...The education system helps children in many ways. It has many functions, preparing children for work and secondary socialisation are just examples of some of the functions. However, different sociologists have different views on what functions the educations system provides, and their different ideas tend to be conflicting. Functionalists would say that a function of the education system is teaching role allocation; this was created by Parsons, and built on by Davis and Moore. Role Allocation is the process in education by which students are judged on aptitude and ability and suggested suitable career/work roles. This makes sure that the highest jobs, such as surgeons, lawyers, are undertaken by the most talented people. They said that inequality is necessary as it ensures that those that are talented fill the most important jobs. However there are many criticisms for this, Tumin criticised David and Moore for putting forward a circular argument, how do we know what is an “important” job? Marxists would criticise this function as it means those who can afford better education (middle class) have a higher chance of being the ones with the important jobs. Marxists would say that a function of the educations system is to reinforce class inequality and capitalist values. Althusser, a neo Marxist, would say that the education system is part of the Ideological State Apparatus. The ISA maintains the rule of the bourgeoisie by controlling people’s belief and ideas. They would say that...
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...Sociology essay Assess the view that the main function of the education system is to reproduce & legitimise social inequalities. Functionalists believe that education serves a purpose and gives everyone an equal chance to achieve and succeed. They believe education has a function to create a fully operational society and allocate roles fitting the correct people. However, a conflict argument (Marxism), disagree. Marxism believe that not everyone at school gets an equal opportunity (The myth or meritocracy) and that social class, gender and ethnicity all impact on what grades you will come out with. They also believe that education system reproduces social inequalities and legitimises them. Functionalists say the education system socialises children to adapt to a meritocratic view of achievement. At home a child is given a status (Particularistic standards) and at school universalistic standards apply, this means your status starts at a level playing field. This status will go up or down based on merit. One theorist who picked up on this was Talcott Parsons, and he suggested that education is a vital part to instil the major value of achievement. Marxist theorist Bourdieu disagrees with this view, he believe once at school not everyone starts at a level playing field and it is the lower classes who suffer most, this is evident in Item A. Item A states “School systematically fail the majority of working class pupils” this is supported by Bourdieu who adds that the...
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...Asses the view that the main function of the education system is to reproduce and legitimise social inequalities. Functionalist writers such as Parsons have suggested that social inequality in contemporary societies is based on the principal of meritocracy and equality of opportunity. In meritocracy, social inequality is based on the different abilities, talents and skills individuals have. For most people today, their abilities and talents are demonstrated by their educational qualifications, and everyone should have an equal opportunity to develop and achieve these educational qualifications, regardless of their social class background, ethnicity or disability. However, there is significant evidence that Britain is not meritocratic, and the link between educational qualifications and pay levels is relatively weak. Most sociologists argue that not everyone has the same chance of developing their talents and skills, and that there opportunity in education. Marxists adopt the idea that education serves the needs of the economic foundation of society, along with other principles such as family, mass media, religion and politics. They also believe that the education system does not maintain and reproduce existing social class, ethnic and gender inequalities from one generation to the next. The evidence for this lack of equality of opportunity in education is that, even for students of the same ability, there are wide differences in educational achievement which are closely...
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...Using material from Item A and elsewhere, assess the view that the main function of the education system is to reproduce and legitimise social inequalities. 20 State education began in 1870 and a significant feature of education in Britain is the difference in achievement between pupils from different social classes. Despite many improvements to the education system, social class differences continue. Social class background has a powerful influence on a child’s success in the education system. For example, children from middle class families on average perform better than working class children. Functionalists see education as based on value consensus where as Marxists see it as based on class division and capitalist exploitation. Althusser saw schools as part of the ideological state apparatus, where people are persuaded to accept their exploited position in society. This maintains the rule of the bourgeoisie by controlling people’s ideas, values and beliefs. Althusser also argues that the bourgeoisie do not need to use the repressive state apparatus, this includes the police, courts and army. The bourgeoisie does not need to use the RSAs because they are used to maintain the rule of the bourgeoisie by force, therefore can manipulate the ways in which people think. Therefore the main function of the education system is to reproduce and legitimise social inequalities as in Althusser’s view education transmits class inequality from generation to generation and legitimates...
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...State education began in 1870 and a significant feature of education in Britain is the difference in achievement between pupils from different social classes. Despite many improvements to the education system, social class differences continue. Social class background has a powerful influence on a child’s success in the education system. For example, children from middle class families on average perform better than working class children. Functionalists see education as based on value consensus where as Marxists see it as based on class division and capitalist exploitation. Althusser saw schools as part of the ideological state apparatus, where people are persuaded to accept their exploited position in society. This maintains the rule of the bourgeoisie by controlling people’s ideas, values and beliefs. Althusser also argues that the bourgeoisie do not need to use the repressive state apparatus, this includes the police, courts and army. The bourgeoisie does not need to use the RSAs because they are used to maintain the rule of the bourgeoisie by force, therefore can manipulate the ways in which people think. Therefore the main function of the education system is to reproduce and legitimise social inequalities as in Althusser’s view education transmits class inequality from generation to generation and legitimates class inequalities by producing ideologies that disguise the truth. The education system develops a false consciousness in the working class, they are manipulated...
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...4) Education is an aspect of socialisation which involves the acquisition of knowledge and learning of skills. It shapes our beliefs and moral values through a systematic formal transmission. Education is said to be an integral function of society, as it provides a contributory characteristic which helps to maintain and adapt society and it’s values Before the 1960’s, education was taught through a system known as the ‘Tripartite’ system. This involved all children at the age of eleven undertaking an exam in order to ascertain individual ability in order to separate the children into streams of ability and assign them to what was believed to be the most appropriate school. Those demonstrating exceptional ability went to Grammar schools, which were designed to prepare them for professional occupations. Those of lesser ability moved to Secondary modern schools which focused on providing pupils with the skills necessary to prepare the students for more manual and unqualified jobs. A third sector was introduced called a Technical college. This was primarily based on teaching the children purely manual skills which in turn would be used for manual labour. This system frequently served to reinforce social inequality because it was largely middle class children who went to Grammar school, while the working classes were frequently restricted to either Secondary Modern’s or technical schools. The difference being that middle class families provided their children with advantageous primary...
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...A and elsewhere, assess the view that the main function of the education system is to reproduce and legitimise social inequalities. (20 marks) The education system is one of the most influential institutions in our society, as it 'breeds' children knowledge and skills from a very young age (4-5) all the way to young adulthood (16-18), through set lessons or through the hidden curriculum. Education is said to supply a capitalist society with a perfect workforce by ensuring, for example, working class student do working class jobs. For the Marxist, education is seen as an important part of the superstructure of society. It is believed to serve the needs of the economic base; this base shapes the superstructure, while the superstructure maintains the base. It is believed by Marx that education performs two main functions in a capitalist society; it reproduces the inequalities and social relations of production of capitalist society and it serves to legitimate these inequalities through the myths of meritocracy, instead of education being merely to teach pupils skills such as literacy and numeracy and to teach common values. On the other hand, Functionalists argue that education has three broad functions in society; socialization (education is said to help maintain society by socializing young people into key cultural values); skill provision (Education teaches the skills required by a modern society); and role allocation (Education allocation people to the most appropriate jobs...
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...Introduction Assess the role of education form the functionalist perspective Functionalists believe that education performs very important roles for individuals, the economy and the wider social structure. It provides secondary socialisation, passing on shared culture enables individuals to develop their potential and regulates their behaviour. Functionalists argue that education has three broad; socialisation where education helps to maintain society by socialising young people in to key cultural values, such as achievement, individualism, equality of opportunity, social solidarity and democracy. The second one is skills provision in which education teaches the skills required by a modern industrial society. These may be general skills that everyone needs such as literacy and numeracy or the specific skills needed for particular occupations. And the final function is role allocation, where education allocates people to the most appropriate jobs for their talents using examination and qualifications. This is seen to be fair because there is equality of opportunity, everyone has the chance to achieve success in society on the basis of their ability. ...read more. Middle Educational mechanisms such as grades, examinations, references and qualifications are used to sort individuals. Society is this a meritocracy in which people are rewarded for intelligence, ability and effort. Functional importance is decided by length and specialist training required for particular occupations...
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...the basic functions or activities that make up management, marketing, finance/accounting production/operations, research and development, and management information systems. Copyright ©2013 Pearson Education 4-2 2. 3. 4. Chapter Objectives 5. Explain how to determine and prioritize a firm’s internal strengths and weaknesses. Explain the importance of financial ratio analysis. Discuss the nature and role of management information systems in strategic management. Develop an Internal Factor Evaluation (IFE) Matrix. Explain cost/benefit analysis value chain analysis, and benchmarking as strategicmanagement tools. Copyright ©2013 Pearson Education 4-3 6. 7. 8. 9. A Comprehensive StrategicManagement Model Copyright ©2013 Pearson Education 4-4 Key Internal Forces Distinctive competencies A firm’s strengths that cannot be easily matched or imitated by competitors Building competitive advantages involves taking advantage of distinctive competencies. Copyright ©2013 Pearson Education 4-5 The Process of Performing an Internal Audit The internal audit Requires gathering and assimilating information about the firm’s management, marketing, finance/accounting, production/operations, research and development (R&D), and management information systems operations Provides more opportunity for participants to understand how their jobs, departments, and divisions fit into the whole organization Copyright ©2013 Pearson Education 4-6 The...
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...Education has a number of functions within society, value consensus being one of them. Value consensus is a term which refers to general agreement about norms and values amongst the members of society. Different theorists believe in different functions of the education system, some think it as promoting value consensus and some see otherwise. Functionalists and Marxists have opposing views on the function of education which I will discuss in my essay. I will refer to sources from Durkheim, Parsons, Davis & Moore, Althusser and Bowles & Gintis. Functionalists believe that education transmits society's norms and values and therefore promotes value consensus, with the educational and economic system working hand in hand to develop the skills required for the world of work. Emile Durkheim provides the basic framework of the functionalists view on the education system, agreeing with its function of transmitting norms and values. He believed that for society to operate effectively they have to develop a sense of belonging to something, becoming 'social beings' with a loyalty and commitment to society as a whole. The education system creates this effectively by teaching subjects such as history, which enables children to see the link between themselves and wider society. He argues that one of the two main functions of education is creating social solidarity. Social solidarity means individual members feel themselves to be a part of a single community or group. Education encourages social...
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...explanations of the role of the education system in society. As a theory which places heavy emphasis on the analysis of institutions and their relationship with society, especially with regards to the functions of institutions, Functionalists place a significant amount of focus on the education system. Functionalists believe that education has 3 basic roles. The first being socialistion, the second being to teach skills required by a modern industrial society and the third being to role allocate. However, this perspective is not always accepted, it’s macro theory approach is often seen as too wide bearing to be applied to the study of the education system as well as critics which dispute the functions of the education system as portrayed by functionalists. Nevertheless, its macro theory approach puts the education system in context and is therefore a theory which is notable when discussing the role of the education system. Firstly, it cannot be ignored that one of the main principles of the theory is that society is based upon consensus, - agreement between norms and values. As an institution of secondary socialisation, Functionalist theorists see the education system as one of the main institutions which help to achieve value consensus within society, allowing society to operate in a smooth manner. Durkheim suggested that the education system is an institution which helps to create a “collective consciousness”, uniting society into one body, with the system creating “social beings”...
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...The claim that the main function of education is to maintain a value consensus in society is portrayed by different sociologists in different ways e.g. feminists believe that to maintain a value consensus in society, patriarchy needs to be abolished. Different theorists believe in different functions of the education system, some think of it as promoting value consensus and some see otherwise. Functionalist Durkheim (1993) identified the two main functions of education were, creating social solidarity and teaching specialist skills. Durkheim argues that society needs a sense of solidarity, without social solidarity, social life and cooperation would be impossible because each individual would pursue their own selfish desires; the role of education is to produce social solidarity. School also acts as a ‘society in miniature’, preparing us for life in wider society, school serves a function that cannot be provided the family or peer groups and that individuals must learn to cooperate with those who are neither family nor friends, he says the school is a place where these skills can be learned. Modern industrial economies have a complex division of labour, where the production of even a single item usually involves the cooperation of many different specialists. Durkheim argues that education teaches individuals the specialist knowledge and skill that they need to play their part in the social division of labour, therefore the main function of education is to maintain a value...
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...The Functionalist Theory of education. Functionalists believe everyone in society should follow the same norms and values (value consensus) and this makes society harmonious in that all parts of society work together and every part of society has a function. Functionalist theory on education follow the same principles and is concerned with the role of education in society as a whole, in particular it’s contributions to maintaining social stability. For functionalist’s education provides a positive function. 4 basic functions of education: 1. Socialisation Education helps to maintain society by socialising young people into key cultural values, such as achievement, individualism, competition and equality of opportunity, social solidarity, democracy and religious morality. Education meets this key function by passing on central/core values of society to new generations. This is achieved through both the ‘hidden’ curriculum and the actual school curriculum e.g. through subjects such as Citizenship, Health and Social care, history and religious studies, this unites or ‘glues’ people together and builds ‘social solidarity’ by giving them shared values and shared culture. Social Solidarity Durkheim argued that social solidarity is essential for the survival of society. Social solidarity is based on essential similarities between members of society. According to Durkheim one of the main functions of education is to develop these similarities and bind members...
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...Functionalist believe that the main function of education is to maintain a value consensus in society. The term value consensus means that the majority of society agree. For example in the United Kingdom people believe going to school and getting a education is a norm: this is a value consensus. The education system has many purposes such as secondary socialisation of children and allocation of roles, due to the meritocratic that lays within it. Different theorists believe in different functions of the education system, some think it as promoting value consensus and some see otherwise. Functionalists believe that education transmits society’s norms and values and therefore promotes value consensus, with the educational and economic system working hand in hand to develop the skills required for the world of work. Functionalists believe that education within schools, and the existence of the hidden curriculum, is positive. According to Parsons (1961), primary socialisation amongst the family, teaches us to share views and social values. In the 1950s and 1960s Talcott Parsons developed Durkheim ideas, adding he saw the educational system as the win agency of secondary socialisation, acting as abridge between the family and the wider society. Schools build on the primary socialisation provided by the family developing value consensus and preparing young people for their adult roles. According to Parsons, schools are miniature versions of the wider society. They reflect the...
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...E-Business: How Businesses Use Information Systems 2.1 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Essentials of Management Information Systems Chapter 2 E-Business: How Businesses Use Information Systems STUDENT LEARNING OBJECTIVES • What are the major features of a business that are important for understanding the role of information systems? • How do systems serve the various levels of management in a business and how are these systems related? 2.2 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Essentials of Management Information Systems Chapter 2 E-Business: How Businesses Use Information Systems STUDENT LEARNING OBJECTIVES • How do enterprise applications and intranets improve organizational performance? • Why are systems for collaboration and teamwork so important and what technologies do they use? • What is the role of the information system’s function in a business? 2.3 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Essentials of Management Information Systems Chapter 2 E-Business: How Businesses Use Information Systems The Tata Nano Makes History with Digital Manufacturing • Problem: creating a car that costs $2,500 without sacrificing safety or value • Solutions: implement digital manufacturing that automates processes in product design and production engineering planning 2.4 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Essentials...
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