CHAPTER 1

THE SCHOOL AS
AN AGENT OF
SOCIAL CHANGE
GROUP 1
BSED 2- ENGLISH
 CHAPTER 1: THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Social Changes and Challenges Brought by the 4th

Industrial Revolution

The concept of Fourth Industrial Revolution, according to

Davis (2016) builds on the Digital Revolution with cyber-
physical systems providing new mechanisms and allowing
technology to be embedded within societies and even the
human body. It is marked by emerging technology
breakthroughs in a number of fields including robotics,
artificial intelligence, nanotechnology, quantum computing,
biotechnology, internet of things, 3D printing and
autonomous vehicles (Bernard et al. 2016).
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Schwab (2016) describes how the 4th Industrial

Revolution is fundamentally different from the
previous three industrial revolutions. Accordingly,
these new and emerging technologies have great
potential to continue to connect billions more people
to the web, drastically improve the efficiency of
business and organizations, and help regenerate the
natural environment through better asset
management.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

We are facing a world transformed by technology,

in which the Internet, cloud computing, and social
media create different opportunities and
challenges in all social institutions and particularly
for the global education systems. Bernard (2016)
posits that the 4th Industrial Revolution provides
various opportunities to improve human
communication and conflict resolution.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

The Fourth Industrial Revolution brought significant social

transformation that created a new world economy characterized by:

a. Wider Employment Opportunities

b. Demand for Quality, Competitive and Flexible Workers
c. Globalization
d. Millennial Workforce
e. Mobility
f. Technological Advancement
g. New Behaviors
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

The 4th Industrial Revolution calls for the educational

system to develop graduates who are equipped with
knowledge and new skills and prepared for responding
to the various social challenges that may come. In order
to produce qualified graduates, the curriculum needs a
new orientation. The old literacies (reading, writing and
math), have to be strengthened as well as by adding the
new and emerging literacies, to produce qualified human
who can thrive in digital era.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Education should adjust itself to different social challenges and

demands. There are three literation that needs to be developed to
prepare graduates for this 4th Industrial Revolution:

1. Data Literation - the ability to read, to analyze, and to use

information in the digital world.

2. Technology Literation - The ability to understand mechanical

(system) work, to use the application of technology like (Coding,
Artificial Intelligence, & Engineering Principles).
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Education should adjust itself to different social challenges and

demands. There are three literation that needs to be developed to
prepare graduates for this 4th Industrial Revolution:

1. Data Literation - the ability to read, to analyze, and to use

information in the digital world.

2. Technology Literation - The ability to understand mechanical

(system) work, to use the application of technology like (Coding,
Artificial Intelligence, & Engineering Principles).
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

3. HUMAN LITERATION - Humanities, Communication, and Design. This

calls for development of leadership skills, social competence,
collaboration and teamwork, professionalism, and new sets of values
to be developed among students.

The school or the education system cannot isolate itself from the
demands and needs of the changing society. Schools and the education
system should be at the forefront of these social changes. People
should see schools as innovation hubs to solve human and social
issues. Schools should ignite peoples' imagination to be more creative
and innovative in creating a desired future for all the people.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

With the changes and challenges of the 4th Industrial Revolution, schools
need to revisit their academic programs and focus on what are essentials
skills that need to be learned for human beings to become productive and
enjoy the fullness of life. The World Economic Forum in 2016 identified
examples of these skills:

a. Complex Problem Solving

b. Innovation Skills
c. Critical Thinking
d. Creativity
e. People Management
f. Collaboration
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

g. Emotional Quotient
h. Decision Making
i. Negotiation Skills
j. Entrepreneurship
k. Cognitive Fluency

Activity 3: Using a concept map, identify strategies that

schools can adopt to respond to the needs of the
society.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Change Forces

Sergiovanni (2000, pp. 154-155) identified six

forces affecting changes in schools bure
Sergiou, personal, market, professional
schools, and democratic. Each of these forces is
influential in implementing changes in schools:
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

• Bureaucratic forces are rules, mandates, and other

requirements intended to provide direct supervision,
standardized work process, or standardized outcomes that are
used to prescribed change.

• Personal forces are personalities, leadership styles, and

interpersonal skills of change agents that could push for
changes to happen in school

• Market forces are competition, incentives, and individual

choice that are used to motivate change.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

• Professional forces are standards of expertise, codes of

conduct, collegiality, felt obligations, and other professional
norms intended to build professional community to compel
change

• Cultural forces are shared values, goals, and ideas about

pedagogy, relationships, and politics intended to build
covenantal community that is used to compel change

• Democratic forces are democratic social contacts and shared

commitments to the common good intended to build a
community that is used to compel change.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Due to these change forces, schools need to build internal

commitment to change and positive social
transformation, Internal commitment is an essential
contributor to school effectiveness. Internal commitment
means all faculty, administrators, and staff experience a
high degree of ownership and a feeling of responsibility
on the changes that they wish to happen. Teachers,
students, and staff must see their roles and
responsibilities in the changes that will happen.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Cooperation, collaboration, and open

communication is essential. Responding to the
different change forces requires empowerment of
every member of the school community. It also
requires ethical and moral leadership from school
managers and administrators. Furthermore, all the
members of the school must possess innovative
behaviors and creativity.
CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Based on the study of MacBeath, Boyd, Rand, and Bell (1995), there are six
indicators or an effective school that were also affirmed by Sergiovanni
(2000):

TABLE 1: Indicators of a Good School from Six Composite Perspectives

Pupil
• Pupils are nice to each other
• Everyone is treated fairly
• There is a friendly atmosphere
• Teachers control the classes but not too strict
• Teachers help you with things you are not good at
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Teacher

• Communication is good among all members

• Staff development is good
• The environment is good to work in
Pupils are happy and well motivated
• All pupils are helped to achieve what they are
capable of
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Management

• Pupils are safe

• All members of the school community work toward clear
objectives
• A high quality of information is given to parents and
visitors
• Rules are applied evenly and fairly
• All pupils are helped to achieve what they are capable of
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Support Staff

• Resources are good and up to date

• Classrooms are clean, warm, and comfortable
• Support staff are given credit for their
competence and contribution
• The environment is friendly and welcoming
• Staff development involves all staff
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

As an agent of social change, a school must set an example

of a good social institution. Schools need to model a
dynamic social organization characterized by the following:

• The school climate must be professional and friendly to

all;
• There must be a positive relationships among students,
faculty, staff, administrators, and stakeholders;
• The classroom atmosphere must be mentally and
emotionally engaging for learning;
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Leadership and Decision Making: In social systems of schools an important

aspect of leadership is the quality and systematic effects of functions and
behaviors of principals as leaders (Bozkus, 2014).
haracteristics of a Good School as an Agent of Social Change To effectively
serve as an agent of social change, schools need to evolve and be a

model of a good social institution. Reviewing the current literatures on the

characteristics

of a good school makes us conclude that good schools are generally

described as being learner-centered. Good schools make an effort to serve
all types of students by providing a good physical and socio-emotional
environment for all students.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

The Governance of Basic Education Act provided a way to enhance

the system of leadership and decision making process in the school.
Currently, principals are now the local executives in their schools.
They help to develop the vision and plans for improving the school
and for helping students improve their scholastic performance.
Annually, the schools are mandated to submit their annual school
improvement plan (SIP), which serves as the basis for their budget
and for evaluating their performance. Likewise, the teachers are
now empowered to develop innovations that will improve students'
achievement and performance.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Relationships: Social organizations like schools are

stemmed from interaction among people both
within and outside of the organization. Relationships
within school building and with the community are
essential elements of socialization and have a
significant impact on many vital processes (Bozkus,
2014).
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Activity 2: Identify the school traditions

as well as the culture in your college or
university.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Social Change and its Effect in the Educational System

Social change is a broad term and every society develops

and evolves in a unique way as influenced by various
social factors and events. Change is always happening in
every aspect of the society and it is inevitable. The
physical features of the society are always changing as a
result of economic developments. Human relationships
and Interactions and cultures also have changed as a
result of various social forces and events.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Many can observe that with the influence of technology and

advancements in science, we expen more change to happen in the
coming years. The future remains unpredictable due to these social
change forces.

In general, sociologists define social change as changes in the

human interactions and relationships that transform cultural and
social transformation. These changes over time and often have
profound and long-term effects for the society. The Fina Institutions
2025 Risk Index identified six megatrends that continues to shape
and influences our society.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

• Digitalization and technological

advances- Technological advancement
is impacting the finance industry as
new challengers are emerging and
growing customer expectations drives
significant IT infrastructure investment.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

• Demographic and behavioral changes - The

changing demographics, geographical, and
behavioral profile of customers are forcing
financial institutions to deal with divergent
customer expectations, and new customer
bases and workforces.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

• Global talent and skills race - Talent

capable of navigating a rapidly evolving
financial landscape will be required to
respond to increasing regulatory pressures,
a changing approach to risk management
and the emergence of new markets.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

• Business Operating Model pressures-

Regulation and the increasing cost of capital
is exerting pressure on business operating
structures, driving segmentation, and
disintermediation in the financial sector.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

• Regulatory changes and complexity-

Regulatory pressures arising from the
financial crisis have increased the cost of
capital, prompted large-scale divestment,
reshaped attitudes toward risk, and redrawn
the boundary between retail and wholesale
banking.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

• Changes in investment, capital sources and

returns- Non-bank financial institutions,
fintech companies, and new investors are
bringing fresh capital Into the sector while
banks meet capital requirements, manage
stress tests, and spend on compliance
upgrades.
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

These social changes, among others, demands that all

educational institutions at any must not only respond to
these changes but they must also evolve and be
changed

1. New ways of teaching and must be developed and

introduced

2. Instruction must focus on the holistic development of

every learners
 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

3. Technology must be utilized to improve access to

quality education

4. Curriculum must be progressive and innovative

5. Alternative learning system must be harnessed 5-

6. New literacies and skills must be developed

 CHAPTER 1 THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

• Teachers must be equipped with high level of technological,

pedagogical, content knowledge (TPCK)

8. Classrooms must be equipped with technology

9. New subjects and courses must be developed to respond to the needs

of the
society

10. Old disciplines must evolve to embrace new research and

developments in the field

11. Critical thinking, creativity, and innovation must be developed among

students