FOUNDATIONS OF EDUCATION

philosophical Foundation 

The philosophical foundation of curriculum helps determine the driving purpose of

education, as well as the roles of the various participants. While all foundations propose
to set goals of curriculum, philosophy presents the manner of thinking from which those
goals are created. One’s driving philosophy suggests if education should develop the
individual or enforce group norms (Ornstein & Hunkins, pp. 34-36); if it is to enforce
group norms, it further defines if that should be the norms of the current set or a move
towards changing those norms. Philosophies vary in perception of truth, ranging from
absolute to relative, and from moralistic to scientific (34-37). In all of this, one’s
philosophy defines the role of the teacher, ranging from all-knowing authoritarian to that
of a mentor, and the role of the student, ranging from an obedient vacant vessel to an
individual worthy of actively engaging in one’s own educational process. As we look
through the lens of history, we see how philosophies have gained and waned in
popularity in society, and how even psychological research is embraced, ignored, or
even rejected based on philosophical standings of the time. 

Historical Foundation 

Exploring the historical foundations of curriculum can promote a sense of freedom and
encourage educational reform. Reviewing the history of education allows us to step
outside of the here and now, gaining a bigger picture and seeing ourselves within it,
realizing that the field of education must remain dynamic in order to be effective.
Throughout history, curricular choices have been made out of necessity and to meet the
specific needs of society at the time. Also, it is through history that we see how
predominant philosophies have defined a society’s values, which in turn determined the
current purposes of education. Through history, we learn that programs are considered
pioneering due to the different philosophies to which others subscribe. In reviewing
history, it becomes apparent that this has been the case throughout the centuries. Ideas
can change, and a group can break free of faulty suppositions; history shows that what
is now isn’t necessarily what needs to remain. In history, we see why and how things
came to be, how the demographics of a particular committee can have longreaching
impact (Ornstein & Hunkins, 82), and also that some traditions - such as grading (70) -
are relatively new concepts after all.

Social Foundation 

Society is a reflection of the governing philosophies of the masses, requiring that

studying the sociological foundation of curriculum to include consideration of
philosophical foundations. Society is dynamic, with the changing popularity of a
particular philosophy mirroring factors such as environmental and economical needs:
war or peace time, recession or time of abundance, changing technology, and so on.
For example, if a nation is at war, greater emphasis will be placed on sacrificing for the
greater good, moralistic principles, and adhering to group norms. During such times,
however, there will be dissention based on counter philosophical ideas; the strength of
one’s philosophical convictions will determine one’s perception of the current events,
including those impacting education. 

Psychological Foundation 

The psychological foundation of curriculum and instruction has continued to expand,

especially with exponential growth in neuroscience research. The 1990s had been titled
the Decade of the Brain (Clemons, 2005), and great strides have been made in the
psychology of learning. One might argue that it is the psychological foundations of
curriculum which hold the greatest importance because it is here that we understand
how students learn; how to increase student motivation and satisfaction; how to achieve
educational “success” in its many definitions. However, curriculum decisions and current
educational practices in many schools do not yet fully embrace the current research due
to the prevailing philosophies held by those in administrative power in the field of
education. Again, it is the philosophical foundation that holds the greatest importance
because it holds the greatest power. To gain acceptance of research-based educational
practices, we must not just show the success of those practices, but also work toward
changing the prevailing philosophies that influence the attitudes of society. Also,
reaching back to the historical foundation of curriculum study, we should caution
ourselves that current research is just that: current. Future psychological research may
yield new information. By adopting a guiding philosophy, one does not become married
to a particular psychological or sociological foundation of thought, which history reminds
us is ever-changing, and one can instead remain fluid in how one’s philosophically-
based goals are met. 

Personalized Education Philosophy

In considering all four foundational lenses noted above, SAS has adopted the
Personalized Education Philosophy (see Appendix D: Personalized Education
Philosophies and Goals). This philosophy serves as the primary foundation and guide
for the development of curriculum and the program as a whole. Decisions ranging from
curriculum adoption to implementation of instructional techniques are made in alignment
with this philosophy. 

THE 1987 CONSTITUTIONS

Article XIV Sections 1-5(5)

Section 1. The state shall protect and promote the right of all the citizens to quality
education at all levels and shall take appropriate steps to make
such education accessible to all.

Section 2. The state shall:

 1. Establish, maintain and support a complete, adequate and integrated
system of education relevant to the needs of the people and society;
2. Establish and maintain s system of free public education in the elementary
and high school levels. Without limiting the natural rights of parents to rear
their children, elementary education is compulsory for all children of
school age;
3. Establish and maintain a system of scholarship grants, student loan
programs, subsidies and other incentives which shall be available to
deserving students in both public and private schools, especially to the
underprivileged;
4. Encourage non- formal, informal and indigenous learning system, as well
as self- learning independent and out-of-school study programs
particularly those that respond to community needs; and
5. Provide adult citizens, the disabled and out-of-school youth with training in
civics, vocational efficiency and skills.
Section 3.

1. All educational institutions shall include the study of the Constitution as

part of the curricula.
2. They shall inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative thinking,
broaden scientific and technological knowledge and promote efficiency.
3. At the option expressed in writing by the parent or guardians, religion shall
be allowed to be taught to their children or wards in the public elementary
and high schools within the regular class hours by instructors designated
or approved by the religious authorities of the religion to which the children
or wards belong, additional cost to the Government.
Section 4.

1. The state recognizes the complementary roles of the public and private
institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.
2. Educational institutions, other than those established by religious groups
and mission boards, shall be allowed solely by citizens of the Philippines
or corporations or associations at least sixty per centum of the capital of
which is owned by such citizens. The Congress may, however, require
increased Filipino equity participation in all educational institutions. The
control and administration of educational institutions shall vested in
citizens of the Philippines. No educational institution shall be established
exclusively for aliens and no group of aliens shall comprise more than one
third of the enrollment in any school. The provisions of this subsection
shall not apply to schools established for foreign diplomatic personnel and
 their dependents and, unless otherwise provided by law, for other foreign
temporary residents.
3. All revenues and assets of non- stock, non- profit educational institutions
used actually, directly and exclusively for educational purposes shall be
exempt from taxes and duties. Upon the dissolution or cessation of the
corporate existence of such institutions, their assets shall be disposed of
in the manner provided by law. Proprietary educational institutions,
including those cooperatively owned, may likewise be entitled to such
exemptions subject to the limitations provided by law including restrictions
on dividends and provisions for reinvestment.
4. Subject to conditions prescribed by law, all grants endowments, donations
or contributions used actually, directly and exclusively for educational
purposes shall be exempt from tax.
Section 5.

1. The State shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the development of
educational policies and programs.
2. Academic freedom shall be enjoyed in all institutions of higher learning.
3. Every citizen has a right to select a profession or course of study, subject
to fair, reasonable and equitable admission and academic requirements.
4. The State shall enhance the right of teachers to professional
advancement. Non- teaching academic and non-academic personnel shall
enjoy the protection of the State.
5. The State shall assign the highest budgetary priority to education and
ensure that teaching will attract and retain its rightful share of the best
available talents through adequate remuneration and other means of job
satisfaction and fulfillment.
BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)

This was an act providing for the establishment and maintenance of an integrated
system of education. In accordance with Section 2, this act shall apply to and govern
both formal and non- formal system in public and private schools in all levels of the
entire educational system.

As provided by this Act, the national development goals are as follows:

1. To achieve and maintain an accelerating rate of economic development

and social progress.
2. To assure the maximum participation of all the people in the attainment
and enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and
preserve, develop and promote desirable cultural, moral and spiritual
values in changing world.
It is also stated in Section 3 that:
The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed socio- economic status, physical and mental conditions,
racial or ethnic origin, political or other affiliation. The State shall therefore promote and
maintain equality of access to education as well as the benefits of education by all its
citizens.

RIGHTS OF STUDENTS IN SCHOOL (Section 9)

1. The right to receive competent instruction, relevant quality education.

2. The right to freely choose their field of study subject to the existing
curricula and continue their course up to graduation, except in cases of
academic deficiency or violations of disciplinary regulations.
3. The right to school guidance and counseling services.
4. The right to access to his owns school records and the confidentiality of it.
5. The right to issuance of official certificates, diplomas, transcript of records,
grades, transfer credentials and similar document within thirty days from
request.
6. The right to publish a student newspaper and invite resource persons
during symposia, assemblies and other activities.
7. The right to free expression of opinions and suggestions and to effective
channels of communication with appropriate academic and administrative
bodies of the school or institutions.
8. The right to form or establish, join and participate in organizations and
societies recognized by the school…, or to form, join and maintain
organizations and societies for purposes not contrary to law.
9. The right to be free from involuntary contributions except those approved
by their organizations and societies.
RIGHT OF ALL SCHOOL PERSONNEL (Section 10)

1. Free expression of opinions and suggestions.

2. To be provided with free legal service by the appropriate government
office in case of public school personnel and the school authorities
concerned in case of private school personnel, when charged in
administrative, civil and/or criminal proceedings, by parties other than the
school authorities concerned, for actions committed directly in the lawful
discharged of professional duties and/or in defense of school policies.
3. Establish join, maintain labor organization of their choice to promote their
welfare and defend their interest.
4. To be free from involuntary contributions except those imposed by their
own organizations.
SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC STAFF
(Section 11)

1. Right to be free compulsory assignment not related to their duties defined

in their appointment or employment contracts unless compensated
 thereof. (additional compensation Sec. 14 R.A. 4670- at least 25% his
regular remuneration)
2. Right to intellectual property………
3. Teachers are persons in authority when in lawful discharge of duties and
responsibilities… shall therefore be accorded due respect and protection
(Commonwealth Act No. 578)
4. Teachers shall be given opportunity to choose career alternatives for
advancements.
RIGHTS OF ADMINISTRATORS (Section 12)

1. School administrators shall be deemed persons in authority while in the

lawful discharge of their duties and responsibilities…. Shall be accorded
due respect and protection (Commonwealth Act No. 578)
RIGHTS OF SCHOOLS (Section 13)

1. The right of their governing boards…….to adopt and enforce

administrative or management systems.
2. The right of institutions of higher learning to determine on academic
grounds who shall be admitted to study, who may teach, and who shall be
the subjects of the study and research.
MAINTENANCE OF QUALITY EDUCATION

1. Voluntary Accreditation (Section 29)

2. Teachers and Administrators obligations and qualification (Sections 176
and 17)
3. Government Financial Assistance to Private Schools (Section 41)
OTHER LEGAL BASES

1. Act No. 74

This law was enacted on January 21, 1901 by the Philippine Commission, and provided:

a. establishment of the Department of Public Instruction headed by the General

superintendent
b. the archipelago was divided into school divisions and districts for effective
management of the school system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section 16)
e. establishment of a Trade school in Manila (Philippine College of Arts and Trade-
PCAT now known as Technological University of the Philippines), a school of
Agriculture in Negros, a Normal school in Manila (Philippine Normal School) (Section
18)
• Philippine Normal School, however, was renamed Philippine Normal College (PNC) by
virtue of Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the PNC
was converted to Philippine Normal University as provided by Republic Act No. 7168.
2. Act No. 2706

This was known as the “Private School Law”, enacted on March 10, 1917 by the
Philippine Legislature, which made obligatory the recognition and inspection of private
schools and colleges by the Secretary of Public Instruction so as to maintain a standard
of efficiency in all private schools and colleges in the country.
This law was amended by Commonwealth Act No. 180 passed on November 13, 1936
which provided that:
The Secretary of Public Instruction was vested with power to “supervise, inspect and
regulate said schools and colleges in order to determine the efficiency of instruction
given in the same.”
And all private schools come under the supervision and regulation of the Secretary of
DPI, thus eliminating “diploma mills” and substandard schools.

3. Commonwealth Act No. 1 (Amended by R.A. 9163)

Known as the “National Defense Act” passed by the Philippine Assembly on December
21, 1935, which provided in Section 81 that:

“Preparatory Military training shall be given with the youth in the elementary grade
school at the age of ten years and shall extend through the remainder of his schooling
into college or post-secondary education.

By virtue of Presidential Decree 1706, issued by the late President Marcos on August 8,
1980, otherwise known as the “National Service Law”, Commonwealth Act No. 1 was
amended, and required all citizens to render, civic welfare service, law enforcement
service and military service.

4. Commonwealth Act No. 80

This law created the Office of Adult Education on October 26, 1936, so as to eliminate
illiteracy and to give vocational and citizenship training to adult citizens of the country.

5. Commonwealth Act No. 578

Enacted on June 8, 1940, conferred the status of “persons in authority” upon the
teachers, professors, and persons charged with the supervision of public or duly
recognized private schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and one day
to six years and a fine ranging from 500 to 1, 000 pesos upon any person found guilty of
assault upon those teaching personnel.

6. Commonwealth Act No. 586 (Repealed by R.A. 896)

This is known as Education Act of 1940. It was approved on August 7, 1940 by the
Philippine Assembly.

The law provided for the following:

a. reduction of seven- year elementary course to six- year elementary course.

b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in Grade I.
e. introduction of double- single session- one class in the morning and another in the
afternoon under one teacher to accommodate more children.

7. Commonwealth Act No. 589

This law, approved on August 19, 1940, established a school ritual in all public and
private elementary and secondary schools in the Philippines.

The ritual consists of solemn and patriotic ceremonies that include the singing of the
National Anthem and Patriotic Pledges.

8. Republic Act No. 139 (Repealed by R. A. 8047)

Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all public
schools must only use books that are approved by the Board for a period of six years
from the date of their adoption.
The private schools may use books of their choice, provided the Board of Textbooks
has no objections with those books.

9. Republic Act No. 896

Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it
repealed Commonwealth Act 586 and provided for the following:

a. restoration of Grade VII (but never implemented due to lack of funds)

b. abolition of the double- single session and return to the former practice of only one
c. class under one teacher in the primary and three teachers to two classes or five
teachers to three classes in the intermediate level
d. compulsory completion of the elementary grades
e. compulsory enrollment of children in the public schools upon attaining seven years of
age.

10. Republic Act No. 1124 (Repealed by R. A. 7722)

Approved on June 16, 1954, this law created the Board of National Education charged
with the duty of formulating general educational policies and directing the educational
interests of the nation.

However, this Board which was later renamed National Board of Education (P.D. No. 1),
was abolished bu virtue of the Creation of the board of Higher Education as stipulated in
Batas Pambansa Blg. 232. The Board’s function is now assumed by the commission on
Higher Education or CHED by virtue of Republic Act No. 7722.

11. Republic Act No. 1265 (amended by R. A. 8491)

This law was approved on June 11, 1955, and provided that a daily flag ceremony shall
be compulsory in all educational institutions. This includes the singing of the Philippine
National Anthem.

12. Republic Act No. 1425

It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all
schools, both public and private, from elementary schools to the universities, the life,
works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo.

13. Republic Act No. 4670

Known as the “Magna Carta for Public School Teachers”. This was approved on June
18, 1966 to promote and improve the social and economic status of public school
teachers, their living and working conditions, their employment and career prospects.

It also provided the following:

1. Recruitment qualifications for teachers

2. Code of Professional Conduct for Teachers
3. Teaching hours- 6 hours of classroom teaching (maximum load)
4. Additional compensation- 25% of the regular remuneration
5. Health and injury benefits (thru the GSIS)
6. One year study leave (sabbatical leave) after seven years of continuous
teaching, the teacher should receive 60% of the monthly salary.
7. One range salary increase upon retirement (basis computing the
retirement fee).
8. Freedom to form organizations.
14. Republic Act No. 1079

Approved on June 15, 1959, it provided that Civil Service eligibility shall be permanent
and shall have no time limit.
15. Republic Act No. 6655

Known as the “Free Public Secondary Education Act of 1988”, it was approved on

May 26, 1988 and provided for:

a. Free public secondary education to all qualified citizens and promote quality
education at all level.
b. No tuition or other fees shall be collected except fees related to membership in the
school community such I.D., student organization and publication.
c. Non- payment of these shall not hinder a student from enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two consecutive years
could no longer avail of their program.

Legal Foundation of Education

1. 1. LEGAL FOUNDATION OF EDUCATION

2. 2. LAWS GOVERNING STUDENTS ADMISSION IN PUBLIC AND PRIVATE
SCHOOLS, COLLEGES AND UNIVERSITIES
3. 3. • It is policy of the State to provide for a free and compulsory public elementary
education and a free public secondary education. Conformably, the following
must be observed: • No Filipino student shall be refused admission. • The right of
any student to avail of free public high school shall terminate if he fails for 2
consecutive school year in the majority of the academic subjects
4. 4. • Period of Enrolment • Elementary and Secondary shall not be later than 2
weeks before the opening of the classes. • Scholarship • Grants, student loan
programs, subsides and other incentives.
5. 5. Admission Requirements • Elementary level • Grade 1 – 6 years old and
above shall submit a birth certificate • Grade 2-6 – enrollees shall submit Form
138-A • Secondary level • 1st year – required to submit Form 138
6. 6. • Night (high) school classes • Summer classes • Graduating students who
lack 1 laboratory subjects or 2 non-laboratory subject • Irregular students who
lack minimum 1 laboratory or 2 non-laboratory subjects to be regularized
7. 7. Transfers • Grounds: • Displacement of families arising out of natural and man-
made calamities • Transfer of Filipino school children from abroad to Philippines •
Displacement due to difficult circumstances • Students are required to take the
Philippine Validation test (PVT) for schools that are not accredited by the DECS
(Department of Education, Culture and Sports)
8. 8. House Bill No. 1378 An Act Providing for a Magna Carta of Students
9. 9. General Principles • It is hereby declared to be the policy of the State to
promote and protect the rights of students to enable them to participate actively
and effectively in the democratic processes of effecting progressive and
developmental changes in society.
10. 10. Guiding Principles: • The formal education system being the principal
institutional mechanism for imparting knowledge and developing skills shall be
given priority attention and support by the government. • Education is a right and
not a mere privilege.
11. 11. Right to Admission and Quality Education • No student shall be denied
admission to any school . • Right to competent instruction and relevant quality
education. • Right to adequate welfare services and academic facilities.
12. 12. Right to Organize • Right to organize among themselves • Student Council/
Government
13. 13. Right to Participate in Policy Making • Participation in the policy making
process • Students’ initiative and referendum • Right to file and appeal
14. 14. Right to Free Expression and Information and Right to Academic Freedom •
Right to be informed • Freedom of expression • Student publications • Academic
Freedom
15. 15. Right to Due Process in Disciplinary Proceedings • Right to due process
16. 16. THE PHILIPPINE CONSTITUTIONS
17. 17. 1935 Constitution Article XIV Section 5 • The Government shall establish and
maintain a complete and adequate system of public education, and shall provide
at least free public primary instruction, and citizenship training to adult citizens. •
All schools shall aim to develop moral character, personal discipline, civic
conscience, and vocational efficiency, and to teach the duties of citizenship.
18. 18. • Optional religious instruction shall be maintained in the public schools as
now authorized by law. • Universities established by the State shall enjoy
academic freedom. • . The State shall create scholarships
19. 19. 1937 Constitution Article XV Section 8 • The State shall establish and
maintain a complete, adequate, and integrated system of education relevant to
goals of national development. • All institutions of higher learning shall enjoy
academic freedom. • The study of the Constitution shall be part of the curricula in
all schools.
20. 20. • All educational institutions shall aim to inculcate love of country, teach the
duties of citizenship, and develop moral character, personal discipline, and
scientific, technological, and vocational efficiency. • The State shall maintain a
system of free public elementary education
21. 21. • The State shall provide citizenship and vocational training to adult citizens
and out-of-school youth, and create and maintain scholarships for poor and
deserving students. • Educational institutions, other than those established by
religious orders, mission boards, and charitable organizations, shall be owned
solely by citizens of the Philippines
22. 22. • No education institution shall be established exclusively for aliens, and no
group of aliens shall comprise more than one-third of the enrolment of any
school. • Religion shall be taught to their children or wards in public elementary
and high schools as may be provided by law.
23. 23. 1987 Constitution Article XIV Section 1-5 • The State shall establish,
maintain, and support a complete, adequate, and integrated system of education
relevant to the needs of the people and society. • All educational institutions shall
include the study of the Constitution as part of the curricula.
24. 24. • The State recognizes the complementary roles of public and private
institutions in the educational system and shall exercise reasonable supervision
and regulation of all educational institutions. • Academic freedom shall be
enjoyed in all institutions of higher learning.
25. 25. • Every citizen has a right to select a profession or course of study, subject to
fair, reasonable, and equitable admission and academic requirements. • The
State shall enhance the right of teachers to professional advancement. • Non-
teaching academic and non-academic personnel shall enjoy the protection of the
State.
26. 26. • The State shall assign the highest budgetary priority to education and
ensure that teaching will attract and retain its rightful share of the best available
talents through adequate remuneration and other means of job satisfaction and
fulfilment.
27. 27. K-12 and OBE
28. 28. K-12 • Is an education system under the Department of Education that aims
to embrace learners’ basic skills, produce more competent citizens, and prepare
graduates for lifelong learning and employment. “K” stands for Kindergarten and
“12” refers to the succeeding 12 years of the basic education (6 years elementary
education, 4 years of junior high school, and 2 years of senior high school)
29. 29. • At present, the Philippines is the last country in Asia and one of only 3
countries in the world with a 10-year pre-university program.
30. 30. Why Push for K-12 Basic Education Program?
31. 31. K-12 EDUCATION SYSTEM • The K-12 program offers a decongested 12-
year program that gives students sufficient time to master skills and absorb basic
competencies. • Students of the new system will graduate at the age of 18 and
will be ready for employment, entrepreneurship, middle level skills development,
and higher education upon graduation.
32. 32. • The K-12 program accelerates mutual recognition of Filipino graduates and
professionals in other countries. • Kindergarten is mandatory for five-year-old
children, a pre- requisite for admission to Grade 1.
33. 33. • The new curriculum gives students the chance to choose among three
tracks (i.e. Academic; Technical-Vocational-Livelihood; and Sports and Arts) and
undergo immersion, which provides relevant exposure and actual experience in
their chosen track.
34. 34. Old System • Students lack mastery of basic competencies due to a
congested ten-year basic education curriculum. • Graduates of the old curriculum
are younger than 18 years old and are not legally ready to get a job or start a
business. • Foreign countries perceive a ten-year curriculum as insufficient. They
do not automatically recognize Overseas Filipino workers (OFWs) as
professionals abroad.
35. 35. • Kindergarten (a strong foundation for lifelong learning and total
development) is optional and not a pre-requisite for admission to Grade 1. • Old
education system offers a broad curriculum that does not include enough
practical applications.
36. 36. OBE
 37. 37. Outcome-based Education • is a model of education that rejects the
traditional focus on what the school provides to students, in favor of making
students demonstrate that they "know and are able to do" whatever the required
outcomes are.
38. 38. • The emphasis in an OBE education system is on measured outcomes
rather than "inputs," such as how many hours students spend in class, or what
textbooks are provided. Outcomes may include a range of skills and knowledge.
39. 39. Approaches to grading, reporting, and promoting • The traditional model of
grading on a curve (top student gets the best grade, worst student always fails
(even if they know all the material), everyone else is evenly distributed in the
middle) is never accepted in OBE or standards-based education. Instead, a
student's performance is related in absolute terms: "Jane knows how to write the
letters of the alphabet" or "Jane answered 80% of questions correctly" instead of
"Jane answered more questions correctly than Mary."
40. 40. • OBE-oriented teachers think about the individual needs of each student and
give opportunities for each student to achieve at a variety of levels. Thus, in
theory, weaker students are given work within their grasp and exceptionally
strong students are extended. In practice, managing independent study
programs for thirty or more individuals is difficult. Adjusting to students' abilities is
something that good teachers have always done: OBE simply makes the
approach explicit and reflects the approach in marking and reporting.
41. 41. Differences with traditional education method • In a traditional education
system and economy, students are given grades and rankings compared to each
other. • under the traditional model, student performance is expected to show a
wide range of abilities. • The highest-performing students are given the highest
grades and test scores, and the lowest performing students are given low
grades.

FUNCTIONS OF EDUCATION

1. 1. FUNCTIONS OF EDUCATION DR. MAHESWARI JAIKUMAR.

maheswarijaikumar2103@gmail.com
2. 2. • Education has three main functions. • They are as follows: 1. FUNCTION
TOWARDS INDIVIDUAL. 2. FUNCTION TOWARDS SOCIETY. 3. FUNCTION
TOWARDS NATION.
3. 3. FUNCTION TOWARDS INDIVIDUAL FUNCTION TOWARDS INDIVIDUAL
EDUCATION AS GROWTH EDUCATION AS DIRECTION PREPARATION FOR
RESPONSIBILITIES OF ADULT LIFE
4. 4. EDUCATION FOR GROWTH • Every learner is immature at the beginning. •
He is to be trained deliberately for adult life.
5. 5. • Education deliberately & systematically influences a mature influence of the
teacher through instruction, discipline and harmonious development.
6. 6. • The harmonious development includes development of in terms of physical,
intellectual, aesthetic, social and spiritual powers of human being, according to
the needs of the society.
7. 7. • The cardinal factors responsible for the growth of a child are: 1.
DEPENDANCE. 2. ADAPTABILITY.
8. 8. DEPENDENCE • Every learner has a capacity to grow and develop. • This
development is possible because the child has qualities of dependence upon
adaptability.
9. 9. • The learner depends upon other mature persons, instructors for the
satisfaction of his physical needs.
10. 10. • This dependence decreases as the child grows older. • Dependence
enables children to inculcate qualities like obedience and co-operatrion.
11. 11. ADATABILITY • Every individual learns to adjust & adapt himself to his
environment. • This virtue is primarily learnt in family.
12. 12. • Adaptability is also learnt from the individual’s own experience in the family
& in the neighbourhood.
13. 13. • This virtue helps the individual with necessary power for development of
habits and attitudes to manage his future circumstances.
14. 14. • Education provides such guidance through a pre planned programme of
education.
15. 15. • Educational programme will modify and re-direct the instincts of the child to
desirable ends to lead a worthwhile progressive and harmonious growth.
16. 16. EDUCATION AS DIRECTION • Direction is fixation of the activity into a right
response by elimination of unnecessary and confusing movements.
17. 17. • Every learner is gifted with an innate capacities and powers. • His physical
& social environment provides the learner with stimulus for activity.
18. 18. • In the beginning as the learner acts in response to the stimulus in an
immature way, much of his constructive energy is wasted.
19. 19. • This wastage can be avoided if the learner is properly directed towards an
objective. • Education provides this sense of direction and activities of the learner
becomes purposeful.
20. 20. TYPES OF DIRECTION • There are two types of direction: 1. External &
internal direction. 2. Personal & impersonal direction
21. 21. EXTERNAL & INTERNAL • The immediate environment which provides the
learner with a stimulus for his activity is external.
22. 22. • Responses to the stimuli which proceed from his internal tendencies are
internal.
23. 23. PERSONAL & IMPERSONAL • Personal direction includes ridicule,
disapproval & punishment. It refers to physical control which is not educative.
24. 24. • Impersonal direction is important as this direction is bound to appeal to the
learner’s mind and heart. • In this context the teacher has to set a good example
to follow.
25. 25. • This direction is corrective it has potentials to have corrective effect.
26. 26. ROLE OF A TEACHER - DIRECTION • The teacher should consider the
external factor of environment & the innate tendency of the learner.
27. 27. • Direction will imply growth from within, brought about by the co-operation of
the pupil and the teacher.
28. 28. • Reconstruction & re- organization of experience adds to meaningful
experiences and increases the ability to direct subsequent experiences.
29. 29. FUNCTIONS TOWARDS SOCIETY
30. 30. FUNCTION TOWARDS SOCIETY FUNCTION TOWARDS SOCIETY
SOCIALIZATION RE CONSTRUCTION OF EXPERIENCES
31. 31. • Education is a powerful tool to bring in positive socialization process and
has the ability to reconstruct the life experiences for the growth of the society on
the whole.
32. 32. SOCIAL FUNCTION • Man is a social animal. • An individual is the sum total
of his interactions with his social environment.
33. 33. • The elders of the society pass on their experiences, interests, findings,
conclusions, traditions and attitudes to the younger generation.
34. 34. • All these have a profound influence on the growth and development of the
younger generations.
35. 35. • In this manner the continuity of the societal function is successfully
maintained.
36. 36. RE-ORGANIZATION OF EXPERIENCES • As growth is a continuous
process, education is also a continuous process throughout an individual’s life.
37. 37. • Education provides the learner with rich resources to shape his life,
personality, character, outlook and his experiences and interaction in the society.
38. 38. • Thus education helps the learner in re-constructing and re-organizing of the
individual and societal life.
39. 39. FUNCTION TOWARDS NATION FUNCTION TOWARDS NATION CIVIC &
SOCIAL RESPONSIBILITY TRAINING FOR LEADERSHIP EMOTIONAL
INTEGRATION NATIONAL INTEGRATION
40. 40. • Education has potentials to indirectly influence and support the
state’s/nation’s functioning by means of inculcating civic sense among the
learners & thereby paves way for emotional and national integration.
41. 41. CIVIC & SOCIAL RESPONSIBILITY • Promoting the civic responsibility is
considered to be the most important function of education.
42. 42. • True education promotes learners to understand their rights and duties as
individual citizens. • The very existence and progress of a nation depends on the
educational system of the state.
43. 43. TRAINING FOR LEADERSHIP • Efficient functioning in all the spheres such
as social, political, religious, and educational activities depend on the quality of
education.
44. 44. • Therefore the function of a good educational system is to develop such
qualities among the learners so as to promote a comprehensive development of
the individual and the state.
45. 45. EMOTIONAL INTEGRATION • Educational system aims at promoting unity in
diversity, in terms of unity in the areas of religion, language, diet, dress, habit and
physical environment.
 46. 46. NATIONAL INTEGRATION • True education aims to raise individuals to
break down narrow prejudices of caste, community, region, and to look to a
broad national outlook.

Below, you will find a brief outline of each educational learning theory, along with
links to resources that may be helpful.

1. Behaviorism is a view in which behavior can be explained by external factors and

behavioral conditioning can be used as a universal learning process. In behaviorism,
the ideas of positive and negative reinforcement are effective tools of learning and
behavior modification, as well as a punishment and reward system.

 Behaviorism Overview

 Behaviorism Learning Theory

2. Cognitivism is a learning theory developed by Jean Piaget in which a child develops

cognitive pathways in understanding and physical response to experiences. In this
theory, students learn most effectively through reading text and lecture instruction.

 Paradigms of Learning

 Educational Theories of Learning

3. Constructivism is the idea that people are responsible in creating their own
understanding of the world and using what they know based on previous experiences in
the process of linking new information to these experiences. People use these
experiences and new information to construct their own meaning.

 Constructivism

 Influential Theories of Learning

4. Humanism focuses on the individual as the subject and asserts that learning is a

natural process that helps a person reach self-actualization. Scenarios and role
modeling are important factors in humanistic learning, as are experiences, exploring
and observing others.
  Humanistic Approaches to Learning

 Humanism Learning Theory

5. Connectivism is a relatively new learning theory, developed and based upon the
idea that people process information by forming connections. This theory has developed
with the digital and technology age, adapting to advances in these arenas. This new
theory suggests that people no longer stop learning after formal education and continue
to gain knowledge from other avenues such as job skills, networking, experience and
access to information with new tools in technology.

 Connectivism: A Learning Theory for the Digital Age

As you progress through your educational career, we aim to provide you with the
resources you need to succeed. Feel free to check out the full list of programs on our
site to learn more about all of your options for becoming a teacher and expanding your
education.