(1) The cultural subsystem is an important part of any school system, as it differentiates the school from other social groups through its aims, values, traditions, and ways of thinking. The curriculum and textbooks are part of conveying this cultural system. (2) A school's cultural system is seen through its rituals and practices, as well as its stated aims and goals. However, integrating the diverse aims of different stakeholders in the school system, such as governments, professions, parents and students, can be challenging. (3) Key elements of a school's cultural system include its curriculum, methodology, medium of instruction, and educational materials. But these need to be appropriate to the cultural context of the

1. The Cultural Subsystem Inside the
Schoolsystem
EdM610 – SYSTEM ANALYSIS IN EDUCATION
Mary Rose M. Cabangon
Discussant

2. VALUE SYSTEM or CULTURAL SYSTEM
• is a complex network of aims, values, traditions, beliefs,
ways of thinking and behaving which differentiate the
schoolsystem from any other socio-cultural group.
• is found in or systematically stated in the aims, goals and
objectives of the school.

3. EXAMPLES
The school system has its own
• Rituals
• School song
• Attendance check or roll call
• Excuse slip system
• The curriculum which translates the aims of the educational system into action
and activities
The curriculum implementation - needs a methodology, a medium of instruction,
textbooks and educational teaching aids.

4. Write on the board the first idea that comes to your mind
upon seeing the word
CULTURE
Activity: ASSOCIATION FLUENCY

6. Structure of Culture
Two schools - different terms similar ideas

7. AIMS OF THE SCHOOLSYSTEM
There are individual and general societal goals of the schoolsystem.
• To prepare students for life
• To create individuality
• To develop critical thinking
• To introduce planned change
• To do selection for society in the different professions
• To create an educational elite
• To contribute to national development

8. (1) AIMS OF THE SCHOOLSYSTEM
• “The most important aim of the schoolsystem is that of
helping students to think, to learn how to educate
themselves for an uncertain and indeterminate future, to
relate themselves to others in the context of an increasingly
modernized and impersonal society and to make decisions
from a variety of alternatives.”

9. From these aims flow the different functions
of the schoolsystem such as the:
• ENCULTURATION function or the maintenance mechanism of the schoolsystem in
transmitting the existing cultural heritage (deliberate infusion of a new culture to another.)
Example: the teaching of American history and culture to the Filipinos during the early American
regime.
• ACCULTURATION function or the renewal function of the schoolsystem in transmitting a
prospective culture to be acquired (cultural borrowing and cultural imitation.)
Example: the Filipinos are said to be the best English-speaking people of asia.
• ADJUSTMENT function of the schoolsystem
• SELECTION function of the schoolsystem

10. SET OF DISTINCT AIMS
Schoolsystems Institutional aims
Governments Governmental aims (either promulgated by the
Constitution or by legislation)
Church Catholic education
Professions Professional aims
Parents, students,
teachers and
administrators
All have their own perception of the various aims
in the schoolsystem

11. SET OF DISTINCT AIMS
• Various interpretations or lack of integration of aims may
and do lead to conflict and confusion of aims.
• Different aims of education must be integrated into a unity
rather than to a stratification of layers of individual
objectives and other layers of societal goals into the
schoolsystem.

12. (2) CURRICULUM
• The curriculum also belongs to the value system of the schoolsystem
because it indicates the means and the sum total of activities in the
school as to how to attain effectively and efficiently the aims, goals
and objectives of the schoolsystem.
• The different curricula are the intermediate values in the school
system in order to attain the terminal values embodied in the aims,
goals and objectives of the schoolsystem.
• Faulty curricula will necessarily impede the attainment of these aims
while an efficient and relevant curriculum is a potent way to attain
the aims of the schoolsystem.

13. (3) METHODOLOGY
• In enforcing the curriculum, a certain methodology which has to be
followed has value only inasmuch as the curriculum can be worked
out in a satisfactory way.
• Methodology is another instrumental value by which the curriculum
and the aims of the schoolsystem are worked out.
• The methodology to be followed can only have real value to the
students and teachers if it worked out in the context of their cultural
realm.

14. (3) METHODOLOGY
• For instance,
The case study method based on American cultural setting
as found in some American textbooks, would have little or no
real pedagogical value as compared to the case study method
based on Philippine cultural setting, in achieving the aims of
the Philippine education.

15. (4) MEDIUM OF INSTRUCTION
• Social inheritance and cultural heritage comes to the learner
in symbols like language to which the learner gives a value, a
meaning or gets an experience.
• The meaning and reality has to be grasped first to know
what the words symbolize through the process of
conceptualization.

16. (4) MEDIUM OF INSTRUCTION
• The medium of instruction is another instrumental value by
which the aims of the schoolsystems are realized.
• It would be meaningless and useless to teach Filipino
students in the Japanese language as medium of instruction
as it would be valueless to teach the Japanese in Filipino as
medium of instruction.

17. (4) MEDIUM OF INSTRUCTION
• The value system in education is only concerned with the medium of
instruction or medium of education inasmuch as it belongs to the
cultural pattern of the schoolsystem.
• It is not interested in the grammar of the language but in the fact
that one or two specific languages and no other languages are used
as medium of instruction in the schoolsystem.
• It has to explain why it is that way.

18. (5) TEXTBOOKS AND EDUCATIONAL MATERIALS
• Textbooks and materials contain the content of the curriculum in
written language according to the medium of instruction used in the
schoolsystem.
• It has been said that books on the history of the Philippines during
the Spanish Regime were history books on Spain in the Philippines
and that books on the history of the Philippines during the American
occupation were history books on the United States in the
Philippines.

19. (5) TEXTBOOKS AND EDUCATIONAL MATERIALS
• In Engineering and Commerce it is often that course books from the
U.S.A. which are used by first year American college students with 12
years of pre-university preparation are prescribed for Filipino
students.
• The books are written in the English language as spoken in the
homes of the students.

20. (5) TEXTBOOKS AND EDUCATIONAL MATERIALS
• It would be a gigantic task to have these books “studied” by Filipino
students as pre-university education is only ten years in the
Philippines and considering that English is often a foreign languge in
Filipino homes.
• If textbooks and educational materials belong to the value system or
cultural system of the schoolsystem, then textbooks and materials
would have to be Filipinized accordingly.

21. Who Shapes the Aims of the Schoolsystem?
• Schoolsystems have set aims for themselves which are called
institutional aims.
• Societies have also set aims for the schoolsystem which are
called governmental aims of education made known by way
of the constitution or legislation.
• Professions have set up aims for schoolsystems which are
called professional aims.

22. Who Shapes the Aims of the Schoolsystem?
• There are different functional aims in the schoolsystem as
research, instructions and community service.
• Parents, students and faculty members have their respective
aims with reference to schoolsystems. They also have their
perceptions of the institutional aims, governmental aims
and professional aims of the schoolsystems

23. Who Shapes the Aims of the Schoolsystem?
• It is a matter of consideration that all these aims are
integrated into the schoolsystems and do not bring a conflict
situation in case of fragmentation of aims.
• The aims of the schoolsystem can be changed either by
external intervention or by internal initiative of the
schoolsystem.

24. Who Shapes the Aims of the Schoolsystem?
• A difficulty in changing the aims of the schoolsystems is often found
with the faculty members.
• 1. Many teachers are not trained for changing the aims of a school
system.
• 2. The statements of the administration can easily be appended by
social pressure.
• 3. The arguments about aims in education and changes are often
about means and procedures rather than ends or aims of priorities.

25. What are the criteria for QUALITY of EDUCATION?
External Criteria
The efficiency of an educational system
may be considered in terms of how it
fulfills its social and economic
objectives, and how much relevance it
has to society and its environment.
This measures the external productivity
of the schoolsystems.
Internal Criteria
It may be considered in terms of
quantitative and qualitative factors that
are internal to the system, e.g., who are
educated, by what methods, in what
knowledge and skills, with what results
and at what cost.
This measures the capability of the
inputs and the internal efficiency of the
schoolsystem.

26. CONCLUSION
In the cultural aspect, national security, national
identity, solidarity, Filipinism, have to be
strengthened in the school curriculum.

27. In analyzing the school as a system in itself, it is necessary to identify all the
subsystems within the school environment. It is through the interaction
among these subsystems that the school is able to maintain its stability,
perform its various functions and eventually attain its objectives.
Within the school system are the social systems, cultural systems and economic
systems. (Zwaenepoel, 1985). These three systems are integral parts of the school
systems. Any change in one of these systems affects the others. They are closely
interrelated.
For example, a high drop-out rate affects the economic stability of the school system.
In effect, this causes a social problem to the school. At the same time, students belonging
to the low-income class may be deprived of participating in socio-cultural activities. The
faculty members may also be affected in terms of their salary rate. On the other hand,
increases in tuition fees among private schools could affect the smooth relationship
between administrators and students.

28. REFERENCES
Bilhart, John and Gloria Galanes, Katherine Adams. Effective Group Discussion. New York:
McGraw-Hill 2005
Hanson, Mark E. Educational Behavior and Organizational Behavior. Mass: Allyn and
Bacon, 2006
Henry, Nicolar. Public Administration and Public Affairs. Englewood Cliffs: Prentice-Hall,
2005.
Lunenberg, Fred. Educational Administration: Theory and Practice. New York: McGraw-
Hill, 2007.
Rosenbloom, David H. Public Administration. New York: McGraw-Hill, 2008.
Zwaenepoel, Paul P. Systems Analysis in Education. Manila: UST Press. 1985.
Systems Analysis in Educational Management Module

29. THANK YOU!