How Is Education Different From Schooling?

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How Is Education Different From Schooling
The difference between schooling, learning, and education Any discussion about the future of education has to first focus on the purpose of education. To do this, we must first distinguish between education, learning, and schooling. Here’s how I see the difference:

  • Learning : The cognitive process of acquiring new skills or knowledge.
  • Education : Knowledge acquired by formal learning and instruction.
  • Schooling : The process of being formally educated in a school (as opposed to self-study, online learning, private tutorship etc.)

Learning is a lifelong process. However, education and schooling are temporary. We undoubtedly need education. But I’m not entirely convinced we need schooling — especially in most schools as they currently are. Currently, it would not be an exaggeration to say that most people survive and succeed in life not because of but in spite of their schooling.

  1. We don’t need schools to get an education.
  2. The Purpose of Education
  3. In the words of Albert Einstein: “Education is what remains after one has forgotten what one has learned in school.”

The purpose of education ought to be this: to create compassionate and creative students who will help develop and sustain a just society where all individuals are able to live happy, fulfilled lives — as free from pain and suffering as possible. The goal of education should also be to ensure we achieve species-wide transcendence and bring about civilisation-level change so that we don’t repeat the mistakes of the past as we move forward into the 21st century and beyond.

  1. This ties in closely with Marc Prensky’s views on what the purpose of education ought to be.
  2. He says, “We educate our kids so they can better their, and our, world.
  3. Our children can be, and should be, improving their world — and improving themselves in the process — via a new approach that far better suits them and the needs of our future society.

From the very start of their education, we should be fusing ‘thinking skills’ and ‘accomplishing skills’ into an education with a direct, hands-on connection to the world and its problems.” Marian Wright Edelman Is an American activist for children’s rights.

She has articulated what is perhaps the best reason for educating our kids: “Education is for improving the lives of others and for leaving your community and world better than you found it.” If our children aren’t leaving schools being able to do this, then we must seriously question the kind of education we are offering them.

School is a ritual. In his 1971, book, Deschooling Society, Ivan Illich makes a powerful case against Schools. “School” is thought of as something that is indispensable. We have raised generations of people (parents, educators, students, politicians, and bureaucrats) to believe that without schools and a conventional education society will collapse.

Illich makes a compelling case to “deschool” society, wean our citizens off institutionalised, factory-style, pointless education, and start thinking of alternatives. Pupils are “‘schooled’ to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.

His imagination is “schooled” to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work.” We have been indoctrinated to believe the notion that only schools can offer education and that skills and knowledge acquisition are only reliable if it is done formally in a traditional school.
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What is the difference between education and schooling quizlet?

What’s the difference between education and schooling? Education is the social institution through which society provides its members with important knowledge including basic facts, job skills, and cultural norms and values while schooling is just formal instruction under the direction of specially trained teachers.
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What is the meaning of schooling?

Noun. school·​ing ˈskü-liŋ : instruction in school : education. : training, guidance, or discipline derived from experience. archaic : reproof.
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What then for you is the difference between being schooled from being educated?

The whole point of school is to become educated. Yet there’s a difference between being educated and being schooled. Here’s how Immanuel Kant, the great German philosopher, defined education. What can I know? What may I hope? What ought I to do?” Lastly, what is man? Immanuel Kant’s definition of education, we could trim all of those things down to meaning one thing.

  1. Understanding of self.
  2. Self-awareness.
  3. If you’re self-aware, you’re ahead of everything else because if you understand who you are and how you function, turns your creative juices on, you’re not going to spend the rest of forever trying to work out what it is that you’re supposed to be doing.
  4. And that’s the whole function of education is to become self-aware.

Let’s see if school fulfills that. Now, I’m not speaking from opinion. I’m speaking from the perspective of John Taylor Gatto was a school teacher for 30 years and then realized that the whole structure of the schooling system was really to create a docile, dependent, and disillusioned class of people.

  • You take a child at their most impressionable and you divide that child by age, by subject, by standardized testing and ranking them being smart or average or below average, and they get locked into that.
  • It creates envy, creates jealousy.
  • What does that do for anyone? Does that allow you to know yourself? Does that allow you to build self-awareness on how you can better yourself? If the answer for you is no, then clearly self-awareness is found through education and not through schooling and that’s the difference being schooled and being educated.

Schooled is going through the function of being divided by age, by subject, by definition of high, low, medium, whatever. And education is understanding yourself means your own level of worth. You don’t need to adapt to someone else’s map and that’s the whole reason why education exists.

  1. So you can create your map.
  2. Yet when you follow a system of when you’re segregated through so many means and then you’re placed in a box the school system has given you, how on earth do you create a map? If you look at every student that graduates from high school, majority of them have no idea what they want to do, and that’s the whole function of school.

Schooling is being boxed by all the little proliferations of how things are supposed to be because you need to act and be a certain way because that just makes it so much easier for industry and the world to be able to hire you eventually because you’ll be predictable.

  1. So that’s the difference between being schooled and being educated.
  2. Educated is a process of self-awareness that you develop and that you’re comfortable with developing.
  3. In John Taylor Gatto’s book of Weapons of Mass Instruction, he says, in over 30 years of teaching and understanding the curriculum of how school is taught, genius,

get this, genius is as common as dirt. And that’s not some fluffy thing to say. That’s not some feel-good throwaway comment to say. It’s a fact from a teacher who’s taught for 30 years. Horace Mann, who promoted public schooling in the 1800s, said himself to his financial backers, he called school the best jail.

By which he meant that the jail you sentence your mind to when you go to school is harder to escape than any other iron bars. So does that mean everyone should just leave school? Of course not. And does everyone mean they’ve got to blame everything that’s not working in your life on school? Of course not.

But here’s what it does mean. It means that there’s a certain percentage of people who really relate to school. They like the system of school, and they’ll be schooled really well and they’ll be the ones who do really good. Conversely, there’s a greater majority of students who don’t enjoy school.

I was one of them. But they try and adapt because that’s the only way you can survive because the school system is just one system. Because whether you’re good at school or you’re not good at school, the point is to build self-awareness. And how do you do that? How you do it tries many of these things.

Build the self awareness, build to understand yourself, how you are, what do you gravitate to? And you’ve just got to find what your outlet is. You’ve just got to find what is that thing that lights you up. But education is a lifelong learning. That’s the key to unlocking your full potential no matter what age.
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What is the purpose of schooling and education?

Is School for Getting a Job? – Not everyone has the opportunities or wants to go to college. Therefore, the purpose of school must be to give students the skills to get a job. This means that education is a way for anyone to support him or herself and economically contribute to society (Education).

Some of these skills are taught in many of the basic classes: reading, writing, and arithmetic. There is also vocational education, which is extremely important to the lives of students who do not enjoy academia. Just because a student does not like school does not mean that the school should ignore them.

It is the school’s responsibility to educate all students and prepare them for their future.
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Is education and schooling synonymous?

Education and Schooling: False Synonyms? by Quinn Welsh Webster’s Dictionary defines education as an “enlightening experience.” In almost all online dictionaries the first synonym listed for education is schooling. When discussing education it’s easy to fall into the trap of using these two “synonyms” interchangeably.

  • This is most likely due to the fact that education and schooling mean the same thing in the minds of many people.
  • Perhaps at one time these words did mean the same thing, or were at least very close in their meaning.
  • However, over time the so called educational process has strayed away from its true purpose.

I reject the notion that the words education and schooling are synonymous. It’s true that the purpose of our schooling should be to create an educated individual, but in my experience being schooled is not the same thing as being educated by any means.

  • For twelve years we sit at a desk and are told what to do, when to do it, and how things should be done.
  • And then it’s over, and just like that we have allegedly become educated adults capable of functioning in a society.
  • I would love to be able to say that my junior year experiences have induced some sort of profound change in the way I think about my own education and on educational institutions in America as a whole, but the truth is that my thinking really hasn’t changed all that much.

This is not to say that my thinking hasn’t changed at all, but generally my thought process is quite similar to what it was at the beginning of the year after we read and discussed Malcolm X and several other eye opening pieces about education. I’m still pretty idealistic in that I believe the purpose of schooling should be to create a critical thinker and a capable member of society who is informed about relevant issues and can make rational decisions.

  • Education should prepare kids for the real world and give them the skills necessary to make their own decisions and be successful in whatever path it is that they choose in life.
  • As Webster’s dictionary puts it, education should be an enlightening experience.
  • I think all schools aim to do this, but often times grades and standards get in the way of the real purpose of education.

The school I attend is a great school system with tremendous opportunities for learning and achievement, but like most education systems even our school system is flawed to some extent. If there’s one thing I have learned over the years, and especially this year, it’s that grades can really defeat the purpose of education as students obsess over numbers and letters instead of actual learning.

Mark Twain once said “I never let my schooling interfere with my education.” Twain believes that there is a significant distinction between a person’s schooling and their actual education, and sometimes school systems get in the way of real growth and learning. In Twain’s novels the protagonists that he creates such as Tom Sawyer and Huck Finn often find little to no use in schooling, and learn everything that is of value to them through their experiences in society.

Twain alludes to the idea that kids are often better off not going to school at all and learning from their own experiences. Although I do believe schooling is absolutely vital in the development of children, I tend to agree with Twain’s distinction between the words schooling and education because in my experience being educated is more than just learning arithmetic or science and scoring well on tests.

Someone who is truly educated after being schooled for twelve years should ideally be able to think for themselves and be an informed participant in society. It’s imperative that education encourages individuality and the ability to evaluate the world around you without someone else telling you what to do or what to think.

However, instead of teaching these critical skills and real world applications most schooling systems teach kids to memorize enormous amounts of content so that we they can spew it out on a quiz or test the next week, and then forget everything they have just learned.

Unfortunately, if we’re just memorizing facts and numbers, we can’t possibly hope to also improve the skills that are vital to our development such as thinking critically and being able to problem solve. Education should teach kids to challenge themselves and focus on mastering essential skills and material.

I myself am still a culprit of obsessing over my grades and GPA in all of my courses, so I know that this idealistic view of education is hard to achieve. The primary motivation of many students like myself is to get the best possible grades while taking challenging courses so that we can stand out to colleges.

We are told to take multiple college level courses each year, and we are expected to balance this workload with our excessive number of extracurricular activities and busy lives outside of school. I took four AP classes in both semesters of my junior year, and now reflecting on this I decision I see it as a mistake.

Although I performed well in each of these classes, I was only really able to focus and truly get something out of my learning in certain classes. I found that taking eight classes resulted in me doing the minimum possible amount of work I had to do in certain classes to achieve a desirable grade because it was the only way I could balance my tremendous work load and extracurricular activities.

  • If I had the time or resources I’m sure I would have spent far more time studying content and skills at a more in depth level in each of my classes, but it just wasn’t feasible with my schedule.
  • Students don’t tend to take the educational risks or challenge themselves in a way that they really should with loaded schedules and the overwhelming incentive of grades.

Without grades students may actually choose to challenge themselves in their studies and work to become truly educated on subjects that are of importance or are of interest to them. What I really enjoyed about our English class this year in particular is that there are basically no grades to worry about.

  • Unlike any other class I have taken in the entirety of my schooling, the absolute focus each and every day is not on an upcoming quiz or test or some sort of graded assessment.
  • The focus of each quarter is to improve our skills of reading closely, thinking critically, and communicating effectively.
  • Even without graded assessments being administered regularly there is still focus on grades to some extent because of the quarter grade, but overall grades are not stressed in this class.

I can honestly say I might have put more effort and work in developing my learning in this class than in any other subject I took this year, and yet the constant incentive of grades and standardized tests was not there. If I put this much focus in developing my course skills into every course I’ve ever taken then I would probably look back after I graduate and feel that I had been truly educated.

  1. This course was a strange environment to adjust to at first, but I think the concept of a class with no grades is certainly a great idea that should be implemented in more subject areas.
  2. Twain certainly had a point when he made clear the distinction between education and schooling, because the two words don’t necessarily mean the same thing.

Ideally in the future school systems will be able to close this gap completely so that schooling and education become synonymous. In a perfect world public school systems would produce all students who are fully educated and ready to think and function as individuals in society by the time they are graduated.

  • Although this goal is lofty, there could certainly be improvements made in all schooling systems nationwide to produce more educated graduates who have mastered the ability to think critically and problem solve.
  • With more opportunities to take courses that have few or no grades students can focus more on developing the essential skills of a member of society instead of focusing on a numeric value attached to an assessment.
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We live in a democracy, which means that we the people have tangible power to shape our society and impact the quality of life that future generations of Americans will have. The democratic system puts a tremendous amount of trust on we the people to elect officials who will represent the needs of society and to make important decisions.

This inalienable right is bestowed upon Americans with the trust that we are educated citizens who are capable of making competent, rational decisions that will help the future of our nation. This is why education matters, and this is why we need to close the gap between the meaning of the words “schooling” and “education”.

We may never perfect our school systems, but if we continue to focus less on grades and more on developing real world skills and understandings we can create a more educated and capable society and we can build a better future for this country. : Education and Schooling: False Synonyms?
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How does schooling differ from education sociology?

Schooling refers to time spent in formal educational institutions. Education refers to the sum total of knowledge acquired while enrolled in various formal institutions, including primary and secondary school.
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What are the three types of schooling?

There are three main types of education, namely, Formal, Informal and Non-formal. Each of these types is discussed below.
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What is the opposite of schooling?

We have listed all the opposite words for schooling alphabetically. confusion. abashing. abashment. addling.
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Is schooling the same as learning?

Schooling is not the same as learning By: Nancy Palacios Mena Professor in the Faculty of Education Universidad de los Andes For a long time, it has been shown that simply going to school does not mean that children will learn. This should be fundamental; however, it is not the case for many education systems throughout the world.

  • For example, the results of applied tests given to Colombian students have demonstrated that after eleven and thirteen years of schooling, the intended outcomes have not been achieved and students have deficiencies in reading, writing, mathematics, and other areas.
  • This is, in fact, one of the main concerns established in the World Bank’s 2018 World Development Report, which was recently presented in the Universidad de los Andes,

“Throughout the world, hundreds of millions of people become an adult without being equipped with the most basic skills that they need to be able to get on in life. Many of these have gone to school, but they still do not have the necessary skills to correctly count the change after making a purchase, read the doctor’s instructions, or understand what an election campaign is promising.

  • They are even less able to have a rewarding career or educate their children,” states the report.
  • Shortcomings in teachers and school director’s training and motivation, inefficiency in the design and implementation of education public policies, continuing with inefficient teaching methodologies, and the poverty in which many families are living are some of the main reasons that many schoolchildren are not achieving the expected learning outcomes.

Faced with this situation, there have been many theories that have advocated ending with schooling as it is today and replacing it with alternatives such as using technology or home-schooling. But these alternatives do not themselves guarantee better learning outcomes if the social and economic situation does not guarantee access to one or the other.

  1. If this is the situation, then the best option is to reform the school system we have rather than abandoning it.
  2. However, this requires the commitment of and decisions to be made by multiple actors that together will establish the following: robust public investment that is well used for the education sector; the guarantee of recruiting the highest-quality teachers and directors, fair pay, ongoing training, and a stimulation system that helps to keep the teacher motivated; implementing pedagogical strategies that continuingly promote better learning outcomes, the end of politicking, and the guarantee that technical professionals will be kept on who have broad knowledge in the education sector in the entities that are in charge of education.

These are just some of the urgent actions necessary to make sure that going to school means learning. Finally, without denying the importance that the other factors mentioned have, one of the conditions that lead to results in the classroom is both teachers and educational institutions being committed to their work and dedicated to making important changes to teaching.

  • When there is clear determination to leave behind the traditional form of teaching, that is essentially characterized by the student’s passive role, it becomes a challenge for the teacher themselves to continuously demand more from the student.
  • The goal is that year-by-year the students achieve much more complex structures of thought and understanding and knowledge that is more sophisticated, pertinent, and that has more meaning.

In other words, the objective is to guarantee the construction of knowledge. : Schooling is not the same as learning
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Which is better home schooling or a face to face education?

The Advantages of Face to Face Learning in the Classroom You’ll be able to concentrate harder on your learning because there’ll be less distraction than if you were at home. You may feel more comfortable and learn more easily in a familiar, traditional classroom situation.
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Does education really make a difference?

10. Introducing Empowerment – Education is the key to turn a weakness into a strength. It offers different tools and ways to understand problems that lay ahead of us and helps resolve them. More importantly, education provides us with considerable mental agility to make the right decisions and spring into action when needed.

Many types of research show that educated women can more easily stand up against gender bias and marital violence as they have improved their decision-making capabilities. Whether it is about respect, a higher position in society and a professional environment, financial security, family stability, education provides all of these and much more.

Home stability provided by owning your own home helps children who grew up in their own houses or apartments become more successful. They are more likely to graduate high school (25%) and finish college (116%). “Education is the most powerful weapon which you can use to change the world,” as Nelson Mandela said.

  • It helps people become better citizens, get a better-paid job, shows the difference between good and bad.
  • Education shows us the importance of hard work and, at the same time, helps us grow and develop.
  • Thus, we are able to shape a better society to live in by knowing and respecting rights, laws, and regulations.

Learning languages through educational processes helps interact with different people in order to exchange ideas, knowledge, good practices. It teaches us to live in harmony. Are you ready to give back? Help the families from your community that need it the most.
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What are the 4 purposes of schooling?

How Is Education Different From Schooling “I never let schooling interfere with my education.” – Mark Twain Follow this link to read about a Common School Movement Why do we have schooling in America? The function of schools can be divided into four major themes: Intellectual : Schools provide intellectual growth.

Political & Civic : Land of the Free, Home of the Brave — this doesn’t transcend from one generation to the next automatically. Economic: Do you want to grow the GDP? Social: Probably one of the most undervalued, yet critically important to life-long success — can you work on a team or be a leader? These skills are honed in the K12 classroom.

As you think about the four basic purposes of school: academic (intellectual), political and civic purposes, socialization, and economic purposes, what do you think? Which one (or more) do you find as primary purposes of schooling in your own personal philosophy?
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What is the relationship between school education and society?

The Relationship between Education and Society (7040 Words) Read this article to learn about relationship between education and society! Society may be viewed as a system of interrelated mutually dependent parts which cooperate (more or less) to preserve a recognisable whole and to satisfy some purpose or goal.

  1. Social system refers to the orderly arrangement of parts of society and plurality of individuals interacting with each other.
  2. Social system presupposes a social structure consisting of different parts which are interrelated in such a way as to perform its functions.
  3. Image Courtesy : media.licdn.com/mpr/mpr/p/1/000/21d/0f9/03716e6.jpg To perform its functions every society sets up various institutions.

Five major complexes of institutions are identified: familial institutions, religious institutions, educational institutions, economic institutions and political institutions. These institutions form sub-systems within social system or larger society.

Education as a Sub-System: Education is a sub-system of the society. It is related to other sub-systems. Various institutions or sub-systems are a social system because they are interrelated. Education as a sub-system performs certain functions for the society as whole. There are also functional relations between education and other sub-systems.

For example, Education trains the individuals in skills that are required by economy. Similarly education is conditioned by the economic institutions. The effectiveness of organised activities of a society depends on the interaction and inter relationships of these institutions which constitute the whole.

Now we will examine the role of education for the society and the relationship between education and other sub-system of society in terms of functionalist perspective. The functionalist view of education tends to focus on the positive contributions made by education to the maintenance of social system.

Emile Durkheim says that the major function of education is the transmission of society’s norms and values. He maintains that, “society can survive only if there exists among its members a sufficient degree of homogeneity; education perpetuates and reinforces this homogeneity by fixing in the child from the beginning the essential similarities which collective life demands”.

Without these essential similarities, cooperation, social solidarity and therefore social life would be impossible. The vital task of all society is the creation of solidarity. This involves a commitment to society, a sense of belonging and feeling that the social unit is more important than the individual.

Durkheim argues that to become attached to society the child must feel in it something that is real, alive and powerful, which dominates the person and to which he also owes the best part of himself. Education in particular the teaching of history, provides this link between the individual and society.

  • If the history of his society is brought alive to the child, he will come to see that he is a part of something larger than himself, he will develop a sense of commitment to the social group.
  • Durkheim argues that in complex industrial societies, the school serves a function which cannot be provided either by family or peer groups.

Membership of the family is based on kinship relationship, membership of the poor group on the personal choice. Membership of society as a whole is based neither of these principles. Individuals must learn to cooperate with those who are neither their kin nor their friends.

The school provides a context where these skills can be learned. As such, it is society in miniature, a model of the social system. In school, the child must interact with other members of the school in terms of fixed set of rules. Drawing on Durkheim’s ideas, Talcott Parsons argues that after primary socialisation within the family, the school takes over as the ‘focal socialising agency’.

School acts a bridge between the family and society as a whole, preparing the child for his adult role. Within the family, the child is judged and treated largely in terms of ‘particularistic’ standards. In the wider society the individual is treated and judged in terms of ‘Universalistic’ standards.

  • Within the family the child’s status is ascribed, it is fixed by birth.
  • However, in advanced industrial society, status in adult life is largely achieved.
  • Thus, the child must move from particularistic standards and ascribed status of the family to universalistic standards and achieved status of adult society.

The school prepares young people for this transition. Schools operates on meritocratic principle, status is achieved on the basis of merit. Like Durkheim, Parsons also argue that the school represents society in miniature. By reflecting the operation of society as a whole, the school prepares young people for their adult roles.

As part of this process, schools socialise young people into the basic values of society. These values have important functions in society as a whole. Finally, Parsons sees the educational system as an important mechanism for the selection of individuals for their future role in society. In his words, it “functions to allocate these human resources within the role structure of adult society”.

Thus, schools, by testing and evaluating students, match their talents, skills and capacities to the jobs for which they are best suited. The school is therefore seen as the major mechanism for role allocation. Like Parsons, Davis and Moore see education as means of role allocation.

  1. But they link the educational system more directly with the system of social stratification.
  2. According Davis and Moore social stratification is a mechanism for ensuring that most talented and able members of society are allocated to those positions which are functionally most important for the society.

High rewards which act as incentives are attached to these positions which means that all will win through. The education system is one important part of this process. Scholars have also analysed the relationship of education and society in terms of ‘Marxian perspective’.

  • Chief among them are Louis Althusser, Samuel Bowels and Herbert Gintis.
  • According to Althusser, a French philosopher, as a part of the superstructure, the educational system is ultimately shaped by infrastructure.
  • It will therefore reflect the relations of production and serve the interests of the capitalist ruling class.

For the ruling class to survive and prosper, the reproduction of labour power is essential. He argues that the reproduction of labour involves two processes. First, the reproduction of the skills necessary for an efficient labour force. Second, the reproduction of ruling class ideology and the socialisation workers in terms of it.

  1. These processes combine to reproduce a technically efficient and submissive and obedient work force.
  2. The role of education in capitalist society is the reproduction of such a work force.
  3. Althusser argues that the reproduction of labour power requires not only reproduction of its skills, but also, at the same time a reproduction of its submission to the ruling ideology.

The submission is reproduced by a number of ideological State Apparatuses”, such as mass media, law, religion and education. Ideological State Apparatus transmit ruling class ideology thereby creating false class consciousness. Education not only transmits a general ruling class ideology which justifies and legitimates the capitalist system.

  1. It also reproduces the attitudes and behaviour required by the major groups in the division of labour.
  2. It teaches workers to accept and submit to their exploitation, it teaches the agents of ‘exploitation and repression’, the managers, administrators and politicians, how to practise their crafts and rule the work force as agents of ruling class.

Like Althusser, the American economists Bowels and Gintis argue that the major role of education in capitalist society is the reproduction of labour power. In particular, they maintain that education contributes to the reproduction of workers with the kind of personalities, attitudes and outlooks which will fit them for their exploited status.

They argue that social relationships in schools replicate the hierarchical division of labour in their work place. It can be stated here that education performs certain role for the society. At the same time education is also conditioned by the social structure. Society crates educational institutions such as schools, colleges and universities to perform certain functions in accomplishing its end.

The educational system may be viewed as a part of the total social system. It reflects and influences the social and cultural order of which it is a part. The class system, the cultural values, the power structure, the balance between individual freedom and social control, the degree of urbanisation and industrialisation all these factors exercise a profound influence on school system of any society.

  1. Functional Relationships between Education and other Sub-Systems: What are the functional relationships between education and other sub-systems of society.
  2. Many functionalists have argued that there is functional relationship between different sub-systems.
  3. For example there is a functional relationship between education and economic system.

Skills and values learned in education are directly related to the way in which the economy and the occupational structure operate. Education trains the individuals in skills that are required by the economy. Similarly, education is also influenced by economy.

  1. Throughout the twentieth century, the rapid expansion of the tertiary occupation in industrial societies has produced an increasing demand for clerical, technical’, professional and managerial skills.
  2. Education reflects these changes in the economy.
  3. In this context Halsey and Floud argue that, the educational system is bent increasingly to the service of the labour force.

This can be seen from the steady increase in the school leaving age, the increasing specialisation of educational provision and the rapid expansion of higher and vocational education. Various institutions or sub-Systems – familial, political, economic, educational institutions – may be viewed as a ‘whole cluster of institutions’.

  • These institutions are social system because they are interrelated.
  • A social system reveals a balance between its parts which facilitates its operation.
  • Occasionally it may reveal imbalance, but it tends towards equilibrium.
  • In a changing society the interdependence of social institutions has a good deal of significance, to quote Ogburn and Nimkoff, for a change in one institution may affect other institutions”.

For example, when a country changes its Constitution, the change is never confined to its political institutions. Corresponding changes take place in economic relationships, in the educational system, in the class structure and so on. All the social institutions would be in balance, each being adjusted to other, forming a single unified scheme.

  • Social Origins and Orientation of Students and Teachers: Education is a social concern.
  • It is a social process.
  • Its objective is to develop and awaken in the child those physical, intellectual and moral states which are acquired of the individual by his society as a whole and the milieu for which he is specially destined.
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It is the significant means of socialisation. The function of education is to socialise the young by imparting to them norms and values, culture and heritage, and to provide them with skills and placement. This is traditionally, the accepted role of education.

In the West, for long, literacy was not considered essential for all. It remained confined to the priests, ruling classes and to commercial class. The education imparted was literary and religious. The valuation of education was not very high. In the Indian social milieu, education has been traditionally given significant importance.

Education has been given greater prominence in India than in Western or Islamic societies or in China. Referring to eighteenth century education in France, Helvelius observed that men “are born ignorant, not stupid; they are made stupid by education.” In England, where, there did not exist a well organized education system, there were the public schools for the higher strata of the society.

But in these schools, “nothing worked except flogging.” In our country too, education suffered great fall and decline down the centuries. Eighteenth century, witnessed the total disruption of educational system. The British introduced their “own language gradually and eventually the language of public business throughout the country.” In fulfillment of the provisions of Charter Act 1833, the resolution of Governor General’s Council, provided that education be imparted in English ‘alone’.

In this Macarlays’ aim was, “to form a class who may be Indian in blood and colour but English in tastes.” It ultimately arrested Indian intellectuality, alienated the educated from their mooring and gave to the society an educational system not representing the educational personality.

  • The modern industrial society with its advance technology, division of labour, job differentiation, assumes a general standard of literacy.
  • It cannot carry on with handful of education and mass illiteracy.
  • The technological advancement has necessitated the re-orientation of education.
  • The environmental effect of the education of child is now given special stress and attention.J.W.B.

Douglas, in The Home and the School has specially developed this aspect of child education. “The advantages which first children have over latter siblings in Douglas’s study, are best understood in terms of the greater degree of attention and responsibility which most first children are likely to receive from their parents as well as the greater responsibilities they have to shoulder.

Likewise, children from smaller families generally have higher educational attainment, since they are also likely to receive more parental attention than children in large families.” “Focussing on parental attention in this way helps us understand why apparently unconnected factors all tend to work in the same direction.

They also affect the child’s behaviour at school as well as within the home. The amount and quality of child-adult interactions influence the development of the child’s linguistic capacity, e.g., the range of his vocabulary. Likewise, the child’s own interest in schooling, as distinct from that of this parents, and his sense of being at ease when at school, are affected both directly and indirectly by his awareness of the importance and value his parents explicitly and implicitly place on schooling.

“The family itself thus constitutes a learning situation for the child. Nor is the child simply ‘moulded’ by the family environment. He or she is an active agent who has to learn to interpret that environment Consequently, when considering the effects of the home on educational attainment. It is not enough to see this simply as the result of the occupation and education of the parents.

Family insecurity, for example, is not only produced by poverty but also results when professional parents with busy lives spend little time with their children. Resentments built up through such family interactions may undermine the good intentions of parents to help their children perform well in school”.

In USA, there does not exist a national system of education. It is not a Federal subject. It is left entirely to the care of the local administration. There, therefore, exists diversity of institutions and of standards. Even within the same State, educational standards and the quality of schools varies.

The American elementary and high school education is comprehensive, and in the schools are conducted commercial, vocational and college preparatory programmes. There are schools, which exclusively conduct college preparatory courses. In England, there are elementary schools for the working class, Grammar schools for middle class children, and public school education, for the children of the upper class.

This pattern has remained more or less unchanged, since long time. The Education Act of 1944, did not bring about any change in this differentiation. There is, however, effort being made to bring about the changes in the system, to develop comprehensive school system. Education in our country under the British Raj did not make much progress.

In 1939, literacy did not cover more than 10 per cent of the population. Since independence much extension has been given to education and literacy. Efforts are afoot to extend education both at the primary and adult levels. In the five decades since independence much advance has been made in education at secondary, college and university levels.

Under the new pattern Ten plus Two system at the secondary and senior secondary levels, emphasis is now being laid on vocational and technical education. In the traditional society, teacher was taken to symbolise the best in social values. He was accepted as a moral authority. But this position has now undergone a distinct change.

Teacher in an educated society is not the only person who can be said to have intellectual competence and school too is not the only institution to impart education. The normative aspect of education is not attended to. In fact it has remained neglected.

  1. The emphasis in learning is on the accumulation of knowledge or acquiring a qualification, vocational or otherwise.
  2. Equality of Educational Opportunity: The equalisation of educational opportunities is essentially linked with the notion of equality in the social system.
  3. In a social system if all the individuals are treated as equal, they get equal opportunities for advancement.

Since education is one of the most important means of upward mobility, it is through an exposure to education one can aspire to achieve higher status, position and emoluments. But for getting education he must have equal opportunities like other members of the society.

The need for emphasising the equality of opportunity in education arise due to number of reasons. Some of these reasons are enumerated below:(a) It is needed because it is through the education to all the people in a democracy; the success of democratic institutions is assured.(b) The equality of educational opportunities will ensure rapid development of a nation.(c) A closer link between the manpower needs of a society and the availability of a skilled personnel will develop.(d) People with specialised talents for specialised jobs in a large number will be available and the society will be benefited.

A society which hold high promise of “Equality of status and of opportunity” for all and assures” the dignity of individual and the unity and integrity of the Nations”, has to attend to the mass spreading of learning much in the interest of creating the appropriate ground work for the social advancement.

  1. Education is supposed to eliminate social and economic inequality.
  2. The relationship between education and inequality is a result of the historical particulars of the educational system.
  3. There are two factors in this (1) the available opportunities which structure individual choices and (2) the social and economic process which structure individual choices while the above factors point out that the educational system is a product of the social structure it must be remembered that it is not a one-way process because the educational system itself and the values it stands for influences individual decisions.

Educational Inequality: The major problem with respect to the equality of educational opportunity is the perpetuation of inequalities through education. It is through a system of education in which elite control is predominant that the inequalities are perpetuated.

In an elite controlled system the schools practise segregation. This segregation may be on the basis of caste, colour or class etc. In South Africa schools practise segregation on the basis of colour. Equality of educational opportunity is more talked about, than really believed. In all modern industrially advanced countries there is the total inequality of educational opportunity.

Educational opportunities for a child are determined by his family, class, neighborhood consideration. A comprehensive school system free from these considerations is the demand all over the world. There is a move to this effect in U.S.A., France and Britain, and among the East European countries, especially in (Zechoslovakia, Yugoslavia and Sweden, where comprehensive school system is followed.

But the movement is comparatively weak in Britain and France. The size of the family and the parental attitude makes a lot of difference to the educational career of a child. The educated parents give due attention to the education of the children. The family influence determines the educational goal of the children.

Inequality of educational opportunity also occurs due to the poverty of a large section of the population and the relative affluence of small minority. The poor cannot pay the fees and their children do not find chances of continuing in schools. Children from the families that cannot provide the economic support and other perquisite, suffer badly.

From this group, there is the maximum number of dropouts. Education and social status have close connection. Social class position includes income, occupation and life style. These have impact on the upbringing of the child. In the U.S.A. “Negros make up a disproportionately high percentage of school dropouts and their educational level is below that of whites.

Under the segregated schooling that long prevailed in the United States, officially in the South and informally elsewhere, Negroes received an inferior education. Racially segregated schools have simply been poorer schools and children in these schools are not given the same opportunity to learn to the same level as white schools.

The neighborhood environment has much to do with the education of the children. Low income families concentrate in the inner city, live in old and decaying houses. Families with similar level of income, and similar vocation live in neighborhood. This sort of inequality is found everywhere in the West. The residential segregation is a factor that produces class structures.

Neighborhood has its impact on the school, and on the peer group. The attitude of the teacher has much to do with education of the children. The very real measurable differences between middle class and lower class children in tests, as well as the differences between white and Negro children, are to be accounted for, not by innate differences in ability, but by differences of cultural exposure and bearing opportunities.

The children in rural areas studying in poorly equipped schools have to compete with the children in urban areas where there are well-equipped schools and more informative environment for getting admission to the schools for higher bearing on professional colleges. In Indian situation educational inequality due to sex is also very much visible.

Girls’ education at all stages of education is not given the same encouragement as boys. The social customs and taboos hinder the progress of girls’ education. They are given inferior position in the family and their education is neglected. Educational inequality is due to the system itself and also on account of conditions prevailing in society.

  1. It is multi-sided affair and is continuing both in developed and developing societies.
  2. In many societies it finds expression in the form of public schools.
  3. Some of the societies including our own, run public schools which provide much better education than the type of education provided by State run and controlled educational institutions.

The education in the former institutions being much costly as compared with the latter and admission obviously open to only few privileged. This creates educational inequality in its own way. It is a paradox that education which should be the catalyst of change very often reflects the structured inequalities present ‘in the social system.

It is really strange that education aimed at social transformation reflects the structured inequalities in our social system. Education is supposed to eliminate social and economic inequality. Educational institutions are in a sense closed systems since opportunities that elite has for excellent educational system is not available for the unfortunate masses.

Obviously this system breeds inequality of opportunities. In many cities there is a definite status hierarchy in primary education and to a large extend, the choice of a primary school determines career opportunities. Top priority is given to English medium schools sponsored by missionaries since they offer the best education.

  1. Next in the hierarchy are non-English medium schools run by religious organisations and charitable trusts.
  2. At the bottom of the hierarchy are the schools run by the Government.
  3. Naturally the choice of English medium schools is the forerunner for lucrative and prestigious careers for a particular segment of society.

Various State Governments provide primary education free of cost, but since such education is in regional language medium, where the standard of instruction is on par with that of private-school’s the rates of drop-outs are high in such schools. We have at present a stratified society and a stratified pattern of schooling and they compete each other.

  1. Dual system of education has to be done away with through legislation and thereby evolve a common pattern of schooling to build a strong and unified democratic system in India.
  2. Educational privileges must reach down to the poor and particularly it should benefit members of the Scheduled Castes.
  3. Rapid expansion of education among women is achieved although they are still at a disadvantage compared to men.

To some extent education has proved to be a source of social mobility for the depressed groups. Education is a double-edged instrument which can eliminate the effects of socio-economic inequalities but it can also introduce a new kind of inequality. Education can influence the process of social change among the weaker sections of society.

Persistent and planned efforts by the Government and voluntary agencies will go a long way toward elimination of educational inequalities. Education as Medium of Cultural Reproduction, Indoctrination: The enduring function of education is the cultural reproduction. It has been recognised to be its main role.

It is by education that the newborn is initiated in the social ways. It transmits culture to him. At the early stages the aim is to introduce the child to the normative order of his group. In the traditional society kinship group worked for the child to this end.

  • In complex modern industrial society of the West, this work is undertaken by specialized agencies such as school.
  • In traditional society, cultural reproduction may take place by oral teaching of heritage and culture; history and legend, and in a practical way by participating in the celebration of festivals.

One may at a successive stage be introduced to culture through books. Yet one may not be in a position to appreciate it. It is only after one has been initiated and motivated that one gets cultivated in the cultural ways. As indicated above it is a lifelong educational process.

But in present time’s family, school and teachers are no longer the only institutions that influence the growing generations. The movies, radio, record industry, and the television are strong instruments to impart education. Their appeal is direct. But these are not bound to any normative standard. Their basic standard is the marketability.

The cultivated morality is challenged; established values are disregarded; mockery is made of humility and decency. With the disregarding of the traditional values, the growing children find themselves like the waves in the boundless sea, and the older feel to have been left high and dry.

“Perhaps nothing disturbs the basic function of cultural transmission by the institution of education as does this growth of a mass media that is not normatively regulated, and indeed that has not been consciously assigned such a function within the society. It throws into critical relief the whole issue of whether the culture is to be transmitted effectively within the frame work of recognized institutions or whether a disparate set of unlinked and unregulated structures and processes are to carry out competitive even contradictory cultural transmission, and whatever unanticipated consequences.” The role of education as an agent of the transmission of culture is thus diminishing.

It is becoming a specialized process. Indoctrination: Education is a process of indoctrination. It has been so and it shall remain so. A child is trained in the accepted values to fit in the social milieu. The training of child has been such down the ages.

Education and the class room have been used for the perpetuation of the values, beliefs and faith in East and West alike. Pulpit throughout the Christiandom, has been the great instrument of indoctrination. Ecclesiastical order, which for long controlled the education, had generally been fanatic. They had vested interest in perpetuating fanaticism.

The French Marxist philosopher Louis Althusser, held that school has always been used as an ideological apparatus. “The ruling ideology thus determines the dominated culture of society, influencing what is taught in school and universities and determining through education and the mass media what types of thought and language are seen as normal and are ‘rewarded’ by society.” In France the Third Republic took church to be its worst enemy, since in the church schools was conducted anti-republican propaganda.

  • Gambetta observed, “Clericalism, that is our enemy.” This position was further elaborated by Premier Waldeck Rousseau, a follower of Gambetta.
  • He said that the real peril was the growing power of religious orders of monks and nuns and from the character of the teaching given by them in the religious schools they were conducting.

They were doing their best to make the children hostile to the Republic. In 1902, Combos, the successor of Waldeck Rousseau observed. “Clericalism is, in fact to be found at the bottom of every agitation and every intrigue from which Republican France has suffered during the last thirty five years.” The present day educational institutions are not free from it.

  • But the role of education in India was regarded humanist.
  • In ancient Indian schools, emphasis was laid on pure values.
  • It is worth quoting.
  • The aim of learning are settled to be Sraddha (faith), Praja (progeny), dhana (wealth), ayuh (longevity), and amritatva (immortality).
  • Education and Social Change: Education is considered the most powerful instrument of social change.
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It is through education that the society can bring desirable changes and modernise itself. Various studies have revealed the role of education in bringing about social changes. The relation between education and changes in social structure has been examined in rural contexts.

  1. Allen R. Holmberg and Dobyns jointly as well as separately reported the Vicos action research project.
  2. The project was a study of the role of enlightenment in social development.
  3. The findings of this project were that education became enmeshed in wider social changes as knowledge became the means to status and effective participation.

It was also found that the most modernised citizens in the community were the youngsters, who had attended school. In another study by Daniel Lerner, it was found that the key to modernisation lies in the participant society, i.e. one in which people go to school, red newspapers, participate politically through elections.

It is important to note that literacy not only proved to be key variable in moving from a traditional to a transitional society but also the pivotal agent in the transition to a fully participant’ society. The studies of Philip Foster in Ghana and Edward Shils in India have also revealed the role of education in social change.

According to Foster it was formal Western Schooling in Ghana that created a cultural environment in which innovations could take place. Shils making a study of the intellectuals in India came to conclusion that if there is to be any successful bridging in the gap between tradition and modern societies, it is the Western educated intellectual who must perform the task.

  • James S. Coleman, Foster, Lipset and many others have shown that education plays a very vital role in political change.
  • It is held that political development is largely dependent on education.
  • It provides the skills required by modern political bureaucracies, in many emergent nations it has provided a common language, it helps to recruit elite and provides a central force in movements for independence.

It may be said that social change may be brought about by political situation, economic development, technological development etc. By whatever mans the change may be brought about; education always plays an import role in its propagation. The political situation may lead to democratic or totalitarian form of Government.

The changes in keeping with the form of the government in the society can only be brought about through education. Even the acceptance of the form of Government by the majority will be dependent on how it is being educated. The economic growth leads to social change. It is however, education which leads to economic growth.

The development in science and technology are also dependent on education. Education is a ‘condition’ for economic change. It is an important means of attaining economic standard of society. It is essential for the economy. Change in the educational system result in social and economic changes, greater social mobility and more skilled and well-trained manpower for technologically based industries.

  1. Education has been playing in important role in getting occupations which are key determinants of general social status.
  2. Therefore, the schools are agent in realisation of the desire for upward mobility.
  3. The schools are instrumental in transforming the occupational structure as well as class structure.

In most developing countries education is regarded as the ‘gateway’ to an improved social status. Education increases political awareness and political participation of the people. This brings about wider political changes with the increasingly organised participation of the people in national politics.

  • Education is expected to contribute to ‘progress’.
  • In modern societies educational organisations act as innovators.
  • These organisations disseminate new knowledge and ideas and promote the processes of social change.
  • According to Alex Inkeles, different levels of education have different levels of effects.

In the developing countries primary education is enabling the people to do things they would never have been able to do before. Basic literacy brings a society into world. Higher education is not only an aid for individual development, but also for the all-round development of the society.

  1. In addition, university student’s movements have often been the major force demanding social change in many societies.
  2. In China, India, Japan, America and many other countries students agitation have resulted in vast changes.
  3. In some cases, the students movements are found to discredit, transform or topple governments.

As Drucker has pointed out, “highly educated man has become the central resource of today’s society and the supply of such men are the true measure of its economic, military and even its political potential”. Modern Education changes our attitude and values.

  • It affects our customs, traditions, beliefs and manners.
  • It removes our superstitious beliefs and irrational fear about the supernatural things.
  • Now education aims at imparting knowledge about science, technology and other secular knowledge.
  • It has been universally acknowledged that through the promotion of education modern values in social, economic, political and cultural fields can be inculcated.

Education has contributed to the improvement in the status of women. So far as the importance of modern education is concerned, according Inkeles, it helps them in moving away from traditionalism to modernity. It has helped them to seek employment and to come out of the family.

To conclude, education is the driving force behind the phenomenon of social change. The role of education as a factor or instrument of social change and development is universally recognised today. Education can initiate and accelerate the process of change by changing the attitude and values of man. It can change man and his style of living and hence can change the society.

But education follows social changes. Changes in education take place due to the impact of social changes. Changes in content and methods of education become a necessity for education to be relevant and effective. When changes occur in needs of the society.

  • Technology and values of society, education also undergoes changes.
  • Society has various needs and these need are subject to change.
  • The changing needs of the society bring changes in the educational system.
  • It means that educational changes occur because of social needs and aspirations.
  • Universal education, adult education, vocational and scientific education are the various forms and varieties of education which have been brought about by the needs of modern Indian society.

Many changes occur in education because of cultural changes. To conclude, education and social change are very intimately related. They influence each other mutually. Education and Modernisation: Modernisation denotes total transformation of traditional or pre-modern society into the types of technology and associated social organisation that characterise the advanced economically prosperous and relatively politically stable nations of the West.

Modernisation is defined as a conscious set of plans and policies pursued by the leaders or elites of developing countries for changing their societies in the direction of modern developed societies. Modernisation is the process of transforming the old traditional societies and nations to modernity in the fields of economic, technological, industrial and social advancement.

It is to bring a less advanced nation at par with the advanced country. It is the result of the growing recognition of the need for global harmonisation in the larger interests of humanity. The process modernisation is viewed as one time historical process which was started by the Industrial Revolution in England and the political Revolution in France.

  • Modernisation first occurred in the West through the twin process of commercialization and industrialisation.
  • Early in the twentieth century Japan, the first Asian country, joined the race for industrialisation.
  • Latter U.S.S.R.
  • As well as other countries tried to achieve different degree of modernisation.

The process is to be viewed as an all-in-all process but not a compartmentalised one. Hence, technical, economic, social, industrial and political orders are to be changed radically. Modernisation takes place in different spheres – political, economic, social and educational.

Industrialisation, urbanisation, secularisation, rapid growth of transport and communication, educational revolutions etc. are the steps in the progressive direction of modernisation of a nation. Modernisation involves not only changes at structural level but also fundamental changes at the personal level, a change in modes of thinking, beliefs, opinion, attitudes and action.

Several interacting transformations are involved in the process of modernisation. Education is a great force in modernisation. It plays a crucial role in various spheres of modernisation. Education has been recognised as the most important factor connected with rise and growth of modernisation process of a society irrespective of cultural milieu in which it finds itself.

  1. It has been universally acknowledged that through the promotion of education, modern values in social economic, political and cultural fields can be inculcated.
  2. Rationality and scientific temper being the preponderant characteristics of modernisation can be acquired through constant learning.
  3. Emphasis has been given on education as an instrument for social reconstruction and modernisation.

It is particularly the Western education that enabled many to develop and inculcate the sense of modern outlook. Such an evidence was visible enough when India was under British rule. It was educated population who took the leadership and contributed in bringing many policies and programmes that were sought after before the British.

  1. They inculcated the values of patriotism, nativism, humanitarianism only through education and these ideas were employed as tools against the British.
  2. Highly productive economies, distributive justice, people’s participation in decision-making bodies, adoption of scientific technology in industry, agriculture and other professions are accepted as the goals of for modernising a society.

These goals are to be achieved through education. Education prepares the mentality of the people to accept changes. It creates conducive environment for modernisation. By promoting democratic values and progressive attitudes in the people, education makes them capable to participate and strengthen the process of modernisation.

It teaches them to fight against social evils, blind beliefs and superstitions. Education is not only aid for individual development, but also for the all-round development of society and the country. It helps for the development of the qualities of an individual such as mental and emotional makeup as well as his temperament and character.

For the individual it provides rational and scientific thinking, reasoning, skills and capabilities to adjust to new situations. Modern education helps people in moving away from traditionalism to modernity. Education is considered the most powerful instrument of modernisation.

It is through education that the society can bring desirable change and modernise itself. Learner says that the key to modernisation lies in the participant society; that is one in which people go through school, read newspapers, are in the wage and market economy, participate politically through elections and change opinions on matters of public business.

The importance of education as an instrument of modernisation needs no special reiteration. Similarly, none can deny the fact that modernisation has its significance to education. They influence mutually. There is a close relationship between education and modernisation.

Modernisation takes place in educational sphere for the effectiveness of education in a society. This involves change in content and methods of education. Modern society is characterised by very rapid and extensive changes. In such a changing society, education aims at communicating empirical knowledge, that is knowledge about science, technology and other types of such specialised knowledge.

In -keeping with the demands of changing society, there has been a corresponding transformations in the contents and methods of instruction. The inclusion of heavy study materials on modern science and technology into the syllabus makes it imperative that course of study on classical language and literature should be abridged or altogether drooped.

  1. In educational sphere, modernisation involves growing specialisation of educational roles and organisations, growing unification and interrelation of different educational activities within the frameworks of one common system.
  2. According to S.N.
  3. Isenstadt, “perhaps the best starting point for analysis of the characteristics in the educational institutions in modern societies is the pattern of demands for and the supply of educational services that tended to develop with modernisation.

In the field of demand we can distinguish between the demand for ‘the products’ and the ‘rewards’ of education. Among the most important products of education are, first, various skills, be they general skill such as of occupations or more specific professional and vocational skills, the number of which has continually increased and become diversified with growing economic, technical and scientific development.

“A second major product of education is identification with various cultural, socio-political symbols and values and relatively active commitment to various cultural, social and political groups and organisations.” The supply side of educational services also become greatly diversified. According to him it includes the supply of manpower to be educated at different levels of educational system and adequate motivation and preparation for education and it includes the supply of various schooling facilities -schools at different levels, ranging from kinder garden to universities, of technical personnel (greatly dependent on fluctuation in the labour market) and of various facilities for the maintenance of such institutions and organisations.

Education plays a crucial role in the process, of modernisation in various fields and modernisation in these fields really enhances the evolvement of education technically which calls for in great need for imparting modern education and for producing capable and resourceful manpower.
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What are the similarities and differences with learning and education?

Key Differences Between Learning and Education – Now that you have a complete idea of what is learning and what is education. Here is a complete list of the difference between learning and education:

  1. Learning is a process that results in relatively long-lasting changes in the individual’s behaviour by way of training and experience. On the other hand, education is a systematic process of imparting or gaining knowledge, developing the basic skills of reasoning and judgement and preparing an individual to live a matured and mannered life.
  2. Learning is a natural or coincidental process, i.e. a person learns many things daily and that is not purposeful. In contrast, education is deliberate in the sense, that one has a clear idea of the fact that they are being educated by enrolling on that particular course or going to that particular institution.
  3. Learning can take place with or without any guidance. However, in the case of education, the presence of a guide, teacher or instructor is a must.
  4. While learning is elicited by intrinsic motivation, education requires extrinsic motivation.
  5. Learning is a process wherein the learner links new experience to the old one as well as make room for and absorb new ideas in his/her mind, so as to regulate future actions. On the contrary, Education can help in bringing certain desirable changes in the behaviour of the student.
  6. Education is a systematic process in the sense that it is provided through a planned and formally designed curriculum by the experts, through the educational institution. Conversely, learning is unsystematic, i.e. one can learn by simply observing and connecting the experiences.
  7. Learning is a life long process, this means that there is no age bar to learn something, i.e. even at the age of 90 one can learn how to cook, or how to sing or how to play ludo. But in the case of education, people of different age groups can enrol themselves at the educational institution, to receive an education.

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What is the relationship between education school and curriculum?

Education is a process of using the curriculum. Education is how you receive the information and apply the content or curriculum. Education usually involves instruction from someone e.g. a teacher, professor. The teacher takes the curriculum and uses it to inform the student through different teaching strategies.
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What is the relationship between education and knowledge?

Here are the difference between knowledge and education: –

  • Education and knowledge are two different things. is what you know, while education is how you learn it. Knowledge is the facts and information that you can recall or use. Education is how we acquire knowledge.
  • Education grows with age. You learn new things every day, and those new things become part of your education. Knowledge has no such predefined growth rate—you can gain understanding at any point in your life, and it stays with you forever.
  • Another difference between knowledge and education is that knowledge is a familiarity with a subject gained through experience or study. It’s a body of information acquired through research and analysis, including facts, concepts, principles, laws, and theories about a particular subject or area of study.
  • Education involves imparting knowledge to others using study and training, while knowledge is primarily gained through experience. The distinction between education and knowledge is not always clear-cut, as there is some overlap between the two concepts depending on one’s point of view.
  • Knowledge is just the facts of something, whereas education is the understanding and appreciation of those facts. For example, you can have a lot of knowledge about the solar system—you know all of its planets, how they move around the sun, what they’re made of—but that doesn’t mean you understand it or appreciate it.
  • Knowledge and education are two different things. While knowledge comes from your own experiences, education comes from other people’s experiences. For example: if you have a personal computer, you know to use it. You might be able to type and navigate around the screen, but that doesn’t mean you are educated in the subject matter of computers. If you wanted to get a job as a computer technician, you would need to go through schooling and learn hardware and software fundamentals.

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