among which the following:
3.2.1. Education concerning the majority of the population.
According to UNESCO, for an educational system to contribute to
the development of a country must concern the majority of its population
countries and not a tiny part of this population. Moreover, UNESCO requires that
each country has its own economic potential.
3.2.2 The search for new educational models
The world being in perpetual mutations, the educational systems of the world
must adapt to these changes. It is in this perspective that the countries in
developing countries are also looking for new educational models
given that those inherited from colonization are very costly. This is how they
begin to remember educational practices that were theirs before the
colonization; because these countries did not have schools in the modern sense of the term, but they
had very advanced educational practices that allowed them to educate well
their populations. Charles Hummel, already mentioned, asserts that the marriage of these
educational practices with those of modern education are rich in future.
3.2.3. Women's education for development
Another important issue to emphasize when examining
education in relation to development concerns the education of women for the
development because in most developing countries, there is less
of girls than boys who are at school; while the contribution of women to
development, especially in rural areas, is particularly important and does not
could be underestimated, especially in three essential areas: nutrition, health
and education. Regarding this last field, namely education, let us note
Socio-economics of education - P.O Ngoy Fiama - 2021-2022 4
that numerous studies have confirmed that the role of mothers is decisive
in children's education and particularly in academic results.
3.2.4.Basic education
It was defined in 1974 in Nairobi during a seminar of high-level officials.
education and planning officials as the minimum ownership of
knowledge, attitudes, values, and experiences that were to be ensured for
each individual and which should be common to all. Basic education should
empower the youth
a) To participate through their work in the economic development of their
country
b) To contribute as a citizen to unity in political and cultural terms.
serving the community;
c) To develop their personality
The content of basic education is not rigid at all. It is
please, it must be adapted to educational situations particularly and rooted
in the socio-cultural environment to which it is addressed.
Indeed, one of the primary objectives of an education aimed at
development whose productivity is undoubtedly learning to work.
Let us finally note that the acquisition of basic education does not take place
exclusively at school. It can be done in training centers.
professional, social housing, workshops, etc.
3.2.5. School and the world of work
School and the working world should be intensely linked because everything
social, economic, or cultural development cannot be achieved harmoniously
that there is a deep connection between education and the world of work. That is it.
the meaning of integrated development. Let us point out in this regard the statement made in
1975, in Paris, by the senior officials of the Ministry of Education in 25 countries
less developed. This statement asserts that education systems
Traditional practices inherited from the colonial period are focused on training for jobs
from the office and created a situation where in many least developed countries,
massive unemployment and the underemployment of young people who leave school after receiving a
Socio-economics of Education - P.O Ngoy Fiama - 2021-2022 5
insufficient and poorly adapted instruction coexists with a critical demand for hands
works qualified to meet development needs.
The employment crisis results, therefore, according to Charles Hummel (1987) from
the incompatibility between an education strategy primarily aimed at increasing
quantitatively the educational flow and an economic strategy that aims to
to expand the modern sector that cannot absorb most of the people in search
of employment and who have studied.
3.2.6. Education in the rural world
Education in the rural world is one of the key issues of
development and the future of humanity. It is of great complexity. In
in developing countries, three out of four people are
rural. The means of transport and communication, the distribution networks
of energy are totally insignificant. This is why Rene MAHEU,
former Director General of UNESCO, had stated that access for rural areas to
modern civilization is at the heart of the battle for development. In most
Countries, governments tend to concentrate for multiple reasons.
the essence of their efforts by the government in urban areas at the expense of
rural communities.
Should we be surprised that, under these circumstances, cities act like
huge magnets on the rural population and especially on educated youths. Becoming an urban dweller
then becomes a sign of social promotion and remaining rural is synonymous with regression
social.
3.2.7. Education and culture
Education and culture are closely linked. This is how, with the aim of contributing to
Education for the development of a country, the educational system must be integrated into the culture of it.
countries. For a better argument on this statement, let's first define the term culture.
Definition of culture:
Socio-economics of education – P.O Ngoy Fiama – 2021-2022 6
For Charles Hummel (1987), the word culture can be distinguished
two conceptions: one traditional and the other more modern. For the
first, the term 'culture' refers to everything related to the 'world of
the spirit, philosophical thought, literature, the fine arts,
music, theater, etc. the second which is broader and belonging
to anthropologists designates the set of values of institutions
and modes of behavior that are transmitted collectively to
the interior of a company as well as the material goods produced by
the man.
The cultural domain is therefore located between relatively precise limits.
of literature and fine arts" and the wasteland of material goods
created by man.
Each human society corresponds to a cultural system it has
secreted.
As stated earlier, culture and education are closely interconnected.
linked. They are two sides of the same reality. It is impossible to
determine where education ends and culture begins. And it
it would be absurd to want to separate them
It is education that transmits culture from generation to generation and
it is also education that is the gateway to culture. Education has
so cultural functions. It is through education that young people are
introduced and integrated into the culture of adults. But if the school becomes a
a particular society within society and cut off from it, it begins to
to produce one's own culture, a marginal culture.
The educational role of culture is also multiple: it is culture
which stem from the fundamental orientations of education and life.
Fundamental orientations are the objectives of education of which
we spoke in this course.
Socio-economics of Education - P.O Ngoy Fiama - 2021-2022 7
Educational systems are an essential component of
different cultures. Serious problems arise where the system
educational is a foreign body, because it is imposed or imported and not
secret spoken by the concerned society (or if it is the inherited residue of a
previous society). Two cultural models then confront each other and this on
a particularly sensitive area. This is the case in the vast majority
countries in development, like our country, the DRC.
Perhaps in Africa this problem is felt most acutely.
live. This continent appears in this area as being the most
marked by the trauma of colonization. This is the reason for
which he is so intensely searching for his authenticity, of his
cultural identity and also of truly educational systems
Africans.
Among the cultural problems related to education, let's highlight
the one of languages that is felt most strongly in Africa, continent
from the oral tradition. It is a problem that concerns everyone.
African governments in particular and third world countries in
general.
Indeed, in developing countries, one of the points the
the teaching is the disproportionately high rate of
school dropouts. It has been proven that one of the causes of these
The problem is precisely that the students have not educated themselves.
in their mother tongues. The educational advantages of
Teaching in the mother tongue is generally recognized.
also for adult literacy.
Socio-economics of Education - P.O Ngoy Fiama - 2021-2022 8
The arguments in favor of teaching in a language
Kindergarten are numerous. However, there are a number of
difficulty and arguments that complicate this problem. Some are
of a technical or material order; others are primarily related to the multitude
of these languages which, in certain African countries (like the DRC) are
number in the hundreds. For some of these languages, there is neither
lexicon, neither books, nor documentation nor school manuals nor the
trained teachers to teach in these languages. More serious
again are the social problems: normally languages
"foreigners" enjoy great prestige, they are considered
as a sign of culture and civilization, which makes an education
in the vernacular language may be considered low-level teaching
especially in urban areas as was mentioned when the council
the executive of the Republic of Zaire had decided around the years
seventy to provide education at the primary school in
vernacular languages.
Moreover, it is through the knowledge of one of the great languages.
international that provides access to both higher education and
positions sought in administration, in commerce and
the industry, as well as political positions. Public opinion
also often consider foreign language as the preferred instrument
unique to social promotion.
Despite all these difficulties, let us note that to root the school in its
environment, to create close ties between education and society,
the existence of a common language, in the literal sense of the term is
necessary
Socio-economics of education – P.O Ngoy Fiama – 2021-2022 9
CHAPTER IV. EDUCATION AND ECONOMIC FACTORS
4.1. Relationship between major economic systems and education
Clearly, the nature of economic systems also influences
education. The two major economic systems that have dominated the world
and those who have an influence on education are:
✓ Capitalism
✓ Socialism
1. In capitalism, free transaction prevails without intervention from the.
government or the adoption of an economic plan, except for the one that governs the
interrelations between individuals or businesses.
The capitalist system is based on a well-established philosophy, which holds that
economic prosperity should stem from the activity and individual initiative
of drive and personal intelligence. This capitalist philosophy finds
inevitably an echo in education systems: Individualism is a
principle that capitalism takes into account when creating businesses, and the
competition is the foundation of the transaction in capitalism and leads to a
cost / benefit approach. These two principles are considered the cornerstones
angular aspects of the education systems of capitalist societies.
After the era of reform, capitalist development has been seen as
dependent on scientific progress. The practical use of scientific ideas has
trained in mechanical inventions, the textile industry, the metallurgical industry and
the mining industry, in itself the sum of the industrial revolution. Later the
capitalism has favored investment not only in various businesses of
productive mechanics, but also in human beings, for one could not
guarantee a large profit for these companies only if a skilled and capable workforce
trained was available to operate the businesses.
In socialism, the government partially or fully controls the
commercial transactions, in accordance with the specific conditions inherent to
individual social systems.
Socialism is essentially based on government intervention.
partial or total in terms of investments and economic services for
Socio-economics of education – P.O Ngoy Fiama – 2021-2022 10
achieving prosperity; it is also based on opposition to imperialism and
colonialism.
In the socialist system, the government is the master of the system
of education and organizes it in such a way that it helps the country achieve prosperity.
However, this control of education varies from one socialist country to another. The
socialist philosophy can bring and has indeed brought a reform
fundamentally to education systems. The cases of the USSR and China are
eloquent examples.
Given that in the socialist system, the State controls both the
development of industries, the establishment and implementation of objectives of
education; economic and educational reforms can be implemented quickly
carried out.
4.2. Education Planning
If we wanted educational systems to contribute to development of
In a third world country, education planning is necessary. This is as we
As previously highlighted, it must be integrated into an overall plan.
economic, social and cultural development of the country.
Notions that socialist countries distinguished themselves in the development of
development plans including also the planning of education. And this
planning has contributed to the solution of many social problems and
economic issues raised within the framework of this course.
We can plan education for 3 years, 5 years, 10 years, etc.
However, let us note that short or medium-term development plans
short-term goals are more easily achievable than long-term plans.
It should also be noted that the development plan requires
extensive economic knowledge and it is the business of a whole team of
researchers in various fields of science.
Socio-economics of education - P.O Ngoy Fiama - 2021-2022 11
A few years ago, education planning was still designed before
everything, in quantitative terms. It was, for example, to predict the number
of enrollments, at a certain point, in the different educational institutions and the
number of graduates who would emerge or take measures aimed at making
matching the 'product' of education with labor market needs,
function of economic objectives etc....
The development of teaching planning was given in the
concern of establishing quantitative relationships between economic growth and needs
in the labor force of the economy and the social demands of individuals and
families in terms of teaching.
To some extent, this type of quantitative planning of
Education has failed. The main reason is that the needs for manpower...
The works are not predictable in the long term. It is generally recognized, as stated
Higher than education planning should be integrated into a policy.
general development of the company, which means that it should be part of
of a general planning of changes and permanent innovations. It must
to be as concerned about qualitative factors as about quantitative aspects
5 CONCLUSION
In conclusion of all that we have just seen about education in its
Relations with society and the economy, let's say that the future of education depends
more external factors than endogenous elements of educational systems.
Political, economic, social, and cultural contexts determine education.
from tomorrow.
A slowdown in economic growth, even stagnation or even
a prolonged recession would very likely not only put a brake on
the quantitative expansion of education, but also to the renovations of
the whole of the systems.
A new world order cannot be exclusively economic. It will be
necessarily also social and cultural. To the extent that it will be realized or not
will not achieve; it will determine the development of education in the world. If it does not
if it did not happen, world peace would be seriously threatened.
Socio-economics of education - P.O Ngoy Fiama - 2021-2022 12
According to Charles Hummel (1987), 'even assuming that developing countries...
development could find ways of development to
the outcome of their negotiations with the most developed countries on the new order
economically, it seems impossible for educational problems to be solved
in these countries, by traditional forms of school education as they are
were invented in Europe, in the 19thandespecially century
"It seems very likely," Charles Hummel continued, "that the new forms
extracurricular education that is developing everywhere in the world continues to
gaining in importance. The aforementioned author asserts that "without going so far as to think, with
IVAN ILLICH, who states that the school as an institution is destined to disappear in the future.
Predictably, it seems that educational systems will undergo some
“unschooling” which could accelerate in the future. However, let us note that this
Decoupling will depend on the economic future mentioned above.
6 BIBLIOGRAPHIC REFERENCES
