Social Perspective on Education

1. EDUCATION
DOMINGO FROGOZO
EDUC 235

2. —Kendall, 1998:274-297
“Education is the social institution that
is responsible for transmitting
knowledge, skills and cultural values in
a formally organized structure .”

3. List the major
sociological
perpective on
education
01.
Describe school
as a formal
organization
02.
Explain how the
social policy
and education
in the Philippine
setting.
03.
Learning Objectives

4. Role of Education
Education
encourage
people to
solve easily
problems in
their life.
Education is
teaching,
learning
skills and
knowledge.
By being educated
is not only
important for
individual
development,
but also for the
development of the
society as a whole

5. Sociological
Perspective
on Education
Education From The
Functionalist, Conflict and
Interactionist Points of View

6. Functionalist
Perpective on
Education
It stresses the
functions that
education serves in
fulfilling a society’s
various needs.

7. Socialization
If the children are to
learn the norms,
values, and skills they
need to function in
society, then education
is a primary vehicle for
such learning.

8. Social Integration
For a society to work,
functionalists say,
people must subscribe
to a common set of
beliefs and values.

9. Social Placement
Beginning in grade
school, students are
identified by teachers
and other school
officials either as bright
and even educationally
challenged.

10. Social and Cultural
Innovation
Our scientists cannot make
important scientific
discoveries and our artists
and thinkers cannot come up
with great works of art,
poetry, and prose unless they
have been educated in the
many subjects they need to
know for their chosen path.

11. Latent Functions
Child care
Establishment of
peer relationships
Keeps millions of
high school
students out of the
full-time labor force

12. Social Education and Inequality
Conflict theory does not
dispute the functions just
described. However, it does
give some of them a different
slant by emphasizing how
education also perpetuates
social inequality.
-- Hill, Macrine, & Gabbard, 2010; Liston, 1990

13. Tracking
Conflict theorists thus say
that tracking perpetuates
social inequality based on
social class and race and
ethnicity.
-- Ansalone, 2006; Oakes, 2005

14. Standardized Tests
Standardized tests
perpetuate social inequality.
-- Grodsky, Warren, & Felts, 2008

15. Hidden Curriculum
Conflict theorists also say
that schooling teaches a
hidden curriculum, by which
they mean a set of values
and beliefs that support that
status quo, including the
existing social hierarchy
-- Booher-Jennings, 2008

16. Symbolic Interactionism and
School Behavior
Symbolic interactionist studies of
education examine social
interaction in the classroom, on the
playground, and in the other school
venues.

17. Gender-role socialization
Girls tend to play more cooperative
games, while boys play more
competitive sports.
-- Thorne, 1993

18. Pygmalion Effect
When teachers think students are
smart, they tend to spend more time
with them, to call on them, and to
praise them when they give the
right answer.
-- Robert Rosenthal and Lenore Jacobson, 1968

19. Other research focuses on how
teacher treat girls and boys. Several
studies from the 1970s through the
1990s found that teachers call on
boys more often and praise them
more often
American Association of
University Women Educational Foundation, 1998;
Jones and Dindia, 2004

20. School as a
Formal
Organization
Characteristics of bureaucracy
which are evident in the Primary,
Secondary, College & University
System

21. —Ololube, 2013
“Formal schooling refers to the
structured educational system
administered by the public and private
educational system for children and
youth”

22. —Bozkus, 2014
“Every formal organization requires
obedience to clear rules and
regulations for goals to be achieved”

23. School as a Formal Organization
Division of
labor
Hierarchies
of authority
Rules and
regulations
which
guide their
activities
Work
Specialization
—Max Weber and Schaefer, 2005

24. Contribution of School to Society
Development or Social Progress
Civic
Humanistic Fostering
social
equity and
Justice
Economic

25. The sole aim of every institutions or
organization should be to bring out an
excellent result in grooming the students
as the give back to the society.

26. Social Policy and
Educational
System in
Philippine Setting
Policy Guidelines on the
K-12 Basic Education
Program

27. Policy
Objectives
a. Explain the K-12 Curriculum and the programs for each key stage
describe the learner and his/her capabilities, and show the curriculum,
instruction and assessment for each key stage.
b. Establish the components required to ensure effective implementation of
the curriculum.
c. Establish frameworks to be used for monitoring and evaluation;
d. Set the frameworks for the different dimensions of the K-12 Curriculum
e. Guide the central, regional, and schools division offices and schools, in
effectively organizing and managing the implementation of the K-12
Basic Education Program.

28. The Early Childhood Care &
Development Act
Which sustained an inter-agency and multi-
sectoral collaboration to guarantee delivery of
holistic services to children up to 6 years old.
RA 8980

29. Kindergarten Education
Act of 2012
Making kindergarten mandatory to all learners
(IRR – DO No. 32, s. 2012)
RA 10157

30. The Enhanced Basic Education
Act of 2013
Added two years of Senior High School (SHS) to
broaden the goals of high school education.
RA 10533

31. The Enhanced Basic Education
Act of 2013
 The curriculum shall be learner centered,
inclusive, developmentally relevant and
appropriate.
 The curriculum shall be relevant, responsive
and research-based.
 The curriculum shall be culture-sensitive.
RA 10533

32. The Enhanced Basic Education
Act of 2013
 The curriculum shall be contextualized and
global.
 The curriculum shall used pedagogical
approaches that are constructivist, inquiry-
based, reflective, collaborative, differentiated,
and integrative.
RA 10533

33. The Enhanced Basic Education
Act of 2013
 The curriculum shall adhere to the principles
and framework of Mother Tongue-Based
Multilingual Education(MTB-MLE) in the early
grades.
 The curriculum shall use the spiral progression
approach to ensure mastery of knowledge and
skills after each level.
 The curriculum shall be flexible enough to
enable schools to localize, indigenize and to
enhance it based on their respective
educational and social contexts.
RA 10533

34. Figure
1.1
Pathways
and
Equivalencies
in
Basic
Education

35. Figure
1.2
K-12
Conceptual
Framework

37. Figure
1.3
Curriculum
Exits

38. Figure
1.4
Curriculum
Support
System

39.  The K to 12 Reform has changed the landscape
of teacher quality requirements in the
Philippines.
 DepEd adopted the PPST. Building on the
NCBTS. (DO 42, s. 2017)
Teachers

40. Continuing Professional
Development
 CPD is mandated and being implemented
RA 10912

41. A. Classroom-Based Assessment
 Classroom-based assessment is composed of
formative & summative assessments
administered by teachers in their
classrooms.(D.O # 36,s. 2016)
 In addition, D.O # 36,s. 2016 discusses the
honors and awards that may be given to
learners specific times.
 Described in detail in D.O # 55, s. 2016
ASSESSMENT

42. A. System Assessments
 The result of the large-scale assessments feed
into the system assessment of DEpEd, together
with the data gathered from international large
scale assessments, which Philippines has opted
to participate in for specific learning areas. (D,O
#29, s. 2017)
ASSESSMENT

43.  D.O # 52,s. 2015 enumerates the functions of
all offices at the different levels of governance in
DepEd.
 D.O # 12, s. 2015- Guidelines on the Early
Language, Literacy and Numeracy Program:
Professional Development Component.
Schools
Divisions
Technical
Assistance

44. The Education Act of 1982
 Added two years of Senior High School (SHS)
to broaden the goals of high school education.
 To provide the knowledge and develop the
skills, attitudes and values essential to personal
development and necessary for living in and
contributing to a developing and changing social
milieu;
BP NO. 232

45. The Education Act of 1982
 To provide learning experiences that increase
the child’s awareness of and responsiveness to
the changes in and just demands of society,
and to prepare him/her for constructive and
effective involvement.
 To promote and intensify the child’s knowledge
of, identification with, and love for nation and
the people to which he/she belongs; and
 To promote work experiences that develop the
child’s orientation to the world of work and
creativity, and prepare himself/herself to engage
in honest and gainful work.
BP NO. 232

46. Kindergarten Education
 1st Stage of compulsory and mandatory formal
education.
Enhanced
Basic
Education Act
of 2013

47. Elementary Education
 2nd Stage of compulsory basic education.
Enhanced
Basic
Education Act
of 2013

48. Key Stage 1 & 2
 As stipulated in D.O # 31, s. 2012, the time
allotment for each subject is the minimum
period for class interaction.
 D.O 8,s. 2015 discusses Formative &
Summative Assessment done in the classroom.
 D.O 55, s. 2016 discusses the details of the
ELLNP.

49. Features of Elementary Education
 The Multigrade Program
 Homeroom Guidance Program for Elementary
Pupil
 Program for the Gifted
 Special Curricular Programs
 Co-curricular Activities
 Special Education Program

50. The character of an individual is similar to a
seed that has the potential to grow into a fully
grown fruitful tree with proper nurturing and
support. Education is something that supports
the human mind and nourishes it, developing a
better personality and character, allowing us to
break barriers and explore limitations.

51. REFERENCES:
 American Association of University Women Educational Foundation. (1998). Gender gaps: Where schools still fail our children. Washington, DC: American Association of
University Women Educational Foundation.
 Ansalone, G. (2006). Tracking: A return to Jim Crow. Race, Gender & Class, 13, 1–2.
 Ballantine, J. H., & Hammack, F. M. (2009). The sociology of education: A systematic analysis (6th ed.). Upper Saddle River, NJ: Prentice Hall.
 Battey, D., Kafai, Y., Nixon, A. S., & Kao, L. L. (2007). Professional development for teachers on gender equity in the sciences: Initiating the conversation. Teachers College
Record, 109(1), 221–243.
 Booher-Jennings, J. (2008). Learning to label: Socialisation, gender, and the hidden curriculum of high-stakes testing. British Journal of Sociology of Education, 29, 149–160.
 Grodsky, E., Warren, J. R., & Felts, E. (2008). Testing and social stratification in American education. Annual Review of Sociology, 34(1), 385–404.
 Hill, D., Macrine, S., & Gabbard, D. (Eds.). (2010). Capitalist education: Globalisation and the politics of inequality. New York, NY: Routledge; Liston, D. P. (1990). Capitalist
schools: Explanation and ethics in radical studies of schooling. New York, NY: Routledge.
 Jones, S. M., & Dindia, K. (2004). A meta-analystic perspective on sex equity in the classroom. Review of Educational Research, 74, 443–471.
 Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). New Haven, CT: Yale University Press.
 Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York, NY: Holt.
 Schildkraut, D. J. (2005). Press “one” for English: Language policy, public opinion, and American identity. Princeton, NJ: Princeton University Press.
 Schneider, L., & Silverman, A. (2010). Global sociology: Introducing five contemporary societies (5th ed.). New York, NY: McGraw-Hill.
 Thorne, B. (1993). Gender play: Girls and boys in school. New Brunswick, NJ: Rutgers University Press.

52. REFERENCES:
 Bozkus, K. (2014). School as a social system. Sakarya University Journal of Education, 4(1), 49-61.
 Olulube, N.P. (2012). Sociology of Education and Society: An interactive Approach. Owerri, Nigeria: Springfield Publishers.
 Batas Pambansa 232 – The Education Act of 1982
 Nolledo, Jose N. The Education Act of the Philippines annotated with Related laws, Issuances and other Materials, National Bookstore, mandaluyong City, 2004, pp.14
 History of Education in Cardona, 2011, pp. 5-7
 Azarcon, Marivic B. The educational Community (Topical Report), 2012, pp, 1-3

53. THANK YOU!!!
DOMINGO FROGOZO
EDUC 235