Human Capacity for Culture

Culture is defined as “that complex whole which encompasses beliefs,

practices, values, attitudes, laws, norms, artifacts, symbols, knowledge, and
everything that a person learns and shares as a member of a society” (Taylor,
2010). It is by-product of the attempt of humans to survive their environment and
to compensate for their biological characteristics and limitations. Our evolution
toward humanity as we know it has been a long journey of survival against the
elements of the environment and against competing species. As our ancestors
evolved biologically in response to their environment, they have also developed
cultural technologies that aided them to obtain food and deter predators efficiently.
Evolution is a natural process of biological changes occurring in a
population across successive generations (Banaag, 2012 p.31). It helps us identify
and analyze man’s physiological development and eventually the emergence of
different societies. Moreover, man’s progression and characteristics are essential in
understanding the capability for adaptation. Most scientists currently recognize
some 15 to 20 different species of early humans.
Human Biocultural Evolution
Species Characteristics
Hominids “Manlike Primates” The development of the different species of primates which were able to evolve in
40 million years ago. There have been various relics of hominids that could be
described as manlike primates. They are Ramapithecus, Lucy, and
Australopithecus.

Homo Habilis “Handy Man” The apelike men who first used stone tools as weapons and protection for their
enemies. They are recognized as the first true humans. Lived about 2.4 to 1.4 million
years ago.

Homo Erectus “The Upright It was believed to be the first man-like creature that lived about 500,000 years ago in
Man” Asia, Africa, and Europe. This manlike species could walk straight with almost the
same brain as the modern man. He made refined stone stools for hunting and
weapons for the protection of the enemies. The following are the major discovered
fossils:
a. Pithecanthropus Erectus “Java Man” – Discovered by Eugene Dubois at
Trinil, Java, Indonesia in 1891.
b. Sinanthropus Pekinensis “Peking Man” – Discovered at Choukoutien
village, Beijing, China in 1929.
Homo Sapiens “The Thinking It was believed that this was the direct descendant of modern man who lived about
Man” 250,000 years ago. They had similar physical descriptions to modern man. They
originated as primitive men whose activities were largely dependent on hunting,
fishing, and agriculture. They buried their dead, used tools, and had religion. The
following are Homo Sapiens subspecies:
a. Neanderthal Man –Discovered in Neanderthal valley near Dusseldorf,
Germany in 1856 who lived in a cave and was dependent on
hunting and fishing.
b. Cro-Magnon Man – Discovered by a French archaeologist Louis Lartet in
the Cro Magnon Cave in Southern France. It was believed to live in
Europe, Asia and Africa. As a prehistoric man, they were the first to
produce art in cave paintings and crafting decorated tools and
accessories.
Cultural and Sociopolitical Development
The physical as well as the mental development of early human beings helped them understand and adapt to their
existing environment. Thus, their adjustment served as the onset of their culture. Culture enables the members of
society to develop ways of coping with exigencies of nature as well as ways of harnessing their environment
(Panopio, et.al 1994). The changes made by man through his interaction with the environment establish the
different cultural evolution which determines man’s socio-cultural development.
Gender stereotypes also bear a strong influence on socialization processes. Cultural expectations for gender
roles and gendered behavior are conveyed to children through color-coded clothes and sorts of games. Girls
usually receive toys such as dolls or dollhouses that stress physical appearance and domesticity while boys
receive playthings such as Legos, toy soldiers, or race cars that involve thinking skills or manly types of sports.
Additionally, research has shown that girls with brothers are associated with understanding that household labor is
expected of them but not of their male siblings. Girls tend to be engaged in doing chores without receiving pay
while their brothers do.

Race also plays a factor in socialization. Since white people have a disproportionate experience of police
violence, they can encourage their children to defend and know their rights when the authorities try to violate
them. In contrast, parents of color must instruct their children to remain calm, compliant and secure in the
presence of law enforcement.

While context sets the stage for socialization, the content and process comprise the work of this undertaking.
How parents assign chores or tell their children to interact with police are examples of content and process, which
are also defined by the span of socialization, the methods used, the people involved, and the type of experience.

School plays an important role in the socialization of students of all ages. In class, young people receive
instructions related to their conduct, tasks, authority, schedules, and deadlines. Teaching this content requires
social interaction between educators and students. Typically, the policies and expectations are both written and
spoken and shall be reiterated thoroughly. In this manner, the student conduct is either rewarded or punished. As
this occurs, students learn standards of proper behavior suitable for school.

Results are the outcome of socialization and refer to the way a person conceives and conducts after undergoing
this process. For example, with small children, socialization exhibits focus on control of biological and emotional
impulses, such as drinking eating with bare hands rather than eating with a spoon and fork, or asking permission
before picking something up.

As children mature, the results of socialization include knowing how to obey rules, wait for their turn or organize
their schedule to be productive. We can see the results of socialization in everything, from men hitting the gym to
achieve appealing biceps to women wearing make-up to look more attractive.
STATE

In a broad sense, a state refers to a politically organized territory with a permanent population, defined
boundaries, and a government that exercises control over its internal and external affairs. States are sovereign
entities that have the authority to make and enforce laws, manage resources, provide services, and represent
their citizens in international affairs.

Elements of the States

1. Population
It is the people who make the state. Population is essential for the state.
Without population, there can be no State.
2. Territory
There can be no state without a fixed territory. People need territory to live
and organize themselves socially and politically. It may be remembered that
the territory of the states includes land, water, and airspace.
3. Government
It is the organization or machinery or agency of the State which makes,
implements, enforces, and adjudicates the laws of the state.
4. Sovereignty
It is the most exclusive element of the State. Without sovereignty, no state can
exist. The state has the exclusive title and prerogative to exercise supreme
power over all its people and territory. It is the basis on which the State
regulates all aspects of the life of the people living in its territory.

Forms of States
States come in a variety of forms that vary on who holds power, how positions
of leadership are obtained, and how authority is maintained. These are:
a. Authoritarian Government
Authoritarian governments differ in who holds power and in how
control they assume over those who govern. An example of this type is
Monarchy.
Monarchy is a form of government in which supreme power is absolutely lodged with an individual, who is the
head of the state, often for life or until abdication. The person who heads a monarchy is called a
monarch. Some monarchs hold unlimited political powers while many constitutional monarchies, such as the
United Kingdom and Thailand. Currently, 44 nations in the world have monarchs as head of state.
Totalitarianism is a political system that strives to regulate nearly every aspect of public and private life. It
theoretically permits no individual freedom and that seeks to subordinate all aspects of individual life to the
authority of the state. Modern examples of totalitarian states include the Soviet Union under Joseph Stalin, Nazi
Germany under Adolf Hitler, the People’s Republic of China under Mao Zedong, and North Korea under the Kim
Dynasty.
b. Oligarchic Government
An oligarchy is a form of government in which power effectively rests with a small-elite segment of society
distinguished by royalty, wealth, family, military, or religious hegemony. An oligarchy does not have one clear ruler,
but several powerful people who rule. One common example is theocracy.
Theocracy is a government by divine guidance or by officials who are regarded as divinely guided. Leaders are
members of the clergy, and the state’s legal system is based on religious law. Contemporary examples of
theocracies include Saudi Arabia, Iran, and the Vatican.

c. Democratic Government
Democracy is a form of government in which the right to governs is held by the majority of citizens within a country
or a state. The two principles of democracy are that all citizens have equal access to power and that all citizens
enjoy universally recognized freedoms and liberties. People can either become country leaders through electoral
process or elect leaders who represent the core values and beliefs. There are 99 democratic nations globally.
Examples of democratic nations are Philippines, Norway, New Zealand, United States of America, Canada,
Columbia, Italy, and South Africa.
Roles of the States
1. State provides security against external aggressions and war. For this purpose, the state maintains an army.
2. State ensures security against internal disturbances disorders and crimes. For this purpose, the state maintains
police.
3. State legally grants and guarantees the rights of the people.
4. The state issues and regulates currency and coinage.
5. State undertakes steps for the creation of necessary conditions for the socio-economic-politico-cultural
development of the people.
6. State grants citizenship and protects their interests and rights.
7. State conducts foreign relations, foreign trade and economic relations.
8. State secures the goals of national interest in international relations

Nonstate Institutions
Nonstate institutions are people and/ or organizations that participate in international affairs and relations but are
not affiliated with any state or nation. These nonstate institutions include the following: banks and corporations,
cooperatives and trade unions, transnational advocacy groups, and development agencies and international
organizations. These nonstate institutions are equally capable of influencing policy formation and implementation.

a. Banks
A bank is a financial institution licensed to provide several financial
services to different types of customers. Banks are in operation mainly for
their deposits and lending functions. Customers are allowed to deposit their money to banks which grow through
an interest rate. Banks also provide loans, with interest to customers who need money either for personal
consumption or for investment and businesses. Banks may be categorized into major forms such as commercial
banks and investment banks.

The two most well-known financial institutions that are activelyshaping the socioeconomic development
of the Philippines are the World Bank and the Asian Development Bank. They have been providing financial aid to
the Philippine government and various non-governmental organizations (NGOs) to facilitate their development
objectives.
b. Corporations
It is a form of business operation that declares the business as a separate entity guided by a group of officers
known as the Board of Directors. They were created by individuals, stockholders or shareholders, with the purpose
of operating for profit. They have all the legal rights of an individual, except for the right to vote and certain
limitations. They are given the right to exist by the state that issues their charter. Corporation example includes
General Motors Corporation an icon of American craftmanship, Apple Corporation as one of the famous tech
companies, Amazon Corporation founded by Jeff Bezos is the world’s leading eCommerce and innovation
company, Domino’s Pizza is a global food chain company delivering quality food worldwide.

Common Types of Corporations

A corporation can be created by a single shareholder or by multiple shareholders who come together to pursue a
common goal. A corporation can be formed as a for-profit or a non-for-profit entity.
• For-profit entities form most corporations, and they are formed to generate revenues and provide a return
to their shareholders, according to their percentage of ownership in the corporation. Examples: HBO in
partnership with the International Rescue Committee, Ford Motors and Lynda.com.
• Not-for-profit entities operate under the category of charitable organizations, which are dedicated to a
particular social cause such as educational, religious, scientific, or research purposes. Rather than
distribute revenues to shareholders, not-for-profit organizations use their revenues to further their
objectives. Human Rights Campaign is a very impressive example of using Facebook profile photos to
spread the word far and wide about the campaign. Greenpeace an environmental non-profit that used GPS
technology to inform the public about its cause.

Multinational Corporations (MNCs) are business organization that extends ownership, management, production,
and sales activities into several or more countries. MNCs are boon to the economic growth and development of
the states.

Checks out the big names of MNCs that are already exist in the Philippines:

• Google • HSBC
• Viber • Citibank
• Palo Alto Networks • Maersk
• Procter and Gamble • Hewlett Packard
• Thomson Reuters • Coca Cola Far East
• Accenture • Deutsche Bank

c. Cooperatives

Cooperatives are people-centers enterprises owned, controlled and run by and for their members to realize their
common economic, social, and cultural needs and aspirations.

Cooperatives are businesses governed on the principle of one member, one vote. There are several common types
of co-ops, including cooperatives owned and operated by:

a. The people working there (worker cooperatives);

b. The people buying the co-op’s goods or services (consumer cooperatives)

c. The people collaborating to process and market their products (producer cooperatives); and

d. Groups uniting to enhance their purchasing power (purchasing cooperatives)

Cooperatives play a critical role in building community wealth for several key reasons:
a. They often provide quality goods and services to areas that have been shunned by traditional businesses
because they are deemed less profitable

b. They typically invest in local communities

c. Since most cooperative members are local residents, business profits remain and circulate in the community

d. Cooperative membership builds social networks and strengthens social cohesion which are essential elements
of a strong, healthy communities by connecting diverse community residents

e. Purchasing cooperatives help small, local businesses remains competitive within markets dominated by large,
national retailers

f. Worker cooperatives create quality, empowering jobs for community members

d. Trade Unions/Labor Unions

Trade Unions are organizations formed by workers from related fields that work for common interest of its
members. They help workers in issues like fairness of pay, good working environment, hours of work and benefits.

They represent a cluster of workers and provide a link between the management and workers. The purpose of these
unions is to look into the grievances of wagers and present a collective voice in front of the management. It acts as
the medium of communication between the workers and management. Among these trade unions that exist in the
Philippines are the Federation of Free Workers (FFW), Kilusang Mayo Uno (KMU) and the Trade Union Congress of
the Philippines (TUCP).

Functions of Trade Unions:

1. Advocating for fairness and equality for workers’ compensations

2. Securing better working conditions for workers

3. Trade Unions will organize strikes and demonstrations on behalf of worker demands

4. Fight for social welfare for workers

5. Promote and advocate for education and proper training for workers

6. Advocate and fight the government for legislative protections of the workers

7. Promote and advocate for organizational growth and stability

8. Trade Unions act as representatives of workers in national and international forums

9. Involved in collective bargaining agreements and disputes with management to settle any conditions on
employment

10. Advising management on correct personnel policies and procedures.

11. Involved in collective and personal collective grievances between management and workers.

e. Transnational Advocacy Groups

Transnational Advocacy Groups (TAGs) play an increasingly important role in international and regional politics and
have contributed to changing policies of multilateral organizations and states. They are particularly visible in
contentious areas as human rights, environmental issues, international peace, and women’s rights. They have
specific roles to partake in that can be achieved through effective measures, case-specific methods, and
activities. TAGs serve as international catalysts for change, aiming to achieve international changes towards
policies and practices. The very essence of TAGS is the formation and development of their advocacies and
campaigns that represent causes, ideas, values, and beliefs. Human Rights Watch and Amnesty are active in the
human rights field. Oxfam and Save Children deal with humanitarian issues. Greenpeace and Friends of the Earth
represent environmental concerns.

f. Development Agencies

Development Agencies have been established to develop the cooperation between the public sector, private
sector, and civil society. These are organizations with specific aims and goals. The common denominator among
these organizations is the term development. These agencies concentrate on the growth, progression, and
advancement of specific concerns, which can be infrastructure or social institutions.

Types of Development Agencies:

An International Organization is an institution with membership drawn from two or more countries. Its activities
transcend national boundaries as it facilitates cooperation among its members in the performance of one or more
tasks. The international organization can be public or private. A public organization is an international government
organization (IGO) with states as its members. Prominent examples of IGOs are United Nations, the North Atlantic
Treaty Organization (NATO), the International Monetary Fund (IMF), European Union (EU), Association of Southeast
Asian Nations (ASEAN), and World Health Organization (WHO). A private organization has a membership of
individuals or groups and is an international nongovernment organization (INGO) that originate for reasons other
than politics such as International Criminal Police Organization (Interpol). INGOs may lobby or work regularly with
the government and IGOs.

Non-government Organization is a non-profit group that functions independently of any government. It serves the
social or political goals such as humanitarian and environmental causes. Most NGOs aim to promote the practice
of democracy among societies and social change through their initiatives and organizational methods. Many NGOs
have targeted their efforts toward population groups that tend to be underserved by governmental programs,
including women, the aged, physically and mentally disabled persons, the poor, and various social groups that
have been marginalized by virtue of race, religion, ethnicity, caste, and social class.

Interrelationship of Government and Non-state Institutions

Government rules society. This reflects how powerful government institutions can be. If nonstate institutions
interfere with the governing body, two possible things can happen:

1. Integration between these two institutions may take place to achieve precise solutions for development

2. Conflict and tension may also arise because one could exceed the other in terms of societal control and
influences (Penninx, 2013)

Definition of Education

Education is the social institution through which society provides its members with important knowledge,
including basic facts, job skills, and cultural norms and values (Macionis, 2012). Education is the acquisition of
knowledge, habits, skills, and abilities through instruction and training or through self-activity. It is systematic
training of the moral and intellectual faculties of the mind. It is the process of transmitting to the young, the vital
cultural heritage of a group.

Education in the Philippines

Education in the Philippines is managed and regulated by the Department of Education, commonly referred to as
the DepEd. It controls the Philippine educational system, including the creation and implementation of the
curriculum and the utilization of funds allotted by the national government. It also manages the construction of
schools, the acquisition of books and other school materials, and the recruitment of teachers and staff.

Before the Philippines attained independence in 1946, the country’s education system was patterned after the
educational systems of Spain and the United States. The Philippines, with exemption to other parts of the country,
were under Spanish rule for more than three hundred years while the Americans stayed for twenty-two years.

Spanish and the United States brought educational practices, which reflected their culture and ideologies. During
the Spanish time, the function of education was to inculcate moral and religious values. Religion was the core
curriculum, and the schools were used to spread Christianity. It mainly served the upper classes; thus, education
symbolized “social standing and prestige.” The educated class consisted mostly of ilustrados. When the
Americans came, education was focused on the development of new social patterns that would prepare the nation
for a self-governing democracy. The public institution was institutionalized to give every person the education
needed to participate in a self-governing democracy. The medium of instruction was English. However, after
independence, the country’s educational system changed radically.

Today, the government of the Philippines has been very active in tapping the educational system for the country’s
development efforts. With the adaptation of the K to 12 programs, it is hoped that the Philippine Educational
System is now responding to the demands of the economy for national development.
Types of Education

In general, there are three types of education, these are:

1. Formal education

This refers to the hierarchically structured, chronologically graded educational system from primary school to the
university, including programs and institutions for full-time technical and vocational training. 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:

a. Elementary Education

Elementary education involves compulsory, formal education primarily concerned with providing basic education,
and usually corresponds to traditional six grades or seven grades, and in addition, to preschool programs. Such
preschool education normally consists of kindergarten schooling but may cover other preparatory courses as well.

At the basic education level, the Department of Education (DepEd) sets overall educational standards and
mandates standardized tests for the K to 12 basic education system, although private schools are generally free to
determine their own curriculum in accordance with existing laws and Department regulations.

b. Secondary Education

Secondary education, public schools and private schools, 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 of junior high school and two years of senior high school.

c. Tertiary Education

Institutions of higher education may be classified as either public or private colleges or universities, and public
institutions of higher education may further be subdivided into two types: state universities and colleges and local
colleges and universities.

Most institutions of higher learning are regulated by the Commission of Higher Education (CHED). Colleges
typically offer 1 or more specialized programs while universities must offer at least 8 or more different
undergraduate degree programs in a wide array of subjects and at least 2 or more 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, with the largest, the University of the Philippines, receiving
a substantial amount from the annual budget. There are also several private tertiary institutions, sectarian or non-
sectarian as well as for-profit or not-for-profit.

2. Non-formal education

It refers to any organized educational activity outside the established formal system to provide selected types of
learning to a segment of the population.

As a concept, non-formal education emerged in response to the world crisis in education identified by Philip H.
Coombs in 1967, who argued that the formal education system has failed to address the changing dynamics of the
environment and societies. The skills that are needed to foster economic development are lacking due to an
untrained labor force that is not able to access formal education. Non-formal education enables a student to learn
skills and knowledge through structured learning experiences. A student learns his/her values, principles, and
beliefs and undergoes lifelong learning.

Example: Vocational Education

Accredited private institutions offer technical and vocational education. Programs offered vary in duration from a
few weeks to two years. On completion, students may take centrally administered examinations to obtain their
diploma or certificate.

Vocational colleges do not usually require an entrance examination. Only a record of high school education and an
enrolment fee are required.

3. Informal education

It is a lifelong process whereby every individual acquires from daily experiences, attitudes, values, facts, skills, and
knowledge or motor skills from resources in his or her higher environment. It offers alternative learning
opportunities for the out-of-school youth and adults specifically those who 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
varied interests, demographic characteristics, and socioeconomic origins and status. Its primary objective is to
provide literacy programs to eradicate illiteracy.

*Special Education

Special Education refers to the education of persons who are physically, mentally, emotionally, socially, or
culturally different from so called “normal” individuals, such that they require modification of school practices to
develop their potential. Special education provides distinct services, curricula, and instructional materials geared
to pupils or students who are significantly higher or lower than the average or norm.

SPED 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.

Functions of Education in the Society

As British sociologist Herbert Spencer explains, functions are important to be performed as they make the society
whole. If each function is working well, society attains progress. He lays down the functions of education as
follows:

1. Productive Citizenry

Education systems enable citizens to be productive members of a 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 non-formal education in the development of oneself and the society. Consequentially, it
is crucial for educational systems to adapt to the changing demands of the environment to efficiently capacitate
individuals.

Being a productive citizen requires critical thinking. One must have the ability to understand his or 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 or 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 or her environment.

2. Self-actualization

Education develops one’s sense of 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 weakness 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, to become everything that one is capable of becoming.”

The concept of Maslow’s hierarchy of needs is once that level is fulfilled the next level up is what motivates us, and
so on.
1. Physiological needs - these are biological requirements for human survival, e.g. air, food, drink, shelter, clothing,
warmth, sex, sleep. If these needs are not satisfied the human body cannot function optimally.

2. Safety needs - protection from elements, security, order, law, stability, freedom from fear.

3. Love and belongingness needs -the need for interpersonal relationships motivates behavior Examples include
friendship, intimacy, trust, and acceptance, receiving and giving affection and love. Affiliating, being part of a group
(family, friends, work).

4. Esteem needs - which Maslow classified into two categories: (i) esteem for oneself (dignity, achievement,
mastery, and independence) and (ii) the desire for reputation or respect from others (e.g., status, prestige). Maslow
indicated that the need for respect or reputation is most important for children and adolescents and precedes real
self-esteem or dignity.

5. Self-actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak
experiences.

However, through education, humans are empowered to experience and learn their true capacities that lead to
self-actualization. Humans also tend 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.

To others, education takes place both in and outside schools. It functions to preserve and transmit the culture. It
is, as Durkheim wrote: “the means by which society perpetually recreates the conditions of its very existence.”
Defined in the most general sense, education can occur anywhere, in any setting, through any experience. Thus
broadly conceived, education has the same meaning as socialization, the internalization of culture, and learning
human behavior.

Whether it takes place in or outside of the school system, education is of two kinds, formal and informal. Formal
education is imparted by direct instruction. Informal education comes about indirectly, the learner often unaware
that he is having a learning experience.

The primary function of education is the socialization of the new members of the society. The late president Ramon
Magsaysay aptly observed that “education is the greatest equalizer of opportunities” for everybody. Other most
important objectives of education are:

1) Teaching basic skills, such as reading, writing, and arithmetic.

2) Helping children develop skills in abstracting thinking and problem solving.

3) Transmitting the cultural heritage, from which individual may develop an appreciation of their society.

4) Communicating to children the basic value of the society.

5) Teaching the special aspects of the culture, such as art, music, literature, drama, science, technology, and
sports.

6) Teaching vocational skills that help individuals enter the job market.

7) Training citizens for life within the political system of their society.

8) Preparing children to live long and form meaningful relationship with other human beings.

Primary Education as a Human

Right Primary education is essential in the early stages of human life. Humans need education to enable them to
adapt to the dictates of their society. The United Nations Educational Scientific and Cultural Organization
(UNESCO) declare 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 a 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
government to fulfil their obligations both legal and political in regard to providing education for all of good quality
and to implement and monitor more effectively 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 powerful global actor that can mandate its member 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. 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.

The issue on education taps economical aspect of the society, as classism stands as a barrier to the social
development of humans. This also digs on the impact of social inequality, as a systematic oppression lies
especially on the lower class. They experience discrepancies in educational opportunities due to financial
problems.