This paper will endeavor to explain how the Zambian education system reinforces social

stratification in society. Social Stratification is a system of differentiation which includes

social positions whose occupants are treated as superior, equal or inferior relative to one
another in socially important respect. However, the most important aspect of social
stratification is the extremely important point of social inequality. Some individuals and
groups in societies are rated higher than others and such differences in rating reflect
differences in opportunities and privileges.

According to Giddens (2008) stratification can be defined as structured inequalities between

different groupings of people. Furthermore, he asserts that, social stratification is the
hierarchical arrangement of individuals into social classes and divisions within the society.
Therefore, every society is divided into more or less distinct groups. Even the most primitive
societies had some form of social stratification.

On the other hand, Social stratification refers to the hierarchically organized or structural
rankings of entire groups of people that perpetuate social inequality (Smith 2016).

Saunders (1990) states that, “In modern Western Societies, Stratification depends on social
and economic classes comprising three main layers: upper class, middle class and lower
class. Each class is further subdivided into smaller classes related, in part, to occupation.
Thus, a stratified society is one marked by inequality, by difference among people that are
evaluated by them as being ‘lower’ and ‘higher’.

In Zambia, societies can be stratified on any number of dimensions. It has created a huge
gulf between the people in terms of their incomes and a range of measures associated with
social position, education, health, and psychological well-being (i.e. the upper and the lower
class). All the known established societies of the world are stratified in one way or the other.

Therefore, social stratification exists because more important societal roles must be rewarded
differently, and the greater the functional importance of a social role, the greater must be the
reward (Davis et al, 1945:242).

However, some of the ways in which the Zambian education system reinforces social
stratification in society are as follows;

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One way in which the Zambian education system reinforces social stratification in society is
through the circulation of the elite. This means that, when a high degree of prestige comforts
and other rewards are offered for certain positions in education, there will be some
competition for individuals in the society. This process of competition helps to ensure that the
more efficient people are able to rise to the top, where their ability can best be used. Thus,
this reinforces social stratification in the society.

Banks (1968) adds that the competitive aspect has a kind of economic function in that it helps
to individuals ensure the rational use of available talent. It is also functionally necessary to
offer differential rewards if the positions at the top are largely ascribed as it is in the case of
caste system.

Furthermore, Weber (1964) postulates that even in caste societies the people at the top can
lose their prestige if they fail to maintain certain standards. Hence differential rewards from
schools provide the incentives for the upper classes to work at maintaining their positions in
the society.

The Zambian education system also reinforces social stratification by preventing the waste of
scarce resources in society. This is because the men in the elite class actually possess scarce
and socially valued abilities and qualities, whether these are inherited or acquired. However,
because of their possession of these qualities their enjoyment of some privileges such as extra
comfort and immunity from doing menial work, are functionally justified. It becomes
functionally beneficial for the society to make use of their talents without being wasted.

For Example, it would be a waste to pour the resources of society into the training of doctors
and engineers, and then making them to work as peons and attendants. When once certain
individuals are chosen and are trained for certain difficult positions it would be dysfunctional
to waste their time and energy on tasks for which there is enough manpower (Davis et al,
1945).

Furthermore, the Zambian education system reinforces social stratification in that attitudes
and skills of individuals from different societies are stabilized and reinforced. For example,
members of a class normally try to limit their relations to their own class. More intimate
relationships are mostly found between fellow class- members. Even this tendency has its
own function.

According to Ministry of Education (1996) one of the aims of education is shape the skills
and attitudes of individuals. Therefore, this tends to stabilize and reinforce the attitudes and
skills that may be the basis of upper-class position. Those who have similar values and
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interests tend to associate comfortably with one another. Their frequent association itself
confirms their common values and interests. Thus, class stratification is reinforced.

In addition, school sorts students into skill groups, encouraging students to take up
employment in fields best suited to their abilities. Therefore, education system reinforces
students to maintain division of labour within the society (Durkheim, 1956).

The values, attitudes and qualities of different classes do differ in societies. This difference is
also functional for society to some extent. Because society needs manual as well as non-
manual workers. Therefore, many jobs are not attractive to highly trained or ‘refined’ people
for they are socialized to aspire for certain other jobs. Because of the early influence of
family and socialization the individuals imbibe in them certain values, attitudes and qualities
relevant to the social class to which they belong. Thus, the Zambian education has influenced
individuals in their selection of jobs.

Furthermore, to the extent lower class and higher class educational characteristics are
essential to society. This is because to some extent, upper-class and lower-class groups can
act as negative reference groups for each other within the society. Thus, the education system
acts as a means of social control (Davis et al, 1945).

Additionally to the above, the Zambian education system helps in establishing equality and
ensuring social justice in the society. But however, the system of education itself can add to
the existing inequalities or at least perpetuate the same. Inequalities of educational
opportunities arise due to poverty. For instance, in most Zambian societies the poor cannot
afford to meet the expenses of education. Especially, children studying in the rural schools
have to compete with children in urban areas where there are well-equipped schools.

Therefore, the Zambian education system introduced primary education in the rural areas in
order to promote educational opportunities for all individuals. According to Ministry of
education (1996) the primary education should seek to satisfy the basic needs of all people.
This means that, there should not be any differentiation of curricula at this stage. Hence,
equality of educational opportunities at the primary stage requires provision of free and
compulsory education for all children without any discrimination.

From the foregoing discussion it can be deduced that, Social Stratification is a system by
which a society ranks categories of people in a hierarchy. Notwithstanding, education is one
of the agents of social mobility and thus influences a person’s future economic status in
society. The higher the level of education of an individual, the higher his chances of
occupational opportunities. Therefore, the Zambian education system has reinforced social
stratification through the process of competition which helps individuals to be more efficient
people in the society and through the circulation of the elite.
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 REFERENCES

Banks, O. (1968). The sociology of Education. London: BT. Batesford Limited.

Davis, K. & Moore, W.E. (1945). Some Principles of Stratification: Class, Status and
Power. London: Routledge & Kegan Paul.

Durkheim, E. (1956). Education and Sociology. New York: Free Press.

Giddens, A. (2008). Sociology. Malden: Polity Press.

Ministry of Education (1996). Educating Our Future. Lusaka: Zambia Educational

Publishing House.

Saunders, P. R. (1990). Social Class and Stratification. New York: Cambridge University
Press.

Weber, M. (1964). The Theory of Social and Economic Organization. New York: Free
Press.