Outline three functions that the education system performs for society.
AQA
A Level
2024
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Outline: Functions of the Education System
This essay will explore three key functions of the education system, considering both functionalist and Marxist perspectives. The functions will be considered in terms of their impact on individual and societal development.
1. Social Solidarity and the Transmission of Values
Functionalist theory argues that education plays a vital role in maintaining social solidarity. This is achieved through the:
- Transmission of shared values and norms: Schools impart a sense of national identity through the teaching of history, culture, and civic education. This promotes a shared sense of belonging and social cohesion.
- Development of social skills and cooperation: Education fosters social skills like communication, teamwork, and respect for rules, which are essential for functioning in a society.
However, Marxist theorists argue that this transmission of values is biased towards the interests of the ruling class. They claim that schools perpetuate existing inequalities by reinforcing dominant ideologies through the curriculum and hidden curriculum.
2. Role Allocation and Meritocracy
Functionalists see education as a mechanism for role allocation, ensuring that the most talented individuals are placed in positions of responsibility. This is achieved through:
- Meritocratic principles: The education system is seen as a fair and impartial system that rewards individual effort and ability. It allows individuals to achieve success based on their own merit, regardless of their social background.
- Selection and differentiation: Through exams and qualifications, schools identify and select individuals for appropriate roles in a complex division of labour. This ensures that the economy is adequately staffed with skilled workers.
Marxist theorists argue that role allocation is not purely meritocratic. They point out that:
- Cultural capital: Children from privileged backgrounds possess greater cultural capital, giving them an advantage in education. This allows them to access better jobs and perpetuate existing class inequalities.
- Hidden curriculum: The hidden curriculum transmits attitudes and values conducive to maintaining the existing social hierarchy, reinforcing class differences.
3. Secondary Socialisation and the Development of Individuals
Functionalist theory suggests that education plays a crucial role in secondary socialisation. Schools act as crucial socialising agencies, teaching children:
- Universalistic norms and values: Schools impart universalistic principles of behaviour such as punctuality, obedience, and respect for authority, which are necessary for functioning in a modern society.
- Individual skills and knowledge: Education equips individuals with the skills and knowledge they need to participate in the workforce and contribute to society.
Marxist theorists acknowledge the role of education in socialisation but argue that it serves the interests of the ruling class. They point out that:
- Ideology and control: Schools teach children to accept the existing social order and perpetuate capitalist ideology, which serves to maintain class inequality.
- Reproduction of inequality: By reinforcing existing power structures, schools contribute to the reproduction of class and gender inequalities.
Conclusion
The education system performs a range of functions for society. Functionalist theory highlights the positive contributions of education in fostering social solidarity, role allocation, and individual development. However, Marxist theory critiques the education system as a tool for reproducing social inequalities and maintaining the dominance of the ruling class. It is essential to consider both perspectives to understand the complex role of education in shaping individual lives and the nature of society.
The Functionalist Perspective on Education
Functionalists view society as a complex system with interconnected parts that work together to promote solidarity and stability. They see education as an essential social institution that performs several key functions:
1. Social Solidarity
Education, according to functionalists like Durkheim, plays a vital role in fostering social solidarity. Through the teaching of history, culture, and shared values, schools help to create a sense of national identity and belonging. By transmitting a common curriculum and promoting a shared understanding of societal norms, education binds individuals together and strengthens social cohesion. This shared sense of identity is essential for the functioning of society as it promotes cooperation and reduces the likelihood of conflict.
2. Teaching Specialist Work Skills
In modern, complex societies with a highly specialised division of labour, education serves the crucial function of teaching specialist work skills. As societies become increasingly technologically advanced, the workforce requires individuals with specific knowledge and skills. Schools provide students with the necessary training and qualifications to fill these specialized roles, ensuring that the economy has the skilled labour it needs to function effectively. This aspect of education contributes directly to economic growth and societal progress.
3. Secondary Socialisation and Role Allocation
While the family is responsible for primary socialisation, education acts as a key agent of secondary socialisation. Schools instill universalistic principles of behaviour, such as punctuality, obedience to authority, and the importance of hard work. These values and norms are essential for individuals to function effectively in wider society beyond the family unit. Furthermore, functionalists argue that schools operate on meritocratic principles, meaning that they allocate roles in society based on individual talent and effort. Through examinations and qualifications, education sifts and sorts individuals, guiding them towards occupations that best suit their abilities. This ensures that the most capable individuals occupy the most important positions in society, contributing to overall efficiency and productivity.
Criticisms of the Functionalist Perspective
While functionalism highlights important aspects of education, it has faced criticism for overlooking certain realities. Critics, particularly Marxists, argue that education does not always function in the best interests of all members of society. They point to the existence of social inequality and argue that education often serves to reproduce existing power structures.
1. Reproduction of Class Inequality
Marxists like Bourdieu argue that education systems often reproduce class inequality rather than promoting social mobility. They highlight the importance of cultural capital – the knowledge, language, and values of the dominant class – which gives children from privileged backgrounds a significant advantage in education. This advantage is then translated into better jobs and higher social status, perpetuating the cycle of inequality.
2. Reproduction of Patriarchy
Feminist sociologists argue that education systems can contribute to the reproduction of patriarchy. They point to processes like gendered subject choices, where girls may be discouraged from pursuing STEM subjects, and the impact of labelling on gender stereotypes. These factors can limit girls' aspirations and opportunities, leading to gender inequalities in the workplace and wider society.
Conclusion
In conclusion, the functionalist perspective offers valuable insights into the role of education in promoting social solidarity, teaching work skills, and facilitating socialisation. However, it is crucial to acknowledge the criticisms levelled against this approach, particularly concerning the potential for education to reinforce existing social inequalities. A comprehensive understanding of education requires acknowledging both its functional contributions and its potential to perpetuate societal divisions.
Free Mark Scheme Extracts
Social solidarity
(1 mark); through the teaching of history and culture, school helps to create a shared sense of identity (+1 mark).
Teaching specialist work skills
(1 mark); in a society with a complex division of labour this helps to meet the needs of the economy (+1 mark).
Secondary socialisation
(1 mark); schools are focal socialising agencies teaching universalistic principles of behaviour to children (+1 mark).
Role allocation
(1 mark); selecting children for the most appropriate occupations based on meritocratic principles (+1 mark).
To reproduce class inequality
(1 mark); differences in cultural capital limits social mobility (+1 mark).
To reproduce patriarchy
(1 mark); processes such as labelling and differences in subject choice perpetuate gender inequality in society (+1 mark).