LECTURE NOTES

WEEK 5: EDUCATION AS A SOCIAL INSTITUTION

PREPARED BY:

MS. SHERIFA ROSSLAINI O. KADIL, MPA

UCSP LECTURER

Contact No.: 0936-270-0939/ 224-1366

Email: sherifarosslaini.kadil@g.msuiit.edu.ph

DEPARTMENT OF LANGUAGES AND SOCIAL SCIENCES

MSU-IIT INTEGRATED DEVELOPMENT SCHOOL
 EDUCATION

MEANING AND NATURE OF EDUCATION

Education - refers to the deliberate and systematic
transmission or acquisition of a culture’s
knowledge, skills, values, and behaviors from one
generation to another.

PERSPECTIVES OF EDUCATION
• Formal education. It is the education system with its hierarchical structures,
chronologically graded learning experience from primary to university, and the
requirement of certification for the learner to progress from lower to higher level.
• Informal education. It is a lifelong process of learning by which each individual
acquires attitudes, skills, values, and knowledge through everyday experience within
society.
• Non-formal education. It comprises all those educational activities that are organized
outside the established formal system.

GOALS AND FUNCTIONS OF EDUCATION

INTENDED FUNCTION UNINTENDED FUNCTION

1. SOCIALIZATION 1. CHILD CARE

Formal education serves to prepare the One function of the school now is to
newborn and newcomers to take their place provide childcare outside of the nuclear
in the economy of society and to exercise family.
their responsibility as members of society.

2. CULTURAL TRANSMISSION 2. POSTPONING JOB HUNTING

Education is responsible for passing on the Initial skills acquired through non-formal
social and cultural heritage of one generation technical and vocational education have
to the next. given rise to working or self-supporting
students in college.

3. SELECTION AND ALLOCATION 3. SOCIAL CONTROL

TO ADULT POSITIONS
Education for complex societies provides a
system for assigning people to various
positions without relying on a system of
direct inheritance or family background,
race, religion, birth order, and sex.
The social attitudes and values that schools
create in children explicitly or implicitly
prepare them to accept the requirements of
adult life and to fit into the social, political,
and economic statuses the society provides.

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DEPARTMENT OF LANGUAGES AND SOCIAL SCIENCES
MSU-IIT INTEGRATED DEVELOPMENT SCHOOL
 4. KNOWLEDGE GENERATION 4. SCREENING AND ALLOCATION
Educational institutions are responsible for TRACKING
knowledge generation, which they Society’s schools tend to mirror and
disseminate and impart and are highly reproduce their system of social
valuable to all member of society. stratification.

5. POLITICAL AND SOCIAL 5. STIMULATION OF SOCIAL

INTEGRATION CHANGE
Through education, countries tend to lessen Schools, particularly colleges, are often
racial and political discrimination. regarded by society as the pioneers or
catalysts for innovation and change.

6. SELECTING TALENT
Through education, talents are selected,
classified, and further developed.

7. TEACHING SKILLS
Various skills and competencies are
identified by the formal school system.

8. INNOVATIONS
Educational institutions do not just transmit
society’s knowledge but also innovate and
re-invent the same to come up with better
quality and appropriate knowledge and
skills demanded by society.

BASIC SOCIAL FUNCTIONS OF EDUCATION

Every society relies upon a number of institutions for the performance of one or both
of two basic social functions:
1. To help perpetuate the society’s culture; and
2. To facilitate the process of social change.
In fact, social institutions serve one or more of the four functions:
1. They maintain existing social structures
2. They integrate diverse social elements.
3. They adapt structural elements to change.
4. They attain the goals of society.

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DEPARTMENT OF LANGUAGES AND SOCIAL SCIENCES
MSU-IIT INTEGRATED DEVELOPMENT SCHOOL
 EFFECTS OF SCHOOLING TO INDIVIDUALS
The effects of schooling on individuals may be summed up in the following:
1. Knowledge and attitude. Education has always been seen to transform the general
knowledge, skills, and attitudes of those who obtain it.
2. Getting a job. Education is a recognized meritocratic basis in the distribution of employment
opportunities in both public and private sectors.
3. Education and income. There is always a wide range of income of people with various
levels of education. While education is one factor that affects income, several other factors
have to be considered.
4. Education and mobility. The relationships between education and income and jobs varies
by social class

MAJOR ISSUE REGARDING SCHOOL

K-12 Educational Program in the Philippines
I. Definition
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of
primary education, four years of Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship.
II. Features
A. STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL
KINDERGARTEN)
Education for children in the early years lays the foundation for lifelong learning and for the
total development of a child.
B. MAKING THE CURRICULUM RELEVANT TO LEARNERS
(CONTEXTUALIZATION AND ENHANCEMENT)
Examples, activities, songs, poems, stories, and illustrations are based on local culture,
history, and reality. This makes the lessons relevant to the learners and easy to understand.
C. BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION)
Students are able to learn best through their first language, their Mother Tongue (MT).
D. ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)
Subjects are taught from the simplest concepts to more complicated concepts through grade
levels in spiral progression.

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DEPARTMENT OF LANGUAGES AND SOCIAL SCIENCES
MSU-IIT INTEGRATED DEVELOPMENT SCHOOL
E. GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)
Senior High School is two years of specialized upper secondary education; students may
choose a specialization based on aptitude, interests, and school capacity.

III. CORE CURRICULUM

The seven Learning Areas under the Core Curriculum are Languages, Literature,
Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences.
IV. TRACKS

Each student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences
(HESS); and Science, Technology, Engineering, Mathematics (STEM).
V. TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING)
NATIONAL CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National
Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade
12, a student may obtain a National Certificate Level II (NC II), provided he/she passes the
competency-based assessment of the Technical Education and Skills Development Authority
(TESDA).
VI. CURRICULUM
ELEMENTARY
KINDERGARTEN
Kindergarten learners need to have a smooth transition to the content-based curriculum of
Grades 1 to 12.
GRADES 1-10
Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral progression
learning curriculum with the following subjects:

Book source: Palispis, E. & Sampa, E. (2015). Introduction to Sociology and Anthropology. Rex Book
Store, Inc.

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DEPARTMENT OF LANGUAGES AND SOCIAL SCIENCES
MSU-IIT INTEGRATED DEVELOPMENT SCHOOL