CHAPTER 6

SOCIAL INSTITUTION
INTRODUCTION
INSTITUTIONS ARE DEVELOPED BY INDIVIDUALS
AND ORGANIZATIONS DELIBERATELY AND
INTENTIONALLY. THEIR DEVELOPMENT AND
FUNCTIONING IN SOCIETY, MAY BE REGARDED AS
AN INSTANCE OF EMERGENCE , THAT IS,
INSTITUTIONS ARISE, DEVELOP, AND FUNCTION IN A
PATTERN OF SOCIAL SELF-ORGANIZATION, WHICH
GOES BEYOND THE CONSCIOUS INTENTIONS OF THE
INDIVIDUALS INVOLVED.
INSTITUTIONS HAVE VARIOUS FUNCTIONS
1. INSTITUTIONS SIMPLIFY SOCIAL BEHAVIOR
FOR THE INDIVIDUAL PERSON.
2. PROVIDE READY-MADE FORMS OF SOCIAL
RELATIONS AND SOCIAL ROLES FOR THE
INDIVIDUAL.
3. INSTITUTIONS ALSO ACT AS AGENCIES OF
COORDINATION AND STABILITY FOR THE
TOTAL CULTURE.
4. INSTITUTIONS TEND TO CONTROL BEHAVIOR.

WHAT IS A SOCIAL INSTITUTION?

FIVE MAJOR OF SOCIAL INSTITUTIONS.
 Social Structure and mechanisms.
1. Family
 Five essential task of Social Institution
2. Education
Replacing members or Procreation. 3. Religion
Teaching new Members, Producing, Distributing and 4. Economy
Consuming Goods And Services, Preserving Order, 5. government
and Providing and maintaining a sense of Pourpose. THE FAMILY
SOCIAL INSTITUTION IS A GROUP OF SOCIAL • IS THE SMALLEST SOCIAL WITH THE UNIQUE
POSITIONS, CONNECTED BY SOCIAL RELATIONS, FUNCTION OF PRODUCING AND REARING
PERFORMING A SOCIAL ROLE THE YOUNG.
Ex. • ALSO THE BASIC AGENT OF SOCIALIZATION.
1. UNIVERSITIES  CHARASTERISTIC OF THE
2. GOVERNMENT FILIPINO FAMILY
3. FAMILIES  STRONG FAMILY TIES.
 THE FILIPINO FAMILY USUALLY AN EXTENDED
CHARASTERISTICS AND FUNCTIONS OF AN ONE AND, THEREFORE, BIG.
INSTITUTION  IN THE FILIPINO FAMILY, KINSHIP TIES ARE
1. INSTITUTIONS ARE PURPOSIVE. EXTENDED TO INCLUDE THE “COMPADRE” OR
SPONSORS.
2. THEY ARE RELATIVELY PERMANENT IN THEIR
CONTENT.  ALSO A GREAT DIFFERENCE EXISTS IN THE
ROLES OF MAN AND WOMAN.
3. INSTITUTIONS ARE STRUCTURED.
FUNCTION OF THE FAMLY
4. INSTITUTIONS ARE UNIFIED STRUCTURE.
1. REPRODUCTION OF THE RACE AND REARING
5. INSTITUTIONS ARE NECESSSARILY VALUE-
OF THE YOUNG
LADEN.
2. CULTURAL TRANSMISSION OR
ENCULTURATION.
3. SOCIALIZATION OF THE CHILD.
 4. PROVIDING AFFECTION AND A SENSE OF • THE BASIC PURPOSE OF EDUCATION IS THE
SECURITY. TRANSMISSION OF KNOWLEDGE.
5. PROVIDING THE ENVIRONMENT FOR • SCHOOLS BECAME NECESSARY WHEN
PERSONALITY DEVELOPMENT AND THE CULTURAL COMPLEXITY CREATED A NEED
GROWTH OF SELF-CONCEPT IN RELATION TO FOR SPECIALIZED KNOWLEDGE AND SKILL
OTHERS. WHICH COULD NOT BE EASILY ACQUIRED IN
6. PROVIDING SOCIAL STATUS THE FAMILY, CHURCH, AND COMMUNITY.
KINDS OF FAMILY PATTERN FUNCTIONS OF THE SCHOOLS
MEMBERSHIP INTELLECTUAL
NUCLEAR POLITICAL
EXTENDED SOCIAL
RESIDENCE ECONOMIC
NEOLOCAL MANIFEST FUNCTIONS OF EDUCATION
MATRILOCAL 1. SOCIAL CONTROL
2. SOCIALIZATION
PATRILOCAL
3. SOCIAL PLACEMENT
AUTHORITY 4. TRANSMITTING CULTURE
PATRIARCHAL 5. PROMOTING SOCIAL AND POLITICAL
MATRIARCHAL INTEGRATION
6. AGENT OF CHANCE
EQUALITARIAN
LATENT FUNCTION
DESCENT
1. RESTRICTING SOME ACTIVITIES
BILINEAL
2. MATCHMAKING AND PRODUCTION OF
PATRILINEAL SOCIAL NETWORKS
MATRILINEAL 3. CREATION OF GENERATION GAP
EDUCATION FUNCTIONS OF SCHOOLS AS STETED BY CALDERON
1. CONSERVATION FUNCTION • RELIGION IS A SET OF BELIEFS AND
2. INSTRUCTIONAL FUNCTION PRACTICES.
3. RESEARCH FUNCTION CHARACTERISTIC OF RELIGION
4. SOCIAL SERVICE FUNCTION
1. BELIEF IN A DEITY
RELIGION 2. DOCTRINE OF SALVATION
• RELIGION MAY BE DEFINED AS ANY SET OF 3. CODE OF CONDUCT
COHERENT ANSWER TO THE DIILEMMAS OF 4. SACRED STORIES
HUMAN EXISTENCE THAT MAKES THE WORLD 5. RELIGIOUS RITUALS
MEANINGFUL. FUNCTIONS OF RELIGION
• ALSO DEFINED IN TERMS OF ITS SOCIAL 1. RELIGION SERVES AS MEANS OF SOCIAL
FUNCTION. IT IS A SYSTEM OF BELIEFS AND CONTROL
RITUALS THAT SERVES TI BIND PEOPLE
2. IT EXERTS A GREAT INFLUENCE UPON
TOGETHER THROUGH SHARED WORSHIP,
PERSONALITY DEVELOPMENT
THEREBY CREATING A SOCIAL GROUP.
3. RELLIGION ALLAYS FEAR OF THE UNKNOWN
 4. RELIGION EXPLAIN S EVENTS OR SITUATIONS
WHICH ARE BEYOND THE COMPREHESION OF
MAN
5. IT GIVES MAN COMFORT, STRENGTH AND
HOPE IN TIMES OF CRISIS AND DESPAIR
6. IT PRESERVES AND TRANSMITS KNOWLEDGE,
SKILLS, SPIRITUAL AND CULTURAL VALUES
AND PRACTICES
7. IT SERVES AS AN INSTRUMENT OF CHANGE
8. IT PROMOTES CLOSENESS, LOVE,
COOPERATION, FRIENDLINESS AND
HELPFULNESS
9. RELIGION ALLEVIATES SUFFERING FROM
MAJOR CALAMITIES
10. IT PROVIDES HOPE FOR A BLISSFUL LIFE
AFTER DEATH
DIFFERENCE AMONG CHURCHES, SECTS, AND CULTS
• CHURCH  TENDS TO BE LARGE, WITH
INCLUSIVE MEMBERSHIP IN LOW TENSION
WITH SURROUNDING SOCIETY.
• SECTS  HAS A SMALL, EXCLUSIVE
MEMBERSHIP, HIGH TENSION WITH SOCIETY.
• CULTS  ARE REFERRED TO BY STARK AND
BAINBRIDGE (1985) AS THE MORE
INNOVATIVE INSTITUTIONS AND ARE
FORMED WHEN PEOPLE CREATE NEW
RELIGIOUS BELIEFS AND PRACTICES
THREE TYPES OF CULTS ARE DESCRIBED
1. AUDIENCE CULTS
2. CLIENTS CULTS
3. CULT MOVEMENT
THE ELEMENTS OF RELIGION
1. SACRED
2. LEGITIMATION OF NORMS
3. RITUALS
4. RELIGIOUS COMMUNITY
ECONOMIC INSTITUTIONS
• ECONOMIC INSTITUTION REFERS TO ANY
INSTITUTION THAT IS A PLAYER IN AN
ECONOMY.
• ALSO DEFINED AS A SOCIAL SCIENCE THAT
INVOLVES ITSELF IN THE STUDY AND
ANALYSIS OF PRODUCTION, DISTRIBUTION AS
WELL AS CONSUMPTION OF GOODS AND
SERVECES.
• WE CANNOT ISOLATE OURSELVES FROM
ECONOMICS, BECAUSE OUR PHYSICAL
EXISTENCE DEPEND ON IT.
• WE CANNOT LIVE WITHOUT PRODUCTION
AND CONSUMPTION.
CATEGORIES OF ECONOMIC INSTITUTIONS
1. MANUFACTURES
2. DISTRIBUTORS
3. CONSUMERS
BASIC ECONOMIC PROBLEM
1. WHAT GOOD AND SERVECES TO PRODUCE
AND HOW MUCH.
2. HOW TO PRODUCE GOODS AND SERVECES.
3. FOR WHOM ARE THE GOODS AND SERVECES.
GOVERNMENT AS A SOCIAL INSTITUTION
• A GOVERNMENT IS AN INSTITUTION
ENTRUSTED WITH MAKING AND ENFORCING
THE RULES OF SOCIETY AS WELL AS
REGULATING RELATIONS WITH OTHER
SOCIETY.
• THE INSTITUTION WHICH RESOLVES
CONFLICTS THAT ARE PUBLIC IN NATURE
AND INVOLVE MORE THAN A FEW PEOPLE IS
CALLED GOVERNMENT.
• GOVERNMENT CAN BE CITY , PROVINCIAL,
NATIONAL, OR EVEN INTERNATIONAL
DEFINE BY THE SUPREME COURT OF THE
PHILIPPINES
• THAT INSTITUTION BY WHICH AN
INDEPENDENT SOCIETY MAKES AND CARRIES
OUT THOSE RULES OF ACTION WHICH ARE
NECESSARY TO ENABLE MEN TO LIVE IN A
SOCIAL STATE
• IN THE PHILIPPINES , LIKE ANY OTHER
MODERN SCIETIES, THERE ARE THREE
BRANCHES OF GOVERNMENT.
 • EXECUTIVE BRANCH H. THE DEALINGS OF THE STATE
• JUDICIAL BRANCH WITH FOREIGN GROWERS, THE
PRESERVATION OF THE STATE FORM
• LEGISLATIVE BRANCH
EXTERNAL DANGER OR ENCROACHMENT
TYPES OF GOVERNMENTS AND THE ADVANCEMENT OF ITS
1. MONARCHY INTERNATIONAL AFFAIRS AND
2. DEMOCRACY INTERESTS.
3. AUTHORITARIARISM 2. MINISTRANT FUNCTION  ARE THOSE
4. TOTALITARISM UNDERTAKEN TO ADVANCE THE GENERAL
GOVERNMENT CONFLICT INTEREST OF SOCIETY, SUCH AS PUBLIC
1. Revolution WORKS, PUBLIC CHARITY, AND REGULATION
OF TRADE AND INDUSTRY.
2. War
3. Terrorism
FUNCTIONS OF GOVERNMENT
1. THE CONSTITUENT FUNCTION 
CONTRIBUTE TO THE VERY BONDS OF
SOCIETY AND ARE, THEREFORE,
COMPULSORY.
A. THE
OBSERVANCE/PRESERVATION OF ORDER
AND PROVISION FOR THE PROTECTION
OF PERSON AND PROPERTY FROM
VIOLENCE AND ROBBERY.
B. THE SETTLEMENT OF THE LEGAL
RELATIONS BETWEEN HUSBAND AND
WIFE, AND BETWEEN PARENT AND
CHILDREN.
C. REGULATION OF THE HOLDING,
TRANSMISSION, AND INTERCHANGE OF
PROPERTY,AND THE DETERMINATION OF
ITS LIABILITIES FOR THE DEBT OR FOR
CRIME.
D. THE DETERMINATION OF
CONTRACTUAL RIGTHS BETWEEN
INDIVIDUALS.
E. THE DEFINITION AND
PUNISHMENT FOR CRIMES.
F. THE ADMINISTRATION OF
JUSTICE IN CIVIL CASES.
G. THE ADMINISTRATION OF
POLITICAL DUTIES, PRIVILEGES, AND
RELATIONS OF CITIZENS.
 CHAPTER VII
Gender and Development
Gender
• is one of universal dimensions on which
status differences are based.
• is a social construct specifying the socially
in culturally prescribed roles that men and
women are to follow.
Theories of Gender Development ~ Several
theories of gender development have generated
most of the research during the past 10 years:
social learning theory, cognitive developmental
theory, and gender schema theory.
Social learning theory
- Believe that parents, as the distributors of
reinforcement, reinforce appropriate gender role
behaviors.
Cognitive-developmental theory
- which is derived from Kohlberg’s speculations
about gender development. We know from
Piaget’s work that children engage is symbolic
thinking by about two years of age.
Gender schema theory
- camera is a mental blueprint for organizing
information. Such as schema helps a child to
develop gender identity and formulate an
appropriate gender role. Consequently, children
develop an integrated schema or picture of what
gender is and should be.
WHAT IS GENDER STEREOTYPING?
- is define as the beliefs of humans hold about the
characteristics of associated with males and
females.
Problems in genders STEREOtyping
• When characteristics associated with a
particular gender of a negative image.
• when a unique individual is assumed to
have all the characteristics associated with
his/her gender.
Gender Ideologies
(attitude toward men &women role)
1. Traditional gender ideology – maintains
that men’s sphere is work amd women’s
sphere is the home.
2. Egalitarian gender ideology – maintains
that power is distributed equally between
men and women and that each group
identifies equally with the same sphere.
3. Transitional gender ideology – a typical
trasitional attitude toward gender roles is
that it is acceptable for women to devote
energy to both work and family domains,
but women should hold proportionally
more responsibility for the home and men
should focus their energy more
proportionally on work.
Gender and Equality
- gender equality gives women and men the
same entitlements to all aspects of human
development, including economic, social, cultural,
civil and political rights, the same level of respect,
the same opportunities to make choices, in the
same level of power to shape the outcomes of
these choices.
• “The Creation of Patriarchy” by Gerda
Lerner
- gender is the “costume, a mask, a straitjacket in
which men and women dance their equal dance.”
• “ The Gender Question” By Alan Wolfe
- “of all the ways that one rooted than the way
men have subordinated women.”
Gender inequality
Four themes characterize feminist theorizing of
gender inequality:
• men and women are situated is society
unequality.
• organization of society.
Gender and power
• Gender
- refers to the different ways men and women
play in society, & to the relative power they wield.
• Power
- is a basic fabric of society and is possessed in
varying degrees by social actors in diverse social
categories.
• “Essays in sociology” by Max Weber
- he define power at the likelihood a person may
achieve personal ends despite possible resistance
from others.
Gender Inequality
FOUR THEMES CHARACTERIZE FEMINIST THEORY
First
Men and women are situated in society not only
differently but also unequally.
Second
This inequality result from the organization of
society, not from any significant biological or
personality differences men and woman.
Third
Individual human being may vary somewhat from
each other in their profile of potentials and traits, no
significant pattern of natural variation distinguishes
the sexes.
Fourth
All inequality theories assume that both men and
woman will respond fairly easily and naturally to
more egalitarian social structures and situation.
• No significant pattern of natural variation
distinguishes the sexes.
• All inequality theories assume fairly easily
& naturally to more egalitarian social
structures.
Determinants of power
• Status resources
• Experience
• Self-confidence
Gender and education
• investing in education is seen as one of the
fundamental ways in which nation States
and their citizens can move toward long-
term development goals and improve both
social in economics standard of living.
Several factor act as determinants of the amount of
power a personal holds or can use in his or her
relation with other.
1. Status resources
2. Experience
3. Self confidence
GENDER AND POWER
• Gender refers to different ways men and
woman play in society, and to the relative
power they weild
• Gender expressed differently in different
societies, there is no society where nem and
women perform equal roles or hold equal
position of power.
 • Power basic fabric of society and possessed in
varying degrees by social actors in diverse
social categories.
• Power becomes abusive and exploitative only
when independence and individuality of one
person or group of people become so
dominant that freedom for the other is
compromised.
GENDER AND EDUCATION
Chapter 8
Globalization, ASEAN Integration
Learning outcomes
 Examine globalization as a theory, and
process and its characteristics as related to
education.
 Describe how socio-cultural, environmental,
geographical, economic, political, and equity
issues affect globalization.
 Discuss globalization and education from the
perspective of conflict and consensus
theorists.
 Explain the ASEAN integration 2015 in the
Philippine Education.
Globalization
 Globalization is one of the most dominant
forces facing education in 21st century.
Fundamentally,
 It is the closer integration of the countries and
peoples of the world which has been brought
about
 By the enormous reduction of costs of
transportation and communication and the
breaking down of
 Artificial barriers to the flows of goods,
services, capital, knowledge, and (to a lesser
extent) people
 Across boarders.
• Researchers have documented the differential
treatment accorded to males and females in
the classroom that reinforce absence of
inferiority and lack of initiative among female
student.
• (Sadker and Sadker, 1988)
• Boys are far more likely than girls to be given
specific information that guides the
improvement of their performance.
• (Bongiano and Barrett, 1991)
Globalization: A Theory and a process
 As a theory, globalization seeks to explain the
integration of economies and societies around
the world as they are knit together by travel,
language, values and ideas, trade, labor and
financial flows, communication, and
technology.
Education System: Core of the globalization
Process
 One could think that globalization is only a
matter of industry and business, and that
education as a moral process is not part of
this development.
Global Education and Globalization
 In order to thrive in this globalized world, an
education for globalization should nurture the
higher-order cognitive and interpersonal skills
required for problem finding, problem-
solving, articulating arguments, and deploying
verifiable facts or artifacts.
Characteristics of Globalization That Can Be Linked
To Education
 In seeking to understand and theorize the
nature of globalization and its effects on
education, it is argued that globalization has
both potentially positive effects.

 Educational terms
 Economics terms
 Political terms
 Cultural terms
Globalization is undoubtedly an important
constitutive feature of the modern world. One of the
current interdisciplinary assumption is that
globalization necessarily amounts to the loss of
cultural identity.
Globalization has various aspects which affect the
world in a variety of ways .
1. Industrial globalization, trans-nationalization.
 This refers to the rise and expansion of
multinational and transnational enterprises.
2. Financial globalization.
 This refers to the emergence of worldwide
financial markets and better access to
external financing for corporate, national, and
sub-national borrowers.
3. Political globalization.
 Refers to spread of political sphere of
interests to the regions and countries outside
the neighborhood of political.
4. Informational globalization.
 This refers to the increase in information
flows between geographically remote
locations.
5. Cultural globalization.
 Refers to the growth of cross-cultural contacts
where people of the world get a better
understanding of cultural diversity.
6. Globalism.
 Refers to the universal, internationalist
impulse that the world is connected.
What are the core values and competencies for
Global Education?
Our vision of global education was organized around
the following core values: peace and non-violence,
social justice and human right, economics well being
and equity, cultural integrity, ecological balance, and
democratic participation.
Socio-Cultural, Economic, and Political Issues on
Globalization
1. Socio-Cultural Issues
 Globalization and massive migrations are the
ways we experience national identities and
cultural belonging
 Global changes in culture deeply affect
educational policies, practices and
institutions.
2. Economic Issues on Globalization
 David Bloom argues that because of
globalization, education is more important
than ever before in history.
 Bloom (2002) argues that increasing efforts to
improve basic education particularly in
developing countries will surely help narrow
income gaps with developed countries.
 The current cycle of globalization is in part the
product of new global media, information,
and communication technologies that
instantaneously connect people,
organizations, and systems across vast
distances.
 At the economic level, because globalization
is affecting employment, it touches upon one
of the primary traditional goals of education,
preparation for work.
 Globalization will continue to be a vector of
worldwide change.
3. Political Issues on Globalization
  At the political level, there has been the
constraint on national/state policy making
posed by external demands from
transnational institutions.
Conflict and Consensus perspectives on the Role of
Education in Understanding Globalization
 Education is at the center of this uncharted
continent.
 Education’s challenge will be shape the
cognitive skills, interpersonal sensibilities, and
cultural sophistication of children and youth
whose lives will be both engaged in local
contexts and responsive to larger
transnational processes.
 Education is one of the few forces with the
potential to mitigate the negative effects of
globalization and the inequality.
Globalization and it's impact on education
1. Content of education
A. Curriculum upgradation
`The operative part of the introduction
of the information technology is the need for
a continuous up-gradation of the curriculum
in order to introduce the latest development
relating to the various dicipline in the
curriculum.
B. Productivity Orientation
The basic objective of globalization is
to enhance productivity and to make the
educational system an instrument in
preparing students who can complete in the
world market as productive members of
society.
2. The fall out of globalization
• A. Internationalization of education
• education will improve if it is
internationalized, and healthy competition
takes place.
• B. Finance related issue
• In order to be a part of global configuration,
the requirement education will increase
manifold.
• C. Privatization of secondary and higher
education.
• As a corollary to the suggestion about
reducing public school investment in
secondary and higher education, a plea has
been made to hand over these sectors to
private bodies .
ASEAN Integration
• The ASEAN community: A Regional
Integration of Norms, Values, and resources
The pillars of the ASEAN Community
First pillar: ASEAN ECONOMIC COMMUNITY (AEC)
• In 2007 when ASEAN leaders signed the
ASEAN ECONOMIC COMMUNITY (AEC) 2015
blueprint, a vision to integrate our resourse
market was set in motion.
Second pillar: ASEAN political-security community
(APSC)
• The ASEAN political-security community
oversees that the ASEAN community
continuous to live in peace, stability,
resilience, and in concord. Through the APSC
blueprint, the ASEAN signatories have
established a rule- based community of
mutually shared Norma and values.
Third pillar: ASEAN socio- cultural (asc)
• The ASEAN socio-cultural community (ascc)
aims to promote a "caring and sharing
society" which stems from the fact that all
actions undertaken by the ASEAN are to upfift
the lives of it's people and
 • make living in the region a more fulfilling
experience.
Social construction in uniting multi-cultural
societies
Needless to say, the ASEAN community is a
collaboration of nation having a wide array of broad
cultural, political, and economic dimensions.
• Human capital in the changing labor market
• Apart from uniting defferent cultures and
nationalities, success of the ASEAN
Chapter 9
Education in the new social milieu
LEARNING OUTCOMES
*Describe the role of the school in the preparation of
the learners to be responsive.
• Discuss the paradigm shift of a learner-centered
environment.
• Examine the advantages of the use of
computers in education.
Redefining the Role of the School
• 1.Students must be prepared for life.
• 2.What ought to be taught.
• 3.Acceptance of heterogeneity is essential in
todays world.
• 4.Delivering the curriculum,teacher should
drive application
• base,creative ,and innovative thinking.
Information And Communication Technology And
Education (ICT)
*(ICT)-In education by enhancing learning and
providing students w/new sets of
• Integration also entails education system to
give focus on delivering skills necessary for
the immirent changes in the labor.
The k to 12 program in the basic education sector
• The basic education curriculum should be
revised in preparation of helping students get
job opportunities abroad and for them to not
have difficulties being absorbed in those
countries.
skills,facilitating teacher traning ,minimizing
costs students w/minimal access education.
*(ICT)-involves the use of sound
images,movement animations and similations.
*Bruer(1993),learners must be rise above the
rote ,factual level
to begin to think critically and creatively.
FOR STUDENT
• A shift from:
• Passively waiting for the teacher to give
direction and information.
• Always being in the role of the learner
• Always following given procedures.
• A shift to:
• Searching information and
learning experiences and seeking
ways to attaint it.
• Participating at times as the
expert/knowledge provider.
 • Desiring to explore,discover,and
create unique sulotions to
learning problems.
FOR TEACHER
• A shift from:
• Always being viewed as the content expert and
source for all of the answers.
• Being viewed as the primary source of
information who continually directs it to
students.
• A shift to:
• Participating as one who may not
know all but desires to learn.
• Being viewed as
support,collaborator,and coach
for studentsas they learn to
gather and evaluate information
for themselves.
How Does(ICT)in Education Initiatives Contribute to
the Millenium Devt.Goals
• Increasing access through distance learning.
• Enabling a knowledge network for students.
• Training teacher.
• Broadening the availability of quality education
materials.
• Enhancing the efficiency and effectiveness of
educational administration and policy.
The Global Curriculum
- teachers and students exploring the internet’s
educational possibilities are termed ”
internauts” on this new educational frontier not
limited by distance or national boundaries.
The use of computer in education
*Computers in education enable us to:
1. Teach more effectively
2. Reach and teach more students
3. Make the world our classroom
4. Turn latchkey kids into connected kids
5. Get ready for the future
Computers in education disable us because:
 1. Effective teaching all but disappears
 2. The digital world remains divided.
 3. Students risk becoming antisocial.
 4. Computers are health risk
 5. Fundamental skills are sidelined
How will the predicted changes affect education and
schooling in the future?
According to Lewis Perelman, the author of the
controversial book school’s out (1992), there is a
strong case of education transformation.
He argue that knowledge acquisition is no
longer something that happens only in school: now is
occurs everywhere and is lifelong. Further, with the
growth of hypermedia and networking, learning is
something that can happen anytime and anywhere.to
put it simply, according to Perelman, school are no
longer needed, and so to make matters worse, they
are getting in the way of the truly necessary changes.
The following are some of the possible outcomes of
the process of change:
1. Multimedia learning resources available via
information network will proliferate and
become an essential feature of education
2. Learners and teachers alike will have access to
powerful portable computing device that will
be wirelessly connected to network resources,
3. Learning increasingly will take place in
authentic contexts and focus on authentic task.
Students will work on real problems, finding
their own answers. Technology will be one tool
in the process
4. Students will become active learners,
collaborating with one another and with more
experienced members of society to seek out
information and gain knowledge.
5. Teacher’s role will tend to shift from the “sage
on the stage” to the “guide on the side.”
Instead of conveying information tools to find,
 analyze, and synthesize information to solve
problems: to think creatively: and to construct
their own understandings.
6. Education will became a lifelong process,
important and accessible to all, and schools will training, converging the TVET system f Technical
become centers of learning not just for
children, but for all members of the
community.
7. The artificial divisions of grade levels will
disappear.
8. The boundaries separating schools from each
other and the community will blur or disappear.
Education and industry
“Jobs and skills should match.” One of the
deterrents in finding a job is the mismatch of skills
possessed by the graduates and the requirements of
the job.
Chapter 10
EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
Introduction
In our world we need a clear awareness of the
interdependent nature of nations, of human, animals
and the world, everything is of interdependent
nature. I feel that many problems, especially man-
made problems, are due to a lack of knowledge
about this interdependent nature.
 It open an awareness of a globalizing thinking
world
 It nurtures higher cognitive and interpersonal
skills/values/ attitudes for problem finding
solving
The concept sustainable development was
popularized in 1987 with publication of the
“Brundtland report” the report of the world
commission on environment and development. This
landmark report highlighted the need to
conceptualize sustainable development that would
“meet the needs of the present without
compromising the ability to future generations to
To solve the problem in mismatch in skills and
the requirements of the jobs, President Gloria
Macapagal Arroyo, issued an executive order creating
a new path called ladderized system of education and
Education and Skills Development Authority (TESDA)
and the higher education programs of the Commission
on Higher Education.
The basic features of the system are as follows:
 Students and trainees acquire technical and
vocational skill from TESDA registered program
in schools and training centers, public and
private.
 After the training, the graduates apply for jobs
and get employed.
 When they decide later to continue their
studies to earn a college degree, the TVET
training they have completed will be credited in
the college course they will take .
meet their own needs” sustainable development is
generally thought to have three components
environment, society and economy. The well being
of three components are interwined in the degree
below
• Society- peace, equity and democracy
• Environment: conservation, preservation and
protection
• Economy: work, money and education
Education for sustainable development
Education for sustainable development is a
dynamic concept that encompasses a new vision of
education to empower people to assume
responsibility for creating a sustainable future. Its
overall aim is to empower citizens to act for positive
environmental and social change implying a
participatory and action oriented approach
(UNESCO, 2002)
Implementation.
An educated citizenry is vital to implementing
informal and sustainable development. In fact a
national sustainability plan can be enhanced or
limited by the level of education attained by the
nation’s citizens. Nations with high illiteracy rates
and unskilled workforces have fewer development
options.
Decision making.
Good community based decision which will
affect social, economic, and environmental well-
being depend on educated citizens. Development
options, especially “greener” development options
expand as education increases.
Quality of life.
Education is also central to improving quality
of life education raises the economic status of
families it improves life conditions, lowers infant
mortality, and improves the educational attainment
of the next generation, thereby raising the next
generation’s chances for economic and social well
being. Improved education holds both individual and
national implications.
UNESCO’s Role in education for sustainable
development
In December 2002, the United Nations General
Assembly adopted a resolution putting in place a
United Nations Decade for sustainable development
(DESD) spanning from 2005-2014. The founding
value of ESD is respect:
• Respect for others;
• Respect for the present and the future
generations;
• Respect for the planet and what it provides us
(resources, fauna and flora).
There are key action themes for education for
sustainable development. There are as follows:
1. Gender Equality
The pursuit of gender equality is central to
sustainable development where each member of
society respects others and plays a role in which
he/she can fulfill his /her potential.
2. Health promotion
Issue of development, environment, and health
are closely entwined_ I'll health hampers economic
and social development.
3. Environment
Environmental perspective cover
several major themes, reflecting diverse goals and
audiences, including water, climate change,
biodiversity and disaster prevention.
4. Rural development
In spite of rapid urbanization, three
billion or 60 % of the population in developing
countries half of the world population, still live in
rural areas.
5. Cultural diversity
Education must respect diversity. The
value, diversity, knowledge, languages and
worldview associated with culture predetermine the
way issues of education for sustainable development
are dealt with specific national context.
6. Peace and Human security
Peace and security are fundamental to
human dignity and development; the sustainable
development of any culture is always endangered by
a situation of insecurity conflict .
7. Sustainable development
Cities have not to the forefront of
global socio- economic change. Globalization and
democratization have increased the importance of
cities in relation sustainable development.
8. Sustainable consumption
Our choices as consumers today will
impact the way people will live tomorrow.
Sustainable consumption means consuming goods
and services without harming the environment or
society.
ESD as the right attitude to globalization
 To be sure, there are differing attitudes on how
man can face globalization.
1. The optimist globalists
See only the boon of globalizing influences in
terms of improved quality of life , higher living
standards, and greater social cohesion and
understanding.
2. Pessimist globalists
See the dark side of globalization with
dominant first world countries imposing their own
economic and political agenda on the world.
3. traditional globalists
Take a safe ground feeling indifferent to change,
saying the effects of globalization need not be
exaggerated.
4. transformations globalists
Who would not stand and wait but take a
proactive stand.
Being an educator for sustainable development
Aw we should know teacher/ student - teacher
plays a cornerstone role in effective ESD programs
.There are 4 dimensions of ESD;
• Environment awareness – this program
promotes environmental education, active
approaches to teaching- learning, citizenship
education, research and exchange of
experiences internationally.
• Competence for the knowledge economy –
this delineates the skills of knowledge
workers and specifies conditions to be met for
lifelong leaning for all.
• Human/social capital and economic growth
– this studies the specific roles of both human
and social capital in economic growth.
• Inclusive education – this addresses the
special education need of students with
organic disabilities, learning difficulties and
social disadvantages.
• Ensure that educator / administrators
understand the concept of sustainability and
are familiar with its principle, that they
disguise between '' education about
sustainable development '' ( cognitive
theories) and ESD as a" tool to achieve more
sustainable futures.“
• Use the UNESCO design criteria for
ESD program local needs/ perceptions/
condition, lifelong endeavor, addresses
context/ content/ pedagogy/ local priorities/
global issues, deal with the well-being of
three realm of sustainability.
The guidelines set for teachers are:
1. Acknowledge their key role as cornerstone of
effective
2. Understand the cross-cutting
( mainstreaming) and multi- disciplinary
nature of ESD
3. Avoid overloading the curriculum and to
solely link ESC to one or two disciplines
4. Be open to diverse learning strategies
5. Appreciate the importance of multi-
stakeholders partnerships- working together
to solve shared problems.

Guidelines were also set for Effectively

Incorporating ESD into the curricula:
• Decide the themes to ensure that
programs fit the environmenta, social, and
economic conditions and goals of their
community/region/ Nation.