Test 1 – Mock Essays
1. Social Functions of Education – Critically Discuss:
There are currently four social functions of education that exist within the schooling systems,
namely: Socialisation; Selection, training and allocation; Change and innovation; and Social and
personal development. Social functions of education are roles performed by the educational
institutions (teachers) to mould the individuals (learners) for a variety of social roles that are
expected by society. Society regulates the behaviour of its members and enforces conformity to its
norms.
The first function, socialisation, is where teachers provide each new generation with the rights, roles
and responsibilities that they ought to know before entering the real world. They are considered the
expectations that society prefers to adhere to. As a teacher, conflict arises where there are several
interest groups that coexist with different opinions and beliefs to that of the schools. Although
teachers are educating the youth on becoming a social being, they must be cautious not to take
away the learner’s individuality, culture and beliefs in the process. If a Muslim learner is enrolled in a
Christian school, the teacher’s main goal is not to change that religion to conform to the school’s
ethos, but rather to ensure that the learner is able to socially integrate into society in a democratic
manner. Conversations must always be kept open - no learners should be excluded.
The second function, selection, training and allocation, involves education’s role in helping society
select positions in an economy according to an occupational framework. Education therefore
provides learners with the credentials or opportunity to be selected. Unfortunately, equality of
educational opportunity is not standardised throughout a country, especially in developing countries
such as South Africa. Low resourced schools are at a disadvantage regarding education and
technology compared to high resourced schools, and therefore do not always receive the same
occupational placement opportunities as learners from high resourced schools. The problem
presents itself where the disadvantaged population of South Africa are then unable to uplift
themselves due to the inequality of opportunity, and the cycle continues throughout their
generations. For this reason, the family’s income, class and education level predisposes future
generations into a certain occupational direction.
The third function, change and innovation, relates to the expansion of knowledge frontiers and
adapting to rapidly changing environments. As knowledge is expanded and adapted, society looks to
schooling to solve societal problems, such as housing and water shortages, racism, sexism, gender-
based violence, and various other issues. However, when change is introduced, it threatens existing
patterns and the nature of the change itself may seem controversial. In South Africa, there is
currently a .9% growth rate, which therefore means that there is not enough knowledge of
innovation to justify change. Unfortunately, politics in South Africa is a representation of our inability
to innovate.
The fourth (and last) function, social and personal development, introduces learners to the
expectations of the world beyond their family. In their family, the learner is loved and accepted, but
once in the outside world, the learner is exposed to formal, judgmental secondary relationships that
govern and force assessments of the learner’s strengths and weaknesses. School functions as an
abridged form of society with similar structures and rules, and a classroom is where a child learns to
be disciplined within a social setting, and to strive for collective goals.
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