11

Understanding
Culture Society and
Politics
First Quarter
MODULE 8
Functions and Importance
of Education
 11

Understanding
Culture Society and
Politics
 What I need to know
An individual learns his/her society’s values and beliefs through
various institutions. One of the most pervading is that of the educational
system. In sociology, education is viewed as a social institution. It gives
society the potential to reach development and success.

At the end of this module, you shall be able to:

1. Define education
2. Explain the importance of education to you as an individual
3. Explain the importance of educated citizenry to the state
4. Explain the functions of education to the society

What I know
Pre-test

A. Knowledge

Directions: Choose from the words inside the box the word/s referred to
by each item.

Self-actualization Formal education

Non-formal education Elementary education
Special education Secondary education

1. The type of education of persons who are physically, mentally, socially,

emotionally or culturally different from the so-called “normal” individuals
2. The first part of the educational system which consist of six years of
compulsory education
3. Refers to the systematic and deliberate process of hierarchically
structured and sequential learning corresponding to the general concept
of elementary and secondary level of schooling
4. Refers to any organized systematic educational activity carried outside
the four walls of the formal system of education
5. The highest form of personal need according to Abraham Maslow
6. Concerned of continuing basic education and expanding it to include the
learning of employable, gainful skills usually corresponding to the four
years of junior high school and two years in senior high school
B. Comprehension

Directions: Write the word TRUE if the statement is correct and FALSE if
it is wrong.
7. Non-formal education aims to develop the maximum potential of the child
with special needs to enable him/her to become self-reliant and take
advantage of the opportunities for a full and happy life.
8. Education prepare people for occupational roles.
9. Educational systems enable citizens to be productive members of the
society.
10. Only those who educated formally can become productive citizens of
the country.
11. Education empowers the individual and helps him/her to achieve self-
actualization.
12. Primary education is essential in the early stages of human life.
13. Education can be both empowering and limiting depending on how it
is facilitated in a given society.
14. The most important function of education is the attainment of at least
a bachelors’ degree.
15. Education can stimulate desired social change.
16. Education can help maintain social control.

What’s in
Directions: Answer the activity in your notebook. (24 points)

Rubrics:
Content – Expresses knowledge of the topic (8 points)
Organization – Concept is logically presented (8 points)
Presentation – Ideas/concepts are well presented and legible (8 points)

Why do you go to school? Is it your parents’ desire or was it your own

decision? What do you think will you gain from going to school? Write your
answer on your notebook.
 What’s new
Do the activity in your notebook.

Rubrics:
Content – Expresses knowledge of the topic (8 points)
Organization – Concept is logically presented (8points)
Presentation – Ideas/concepts are well presented and legible (8points)

Explain the benefits that education can benefit you, your family, and
the country.

What is it

EDUCATION
Generally, education means the development of the intellect. It is an
act of thinking critically. It can be classified into formal and nonformal.
Formal education is the term used when a student learns inside the
classroom. A student follows a curriculum and is being graded on his/her
performance. It refers to the systematic and deliberate process of
hierarchically structured and sequential learning corresponding to the
general concept of elementary and secondary level of schooling. At the end of
each level, the learners must obtain certification in order to enter or advance
to the next level.
Formal education shall correspond to the following levels in basic
education:
Figure 1 A classroom in the Philippines

ELEMENTARY EDUCATION
Paaralang elementarya or elementary education is the first part of
the educational system, and it includes the first six years of compulsory
education from grade 1to grade 6. Major subjects include Mathematics,
English, Filipino, and Social Sciences. Optional subjects include Music,
Arts, Physical Education, and Health. Private school students select subjects
from a wider curriculum including religious instruction in the dogma of their
choice.
Elementary education involves compulsory, formal education
primarily concerned with providing basic education and usually corresponds
to the six or seven grades and in addition, to preschool programs. Such
preschool education normally kindergarten schooling, but may cover other
preparatory courses as well.
 SECONDARY EDUCATION

Figure 2 A junior high school classroom in the Philippines

Secondary education is concerned primarily with continuing basic

education of the elementary level and expanding it to include the learning of
employable, gainful skills, usually corresponding to four years and two years
in the senior high school.

TERTIARY EDUCATION

Most institutions of higher learning are regulated by the Commission

on Higher Education. Colleges typically offer 1 or more specialized programs
while universities must offer at least 8 different undergraduate degree
programs in a wide array of subjects and at least 2 graduate programs.
Public universities are all non-sectarian and offer a wide-range of programs,
with English as a medium of instruction. Public universities are
government-funded. There are also a number of private tertiary institutions,
sectarian or non-sectarian as well as for-profit or non-profit. Most private
institutions are Catholic non-profit organizations. Most universities offer
four-degree programs with 2 semesters per year.
 VOCATIONAL EDUCATION
Accredited private institutions offer technical and vocational
education. Programs offered vary in duration from few weeks to two years.
On completion students may take centrally-administered examinations to
obtain their diploma or certificate.
Vocational colleges don’t usually require an entrance examination.
Only a record of high school education and an enrolment fee is required.

Non-formal education refers to any organized systematic educational

activity carried outside of the framework of the formal system to provide
selected types of learning to a segment of the population.
Informal education is a lifelong process of learning by which every
person acquires and accumulates knowledge, skills attitudes, and insights
from daily experiences at home, at work, at play, and from life itself. It offers
alternative learning opportunities for the out of school youth and adults
specifically those whose age are 15 years old and above and unable to avail
themselves of the educational services and programs of formal education. It
reaches out to citizens of varies interests, demographic characteristics, and
socioeconomic origins and status. Its primary objectives is to provide literacy
programs to eradicate illiteracy.

Special education refers to the education of persons who are

physically, mentally, emotionally, socially, or culturally different from so-
called “normal” individuals, such thnat they require modification of school
practices to develop their potential. Special education provides distinct
services, facilities, curricula, and instructional materials geared to pupils or
students who are significantly higher or lower than the average or norm.
Special education (SPED) aims to develop the maximum potential of
the child with the special needs to enable him/her to become self-reliant
and take advantage of the opportunities for a full and happy life.

FUNCTIONS OF EDUCATION

1. Giving training in specific skills or the basic general education literacy

2. Prepare people for occupational roles
3. Preserving the culture from one generation to the next
4. Encouraging democratic participation by teaching the verbal skills
5. Developing the person’s ability to think rationally and independently
6. Enriching life by enabling the student to expand his/her intellectual and
aesthetic horizons
7. Improving personal adjustment through personal counselling and such
courses as applied psychology, sex education, family living and drug
abuse
8. Improving the health of the nation’s youth by providing physical exercise
and courses in hygiene
9. Producing patriotic citizens through lessons illustrating the country’s
glory
10. Building character
 Some of these educational functions may not be realized;
nevertheless, these are the intended functions of our educational system. To
be sure, schools being the performer of these functions are exerting their
level best to help realize the goals of the Philippine educational system.

The following are the constitutional provisions relevant to Basic

Education:
1. “The state shall protect the right of all citizens to quality education at all
levels and shall take appropriate steps to make such education
accessible to all.”
2. “The state shall establish, maintain, and support a complete, adequate
and integrated system of education relevant to the needs of the people
and society.”
3. “The state shall establish and maintain a system of free education in the
elementary and high school levels. Without limiting the natural right of
parents to rear their children, elementary education is compulsory for
children of school age.”
4. “The state shall establish and maintain a system of scholarship grants,
student loan programs, subsidies and other incentives which shall be
available to deserving students in both public and private schools
especially the underprivileged.”
5. “The state shall encourage non-formal, informal and indigenous learning
systems as well as self-learning, independent, and out-of-school study
programs particularly those that respond to the community needs.”
6. “The state shall provide adult citizens the disabled and out-of-school
youth with training in civics, vocational efficiency and other skills.”

British sociologist Herbert Spencer explains, functions are important

to be performed as they make the society whole. If each function (to produce
productive citizenry and to develop self-actualization), is working well,
society attains progress.
Educational systems enable citizens to be productive members of
society, as they are equipped with knowledge and skills that could
contribute to the development of their society’s systems and institutions.
This highlights the importance of formal and nonformal education in the
development of oneself and the society. Consequently, it is crucial for
educational systems to adapt to the changing demands of the environment
to efficiently capacitate individuals.
For instance, the Philippines recently adapted the K to 12 curriculum,
which provides sufficient time for students to learn and develop knowledge
and skills that are demanded by the global community. The K to 12 program
covers kindergarten and 12 years of basic education, which includes
primary education, junior high school, and senior high school. It is the aim
of the curriculum to produce high school graduates who are employable to
the skill-based sectors. Recently, some universities in the country also
underwent changes, in which they shifted their academic year to pattern it
to its Southeast Asian neighbors. This move facilitates economic integration
programs that will allow labor exchanges among participating countries.
Being a productive citizen requires critical thinking. One must have
the ability to understand his/her duties and be able to respond to them by
making decisions. Through education, individuals are introduced to
concepts concerning democracy, power, inequality, and the like. This
promotes greater awareness in his/her society. It encourages vigilance and
participation. Educational attainment does not only contribute to the
individual’s success but also to the betterment of his/her environment.
Education develops one’s self. As a huge part of the discovery process
of oneself, education encourages having the vision to become self-actualized.
Moreover, it enables one to see your strengths and maintain them. It
enables one to determine weaknesses and adjust to them. This helps one
reach full potential and establish oneself as a whole.
According to Abraham Maslow, self-actualization is the highest form of
human need. It was defined as “to become more and more what one is,
become everything that one is capable of becoming.”

Figure 2 Abraham Maslow’s Hierarchy of Needs

Through education, humans are empowered to experience and learn

their true capacities that lead to self-actualization. Humans also to find
boundless enthusiasm in learning outside the classroom, which is basically
through experience. With this, it becomes easier for them to socialize, to
identify a career path, to create self-identity, and the like. They will tend to
have the ability to analyze, evaluate, and decide on their own.

PRIMARY EDUCATION AS HUMAN RIGHT

Primary education is essential in the early stages of human life.
Humans need education to enable them to adopt to the dictates of their
society. UNESCO declares that:
 Education is a fundamental human right and essential for the
exercise of all other human rights. It promotes individual freedom and
empowerment and yields important development benefits. Yet millions
of children and adults remain deprived of educational opportunities,
many as result of poverty.

Normative instruments of the United Nations and UNESCO lay

down international legal obligations for the right to education. These
instruments promote and develop the right of every person to enjoy
access to education of good quality, without discrimination or
exclusion. These instruments bear witness to the great importance
that Member States and the international community attach to
normative action for realizing the right to education. It is for
governments to fulfill their obligations both legal and political in
regard to providing education for all good quality and implement and
monitor more effectively education strategies.

Education is a powerful tool by which economically and socially

marginalized adults and children can lift themselves out of poverty
and participate fully as citizens.

Although the UN is such a powerful global actor that can mandate its
members to follow its structure, education deprivation still persists in most
societies. This exclusion is socially constructed in unequal settings.
Formal education suggests studying in a school or university where
everything is systematic. A teacher or professor explains, while a student
listens and understands. For that, the student pays the teacher. The last
relates primarily to the struggles between social classes.
The qualities of education experienced by students are noticeably
differentiated. The rift in the quality of education received by students from
private schools and those from public schools have been observed in both
developed and developing countries. Formal education, in particular, tries to
keep pace with the changes in the economy, as can be observed in the
constant tuition fee increases in institutions of higher learning.

SOCIOLOGICAL PERSPECTIVE OF EDUCATION

Functionalist View
Education, like other social institutions, has both manifest and latent
functions. The most basic manifest function of education is the
transmission of knowledge. Schools teach the “three R’s” – reading, ‘riting,
and ‘rithmetic. They also attempt to control and regulate pupils’ behaviour,
reflecting the social values of society. Education has another manifest
function: bestowing status. Among the latent function schools perform are
transmitting culture, promoting social and political integration, maintaining
social control, and serving as agents of change.
 a) Transmitting Culture

As a social institution, education performs a rather conservative

function – transmitting culture. Through schooling, every generation of
young people is exposed to the existing beliefs, norms, and values of
particular culture. Learners learn respect for social control and reverence for
established institutions, e.g., the family, the government and religion.
School children are also taught the lives of different heroes and their
contribution to the society.

b) Promoting Social and Political Integration

Education serves as the latent function of promoting social and

political integration by transforming a population composed of diverse
racial, ethnic and religious groups into a society whose memberships share
to a certain extent a common identity. Today, our schools play an important
role in socializing children into the norms, values, and beliefs Filipinos hold
dear. From the functionalist perspective, the common identity and
integration with respect to values and beliefs, in effect, fostered by education
contribute immensely to societal stability and consensus.

c) Maintaining Social Control

In performing the manifest function of transmitting knowledge,

schools go far beyond the three R’s by introducing the standards of proper
conduct and good manners. Education prepares young people to lead
productive and orderly lives as adults by introducing them to the norms,
values and sanctions of a larger society.
Through the exercises of social control, children are taught various
skills and values, which will be essential in their future positions/work in
the labor force. They learn punctuality, discipline, scheduling, cooperation,
responsible work habits, industry and loyalty to the ideals of the
organization. In effect, then, schools serve as transitional agent of social
control – between parents and employers in the life cycle of many
individuals.
Education, as a social institution, reflects the interests of the family
an in turn prepares the young people for their participation in another social
institution – the economy. Students are being trained for what is ahead in
the world of work.
From functionalist perspective, social control socialized students to
the impersonal roles of society. This function is undertaken by schools not
only through transmitting the existing culture but also by re-creating within
their walls the social control that may be found in other institutions such as
the government and the community.
 EDUCATION AS AN AGENT OF CHANGE

Education as a social institution can stimulate or bring about desired

social change. Sex education classes are integrated in other subjects and
being taught in some schools in response to the soaring pregnancy rate
among teenagers. Affirmative action in education has been endorsed as a
means of countering sexual discrimination. Education also promotes social
change by serving as a meeting ground where each society’s distinctive
beliefs and traditions can be shared. Family planning is now a part of the
school curriculum. The government, cognizant of the effect of rapid
population growth and the need to improve the level of living, established a
national policy by creating the Population Commission (POPCOM) through
the enactment of RA 6365. This Commission is responsible for the
implementation of the family programs.
There have been numerous sociological studies that have revealed
that increased years of formal schooling are associated with openness to
new ideas and more liberal, social and political viewpoints. Robin Williams,
a distinguished sociologist, points out that better-educated people tend to
have greater access to factual information, a diversity of opinion, and subtle
distinctions of analysis. Formal education stresses both the importance of
qualifying statements and the need at least to question, rather than simply
accept established “truths” and practices. Scientific methods rely on testing
hypothesis and reflects the questioning spirit that characterizes modern
education. It is for these reasons that education can make one less likely to
champion outmoded beliefs and prejudices and more likely to promote and
accept social change (Schaefer, 1986).

NEW THRUSTS OF PHILIPPINE EDUCATION

The Philippine contemporary development program envisions two

goals: the of people empowerment and that of global competitiveness. What
are the educational implications of these goals? These are as follows:
1. People empowerment translates into tasks. The first is to increase
access to and improve the quality of basic education. The second is to
improve the system of government support for those intellectually
promising but financially disadvantaged Filipino youth.
2. Global competitiveness translates into ensuring that the Filipino labor
force is properly trained for those economic sectors where the country
has a comparative advantage.

Today, the Philippine development program aims to empower the

Filipino people with an eye to making the country globally competitive.
Evidently, the most effective way of empowering the ordinary people is by
offering full and free access by all citizens to basic education.
Through education, it is envisioned that the Filipino would attain his
potential as a human being, being skilled and knowledgeable for national
development and for improving the quality of human life.
 INSTITUTIONS OF HIGHER LEARNING AND ACADEMIC FREEDOM

Under the New Constitution, all institutions of higher learning, both

public and private colleges and universities, shall enjoy academic freedom.
This provision seeks to enhance the autonomy of higher institutions of
learning.
Academic freedom applies both to the members of the academic
community, as well as to the institution itself.

1. As a right of the individual teacher.

Academic freedom has been defined as the right of the teacher or
researcher in higher institutions of learning to investigate and discuss
the problems of his science and to express his conclusions, whether
through publication or instruction of students, without interference from
political or ecclesiastical authority, or from administrative officials of the
institution in which he is employed, unless his methods are found by
qualified bodies of his own profession to be clearly incompetent and
contrary to professional ethics

2. As a right of an educational institution.

This refers to the right or freedom of a college or university to
determine: (a) “ Who should teach,” to prescribe the qualifications of the
faculty members and to select them upon its discretion; (b) “What to
teach,” that is, to decide what subjects should be taught in then
curriculum; (c) “How to teach,” to adopt methods, procedures and
practices of teaching; and (d) “Whom to teach,” to prescribe the
conditions for admission of students. The school has the right to deny
admission to anyone as it enjoys freedom to determine for itself, on
academic grounds, which may be admitted to study.

The guarantee of academic freedom is necessarily subject to the

regulatory powers of the State.
The importance of guarantee academic freedom is premised on the
idea that the progress of the community undoubtedly depends on the
advancement of knowledge. It is evidently felt that intellectual inquiry
should enjoy enough freedom in the pursuit of truth.
Since academic freedom does not mean academic license, but a
special form of freedom of expression, it must be subject to the well-defined
limitations on freedom of speech and of the press. Academic freedom should
be used to teach what is good and not to teach evil. To authorize a teacher
to teach murder, treason or prostitution or any of the crimes penalized by
the law is absurd.
As a regulatory power of the state, in times of nation al emergency,
limitations may be imposed on the exercise of the right to academic freedom.
 FREE PUBLIC ELEMENTARY AND SECONDARY EDUCATION
The New Constitution requires the provision of at least free public
elementary education and declares that, in areas where finances permit,
there should be a system of free public education, at least up to the
secondary level.
The state is mandated by the Constitution to provide vocational
training to adult citizens and to out-of-school youth, since it may be inferred
that unemployed adults and idle youth who do not have skills create
problems in the social system and, most often constitute an impediment to
national progress and development.
The benefits of education through scholarship are also extended to
those who has less in life. Scholarship, grants-in-aid and other forms of
incentives are availed of by the less fortunate but deserving students. The
right to education is one of the important social and economic rights
afforded to every citizen in a democratic society.

The Department of Education, created the Values Education Program:

1. The changes brought about by the peaceful revolution of 1986, the

new expectations for real freedom and democracy, and the
emergence of opportunities for the citizens to participate in social
transformation and nation-building all demand a corresponding
reassessment of values, attitudes, and of the behaviour of the
people.
2. To meet this challenge, the DepEd has embarked on a vigorous
program of values education designed to enhance human
development and strengthen the moral fiber of the people through
the educational experience.
3. The values framework was first presented to educational leaders at
the Educators’ Congress of 1986. Although the framework was
based on the outcome of surveys, studies, and consultations
undertaken as part of the curriculum reforms at all levels of the
educational system, its validation continued after the Congress,
through consultative processes, conducted with the clientele of the
different bureaus. Participants were students, parents, teachers,
administrators, and experts from the universities and colleges, as
well as private educational institutions. This framework is the
revised form involved through feedback from these consultations.
4. Copies of the framework are being sent to the regional offices for
distribution to division, district, and school offices.
5. The framework is intended to serve as a guide to the regional and
division offices and the schools in developing their values
education programs. The values chart provides flexibility for
regions, divisions, or schools in determining their priorities and in
making decisions whether other values have to be added to meet
the needs in their specific localities. However, the enhancement of
social responsibility, initiative, and resourcefulness must be
internalized first by those involved in the transformation
 themselves, for transformation should start from the “actors”
themselves.

THE DepEd VALUES EDUCATION FRAMEWORK

The DepEd Values Education Framework aims to provide and promote
values education at all levels of the educational system. Its goal is the
development of the human person committed to the building of a “just and
humane society” and an independent and democratic nation.
The objectives are directed towards the proper implementation of the
program that will develop Filipinos who:
1. Are self-actualized, integrally developed human beings imbued with
a sense of human dignity;
2. Are social beings with a sense of responsibility for their community
and environment;
3. Are productive persons who contribute to the economic security
and development of the family and the nation;
4. As citizens, have a deep sense of nationalism, and are committed to
the progress of the nation as well as of the entire world community
through global solidarity; and
5. Manifest, in actual life, an abiding faith in God as a reflection to his
spiritual being.

Values education, pursued at the national, regional, local and

institutional levels are guided by the following general principles:
1. It must be oriented toward the total person of the learner – mind,
heart and entire being.
2. It must take into consideration the unique role of the family in
one’s personal development and integration into society and
nation.
3. In the school context, more important than lesson plans and listed
values are the teachers themselves who have proper sense of
values, awareness of the inner worth, and utmost respect for the
person of the other.

The overall strategy is to make regions, localities and institutions

construct their own values map, with clearly defined priorities suited to their
peculiar context and needs.
This DepEd framework should be of help in these tasks. Classroom
teachers, syllabi constructors, and curriculum planners may use it to
identify which values are to be targeted in specific courses and programs.
The DepEd framework may also serve as a frame of reference in the
reformation and revision of operative Filipino values. For instance, against
the background of “pakikisama” should be seen as something to be prized,
but not at the expense of personal integrity; likewise, as s Filipino value, it
should even be compatible with the much-needed productivity and should
even become a bridge to national solidarity. Similarly, “utang na loob”,
should have a wider application in society, so that it can propel other values
such as concern for the common good and social justice.

PHILOSOPHY OF THE VALUES EDUCATION PROGRAM

The Values Education Program Framework is based on the rational

understanding, the philosophy of the human person. More specifically, it is
grounded on a rational understanding of the Filipino as a human being in
society and his role in the shaping of society and the environment. It may be
reconstructed from the various statements of the Constitution and
expressed in the following manner:
The human person is the subject of education; he is a human
person learning and being taught. The human person is also the object;
the human person is at the center of the curriculum and of the entire
program. The task of education is to help Filipinos develop human
potential, contribute to the growth of the Philippine culture, and by
controlling the environment and making use of human and non-human
resources, build appropriate structures and institutions for the
attainment of a just and humane society.
The human person is multi-dimensional. There is, first of all, the
distinction between the person as self and person in the community. In
real life, however, there are two distinct and separate aspects; the
person as self grows precisely by developing his facilities in contact
with the world and others in the community and by taking an active
role in improving that community.
The human person is an individual, self-conscious being of
incalculable values, who cannot be a mere instrument of the society and
of the state. His physical, intellectual, moral, and spiritual well-being is
recognized by the State.
As a physical being, the human being has material needs. He is
equipped with an intellect whose activity is to know, with a view to
transforming himself, society and the world. As a moral being, he is
endowed with a free will which searches for the good and whose
motive force is love. The individual’s personhood is oriented to God from
whom he derives his spiritual nature.
The human person does not live in isolation but in community
with other persons also endowed with physical, intellectual, moral and
spiritual attributes and capacities. The human person is inevitably
social.

EDUCATIONAL ISSUES

Some educational systems seem to have reached a crisis points;

declining test scores, changes in curricula, leader shortage, poor school
facilities, home environment, unequal schooling, teacher quality and
declining standards.
 Academic Achievement and Social Standards
Several studies revealed that the higher student’s social class,
the more likely he is to do well in school and to continue his
education. One of the most extensive studies of the relationship
between socioeconomic status and academic achievements has been
conducted by William Sewell in 1990. Analysis of the data reveals that
the social class has strong effects on student achievements. Students
from upper class families are likely to graduate and likely to obtain a
graduate or professional education. It is also observed that children
from lower class home do not do as well in schools as those from the
upper-class homes.

 The Home Environment

One school of thought traces class differences in educational

achievements to the home. According to this view, many lower-class
learners are deprived of the kinds of experiences that foster cognitive
development- experiences that many middle and upper-class parents
routinely provide for their children. Even as preschoolers, most lower-
class children do not receive as much attention or informal instruction
(in counting, naming colors and the like); they are not exposed to
various kinds of books, music, zoo, botanical gardens and other;
learning environment.

 Unequal Schooling

A second explanation of class difference in educational

achievement blames the schools. In the Philippines and some
developing countries, some public schools are poorly equipped. To
compound the problems, there are around seventy students per class.
In contrast, some exclusive Catholic schools have better facilities and
other learning instructional materials and teaching staff.

 The Quality of Education

Some educators view that the education system is at risk. While

we can take justifiable pride in what our schools have accomplished
and contributed to the well-being of its people, the educational
foundations of our society are being eroded by a rising tide of
mediocrity.
A decade earlier the nation had looked to our schools to solve
the problem of social inequality. Today, the public was being told that
our schools were failing to achieve basic academic standards. It is
evident in the declining student achievements through the
standardized tests administered by school authorities.
 Teacher Quality

The supply of quality elementary and secondary school teachers

is another cause for concern. In the past decade the number of college
freshmen who planned to become teachers dropped dramatically. At
the same time, the qualifications of education majors declined. A
question may be asked. “Why hasn’t education attracted the nation’s
best and brightest students?” traditionally, teaching especially at the
elementary school level, has been a female occupation. Along with
nursing and social work, it has one of the few careers considered
appropriate for women. The low status of teachers today in our society
may be attributed to low salary compared with other profession of
equal number of years in college. This could be one of the reasons why
the best minds are not attracted to take teaching as their careers.

 Challenge for the Future

Sociological analysis of the history of education with regard to

its structure and the complex relationship between education and
social class suggests that achieving educational excellence will not be
easy.
Different aspirations and different skills must be taken into
account. Sociological research shows that schooling is not “neutral”.
Schools not only train young people for success; they also select and
socialize them for different, unequally rewarded social roles. Though
occasionally a poor young boy does superbly in school and wins a
scholarship to an exclusive university, education does not erase the
effects of class background.
Sociological research also shows how urgently almost all
nations need better-educated citizens and workers. Reforming
education may not be the whole solution, but is a crucial step. When
there is widespread educational failure, not only individuals, but the
whole society suffers – especially in this age of high technological
global competition.
 What I have learned
Complete the sentences below. Write your answer in your notebook.
Rubrics:
Content – Expresses knowledge of the topic (8 points)
Organization – Concept is logically presented (8 points)
Presentation – Ideas/concepts are well presented and legible (8 points)

Education is____________________________________________________________. It
plays an important role in________________________________________. Values
education is __________________________________________________________.

What I can do
Answer the questions in your notebook.

Reflect Upon
1. How can my education help me actualize my goals and identity?
2. How can education help me become a productive citizen?

Rubrics:
Content – Expresses knowledge of the topic (10 points)
Organization – Concept is logically presented (10 points)
Presentation – Ideas/concepts are well presented and legible (10 points)

POST TEST
 I. Comprehension

Directions: Identify if the following statements are true or false. Write

your answer in your notebook.

1. Education prepares an individual for occupational roles.

2. The government made it possible for education to be accessible to
all individuals regardless of social class.
3. Values Education should be integrated at all levels of education to
build the character of each individual.
4. Informal education is the lifelong process of learning by which
every person acquires and accumulates knowledge, skills,
attitudes, and insights from daily experience at home, at work, at
play or form life itself.
5. The most important function of education is the attainment of at
least a bachelors’ degree.
6. It is crucial systems to adapt to the changing demands of the
environment.
7. Education is not a primary need of individuals.
8. Education helps in transmitting culture to the next generation.
9. Academic freedom is both enjoyed by the teacher and the
institution of higher learning.
10. The goal of DepEd Values Education Framework is the
development of the human person committed of a “just and
humane society” and an independent and democratic nation.
11. The human person as an instrument to national development is
the center of education program and the curriculum.
12. Man is an isolated being.

II. Essay
Directions: Answer the following questions. Write your answer on your
paper.(6 points each)
Rubrics:
Content – Expresses knowledge of the topic (6 points)
Organization – Concept is logically presented (6 points)
Presentation – Ideas/concepts are well presented and legible (6 points)

13. As a Filipino youth, how can education help you become a

productive citizen of the country?
14. How does education make change in the society possible?
15. How does education empower the Filipino individual?
16. How does the home environment and social class affect the lea
 References
Alejandria-Gonzalez, Maria Carinnes P., Understanding Culture Society and
Politics, Makati City: Diwa Learning Systems Inc, 2016
Baleña, Ederlina D., Dolores M. Lucero, Arnel M. Peralta, Understanding
Culture Society and Politics, Educational Resources Corporation,
Quezon City, 2016
Hunt, Chester L. et al., Sociology in the Philippine Setting, Sibs Publishing
House Inc., Quezon City, 1998
Zulueta, Francisco M., Anthropological and Sociological Perspectives,
National Book Store, Mandaluyong, 2011

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