functions of education towards nation

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16.2 Sociological Perspectives on Education

Learning objectives.

• List the major functions of education.
• Explain the problems that conflict theory sees in education.
• Describe how symbolic interactionism understands education.

The major sociological perspectives on education fall nicely into the functional, conflict, and symbolic interactionist approaches (Ballantine & Hammack, 2009). Table 16.1 “Theory Snapshot” summarizes what these approaches say.

Table 16.1 Theory Snapshot

The Functions of Education

Functional theory stresses the functions that education serves in fulfilling a society’s various needs. Perhaps the most important function of education is socialization . If children need to learn the norms, values, and skills they need to function in society, then education is a primary vehicle for such learning. Schools teach the three Rs, as we all know, but they also teach many of the society’s norms and values. In the United States, these norms and values include respect for authority, patriotism (remember the Pledge of Allegiance?), punctuality, individualism, and competition. Regarding these last two values, American students from an early age compete as individuals over grades and other rewards. The situation is quite the opposite in Japan, where, as we saw in Chapter 4 “Socialization” , children learn the traditional Japanese values of harmony and group belonging from their schooling (Schneider & Silverman, 2010). They learn to value their membership in their homeroom, or kumi , and are evaluated more on their kumi ’s performance than on their own individual performance. How well a Japanese child’s kumi does is more important than how well the child does as an individual.

A second function of education is social integration . For a society to work, functionalists say, people must subscribe to a common set of beliefs and values. As we saw, the development of such common views was a goal of the system of free, compulsory education that developed in the 19th century. Thousands of immigrant children in the United States today are learning English, U.S. history, and other subjects that help prepare them for the workforce and integrate them into American life. Such integration is a major goal of the English-only movement, whose advocates say that only English should be used to teach children whose native tongue is Spanish, Vietnamese, or whatever other language their parents speak at home. Critics of this movement say it slows down these children’s education and weakens their ethnic identity (Schildkraut, 2005).

A third function of education is social placement . Beginning in grade school, students are identified by teachers and other school officials either as bright and motivated or as less bright and even educationally challenged. Depending on how they are identified, children are taught at the level that is thought to suit them best. In this way they are prepared in the most appropriate way possible for their later station in life. Whether this process works as well as it should is an important issue, and we explore it further when we discuss school tracking shortly.

Social and cultural innovation is a fourth function of education. Our scientists cannot make important scientific discoveries and our artists and thinkers cannot come up with great works of art, poetry, and prose unless they have first been educated in the many subjects they need to know for their chosen path.

Figure 16.1 The Functions of Education

Schools ideally perform many important functions in modern society. These include socialization, social integration, social placement, and social and cultural innovation.

Education also involves several latent functions, functions that are by-products of going to school and receiving an education rather than a direct effect of the education itself. One of these is child care . Once a child starts kindergarten and then first grade, for several hours a day the child is taken care of for free. The establishment of peer relationships is another latent function of schooling. Most of us met many of our friends while we were in school at whatever grade level, and some of those friendships endure the rest of our lives. A final latent function of education is that it keeps millions of high school students out of the full-time labor force . This fact keeps the unemployment rate lower than it would be if they were in the labor force.

Education and Inequality

Conflict theory does not dispute most of the functions just described. However, it does give some of them a different slant and talks about various ways in which education perpetuates social inequality (Hill, Macrine, & Gabbard, 2010; Liston, 1990). One example involves the function of social placement. As most schools track their students starting in grade school, the students thought by their teachers to be bright are placed in the faster tracks (especially in reading and arithmetic), while the slower students are placed in the slower tracks; in high school, three common tracks are the college track, vocational track, and general track.

Such tracking does have its advantages; it helps ensure that bright students learn as much as their abilities allow them, and it helps ensure that slower students are not taught over their heads. But, conflict theorists say, tracking also helps perpetuate social inequality by locking students into faster and lower tracks. Worse yet, several studies show that students’ social class and race and ethnicity affect the track into which they are placed, even though their intellectual abilities and potential should be the only things that matter: white, middle-class students are more likely to be tracked “up,” while poorer students and students of color are more likely to be tracked “down.” Once they are tracked, students learn more if they are tracked up and less if they are tracked down. The latter tend to lose self-esteem and begin to think they have little academic ability and thus do worse in school because they were tracked down. In this way, tracking is thought to be good for those tracked up and bad for those tracked down. Conflict theorists thus say that tracking perpetuates social inequality based on social class and race and ethnicity (Ansalone, 2006; Oakes, 2005).

Social inequality is also perpetuated through the widespread use of standardized tests. Critics say these tests continue to be culturally biased, as they include questions whose answers are most likely to be known by white, middle-class students, whose backgrounds have afforded them various experiences that help them answer the questions. They also say that scores on standardized tests reflect students’ socioeconomic status and experiences in addition to their academic abilities. To the extent this critique is true, standardized tests perpetuate social inequality (Grodsky, Warren, & Felts, 2008).

As we will see, schools in the United States also differ mightily in their resources, learning conditions, and other aspects, all of which affect how much students can learn in them. Simply put, schools are unequal, and their very inequality helps perpetuate inequality in the larger society. Children going to the worst schools in urban areas face many more obstacles to their learning than those going to well-funded schools in suburban areas. Their lack of learning helps ensure they remain trapped in poverty and its related problems.

Conflict theorists also say that schooling teaches a hidden curriculum , by which they mean a set of values and beliefs that support the status quo, including the existing social hierarchy (Booher-Jennings, 2008) (see Chapter 4 “Socialization” ). Although no one plots this behind closed doors, our schoolchildren learn patriotic values and respect for authority from the books they read and from various classroom activities.

Symbolic Interactionism and School Behavior

Symbolic interactionist studies of education examine social interaction in the classroom, on the playground, and in other school venues. These studies help us understand what happens in the schools themselves, but they also help us understand how what occurs in school is relevant for the larger society. Some studies, for example, show how children’s playground activities reinforce gender-role socialization. Girls tend to play more cooperative games, while boys play more competitive sports (Thorne, 1993) (see Chapter 11 “Gender and Gender Inequality” ).

Another body of research shows that teachers’ views about students can affect how much the students learn. When teachers think students are smart, they tend to spend more time with them, to call on them, and to praise them when they give the right answer. Not surprisingly these students learn more because of their teachers’ behavior. But when teachers think students are less bright, they tend to spend less time with them and act in a way that leads the students to learn less. One of the first studies to find this example of a self-fulfilling prophecy was conducted by Robert Rosenthal and Lenore Jacobson (1968). They tested a group of students at the beginning of the school year and told their teachers which students were bright and which were not. They tested the students again at the end of the school year; not surprisingly the bright students had learned more during the year than the less bright ones. But it turned out that the researchers had randomly decided which students would be designated bright and less bright. Because the “bright” students learned more during the school year without actually being brighter at the beginning, their teachers’ behavior must have been the reason. In fact, their teachers did spend more time with them and praised them more often than was true for the “less bright” students. To the extent this type of self-fulfilling prophecy occurs, it helps us understand why tracking is bad for the students tracked down.

Research guided by the symbolic interactionist perspective suggests that teachers’ expectations may influence how much their students learn. When teachers expect little of their students, their students tend to learn less.

ijiwaru jimbo – Pre-school colour pack – CC BY-NC-ND 2.0.

Other research focuses on how teachers treat girls and boys. Several studies from the 1970s through the 1990s found that teachers call on boys more often and praise them more often (American Association of University Women Educational Foundation, 1998; Jones & Dindia, 2004). Teachers did not do this consciously, but their behavior nonetheless sent an implicit message to girls that math and science are not for girls and that they are not suited to do well in these subjects. This body of research stimulated efforts to educate teachers about the ways in which they may unwittingly send these messages and about strategies they could use to promote greater interest and achievement by girls in math and science (Battey, Kafai, Nixon, & Kao, 2007).

Key Takeaways

• According to the functional perspective, education helps socialize children and prepare them for their eventual entrance into the larger society as adults.
• The conflict perspective emphasizes that education reinforces inequality in the larger society.
• The symbolic interactionist perspective focuses on social interaction in the classroom, on school playgrounds, and at other school-related venues. Social interaction contributes to gender-role socialization, and teachers’ expectations may affect their students’ performance.

For Your Review

• Review how the functionalist, conflict, and symbolic interactionist perspectives understand and explain education. Which of these three approaches do you most prefer? Why?

American Association of University Women Educational Foundation. (1998). Gender gaps: Where schools still fail our children . Washington, DC: American Association of University Women Educational Foundation.

Ansalone, G. (2006). Tracking: A return to Jim Crow. Race, Gender & Class, 13 , 1–2.

Ballantine, J. H., & Hammack, F. M. (2009). The sociology of education: A systematic analysis (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Battey, D., Kafai, Y., Nixon, A. S., & Kao, L. L. (2007). Professional development for teachers on gender equity in the sciences: Initiating the conversation. Teachers College Record, 109 (1), 221–243.

Booher-Jennings, J. (2008). Learning to label: Socialisation, gender, and the hidden curriculum of high-stakes testing. British Journal of Sociology of Education, 29 , 149–160.

Grodsky, E., Warren, J. R., & Felts, E. (2008). Testing and social stratification in American education. Annual Review of Sociology, 34 (1), 385–404.

Hill, D., Macrine, S., & Gabbard, D. (Eds.). (2010). Capitalist education: Globalisation and the politics of inequality . New York, NY: Routledge; Liston, D. P. (1990). Capitalist schools: Explanation and ethics in radical studies of schooling . New York, NY: Routledge.

Jones, S. M., & Dindia, K. (2004). A meta-analystic perspective on sex equity in the classroom. Review of Educational Research, 74 , 443–471.

Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). New Haven, CT: Yale University Press.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom . New York, NY: Holt.

Schildkraut, D. J. (2005). Press “one” for English: Language policy, public opinion, and American identity . Princeton, NJ: Princeton University Press.

Schneider, L., & Silverman, A. (2010). Global sociology: Introducing five contemporary societies (5th ed.). New York, NY: McGraw-Hill.

Thorne, B. (1993). Gender play: Girls and boys in school . New Brunswick, NJ: Rutgers University Press.

Sociology Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

16.2 Theoretical Perspectives on Education

Learning objectives.

By the end of this section, you should be able to:

• Define manifest and latent functions of education
• Explain and discuss how functionalism, conflict theory, feminism, and interactionism view issues of education

While it is clear that education plays an integral role in individuals’ lives as well as society as a whole, sociologists view that role from many diverse points of view. Functionalists believe that education equips people to perform different functional roles in society. Conflict theorists view education as a means of widening the gap in social inequality. Feminist theorists point to evidence that sexism in education continues to prevent women from achieving a full measure of social equality. Symbolic interactionists study the dynamics of the classroom, the interactions between students and teachers, and how those affect everyday life. In this section, you will learn about each of these perspectives.

Functionalism

Functionalists view education as one of the more important social institutions in a society. They contend that education contributes two kinds of functions: manifest (or primary) functions, which are the intended and visible functions of education; and latent (or secondary) functions, which are the hidden and unintended functions.

Manifest Functions

There are several major manifest functions associated with education. The first is socialization. Beginning in preschool and kindergarten, students are taught to practice various societal roles. The French sociologist Émile Durkheim (1858–1917), who established the academic discipline of sociology, characterized schools as “socialization agencies that teach children how to get along with others and prepare them for adult economic roles” (Durkheim 1898). Indeed, it seems that schools have taken on this responsibility in full.

This socialization also involves learning the rules and norms of the society as a whole. In the early days of compulsory education, students learned the dominant culture. Today, since the culture of the United States is increasingly diverse, students may learn a variety of cultural norms, not only that of the dominant culture.

School systems in the United States also transmit the core values of the nation through manifest functions like social control. One of the roles of schools is to teach students conformity to law and respect for authority. Obviously, such respect, given to teachers and administrators, will help a student navigate the school environment. This function also prepares students to enter the workplace and the world at large, where they will continue to be subject to people who have authority over them. Fulfillment of this function rests primarily with classroom teachers and instructors who are with students all day.

Education also provides one of the major methods used by people for upward social mobility. This function is referred to as social placement . College and graduate schools are viewed as vehicles for moving students closer to the careers that will give them the financial freedom and security they seek. As a result, college students are often more motivated to study areas that they believe will be advantageous on the social ladder. A student might value business courses over a class in Victorian poetry because she sees business class as a stronger vehicle for financial success.

Latent Functions

Education also fulfills latent functions. As you well know, much goes on in a school that has little to do with formal education. For example, you might notice an attractive fellow student when he gives a particularly interesting answer in class—catching up with him and making a date speaks to the latent function of courtship fulfilled by exposure to a peer group in the educational setting.

The educational setting introduces students to social networks that might last for years and can help people find jobs after their schooling is complete. Of course, with social media such as Facebook and LinkedIn, these networks are easier than ever to maintain. Another latent function is the ability to work with others in small groups, a skill that is transferable to a workplace and that might not be learned in a homeschool setting.

The educational system, especially as experienced on university campuses, has traditionally provided a place for students to learn about various social issues. There is ample opportunity for social and political advocacy, as well as the ability to develop tolerance to the many views represented on campus. In 2011, the Occupy Wall Street movement swept across college campuses all over the United States, leading to demonstrations in which diverse groups of students were unified with the purpose of changing the political climate of the country.

Functionalists recognize other ways that schools educate and enculturate students. One of the most important U.S. values students in the United States learn is that of individualism—the valuing of the individual over the value of groups or society as a whole. In countries such as Japan and China, where the good of the group is valued over the rights of the individual, students do not learn as they do in the United States that the highest rewards go to the “best” individual in academics as well as athletics. One of the roles of schools in the United States is fostering self-esteem; conversely, schools in Japan focus on fostering social esteem—the honoring of the group over the individual.

In the United States, schools also fill the role of preparing students for competition in life. Obviously, athletics foster a competitive nature, but even in the classroom students compete against one another academically. Schools also fill the role of teaching patriotism. Students recite the Pledge of Allegiance each morning and take history classes where they learn about national heroes and the nation’s past.

Another role of schools, according to functionalist theory, is that of sorting , or classifying students based on academic merit or potential. The most capable students are identified early in schools through testing and classroom achievements. Such students are placed in accelerated programs in anticipation of successful college attendance.

Functionalists also contend that school, particularly in recent years, is taking over some of the functions that were traditionally undertaken by family. Society relies on schools to teach about human sexuality as well as basic skills such as budgeting and job applications—topics that at one time were addressed by the family.

Conflict Theory

Conflict theorists do not believe that public schools reduce social inequality. Rather, they believe that the educational system reinforces and perpetuates social inequalities that arise from differences in class, gender, race, and ethnicity. Where functionalists see education as serving a beneficial role, conflict theorists view it more negatively. To them, educational systems preserve the status quo and push people of lower status into obedience.

The fulfillment of one’s education is closely linked to social class. Students of low socioeconomic status are generally not afforded the same opportunities as students of higher status, no matter how great their academic ability or desire to learn. Picture a student from a working-class home who wants to do well in school. On a Monday, he’s assigned a paper that’s due Friday. Monday evening, he has to babysit his younger sister while his divorced mother works. Tuesday and Wednesday, he works stocking shelves after school until 10:00 p.m. By Thursday, the only day he might have available to work on that assignment, he’s so exhausted he can’t bring himself to start the paper. His mother, though she’d like to help him, is so tired herself that she isn’t able to give him the encouragement or support he needs. And since English is her second language, she has difficulty with some of his educational materials. They also lack a computer and printer at home, which most of his classmates have, so they have to rely on the public library or school system for access to technology. As this story shows, many students from working-class families have to contend with helping out at home, contributing financially to the family, poor study environments and a lack of support from their families. This is a difficult match with education systems that adhere to a traditional curriculum that is more easily understood and completed by students of higher social classes.

Such a situation leads to social class reproduction, extensively studied by French sociologist Pierre Bourdieu. He researched how cultural capital , or cultural knowledge that serves (metaphorically) as currency that helps us navigate a culture, alters the experiences and opportunities available to French students from different social classes. Members of the upper and middle classes have more cultural capital than do families of lower-class status. As a result, the educational system maintains a cycle in which the dominant culture’s values are rewarded. Instruction and tests cater to the dominant culture and leave others struggling to identify with values and competencies outside their social class. For example, there has been a great deal of discussion over what standardized tests such as the SAT truly measure. Many argue that the tests group students by cultural ability rather than by natural intelligence.

The cycle of rewarding those who possess cultural capital is found in formal educational curricula as well as in the hidden curriculum , which refers to the type of nonacademic knowledge that students learn through informal learning and cultural transmission. This hidden curriculum reinforces the positions of those with higher cultural capital and serves to bestow status unequally.

Conflict theorists point to tracking , a formalized sorting system that places students on “tracks” (advanced versus low achievers) that perpetuate inequalities. While educators may believe that students do better in tracked classes because they are with students of similar ability and may have access to more individual attention from teachers, conflict theorists feel that tracking leads to self-fulfilling prophecies in which students live up (or down) to teacher and societal expectations (Education Week 2004).

To conflict theorists, schools play the role of training working-class students to accept and retain their position as lower members of society. They argue that this role is fulfilled through the disparity of resources available to students in richer and poorer neighborhoods as well as through testing (Lauen and Tyson 2008).

IQ tests have been attacked for being biased—for testing cultural knowledge rather than actual intelligence. For example, a test item may ask students what instruments belong in an orchestra. To correctly answer this question requires certain cultural knowledge—knowledge most often held by more affluent people who typically have more exposure to orchestral music. Though experts in testing claim that bias has been eliminated from tests, conflict theorists maintain that this is impossible. These tests, to conflict theorists, are another way in which education does not provide opportunities, but instead maintains an established configuration of power.

Feminist Theory

Feminist theory aims to understand the mechanisms and roots of gender inequality in education, as well as their societal repercussions. Like many other institutions of society, educational systems are characterized by unequal treatment and opportunity for women. Almost two-thirds of the world’s 862 million illiterate people are women, and the illiteracy rate among women is expected to increase in many regions, especially in several African and Asian countries (UNESCO 2005; World Bank 2007).

Women in the United States have been relatively late, historically speaking, to be granted entry to the public university system. In fact, it wasn’t until the establishment of Title IX of the Education Amendments in 1972 that discriminating on the basis of sex in U.S. education programs became illegal. In the United States, there is also a post-education gender disparity between what male and female college graduates earn. A study released in May 2011 showed that, among men and women who graduated from college between 2006 and 2010, men out-earned women by an average of more than $5,000 each year. First-year job earnings for men averaged $33,150; for women the average was $28,000 (Godofsky, Zukin, and van Horn 2011). Similar trends are seen among salaries of professionals in virtually all industries.

When women face limited opportunities for education, their capacity to achieve equal rights, including financial independence, are limited. Feminist theory seeks to promote women’s rights to equal education (and its resultant benefits) across the world.

Sociology in the Real World

Grade inflation: when is an a really a c.

In 2019, news emerged of a criminal conspiracy regarding wealthy and, in some cases, celebrity parents who illegally secured college admission for their children. Over 50 people were implicated in the scandal, including employees from prestigious universities; several people were sentenced to prison. Their activity included manipulating test scores, falsifying students’ academic or athletic credentials, and acquiring testing accommodations through dishonest claims of having a disability.

One of the questions that emerged at the time was how the students at the subject of these efforts could succeed at these challenging and elite colleges. Meaning, if they couldn’t get in without cheating, they probably wouldn’t do well. Wouldn’t their lack of preparation quickly become clear?

Many people would say no. First, many of the students involved (the children of the conspirators) had no knowledge or no involvement of the fraud; those students may have been admitted anyway. But there may be another safeguard for underprepared students at certain universities: grade inflation.

Grade inflation generally refers to a practice of awarding students higher grades than they have earned. It reflects the observation that the relationship between letter grades and the achievements they reflect has been changing over time. Put simply, what used to be considered C-level, or average, now often earns a student a B, or even an A.

Some, including administrators at elite universities, argue that grade inflation does not exist, or that there are other factors at play, or even that it has benefits such as increased funding and elimination of inequality (Boleslavsky 2014). But the evidence reveals a stark change. Based on data compiled from a wide array of four-year colleges and universities, a widely cited study revealed that the number of A grades has been increasing by several percentage points per decade, and that A’s were the most common grade awarded (Jaschik 2016). In an anecdotal case, a Harvard dean acknowledged that the median grade there was an A-, and the most common was also an A. Williams College found that the number of A+ grades had grown from 212 instances in 2009-10 to 426 instances in 2017-18 (Berlinsky-Schine 2020). Princeton University took steps to reduce inflation by limiting the number of A’s that could be issued, though it then reversed course (Greason 2020).

Why is this happening? Some cite the alleged shift toward a culture that rewards effort instead of product, i.e., the amount of work a student puts in raises the grade, even if the resulting product is poor quality. Another oft-cited contributor is the pressure for instructors to earn positive course evaluations from their students. Finally, many colleges may accept a level of grade inflation because it works. Analysis and formal experiments involving graduate school admissions and hiring practices showed that students with higher grades are more likely to be selected for a job or a grad school. And those higher-grade applicants are still preferred even if decision-maker knows that the applicant’s college may be inflating grades (Swift 2013). In other words, people with high GPA at a school with a higher average GPA are preferred over people who have a high GPA at a school with a lower average GPA.

Ironically, grade inflation is not simply a college issue. Many of the same college faculty and administrators who encounter or engage in some level of grade inflation may lament that it is also occurring at high schools (Murphy 2017).

Symbolic Interactionism

Symbolic interactionism sees education as one way that labeling theory is seen in action. A symbolic interactionist might say that this labeling has a direct correlation to those who are in power and those who are labeled. For example, low standardized test scores or poor performance in a particular class often lead to a student who is labeled as a low achiever. Such labels are difficult to “shake off,” which can create a self-fulfilling prophecy (Merton 1968).

In his book High School Confidential , Jeremy Iversen details his experience as a Stanford graduate posing as a student at a California high school. One of the problems he identifies in his research is that of teachers applying labels that students are never able to lose. One teacher told him, without knowing he was a bright graduate of a top university, that he would never amount to anything (Iversen 2006). Iversen obviously didn’t take this teacher’s false assessment to heart. But when an actual seventeen-year-old student hears this from a person with authority over her, it’s no wonder that the student might begin to “live down to” that label.

The labeling with which symbolic interactionists concern themselves extends to the very degrees that symbolize completion of education. Credentialism embodies the emphasis on certificates or degrees to show that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications. These certificates or degrees serve as a symbol of what a person has achieved, and allows the labeling of that individual.

Indeed, as these examples show, labeling theory can significantly impact a student’s schooling. This is easily seen in the educational setting, as teachers and more powerful social groups within the school dole out labels that are adopted by the entire school population.

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The Multifaceted Functions of Education in Society

Table of Contents

Have you ever stopped to ponder the true impact of education beyond the classroom walls? It’s not just about reading, writing, and arithmetic; education serves a multitude of roles that stitch the very fabric of society together. Let’s take a deep dive into the multifaceted functions of education and uncover how it molds individuals, cultures, and nations.

Transmitting Core Knowledge and Skills

At its most fundamental, education is the vehicle for transmitting knowledge and skills from one generation to the next. It’s the foundation upon which societies build their futures, equipping young minds with the tools necessary for survival and success.

• Literacy and numeracy : These are the bedrock of education, enabling individuals to communicate effectively and navigate the world around them.
• Critical thinking: Education fosters the ability to analyze, question, and form reasoned arguments, a crucial skill in any walk of life.
• Specialized knowledge: As students progress, they acquire specialized skills that prepare them for specific careers and contributions to society.

Fostering Social Cohesion

Educational institutions are crucibles for social interaction, where individuals from diverse backgrounds come together. This melting pot function is essential for forging a common identity and shared values within a community.

• Cultural exchange: Schools are arenas for students to experience and appreciate different cultures, enhancing mutual understanding and respect.
• Social integration: Education can be a great leveler, providing a platform for people of all socioeconomic statuses to interact and collaborate.

Promoting Cultural Continuity

Education is also a custodian of culture, preserving and perpetuating the unique traditions, beliefs, and languages that define various communities.

• History and heritage: Through education, the stories and achievements of ancestors are kept alive, instilling a sense of pride and identity in younger generations.
• Cultural literacy : By understanding their cultural roots, individuals can better appreciate the diversity of the world and contribute to a richer, more inclusive society.

Individual Development and Empowerment

Beyond academics, education is instrumental in the personal growth of individuals, shaping their character, ethics, and self-esteem.

• Moral development: Schools often serve as the first social platform where moral and ethical values are instilled.
• Self-actualization: Education can be the key to unlocking personal potential, allowing individuals to pursue their passions and achieve their goals.

Intended and Unintended Functions

Education’s influence extends to both its manifest (intended) functions, such as vocational preparation , and its latent (unintended) functions, like the formation of social networks.

• Vocational preparation: Education prepares individuals for the workforce, matching skills with the needs of the economy.
• Social networking: The relationships formed within educational settings often lead to professional opportunities and lifelong friendships.

The Transformative Power of Education

Education has the power to transform societies by shaping societal norms, driving economic development, and influencing the political landscape.

• Shaping norms: Educational content can challenge stereotypes and encourage progressive thinking, leading to more equitable societies.
• Economic growth: A well-educated workforce is often synonymous with increased productivity and innovation, driving economic prosperity.
• Political participation: An informed citizenry is more likely to engage in the political process, fostering democratic values and accountability.

The functions of education are as diverse as they are critical, intertwining with every aspect of societal development. From imparting essential skills to nurturing informed citizens, education is the cornerstone upon which progressive, cohesive, and vibrant societies are built. As we reflect on education’s myriad roles, it becomes clear that investing in quality education is not just a personal benefit but a collective necessity for the future we aspire to create.

How has your educational experience shaped who you are today? And looking forward, what role do you believe education should play in addressing the challenges of our times?

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Understanding Education

1 Education as an Operational Aspect of Society

• Education as a Social Sub-system
• Functions of Education
• Social Change and Education
• Education and Economic Development
• Political Systems and Education

2 Education – A Purposive and Continuous Process

• Education as Purposive Process
• Individual Aims of Education
• Social Aims of Education
• Education as a Continuous Process

3 Differentiating Education from Learning and Schooling

• Literate and Educated
• Educated and Knowledgeable
• Education and Learning
• Learning Society and Learning
• Education and Schooling

4 Education as an Institutional Network

• Concepts and Definitions
• Organizations and Institutions
• Stages and Levels
• Purposes: General/Specific Requirements – Social/Individual

5 Socio-Philosophical Bases

• Education as a Sub-system
• Major Purposes of Schooling
• Culture and Education
• Culture and Social Groups
• Socio-Cultural Change and Educational Reorganization
• Acculturating Role of Education

6 Education – Significant Historical Developments

• Ancient Indian Education
• Indian Education in Medieval and Modern Times
• Post-Independence Developments

7 Education Supports Required

• Resources in Education
• Types of Resources
• Resource Mobilization and Utilization

8 Community Participation and Support in Education

• What is Community?
• Community Support and Participation
• Appraisal of Historical Perspectives
• Community Participation in Educational Development
• Janshala Programme
• Lok Jumbish Project
• M.V. Foundation
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9 Educational Goals as Reflective of Socio- Political Ideology of the Society

• Political System
• Education System
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10 Political Forces as Necessary Supports and Inevitable Constraints to Education

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11 Educational Operations and Political Decision Making

• Dependence of Education on Political Decision-making
• Educational Operations: Concept and Types
• Considerations Influencing Political Decision-making in Education
• Political Forces and Major Areas of Political Decision-making in Education
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12 Education – Its Dimensions

• Education: Aims
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What Is Education For?

Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future.

What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances. It is also inflected by how they view related issues such as ethnicity, gender, and social class. Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.

We just need to be clear on terms. There are a few terms that are often confused or used interchangeably—“learning,” “education,” “training,” and “school”—but there are important differences between them. Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. It is vital that we differentiate these terms: children love to learn, they do it naturally; many have a hard time with education, and some have big problems with school.

There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues. Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.

So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding. It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

This core purpose of education can be broken down into four basic purposes.

Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.

The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next. For some, education is a way of preserving a culture against outside influences. For others, it is a way of promoting cultural tolerance. As the world becomes more crowded and connected, it is becoming more complex culturally. Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

Education should enable students to become economically responsible and independent. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too. But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular. Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.”

For a democratic society to function, it depends upon the majority of its people to be active within the democratic process. In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

Eight Core Competencies

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects. This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects. It is therefore much more useful to focus on the concept of disciplines rather than subjects.

Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest. A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure. At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery.

The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives. These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout.

From Imagine If: Creating a Future for Us All by Sir Ken Robinson, Ph.D and Kate Robinson, published by Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by the Estate of Sir Kenneth Robinson and Kate Robinson.

The Role of Education in Development

• First Online: 30 August 2019

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Understanding the role of education in development is highly complex, on account of the slippery nature of both concepts, and the multifaceted relationship between them. This chapter provides a conceptual exploration of these relationships, laying the groundwork for the rest of the book. First, it assesses the role of education as a driver of development, including aspects of economic growth, basic needs and political participation. Second, it looks at the constitutive perspective, involving education as national status, human right and human development. Finally, it assesses the ‘other face’ of education and its negative impacts, as well as the specificities of higher education in relation to other levels.

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McCowan, T. (2019). The Role of Education in Development. In: Higher Education for and beyond the Sustainable Development Goals. Palgrave Studies in Global Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-19597-7_2

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Functions of Education towards (i) the individual, (ii) society (iii) nation(iv) & global

Back to: Educational Studies UGC NET – Unit 1

Functions of Education towards (i) the individual, (ii) society (iii) nation(iv) & global

As said by John Dewey, “Education is not preparation for life; education is life itself.” Education has become a necessity in every individual’s life. Education is an important tool in the growth and development of a person. Without education, one would not be the person they grow up to become. It helps one in adopting acceptable behaviour and understanding their role in the society. One brings positive changes in themselves and the society by the education they receive. It is through education that an individual learns discipline and the basic etiquette needed to behave as a responsible citizen of the society. The values, beliefs, culture, religion, etc that have been followed since generations are transmitted to the next through education. 

Functions of Education

I). individual .

i). Help in the overall development of a person i.e. physically, mentally, and spiritually. 

ii). Helping individuals in figuring their interests, strengths and weaknesses. 

iii). Making an individual self sufficient and self dependent.

iv). Help in the character formulation and strengthening the personality of an individual. 

v). Education helps one in recognizing his/her potential and using it to the maximum benefit. 

vi). Education makes individuals ready for the future and prepares them for what’s to come ahead. 

II). Society

i). Education is a powerful tool of social change. The necessary changes in the world are brought about through the existence of education. 

ii). Education helps in transmitting the knowledge, skills, beliefs, values, culture, religion, norms, and language followed from generations to the next.

iii). Education helps an individual in understanding their roles and responsibilities in the society. 

iv). Education sharpens the creativity power of humans which makes them innovative leading to invention of modern technologies and helping in the advancement of society.

v). Education helps to get rid of inequality, discrimination, injustice and poverty in society. 

vi). Education teaches to treat everyone equally and give equal opportunities to everyone irrespective of caste, creed, colour, sex, religion, etc. 

III). Nation

i). Education helps an individual to understand their rights and duties as citizens of the country. 

ii). Education leads to more employment which improves the standard of living of a nation. 

iii). Promote patriotism and unity for the nation among the countrymen. 

iv). Education helps in strengthening national integration and promoting national progress. 

v). Education cultivates socialism, secularism and democracy among the citizens of the country. 

IV). Global

i). Education helps in valuing and understanding the culture, heritage, traditions, etc of their countries.

ii). Education is a powerful tool to bring changes in the world and help in global development. 

iii). Education helps in achieving peace, prosperity and harmony in the world. 

iv). Education helps in building friendly relations among nations and working together for a progressive world.

Hence, education is a powerful tool and is necessary in many ways in life.

Why education is the key to development

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Stay up to date:, infrastructure.

Education is a human right. And, like other human rights, it cannot be taken for granted. Across the world,  59 million children and 65 million adolescents are out of school . More than 120 million children do not complete primary education.

Behind these figures there are children and youth being denied not only a right, but opportunities: a fair chance to get a decent job, to escape poverty, to support their families, and to develop their communities. This year, decision-makers will set the priorities for global development for the next 15 years. They should make sure to place education high on the list.

The deadline for the Millennium Development Goals is fast approaching. We have a responsibility to make sure we fulfill the promise we made at the beginning of the millennium: to ensure that boys and girls everywhere complete a full course of primary schooling.

The challenge is daunting. Many of those who remain out of school are the hardest to reach, as they live in countries that are held back by conflict, disaster, and epidemics. And the last push is unlikely to be accompanied by the double-digit economic growth in some developing economies that makes it easier to expand opportunities.

Nevertheless, we can succeed. Over the last 15 years, governments and their partners have shown that political will and concerted efforts can deliver tremendous results – including halving the number of children and adolescents who are out of school. Moreover, most countries are closing in on gender parity at the primary level. Now is the time to redouble our efforts to finish what we started.

But we must not stop with primary education. In today’s knowledge-driven economies, access to quality education and the chances for development are two sides of the same coin. That is why we must also set targets for secondary education, while improving quality and learning outcomes at all levels. That is what the  Sustainable Development Goal  on education, which world leaders will adopt this year, aims to do.

Addressing the fact that an estimated 250 million children worldwide are not learning the basic skills they need to enter the labor market is more than a moral obligation. It amounts to an investment in sustainable growth and prosperity. For both countries and individuals, there is a direct and indisputable link between access to quality education and economic and social development.

Likewise, ensuring that girls are not kept at home when they reach puberty, but are allowed to complete education on the same footing as their male counterparts, is not just altruism; it is sound economics. Communities and countries that succeed in achieving gender parity in education will reap substantial benefits relating to health, equality, and job creation.

All countries, regardless of their national wealth, stand to gain from more and better education. According to a recent  OECD report , providing every child with access to education and the skills needed to participate fully in society would boost GDP by an average 28% per year in lower-income countries and 16% per year in high-income countries for the next 80 years.

Today’s students need “twenty-first-century skills,” like critical thinking, problem solving, creativity, and digital literacy. Learners of all ages need to become familiar with new technologies and cope with rapidly changing workplaces.

According to the International Labour Organization, an additional 280 million jobs will be needed by 2019. It is vital for policymakers to ensure that the right frameworks and incentives are established so that those jobs can be created and filled. Robust education systems – underpinned by qualified, professionally trained, motivated, and well-supported teachers – will be the cornerstone of this effort.

Governments should work with parent and teacher associations, as well as the private sector and civil-society organizations, to find the best and most constructive ways to improve the quality of education. Innovation has to be harnessed, and new partnerships must be forged.

Of course, this will cost money. According to UNESCO, in order to meet our basic education targets by 2030, we must close an external annual financing gap of about $22 billion. But we have the resources necessary to deliver. What is lacking is the political will to make the needed investments.

This is the challenge that inspired Norway to  invite world leaders  to Oslo for a  Summit on Education for Development ,  where we can develop strategies for mobilizing political support for increasing financing for education. For the first time in history, we are in the unique position to provide education opportunities for all, if only we pull together. We cannot miss this critical opportunity.

To be sure, the responsibility for providing citizens with a quality education rests, first and foremost, with national governments. Aid cannot replace domestic-resource mobilization. But donor countries also have an important role to play, especially in supporting least-developed countries. We must reverse the recent downward trend in development assistance for education, and leverage our assistance to attract investments from various other sources. For our part, we are in the process of doubling Norway’s financial contribution to education for development in the period 2013-2017.

Together, we need to intensify efforts to bring the poorest and hardest to reach children into the education system. Education is a right for everyone. It is a right for girls, just as it is for boys. It is a right for disabled children, just as it is for everyone else. It is a right for the 37 million out-of-school children and youth in countries affected by crises and conflicts. Education is a right regardless of where you are born and where you grow up. It is time to ensure that the right is upheld.

This article is published in collaboration with Project Syndicate . Publication does not imply endorsement of views by the World Economic Forum.

To keep up with the Agenda  subscribe to our weekly newsletter .

Author: Erna Solberg is Prime Minister of Norway. Børge Brende is Norway’s Minister of Foreign Affairs.

Image: Students attend a class at the Oxford International College in Changzhou. REUTERS/Aly Song. 

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The turning point: Why we must transform education now

Global warming. Accelerated digital revolution. Growing inequalities. Democratic backsliding. Loss of biodiversity. Devastating pandemics. And the list goes on. These are just some of the most pressing challenges that we are facing today in our interconnected world.

The diagnosis is clear: Our current global education system is failing to address these alarming challenges and provide quality learning for everyone throughout life. We know that education today is not fulfilling its promise to help us shape peaceful, just, and sustainable societies. These findings were detailed in UNESCO’s Futures of Education Report in November 2021 which called for a new social contract for education.

That is why it has never been more crucial to reimagine the way we learn, what we learn and how we learn. The turning point is now. It’s time to transform education. How do we make that happen?

Here’s what you need to know. 

Why do we need to transform education?

The current state of the world calls for a major transformation in education to repair past injustices and enhance our capacity to act together for a more sustainable and just future. We must ensure the right to lifelong learning by providing all learners - of all ages in all contexts - the knowledge and skills they need to realize their full potential and live with dignity. Education can no longer be limited to a single period of one’s lifetime. Everyone, starting with the most marginalized and disadvantaged in our societies, must be entitled to learning opportunities throughout life both for employment and personal agency. A new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape a better world anchored in social, economic, and environmental justice.  

What are the key areas that need to be transformed?

• Inclusive, equitable, safe and healthy schools

Education is in crisis. High rates of poverty, exclusion and gender inequality continue to hold millions back from learning. Moreover, COVID-19 further exposed the inequities in education access and quality, and violence, armed conflict, disasters and reversal of women’s rights have increased insecurity. Inclusive, transformative education must ensure that all learners have unhindered access to and participation in education, that they are safe and healthy, free from violence and discrimination, and are supported with comprehensive care services within school settings. Transforming education requires a significant increase in investment in quality education, a strong foundation in comprehensive early childhood development and education, and must be underpinned by strong political commitment, sound planning, and a robust evidence base.

• Learning and skills for life, work and sustainable development

There is a crisis in foundational learning, of literacy and numeracy skills among young learners. Since the COVID-19 pandemic, learning poverty has increased by a third in low- and middle-income countries, with an estimated 70% of 10-year-olds unable to understand a simple written text. Children with disabilities are 42% less likely to have foundational reading and numeracy skills compared to their peers. More than 771 million people still lack basic literacy skills, two-thirds of whom are women. Transforming education means empowering learners with knowledge, skills, values and attitudes to be resilient, adaptable and prepared for the uncertain future while contributing to human and planetary well-being and sustainable development. To do so, there must be emphasis on foundational learning for basic literacy and numeracy; education for sustainable development, which encompasses environmental and climate change education; and skills for employment and entrepreneurship.

• Teachers, teaching and the teaching profession

Teachers are essential for achieving learning outcomes, and for achieving SDG 4 and the transformation of education. But teachers and education personnel are confronted by four major challenges: Teacher shortages; lack of professional development opportunities; low status and working conditions; and lack of capacity to develop teacher leadership, autonomy and innovation. Accelerating progress toward SDG 4 and transforming education require that there is an adequate number of teachers to meet learners’ needs, and all education personnel are trained, motivated, and supported. This can only be possible when education is adequately funded, and policies recognize and support the teaching profession, to improve their status and working conditions.

• Digital learning and transformation

The COVID-19 crisis drove unprecedented innovations in remote learning through harnessing digital technologies. At the same time, the digital divide excluded many from learning, with nearly one-third of school-age children (463 million) without access to distance learning. These inequities in access meant some groups, such as young women and girls, were left out of learning opportunities. Digital transformation requires harnessing technology as part of larger systemic efforts to transform education, making it more inclusive, equitable, effective, relevant, and sustainable. Investments and action in digital learning should be guided by the three core principles: Center the most marginalized; Free, high-quality digital education content; and Pedagogical innovation and change.

• Financing of education

While global education spending has grown overall, it has been thwarted by high population growth, the surmounting costs of managing education during the COVID-19 pandemic, and the diversion of aid to other emergencies, leaving a massive global education financial gap amounting to US$ 148 billion annually. In this context, the first step toward transformation is to urge funders to redirect resources back to education to close the funding gap. Following that, countries must have significantly increased and sustainable financing for achieving SDG 4 and that these resources must be equitably and effectively allocated and monitored. Addressing the gaps in education financing requires policy actions in three key areas: Mobilizing more resources, especially domestic; increasing efficiency and equity of allocations and expenditures; and improving education financing data. Finally, determining which areas needs to be financed, and how, will be informed by recommendations from each of the other four action tracks .

What is the Transforming Education Summit?

UNESCO is hosting the Transforming Education Pre-Summit on 28-30 June 2022, a meeting of  over 140 Ministers of Education, as well as  policy and business leaders and youth activists, who are coming together to build a roadmap to transform education globally. This meeting is a precursor to the Transforming Education Summit to be held on 19 September 2022 at the UN General Assembly in New York. This high-level summit is convened by the UN Secretary General to radically change our approach to education systems. Focusing on 5 key areas of transformation, the meeting seeks to mobilize political ambition, action, solutions and solidarity to transform education: to take stock of efforts to recover pandemic-related learning losses; to reimagine education systems for the world of today and tomorrow; and to revitalize national and global efforts to achieve SDG-4.

• More on the Transforming Education Summit
• More on the Pre-Summit

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• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

This article is related to the United Nation’s Sustainable Development Goals .

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The Function of Education toward Society

The function of education toward society is vast and complex. In its simplest form, education provides the skills and knowledge necessary for individuals to participate in society. But education also socializes individuals, preparing them to interact with others in a variety of settings. It can instill values and beliefs that guide behavior, shape attitudes, and influence perceptions. Education can also promote economic development and foster social cohesion.

We’ll explore the various functions of education and how it contributes to the development of society.

We’ll discuss how education can help to create a more equitable society, promote social mobility, and equip individuals with the skills they need to participate in the workforce.

Primary Functions of Education

Education has always been a controversial topic. Some believe that its primary function is to prepare individuals for the workforce, while others believe that its primary function is to provide individuals with the knowledge and skills necessary for life.

However, there are five primary functions of education: socialization, enculturation, critical thinking, problem-solving, and communication. Socialization is the process by which individuals learn about the expectations, values, and norms of their society. This process begins in early childhood and continues throughout an individual’s lifetime. It is through socialization that we learn how to behave in our culture and develop a sense of belonging. Enculturation is the process by which individuals learn the language and customs of their culture. This too begins in early childhood and continues throughout an individual’s lifetime. It is through enculturation that we learn how to communicate with others in our culture and understand its customs and beliefs. Critical thinking is the ability to analyze information objectively and make reasoned judgments. This skill is important not only in academics but also in everyday life. We use critical thinking when we make decisions about our careers, our relationships, and even what we buy at the grocery store. Problem-solving is the ability to identify problems and find solutions to them. This too is an important skill not only in academics but also in everyday life. We use problem-solving when we encounter obstacles in our lives or when we need to find creative solutions to challenges we face at work or at home. Communication is the ability to share information effectively with others. This includes both written communication (such as writing a paper or sending an email) and verbal communication (such as giving a presentation or participating in a discussion).

Functions of Education in the Society

Education plays an important role in society. It helps shape individuals’ beliefs, values, and behaviors. It helps them develop skills and knowledge that they can use in their everyday lives.

It also reflects and creates social equality. It has a major impact on economic growth and development. There are many functions of education in society, but the most important ones are listed below. 1. Education develops cognitive skills and abilities: Through education, individuals develop their thinking and reasoning skills, as well as their ability to remember and process information. These cognitive skills are essential for functioning in society.

2. Education develops communication skills: By learning how to communicate effectively, individuals are able to express themselves clearly and exchange ideas with others. This is essential for participating in the workforce, maintaining relationships, and being an active member of society.

3. Education develops analytical and critical thinking skills: Individuals learn how to think critically and analytically when they receive an education. This allows them to question the information they receive, solve problems more effectively, and make better decisions overall. 4. Education develops creativity: Many people believe that education stifles creativity because it relies on memorization and standardized testing; however, education actually encourages creativity by teaching students how to think outside the box and come up with new ideas.

5 . Education teaches people about their rights and responsibilities: One of the most important functions of education is teaching people about their rights as citizens (e..g voting)and what responsibilities they have (e., jury duty). This knowledge is essential for maintaining a functional democracy. Additionally, it helps individuals understand what they can do if their rights are violated or if they witness someone else’s rights being violated.

6 . Education promotes social cohesion: By teaching people about different cultures, religions, races, genders, etc., education promotes understanding between different groups of people. When people understand each other, there is less conflict which leads to a stronger sense of social cohesion.

7 . Education prepares individuals for employment: Most jobs require at least some level of formal education. Therefore, by receiving an education, individuals increase their chances of getting hired for a job. In addition, those who have more specialized knowledge or training will be better qualified for certain jobs than those who do not have this type of educational background.

8. Education has always been seen as a vital key to success in life. It is the great equalizer, and it is one of the most important functions of society.

9. Education opens doors and creates opportunities that would otherwise be unavailable. It helps people to become better citizens, and it enables them to contribute more effectively to the economy.

There are many factors that contribute to a successful society, but education is certainly one of the most important. A well-educated population is essential for economic prosperity, social cohesion, and political stability.

Functions of Education Towards a society

The function of education toward society is to provide individuals with the tools and knowledge they need to engage fully in the social, economic, and political life of their community. It is important that education be accessible to all, and that it equips individuals with the skills and knowledge they need to make an impact on their community and society as a whole. By providing education that is relevant and useful, societies can help ensure that their members are able to participate freely and effectively in the social, economic, and political life of their community.

Sherry Lane

Meet Sherry Lane, a proud holder of a PhD in Educational Psychology with a concentration in Montessori Methods. At EduEdify.com, I dive deep into Montessori Education, Teaching-Learning, and Child-Kid paradigms. My advanced studies, combined with years of research, position me to provide authoritative insights. Let's explore the many facets of education, ensuring every child receives the best instruction tailored to their needs.

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• Functions of Education
• November 1, 2022

Education has three main functions, t hey are as follows:

• FUNCTION TOWARDS  INDIVIDUAL.
• FUNCTION TOWARDS SOCIETY.
• FUNCTION TOWARDS NATION.
• FUNCTION TOWARDS  INDIVIDUAL

EDUCATION FOR   GROWTH

• At first, every learner is immature.
• He will be deliberately prepared for adulthood.
• Through instruction, discipline, and harmonious development, education deliberately and systematically influences a mature influence of the teacher.
• Harmonious development includes the development of human beings’ physical, intellectual, aesthetic, social, and spiritual powers in accordance with the needs of society.
• Education provides such guidance through a pre-planned educational programs. The educational programs will modify and re-direct the child’s instincts to desirable ends, resulting in a worthwhile progressive and harmonious growth.

EDUCATION AS  DIRECTION

• Direction is the conversion of an activity into a correct response by eliminating unnecessary and confusing movements.
• Every learner is endowed with innate abilities and powers.
• His physical and social environment stimulates the learner’s activity.
• Much of the learner’s constructive energy is wasted at first because he responds to the stimulus in an immature manner.
• This waste can be avoided if the learner is properly guided toward a goal.
• Education provides this sense of direction, and the learner’s activities become purposeful.

2. FUNCTION TOWARDS SOCIETY

SOCIALIZATION

• Education is a powerful tool for positive socialization and has the ability to reconstruct life experiences for the overall growth of society.
• Man is a social being.
• A person is the sum of his interactions with his social environment.
• The elders of the society pass on to the younger generation their experiences, interests, discoveries, conclusions, traditions, and attitudes.
• All of these have a significant impact on the growth and development of future generations.
• The continuity of the societal function is thus successfully maintained.

RE-CONSTRUCTION OF   EXPERIENCES

• Education, like growth, is a continuous process that occurs throughout an individual’s life.
• Education provides the learner with a wealth of resources to help shape his life, personality, character, outlook, experiences, and interactions in society. Thus, education aids the learner in the reconstruction and reorganization of one’s personal and societal life.

3. FUNCTION TOWARDS NATION

CIVIC & SOCIAL   R E SPONS I BI L ITY

• The promotion of civic responsibility is regarded as the most important function of education.
• True education encourages students to understand their rights and responsibilities as citizens.
• A nation’s very existence and progress is dependent on the state’s educational system.

TRAINING FOR LEADERSHIP

• The quality of education determines how well people function in all areas, including social, political, religious, and educational activities.
• As a result, the function of a good educational system is to instil such qualities in students in order to promote the overall development of the individual and the state.

EMOTIONAL INTEGRATION

• The educational system aims to promote unity in diversity, including unity in religion, language, diet, dress, habit, and physical environment.

NATIONAL INTEGRATION

True education aims to educate individuals to overcome narrow prejudices of caste, community, and region and to look to a broader national perspective.

Related Topics, Sociology of Education

• Introduction Sociology of Education
• Nature and Scope of Education
• Historical Background of Education
• Characteristics of Education
• Types of Education
• Contemporary Education System
• Education and Socialization
• Education and Stratification
• Education and Social Mobility
• Education and Democracy
• Education for Leadership 
• School as an Organization

#Sociology of Education complete course # Sociology of Education past paper # Sociology of Education project # Computer Science all courses # University Past Paper #Programming language # Question paper # old paper #Introduction Sociology of Education #Nature and Scope of Education #Historical Background of Education #Characteristics of Education #Types of Education #Contemporary Education System #Education and Socialization #Education and Stratification #Education and Social Mobility #Functions of Education #Education and Democracy #Education for Leadership  #School as an Organization

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What are the functions of education towards individual, society and country?

Education is essential for every society and individual. It is life itself but not a preparation for life. Man has various qualities. These qualities of the individual should be developed for the improvement of the country. So education plays a complementary role for overall individual, social and national development. It enables an individual to realize his highest self and goal. The key functions and roles of education towards individual, society and country are listed below.

Functions of education towards individual:

(1) Development of inborn potentialities- Education helps the child to develop the inborn potentialities of child providing scope to develop.

(2) Modifying behavior- Education helps to modify the past behavior through learning and through different agencies of education.

(3) All-round development- Education aims at the all round development of child-physical, mental, social, emotional, and spiritual.

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(4) Preparing for the future- After completion of education the child can earn its livelihood getting proper education, which has productivity. The education should be imparted according to the own interest of the child.

(5) Developing personality- The whole personality of the child is developed physically, intellectually, morally, socially, aesthetically and spiritually. He is recognized in the society.

(6) Helping for adjustability- Man differs from beast. Man has reasoning and thinking power. Man tries his best to adjust with his own environment through education.

Functions of education towards society:

(1) Social change and control:

The society is never station. It is progressive and dynamic. The child lives in society. It is the social environment where the personality of the child can be developed. The old traditions, customs are preserved and transmitted with the situations, which are ever changing. We should not think or believe in the blind beliefs, which are hindrances towards our development. Education helps to walk with the development of science and technology.

(2) Reconstruction of experiences:

Education is life-long process. Life is education and education is life. Life is full of experiences. One cannot live with his past experiences which are unable to adjust in the society. So education helps the individual to reconstruct the experience and adjust with the environment.

(3) Development of social and moral value:

Society is always in tension with narrowism. There is no social or moral value. Now the man is behaving like an animal. Animality can be changed with moral education. Education teaches the moral value and social value like co-operation, tolerance, sympathy, fellow feelings, love affection, respect towards elder, helping the poor and needy persons.

(4) Providing opportunity or equality:

Indian Constitution has introduced the term ‘equality’ because we are not getting equal opportunities in all aspects. Education teaches us to give equal opportunities in all aspects irrespective of caste, creed, color, sex and religion.

Functions of education towards nation:

(1) Inculcation of civic and social responsibility- Education helps to make rising generation to understand its rights and duties as citizens of a democratic country.

(2) Training for leadership- The leadership quality of the individual is developed when he participates in all spheres of social, political, religious and educational activities.

(3) National integration- We are living in one country having diversities in respect of color, caste, language, diet, dress, habits and physical environment.

Educational integration leads to emotional integration. Education trains people for unity, not for locality, for democracy and not for dictatorship.

Education serves the most important end of educating the man.

(4) Total national development- Education helps for bringing about total national development by developing its all aspects i.e. social, economic, cultural, spiritual, moral, educational, etc.

Therefore, really education is an essential ingredient for all ages and stages of the life of an individual, society as well as the nation. Education can be a real panacea for all social evils.

Related Articles:

• What are the functions of education towards the society?
• Notes on Synthesis of Individual and Social Aims of Education
• What are the social and individual aims of Education?
• Notes on the individual and social aims of Education

Role of Education in Society, Nation Building, and Importance

Education is a essential tool for developing skills like decision-making, mental agility, problem-solving, etc. It also breeds creativity and innovation. Check details on Role of Education here.

Table of Contents

Role of Education

Education is an essential tool for developing skills like decision-making, mental agility, problem-solving, and logical thinking. It also breeds creativity and innovation. In other words, Education is the transmission of knowledge, skills, and character traits. As BR Ambedkar said: “ Education is the manifestation of Perfection already in Man “.  He also believed that “Education is that which makes men fearless, teaches unity, makes understand their birth rights and teaches them to struggle and fight for freedom”.

According to Sarvepalli Radhakrishnan , where scientific knowledge ends, the realm of mystery begins. The world of scientific facts and the world of values is different. If education does not build wisdom and humanity in the hearts and minds of men, all its professional, scientific and technological triumphs will be meaningless. Therefore on the Birth date of  S Radhakrishnan, we celebrate Teachers Day.

Role of Education in Nation-Building

Education shapes a person, just as people are essential in determining a nation’s standing. Every nation is founded on education since it promotes a particular level of knowledge, morals, and awareness and is crucial to the development of technology. Greater literacy rates lead to quicker GDP growth and lower unemployment rates in a nation.

At present, nations are coping with a number of problems, such as a pandemic, terrorism, global warming, poverty, and gender inequality. Whether they are residential or day schools, they are essential in forming both pupils and the nation. Everyone who has access to a top-notch education can contribute to resolving these issues and enhancing living circumstances all around the nation.

Role of Education in Society

Education has many positive effects on society, from enhancing quality of life to fostering the growth of brilliant people with the potential to transform society. Because it provides possibilities for learning knowledge and skills that are genuinely altering the world, education is crucial to society. Not only is the availability of high-quality education crucial for individual growth but also for the growth of society as a whole. The important contributions of education to the society are as follows:

• A more tolerant society
• Better quality of life for vulnerable populations
• Reducing poverty
• Improving the nation’s health
• Reducing crime
• Improving social life
• Developing talents that change the face of humanity
• A large number of educated people improves the life of a community

Role of Education in Economic Development

Education is one of the most important aspects of development. It has a significant impact on a country’s economic prosperity. No country can advance its economy in the long run without making significant investments in its human capital. People’s perspectives on themselves and the world around them are widened by education. It improves their quality of life and offers a wide range of social advantages to both individuals and society. It is essential for assuring social and economic advancement.

It promotes entrepreneurship, technical advancements, women’s empowerment, social development, health awareness, and other areas where economic development can be accelerated. It also aids in the development of human capital, productivity, creativity, and poverty reduction. The following are the important contribution of education to India’s economic development.

• The creation of Human capital is directly related to human development.
• Educated and Skilled labour will help to increase industrial productivity and reduce wastage.
• Education, in every sense, is one of the most important aspects of attaining long-term economic growth through human capital investment which will help in Poverty Reduction
• Increased women empowerment will lead to the high speed of economic growth.
• Social Development from a dark place to a place of optimism.
• Increased awareness of Health, and reduced mortality at all levels.

Role of Education in Human Capital Formation

A more educated society can support a higher level of development than an uneducated one. Education leads to increased income and productivity, which together lead to a more fulfilling existence. In addition to assisting with individual progress, it also advances society as a whole. Education may boost value and improve cultural diversity. Here are a few of the contributions education makes to the development of human capital:

• Education teaches us to care and be empathetic, not only towards others but also to ourselves.
• Education promotes the growth of a country’s economy.
• An educated society always stays ahead and is more progressive than a society with low quality of education and educational standards
• Education also provides the opportunity to enhance the cultural richness.
• Education plays a role not only in the growth of an individual but also in the overall progress of society.

Role of Education in Skill Development

The development of skills includes education as a key component. It gives people the knowledge and abilities they need to excel in both their personal and professional lives. Education is a critical component of skill development since it keeps people abreast of emerging trends and technologies. The significance of education in skill development can be seen in the following ways:

• Knowledge Enhancement
• Competence Improvement
• Increased Employability
• Enhances creativity
• Encourages independent thinking

Role of Education in Sustainable Development

An important instrument for attaining a more sustainable future is high-quality education. This was emphasized at the UN World Summit in Johannesburg in 2002, where it was said that reforming the nation’s educational programs was essential for achieving sustainable development. Assuring environmental protection and conservation, advancing social fairness, and fostering economic sustainability are all goals of education for sustainable development (ESD), which fosters the development of the knowledge, skills, understanding, values, and behaviours necessary to create a sustainable world.

Environmental education, which aimed to equip individuals with the knowledge, skills, values, attitudes, and behaviours necessary to protect the environment, was a significant influence on the development of the ESD idea. ESD aims to empower individuals to make choices and take action that will enhance our quality of life without endangering the environment.

Role of Education in India

Every human being has a fundamental right to education, which plays a significant role in the growth of a country—India, the second-most populous nation in the world, with a literacy rate of about 74%. Despite the fact that several states in India have poor literacy rates, the country’s overall literacy rate is still increasing.

Given how crucial education is to the growth and development of any nation, Kerala leads all Indian states in terms of its rate of literacy, coming in at 94%, followed by Lakshadweep (91.85%), Mizoram (91.33%), and Goa (88.70%). However, Bihar, with a literacy rate of 61.80%, has the lowest literacy rate, followed by Arunachal Pradesh, with a rating of 65.38%, Rajasthan, with a rate of 66.11%, and Jharkhand, with a rate of 66.41%. These figures on the literacy rate make it very evident that India’s educational system has to be improved.

Any nation’s youth holds the key to its future. Youth will be better able to secure a bright future for both themselves and the nation if greater chances are provided and an effective education and learning system is established. Hence the Role of Teacher becomes essential for promoting quality education in the country.

Importance of Education for India

• Earnings rise by about 10% for every extra year of education.
• The gap between workers from wealthy and poor backgrounds in working poverty might be reduced by 39% if they obtained the same education.
• Without at least 40% of its adult population being read, no country in the world has ever experienced rapid and steady economic growth.
• From a mother’s lifestyle before giving birth to their likelihood of contracting ailments in later life, education benefits people’s health throughout their entire lives.
• Prenatal vitamins and other helpful pregnancy strategies are more likely to be used by women with at least six years of education, which lowers the risk of maternal or newborn mortality.
• Education has been shown to benefit girls and women more than boys. There is no other factor that comes close to the personal and economic empowerment that girls experience from school.

Role of Education UPSC

Education and skill development play a significant role in the broader field of human capital. Data on literacy from the 2011 Census give us a fast overview of the state of schooling today. However, literacy is not the only aspect of education. The RTE Act serves as the foundation of Indian education. However, it is the numerous education policies that have been mapped out since Independence that have contributed to the historical growth of the Indian educational system. These policies appear to have produced a variety of consequences. There is a lot of room for development still.

The Kasturirangan report, or the design of a new education policy, is the most recent development in the field of education. It perfectly encapsulates the urgent need for educational reform. India’s contemporary educational system urgently needs to be updated. The draft New Education Policy (NEP) is the ideal time to reflect on the country’s past history, accomplishments, and concerns while also outlining a cutting-edge educational strategy for India in the twenty-first century.

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Role of Education FAQs

What is the role of education.

Education helps you develop critical skills like decision-making, mental agility, problem-solving, and logical thinking.

What is the role of education in development?

Education becomes a catalyst in a person's personality development. It introduces a person to different perspectives and thus, helps in providing a clear and broad vision to an individual.

What is the role of education in society?

Education develops human personality, thoughts, dealing with others and prepares people for life experiences.

What is the role of education in social change?

Education contributes to social change in several ways. It fosters critical thinking, nurtures democratic values, enhances economic development, promotes social mobility, and facilitates cultural shifts.

What is the role of education in culture change?

Education plays a crucial role in driving cultural change and shaping societies. Education and cultural change are related.

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