Outcome-based education
laws, methods, and procedures)
 a process of curriculum design, teaching,
learning and assessment that focuses on
what students can actually do after they
are taught.
William Spady
 basic tenets of OBE were advanced by
the American Sociologist.
 defines OBE as a comprehensive
approach to organizing and operating an
education system that is focused on and
defined by the successful demonstrations
of learning sought from each student
Commission on Higher Education (CHED)
defines OBE as an approach that focuses
and organizes the educational system
around what is essential for all learners to
know, value and do to achieve a desired
level of competence at the time of
graduation.
Four Basic Principles of OBE
1. Clarity of Focus About Outcomes -
Learners are certain about their goals and
are always given significant, culminating
exit outcomes.
2. Designing Backwards - Using the major
learning outcomes as the focus and
linking all planning, teaching and
assessment decisions directly to these
outcomes.
3. Consistent, High Expectations of
Success - Helping students to succeed
by providing them encouragement to
engage deeply with the issues they are
learning and to achieve the set of high
challenging standard.
4. Expanded Opportunity - Developing
curriculum that caters to individual needs
and differences allowing every learner to
progress in his/her own pace.
FOUR MAJOR COMPONENTS that 2E-2A
Instructional Model communicates text
information and learning activities
Engage: Input Phase
 Presentation of authoritative and
research-based inputs of both
declarative and functional knowledge
(facts, concepts, theories, principles,
Explore: Processing of input through
interactive activities that will draw students
to:
 provide explanations and feedback
 analyze and critique input knowledge
 add new information
Apply: Application Tasks
 Activities/questions/situations requiring
analytical, critical, and creative
application of the input
Assess: Formative and Summative
 Varied forms of assessment methods
and styles that are aligned to the ILO
Four Learning outcomes in OBE
 Institutional Intended Learning
Outcomes (IILO) - what the graduates
of the university/college are supposed
to be able to do.
 Program Intended Learning
Outcomes (PILO) - what graduates
from a particular degree program
should be able to do
 Course Intended Learning
Outcomes (CILO) – what students
should be able to do at the completion
of a given course
 Intended Learning Outcomes (ILO)-
what students should be able to do at
the completion of a unit
THE SCHOOL AND SOCIETY
Intended Learning Outcome
 Establish a comprehensive analysis of
society as a context for developing and
establishing school
Society
 It is large group of interacting people in a
defined territory, sharing a common
culture.
 It is a large group of people who live
together in an organized way, making
decisions about how to do things and
sharing the work that needs to be done.
 All the people in a country, or in several
similar countries, can be referred to as a
society: a
 classless/multicultural/capitalist/civilized
society.
School
 an organization that provides instruction
such as :
- an institution for the teaching of
children
- an institution for specialized higher
education often associated with a
university
- an establishment offering specialized
instruction
 a group of persons who hold a common
doctrine or follow the same teacher (as in
philosophy, theology, or medicine) the
Aristotelian school
Schooling
 instruction in school : EDUCATION
 training, guidance, or discipline derived
from experience
 the cost of instruction and maintenance at
school
 the training of a horse for service
especially : the teaching and exercising of
horse and rider in the formal techniques of
equitation
Sociology
 It is the study of the relationships between
people living in groups, especially in
industrial societies.
 It is a social science that studies human
societies, their interactions, and the
processes that preserve and change
them. It does this by examining the
dynamics of constituent parts of societies
such as institutions, communities,
populations, and gender, racial, or age
groups.
 It also studies social status or
stratification, social movements, and
social change, as well as societal disorder
in the form of crime, deviance, and
revolution.
Sociology of Education
 Starts with the perspectives or theories
that provide a framework to search for the
questions and perspectives about the
system of education
 Theoretical perspective
– helps in answering different questions to
be inquired by researchers
- provides new perspective on education
- attempts to explain why things happen,
why and how different phenomena are
related to each other
Why do we need to study sociological
perspectives?
 To have insights into different ways on
how sociology helps teachers understand
the challenges in the field of education
today
MAJOR THEORETICAL PERSPECTIVES IN
THE SOCIOLOGY OF EDUCATION
FUNCTIONALIST THEORY (structural –
functionalism, consensus, or equilibrium)
 PROPONENT- Talcott Parson
 MAJOR CONCEPTS
- Focuses on the positive functions
performed by the education system
such as creating social solidarity,
teaching skills necessary for work,
teaching core values, and role
allocation.
- Starts with the assumption that
education is an institution, to facilitate
the stability of society which
emphasizes interconnectedness by
focusing on how each part is
influenced by the other.
- Happens through passing on society’s
culture through which a new
generation of children acquire the
‘central’ norms, values and culture of
their society.
 IMPLICATION TO EDUCATION
- Established relationship between
schools, institutions and society which
must fulfill necessary societal functions
to produce stability.
- Education needs to be systematic as a
whole to avoid being non-operational.
- School’s main function is to prepare
students to acquire basic knowledge,
skills, and values for future
employment.
 - Basic functions of school for
socialization: teaching children to
become members of society; teaching
children to be productive members of
society; selection and training of
individuals for positions in the society,
and promoting change and innovation.
CONFLICT THEORY
 PROPONENT- Karl Marx and Weber Marx
 MAJOR CONCEPTS
- Focuses on issues of contention,
power, and inequality, highlighting the
competition for scarce resources;
focuses on culture as a social product.
- It questions the functionalists
pertaining to the assumptions that
schools are ideologically and politically
neutral and that school functions are
based on the merit that each learner
has the capacity to efficiently improve
his or her own Focuses on issues of
contention, power, and inequality,
highlighting the competition for scarce
resources; focuses on culture as a
social product.
- It questions the functionalists
pertaining to the assumptions that
schools are ideologically and politically
neutral and that school functions are
based on the merit that each learner
has the capacity to efficiently improve
his or her own ability to meet the
demands and standards of the society.
- Believe that the educational system
reinforces and perpetuates social
inequalities that arise from differences
in class, gender, race, and ethnicity.
- Marx contended that schools give a
false set of ideas and beliefs to
students in terms of education quality.
Many believe that there is equality and
chance of having quality education.
 IMPLICATION TO EDUCATION
- Society’s competing groups the
“haves” and the “have-nots,” were in a
constant state of tension, which could
lead to the possibility of struggle.
- Quality education has a set of
standards of what is acceptable to be
at its. This gives the notion that
inequality in terms of what they may
become and could get from their work
is also expected.
- Students are labeled to be achievers
and non-achievers according to their
status in society.
- Those who are more privileged to
have better resources for learning and
achieving more are given what they
really need to develop their skills and
be competent, while, those who are
not capable or less fortunate ones are
not given the right learning
opportunities that limit their abilities to
what they are only provided with.
SYMBOLIC INTERACTIONIST
 MAJOR CONCEPTS
- Focuses on how people share
symbols and construct society as a
result of their everyday interactions.
- Examines what teachers and students
“do” in school; they question even the
most commonplace, taking for granted
actions and interactions, things most
people do not question.
- Uses cultural symbols, such as words
and non-verbal body language and
gestures during interaction. Through
this process, people develop a sense
of self and create a reality with others.
 IMPLICATION TO EDUCATION
- Focuses on how people share
symbols and construct society as a
result of their everyday interactions.
- Examines what teachers and students
“do” in school; they question even the
most commonplace, taking for granted
actions and interactions, things most
people do not question.
- Uses cultural symbols, such as words
and non-verbal body language and
gestures during interaction. Through
this process, people develop a sense
of self and create a reality with others.
SOCIOLOGY OF EDUCATION:
CONTEMPORARY THEORIES
CULTURAL CAPITAL THEORY
 PROPONENT- Pierre Bourdieu
 CONCEPTS
- It refers to cultural practices, including
dress and mannerisms, language
patterns and expressions, and
knowledge of the world derived from
life experiences such as visits to
museums, all of which provide
knowledge of class culture of the
school.
 IMPLICATION TO EDUCATION
 - Delved into education’s influence on
stratification and social class, trying to
reconcile the influences of social
structures on the subjective
experiences of individuals.
- Used by schools to reproduce
inequality both in the interactions and
in the structure of education.
SOCIAL CAPITAL
 PROPONENT- James S. Coleman
 CONCEPTS
- It refers to the social resources
students bring to their education and
future involvement in school or
community. It results in building of
networks and relationships students
can use as contacts for future
opportunities.
 IMPLICATION TO EDUCATION
- Used to explain the role of schools in
reproducing social class.
CODE THEORY
 PROPONENT- Basil Bernstein
 CONCEPTS
- Refers to organizing principles used by
members of a social group which
reflects and shape the assumptions
we hold about our relationship to a
certain group.
 IMPLICATION TO EDUCATION
- People learn their place in the society
by the language codes they use. The
codes come to symbolize social
identity.
- Language codes aid in the social
reproduction of class and differences
in power.
FEMINIST THEORY
 PROPONENT- Harriet Martineau, Jane
Adams
 CONCEPTS
- With no single feminist theory, feminist
theorists echoed the need to “hear”
other voices in the education system,
in particular, women’s voices, and to
pay more attention to the situation of
women.
 IMPLICATION TO EDUCATION
- Led to the examination of educational
policy and how it affected girls,
women, their future opportunities.
SOCIETY AND SCHOOL: IT’S LINKAGE
 Reflection of others- the linkage that
connects society and the school
 Schools are considered as pillars of
culture.
 Society has been defined as the "web of
social relationships," which is the key to
understanding human behavior and the
various institutions in it.
 Education is considered as the foundation
of a society that helps in the achievement
of social prosperity, political constancy
and economic wealth.
EMILE DURKHEIM
 French Sociologist
 emphasized the role of the education
system in the preservation of society and
culture.
INFLUENCE OF SOCIETY TO EDUCATION
PROCESS
 Sociocultural Influence
- The education process developed
from society's social structure, social
norms, and values system is the result
of human society's goal to transfer
surviving cultural content from one
generation to the next.
 Economic Aspects
- Equality of opportunity assumes that
society is comprised of a hierarchy
with desirable, superior, and inferior
positions
 Political Conditions and Its Influence
- The state's nature, its political parties,
along with its ideology and policy,
steer the nature of education system
and its policy in society
KEY CONCEPTS THAT ARE TRANSMITTED
TO THE YOUNGER GENERATION
 authority of elite culture
 gender disparity
 other sociocultural feature
PIERRE BOURDIEU the student providing them an array of
activities and experiences.
 French sociologist
 viewed education as a perpetrator of the BASIC ROLES OF SCHOOLS
dominant class culture. SOCIALIZATION
 He called this phenomenon "cultural - process of creating a social self,
reproduction." learning one's culture and learning the
rules and expectations of the culture.
- This is one of the most important roles
of school.
PRESERVATION AND PROMOTION OF
CULTURE
PAULO FREIRE - For the school to uphold and develop
valued principles or beliefs, practices,
 Brazilia Educator and even of morals and ethics, it
 observed that the teaching process, supports and protects them with the
method, and language ca make a progression of time.
difference between the oppressors and
the oppressed. ROLES OF SCHOOLS (KHAN BABA)
Transmission of Cultural Values
Social Agreeableness
KARL MARX Civic Training
Promotion of Democratic Values
 German philosopher and political theorist Development of Abilities
 considered the economy the basic Fulfillment of National Aims
structure for getting power and dominance Character Building
in society Propagation of Civilization and Culture

SOCIAL ROLES OF EDUCATION/ ROLES OF

NAZI GERMAN EDUCATION SYSTEM SCHOOLS (PUJA MONDAL)
Development of Personality
 schools were designed to influence
Social Control
children and get them unquestioningly Social Integration
accept Nazi doctrines. Determination of Status
Provides Route for Social Mobility
Social Development
FUNDAMENTAL ROLES AND FUNCTIONS OF
SCHOOLS

SCHOOL
 Old English: scol - "place of instruction
 Latin: schola - "intermission of work,
leisure for learning; learned conversation,
debate, lecture, meeting place for
teachers and students, place of
instruction; disciples of a teacher, body of
followers, sect,"
 Greek: shole- "spare time, leisure, rest,
ease; idleness; that in which leisure is
employed; learned discussion," also "a
place for lectures, school."
 is defined as an educational institution
designed to provide learning spaces and
learning environments for the teaching of
students under the supervision of
teachers.
 A school is an institution created to
enhance the processes of socialization
and education. It builds the personality of