2. EDUCATION AND SOCIAL CHANGE
• The role of education as an agent or instrument of
social change and social development is widely
recognized today.
• Social change may take place – when humans need
change when the existing social system or network of
social institutions fails to meet the existing human
needs and when new materials suggest better ways of
meeting human needs.
3. • According to MacIver social change takes place as
a response to many types of changes that take
place in the social and nonsocial environment.
• Education can initiate social changes by bringing
about a change in outlook and attitude of man.
• It can bring about a change in the pattern of
social relationships and thereby it may cause
social changes.
4. • Earlier educational institutions and teachers used
to show a specific way of life to the students and
education was more a means of social control
than an instrument of social change.
• Modern educational institutions do not place
much emphasis upon transmitting a way of life to
the students.
• The traditional education was meant for an
unchanging static society not marked by any
change.
• But today education aims at imparting
knowledge.
5. • Education has brought about phenomenal
changes in every aspect of men’s life.
• Francis J.Brown remarks that education is a
process which brings about changes in the
behavior of society.
• It is a process which enables every individual
to effectively participate in the activities of
society and to make positive contribution to
the progress of society.
6. EDUCATION
• The term education is derived from the Latin
Educare which literally means to bring up, to
bring forth.
• The idea of education is not merely to impart
knowledge to the pupil in some subjects but to
develop in him those habits and attitudes with
which he can successfully face the future.
• Peter Worsely says a large part of our social and
technical skills are acquired through deliberate
instruction which we call education.
7. • It is the main waking activity of children from the
ages of five to fifteen and often beyond.
• In the recent years education has become the
major interest of some sociologists.
• As a result a new branch of sociology called
sociology of education has become established.
8. • Durkheim conceives education as the
socialization of the younger generation.
• He further states that it is a continuous effort to
impose on the child ways of seeing, feeling and
acting which he could not have arrived at
spontaneously.
• Sumner defined education as the attempt to
transmit to the child the customs of the group so
that he can learn what conduct is approved and
what disapproved….. How he ought to behave in
all kind of cases: what he ought to believe and
reject.
9. • A.W Green writes: historically education has meant the
conscious training of the young for the later adoption of
adult roles.
• By modern convention however education has come to
mean formal training by specialists within the formal
organization of the school.
• The main function of the educative process is to pass
down knowledge from generation to generation- a
process that is essential to the development of culture.
10. • Formal education is primarily designed to
inculcate crucial skills and values central to the
survival of the society or to those who hold
effective power.
• Inherent in education, in all period of man’s
history is a stimulus to creative thinking and action
which accounts in part for culture change, culture
change itself being a powerful stimulus to further
innovation.
11. EDUCATION AND SOCIAL CHANGE
• The role of education as an agent or instrument
of social change and social development is widely
recognized today.
• Social change may take place – when humans
need change when the existing social system or
network of social institutions fails to meet the
existing human needs and when new materials
suggest better ways of meeting human needs.
12. • Modern educational institutions do not place
much emphasis upon transmitting a way of life to
the students.
• The traditional education was meant for an
unchanging static society not marked by any
change.
• But today education aims at imparting
knowledge.
13. • Education can be used as a tool to empower the
individual. Through child centered learning, students
are able to see their own role in transformation.
• Francis J. Brown remarks that education is a process
which brings about changes in the behavior of
society.
• It is a process which enables every individual to
effectively participate in the activities of society and
to make positive contribution to the progress of
society.
14. EDUCATION, SOCIAL CHANGE AND
MODERNIZATION
• Education has been accepted as one major agency of
socialization, and teachers and educational institutions
as socializing agents.
• In describing education as an instrument of social
change, three things are important: the agents of
change i.e. Teachers, the content of change i.e.
Curriculum, and the social background of those who
are sought to be changed, i.e. Students.
15. • Educational institutions under the control of
different cultural groups reflect the values of
those groups which support and control
education.
• In this situation, teachers impart specific
values, aspirations and to the children.
16. • Social reformers, who were educated emphasized
values like removal of caste restrictions, equality
of women, doing away with social evil social
customs and practices, voice in the governance of
the country, establishing democratic institutions
and so on.
• They, thus, wanted to teach liberal philosophy
through education for changing society.
• In other words they regarded education as a
flame or light of knowledge which dispelled the
darkness of ignorance.
17. • According to the sociological perspective, education
does not arise in response of the individual needs of
the individual, but it arises out of the needs of the
• Society of which the individual is a member.
• The educational system of any society is related to
its total social system.
• It is a sub system performing certain functions for
the on-going social system.
• The goals and needs of the total social system get
reflected in the functions it lays down for
educational system and the form in which it
structures it to fulfill those functions.
18. NATURE OF SOCIAL CHANGE AND ITS
IMPACT ON EDUCATION
• Change in wider social environment :-
• The change may be in the total social
environment surrounding the society.
• It may be due to some internal forces or external
forces arising in other societies.
19. Social phenomena occurring in neighboring or
distant societies have very widespread impact
now.
English, for example, is now a world language for
dissemination of knowledge and consequently
we feel the necessity to emphasis the need for
retaining and strengthening the knowledge of
English in order to continue to be benefited by
new knowledge developing all over the world.
20. • Change in social goals, objectives and values :-
• The social change may be in social goals, objectives and
values. The changes may be in social values that
directly affect the content of social roles and social
interaction.
• For example, the adoption of equality as a value may
ultimately lead to compulsory and free primary
education, to expansion of primary educational
facilities to all children up to the age of fourteen and to
providing financial and other aid to backward classes
for enabling them to avail of the expanded educational
facilities.
21. • Institutional social changes
• The social change may be “institutional” which
includes change in more definite structures such
as form of organization, roles and role content.
• The adoption of democracy and adult franchise
has made trainings in responsible and responsive
citizenship absolutely necessary for the
electorate.
• This may ultimately affect the content and the
method of teaching in educational institutions as
well as the teacher-taught relationships.
22. • Changes in knowledge and technology
• The changes may be in the existing knowledge and
technology.
• Space exploration, industrialization, agricultural and
domestic technology, development of transportation, and
mass media of communication, new understanding of the
human organism, individual and social behavior are
some of the scientific and technological areas in which
knowledge has expanded a great deal and will still
continue to expand.
• Thus, the development of knowledge and technology may
bring changes in syllabus, teaching and evaluating
methods and role of teacher.
23. INNOVATION IN EDUCATION
• Education is the vessel in which innovations are
forged.
• Promoting creativity and innovations through
our educational institutions is a first step towards
broadening and deepening the impact of
innovations in our society and economy.
24. In large scale education systems such as ours,
catering to a vast population with relatively
limited resources, this is a major challenge.
At the same time, with rapid advances in new
technologies, changing needs of the economy,
and the very presence of the challenges
identified above, the sector itself presents a
fertile ground for pioneering innovations.
25. INNOVATION AND CHANGE IN
EDUCATION
• Introduction
• Educational institutions, like all other organizations,
require constant monitoring to identify areas for
potential improvement.
• However, educational reforms are often not well
implemented. This results in massive wastage of
finances, human resources, and lost potential.
26. Change may be described as the adoption of
an innovation, where the ultimate goal is to
improve outcomes through an alteration of
practices.
However, the process of change is complex,
with many different types of change
possible.
Further, there are a number of differing
strategies for implementing these changes,
with the success of implementation being
highly variable.
27. • Factors that drive change may be internal or
external to the environment, innovations may be
initiated at any level in the organizational structure
and reforms may be systemic or local in nature.
• Commercial enterprises, non-profit organizations,
service industries, government instrumentalities
and educational institutions all undergo change.
• As educational institutions have characteristics in
common with each of the preceding, they may be
considered as being typical of an organization
undergoing change.
28. EDUCATIONAL STRUCTURES
• The structural framework of education is hierarchical
in nature. Each of these strata are comprised of
individuals with differing goals, interests and
perspectives.
• This results in groups that possess different cultures,
structures, practices, policies and goals, which
ultimately determine the success or otherwise of the
implementation of innovations.
29. Whitely notes that there are three
"intersecting sets of core values" underlying
organizational culture; organizational (the
company's corporate values), group values
and individual values.
30. • Educational institutions are organized on many
levels, from the individual classroom under the
management of a single teacher, to groups of
classrooms supervised by a head teacher or
executive teacher, to a whole-school structure,
under the guidance of the principal.
31. • Within each level of educational endeavor,
there exists the possibility of improvement
to practices and their resultant outcomes.
• An individual teacher at classroom level
may instigate a new assessment process of
benefit to the members of that class.
32. • The need for change
• Both internal and external forces drive the need for
change. Referring to "change drivers", large scale
forces that produce complex change, notes that
"globalization" of society has produced an
imperative for continual reappraisal of practices in
order to maintain a competitive edge.
• In educational terms, this may be interpreted as
the need to update practices in keeping with the
findings of international research, and to
continually conform to national trends.
•
33. • Internal to the school are the pressures brought
to bear by curricular reform.
• Further, alterations in staff-student relationships
from teacher-centered to student-centered create
the need for modification of teaching practices,
and policies and procedures to support more
meaningful educational experiences.
34. THE CHANGE PROCESS
• Change management is the core activity in
realizing organizational goals, whilst
implementation is the practical or physical
process of delivering an innovation.
• People and relationships are the major
components to successful implementation, and
support mechanisms are required to achieve an
improvement in practices and procedures.
35. • "Change" itself has undergone change in the
description of various models.
• Whilst previous decades have witnessed the
concepts of "quality circles", followed by "total
quality management.
36. • The identification of areas for improvement is the
initial stage of the change process, followed by
the generation of possible solutions to address
issues so identified.
• Activity in these areas is independent of position
in the organization.
• These first two stages of the change process are
possibly the most easily achieved.
37. • Implementation of proposed innovations, the third
stage of the change process, is the most complex and
difficult to achieve.
• In the school context, this may be even more arduous
than in other organizations. Fullan notes that
educational reforms are "hard to conceive and even
harder to put into practice" .
• The implementation of change is not linear and must
progress through various stages over time, with
commitment from stakeholders that is achieved
through shared decision-making, common vision,
collaboration and the establishment of support
structures.
38. LEVELS OF CHANGE
• Systemic
• All organizations, including educational systems, have
concerns that are addressed by attempts at organizational
renewal.
• Productivity (class sizes, teaching periods per day), cost
effectiveness capital utilization, market orientation
(increasingly higher enrolments in non-government schools,
together with an increasingly greater proportion of "out-of-
area" enrolments, demonstrating that pupils are exercising
their right of choice), organizational renewal and viability are
primary of importance for all organizations.
39. • Whole school
• As individual schools have unique cultures,
practices and traditions, it is self-evident that an
individual tailoring that is context-specific is
required.
• The leadership style of the administrator will to a
large extent determine the types of change that
are likely to occur, together with the ultimate
success of their implementation and subsequent
improvement to learning outcomes.
•
40. • Lincoln (1987, 16) states that a whole school
approach is necessary, with the need for shared
decision-making and collaborative practices
being paramount.
