Social Dimensions of

Lesson
2 Education

Objectives  Differentiate the various social science theories.

 Explain the interrelationship between the
consensus, conflict, functionalism and
interactionist theories and educational systems.
 Determine how the various social theories affect
the functions of the school.

Introduction
Hi there! Are you ready for Lecture 2 now? You really are!
While your Lesson 1 discusses the philosophical perspectives, on the
other hand, Lesson 2 introduces you to the different theories of social
science, and how they affect the educational systems. It also involves
self-checking exercises to advance the comprehension of the lesson. By
the conclusion of this session, you're supposed to explain how these
ideas affect the current educational system in your own words. All
right? Should we start?

Jumbled Words My New-found Word

ICONLCFT
SSNCENUSO
Jumbled Words MTFLUCSINOANI

Given are sets of ISNINAEMCIOTRT

jumbled words. ECTLUUR
These are words you
will encounter in COENADUTI
this module. You NVEMORNETG
are going to arrange
them one by one by NOSCOIECM
placing your new-
SAIOLOTICZANI
found word in the
space provided. LIEIRNOG
 Analysis

1. What do you think is the association of these words in our discussion of social
dimensions of education?
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2. How are theories important in discussing social dimensions of education?

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3. Can you recall one social institution in any of your social science subjects
before? Describe its function in the society.
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4. Why do you think education changes? Do you know of any factors

contributing such change?
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Abstraction

Sociologists consider education as one of the cornerstones of society. Although theories

in the sociology of education direct study and policy development, they also offer rational
reasons as to why things happen the way they do. Such ideas help sociologists explain the
structures of education.
Consensus Theory and Conflict Theory
Generally, consensus is viewed as a common agreement among all members of a
particular society while conflict is a clash between opposing ideas, principles and/or people
which may be covert or overt.
In order to deepen your understanding on the underlying differences between consensus
theory and conflict theory, here is a more logical presentation of these.
 Consensus Theory vs Conflict Theory as cited by Ritzer (2000)
a. Consensus theories see common norms a. Conflict theories emphasize
and values as fundamental to society, the superiority of certain
relying on implicit agreements based on groups over others, and see
social order. social order as based on
dominant group coercion and
power.
b. Conflict theories view social
change as occurring rapidly
b. Consensus theories view social change and in a disorderly fashion as
as taking place as in a low and orderly subordinate groups
fashion. overthrowing dominant
groups.
c. Conflict theorists explore
conflicts of interest and the
pressures facing these stresses
that keeps society together.
c. Consensus theorists examine value
integration in society.

Dahrendorf (1959, 1968) as quoted by Ritzer (2000) acknowledges that without conflict
and consensus, which are prerequisites for one another, society cannot exist. Therefore, when
there is a previous consensus, we cannot have conflict.
Other theorists says that consensus theory…
 emphasizes on social order, stability and social regulation; or
 is concerned with the preservation or continuity of social order in society in
relation to established norms, values, rules and regulations as widely accepted or
collectively accepted by society or within a given society.
On the other hand, conflict theory…
 focuses on social inequality and the unequal distribution of political and social
influence (Horton and Hunt, 1984). For instance, groups that have vested interest
and influence work to enact rules and laws to the exclusion of others.
 raises the question of the importance of education in preserving the dominant
group 's reputation, influence and economic and social position in society
(Ballastine and Spade, 2004). Theorists are questioning if school leads to the
uneven distribution of people within society into work.
 insists on social change and redistribution of resources (Schaefer, 2003). Theorists
are interested in how the institutions of society, including the family, government,
religion, education, and the media, can help to preserve the privileges of some
groups and keep others in a submissive position.
Structural Functionalism
Structural functionalism states that society is made up of various institutions that work
together in cooperation.

The four functional imperatives that are necessary for all systems according to Parsons
Structural Functionalism:

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Parsons’ AGIL scheme is further exemplified in his definition of the levels of theoretical
systems. The action system is the behavioral organism that handles the adaptation function by
adjusting to and transforming the external world. The personality system performs the goal-
attainment function by defining system goals and mobilizing resources to attain them. The
social system copes with the integration function by controlling its component parts. Lastly, the
cultural system performs the latency function by providing actors with the norms and values that
motivate them for action (Ritzer, 2000).

However, problem on order overwhelms Parsons’ four-action systems. Thus, the

following sets of assumptions were made to answer such problems:

 Systems have the property of order and interdependences of parts.

 Systems tend toward self-maintaining order, or equilibrium.
 The system may be static or involved in an ordered process of change.
  The nature of one part of the system has an impact on the form that the other parts
can take.
 Systems maintain boundaries with their environments.
 Allocation and integration are two fundamental processes necessary for a given
state of equilibrium of a system.
 Systems tend toward self-maintenance involving the maintenance of relationships
of parts of the whole, control the environmental variations, and control of
tendencies to change the system from within.

These assumptions led Parsons to make the analysis of the ordered structure of society.
According to Parsons social system begins at the micro level with interaction between the ego
and the alter ego, defined as the most elementary form of the social system. Further, he defined
a social system which consists of a plurality of individual actors interacting with each other in a
situation which has at least a physical or environmental aspect, actors who are motivated in terms
of a tendency to the “optimization of gratification” and whose relation to their situations,
including each other, is defined and mediated in terms of a system of culturally structured and
shared symbols.

source: https://slideplayer.com/slide/7908718/

Functional Requisites of a Social System by Talcott Parsons

 Social system must be structured so that they operate compatibly with other systems.
 To survive, the social system must have the requisites from other systems.
 The system must meet a significant proportion of the results of its actions.
 The system must elicit adequate participation from its members.
 It must have at least a minimum of control over potentially disruptive behavior.If
conflict become sufficiently disruptive, it must be controlled.
 Finally, a social system requires a language in order to survive.
 The functionalist perspective assumes that any society takes its particular form because
that form works well for the society given its particular situation. Whatever are the
characteristics of a society, those characteristics developed because they met the needs of that
society in its particular situation.

Key principles of the functionalist perspective (Farley, 1990):

1. Interdependency. Society is made up of interdependent parts. This means that

every part of society is dependent to some extent on other parts of society, that what
happens at one place has important effects on the other parts. For example, farmers
need to produce farm products for consumers to utilize.

2. Functions of Social Structure and Culture. Each part of the social system exists
because it serves some function. This principle is true to both social structure and
culture. Social structure refers to the organization of society, its institutions, its
social positions and its distribution of resources. Culture is the shared set of
beliefs, language, rules, values and knowledge among members of a particular
society.

3. Consensus and Cooperation. Societies are believed to have tendency toward both
consensus and cooperation. Consensus is a tendency to have certain basic values
that nearly everyone in the society agrees upon (i.e. principles of democracy). With
consensus, cooperation can be achieved or the other way around.

4. Equilibrium. Equilibrium is one characteristic of society that has achieved the

form that is best adapted to its situation. It is a state of balance that it will remain in
that state until it is changed upon by a new condition. With the occurrence of the
new condition, social change will happen; society has to adapt to the new situation.
However, once adaptation is reached, the society will again attain a new state of
balance or equilibrium until acted upon by another new situation, thus a cyclic
process.

Structural functional model which is the legacy work of Durkheim and Spencer,
addresses the concern of social organization and how it is maintained. This perspective tries to
identify the structures of society and how they functions; hence the term structural functionalism
(Javier, et. al., 2002).

Structural functionalism lay emphasis on social order and social stability not on conflict.
In order to achieve an orderly relationship and to maintain social order and stability, various
institutions or social organizations have to work together in cooperation. Internal rules, norms,
values and regulations provide for the maintenance of the society.

Modern functionalist theories of education have their origin in the work of Parsons.
Parson believes that education is a vital part of a modern society, one that differs considerably
from all societies (Ballantine and Spade, 2004). Schooling, in this perspective, performs an
important function in the development and maintenance of a modern, democratic society,
especially with regard to equality of opportunity for all citizen; hence the key institution in a
meritocratic selection process.
Other than education’s role in the meritocratic world, it plays an important function in the
maintenance of the modern democratic and technocratic society. Schools, in the democratic
society, provide citizens with the knowledge and dispositions to participate actively in civic life.
In a society where technology advances rapidly, schools provide students with the skills and
dispositions to work in this kind of society. Schools also teach students how to adapt to new
work roles and requirements expected of them.

Interactionist Theories
Interactionist theories, in general, criticize functionalist and conflict perspectives; that
such are very abstract and the focus is in the structure and process at a macro-sociological level,
notwithstanding how school is like in day-to-day level. These theories attempt to determine the
behaviors and interactions between and among students and between students and teachers.
Interactionists believe that these processes carry many implicit assumptions about learning and
children (Ballantine and Spade, 2004).
The basic forms of social interaction:
 Non-symbolic interaction – one which does not involve thinking
 Symbolic interaction – one which require mental processes
Symbolic interactionism is a school of thought which views the self as socially
constructed in relation to social forces and structures and the product of ongoing
negotiations and meaning. Indeed, the social self is an active product of human agency
rather than a deterministic product of social structure.
Basically, symbolic interactionism is the result of interaction between individuals
mediated by symbols, for example, language. It is in the active participation to various
types of social structure using the necessary symbols, that we see considerable growth in
one’s behavior.
Social interactions are interested not only in socialization alone but also in
interaction. Interaction is the process in which the ability to think is both developed and
expressed. This refines our ability to think. In turn, this thinking ability shapes the
interaction process. But not all interaction involves thinking.
Principles of Symbolic Interactionism
 Human beings unlike lower animals, are endowed with a capacity for thought.
 The capacity for though is shaped by social interaction.
 In social interaction, people learn the meanings and the symbols that allow them to
exercise their distinctively capacity for human thought.
 Meanings and symbols allow people to carry on distinctively human action and
interaction.
 People are able to modify or alter meanings and symbols that they use in action and
interaction on the basis of their interpretation of the situation.
 People are able to make these modifications and alterations because, in part, of their
ability to interact with themselves, which allows them to examine possible courses of
action, assess their relative advantages and disadvantages and then choose one.
 The intertwined patterns of action and interaction make up groups and societies.
Herbert Blumer contrasted symbolic interaction with non-symbolic interaction, a state
characterized by the unconscious responses that one makes to the gestures of others’. In non-
symbolic interaction people are spontaneous, direct, and unwitting. Without denying that non-
symbolic interaction occurs, Blumer argued that symbolic interaction is the ‘characteristic mode
of interaction’ in human life (1969: 9)
The most concise statement of this framework is found in Blumer’s three premises of
symbolic interaction:
1. Human beings act towards things on the basis of the meanings that the things have
for them.
2. The meaning of such things is derived from, or arises out of, the social interaction
that one has with one’s fellows.
3. These meanings are handled in, and modified through, an interpretative process used
by the person in dealing with the things he encounters.
 Source: https://medium.com/@weidanlee/as-researchers-we-use-

The importance of thinking to symbolic interactionists is reflected in their views

on objects. Blumer differentiates among three types of objects: physical objects, such as
chair or a tree; social objects, such as a student or a mother; and abstract objects, such as
an idea or a moral principle. Realistically, objects are seen as simply things. In a
relativistic point of view, objects may be defined differently. For example, the
occurrence of rain will have a different meaning to that of a farmer, a writer and a mere
toddler.
Another significant concept developed by an early symbolic interactionist Charles
Horton Cooley is the looking-glass self. Its basic assumption is “we see ourselves as
others see us.” This means that we tend to develop a self-image based on what we
understand of the messages we get from others. If your neighbor tells you that you are
attractive, you will come think of yourself as that attractive.

Source: https://socialsci.libretexts.org/Bookshelves/Sociology/Book

Schools and Social Institutions

In order to maintain social order and cooperation, social structures and mechanisms are
established in a society to govern the behavior of its constituents. These are the so-called social
institutions. Turner (1997) defines social institution as a complex of positions, roles, norms and
values lodged in particular types of social structures and organizing relatively stable patterns of
human activity with respect to fundamental problems in producing life-sustaining resources, in
reproducing individuals, and in sustaining viable societal structures within a given environment
(https://plato.stanford.edu/entries/social-institutions/).
Characteristics and Functions of an Institution (Palispis, 1996)
 Institutions are purposive. The ultimate goal of every institution is satisfaction
of its basic social needs.
 They are relatively permanent in their content. Institutions share the same
beliefs, norms, rules and values which form part of their culture, change to this
effect is relatively slow.
 Institutions are structured. This is because social roles, social positions and
social relations in themselves are also structured.
 Institutions are a unified structure. Institutions are dependent on another in a
social system but function as one distinct unit.
 Institutions are necessarily value-laden. Daily activities when done repeated
become practices which will subsequently develop as social norms.
Functions of Institutions:
 Institutions simplify social behavior for the individual person.
 Institutions, therefore, provide ready-made forms of social relations and social
roles for the individual.
 Institutions also act as agencies of coordination and stability for the total culture.
 Institutions tend to control behavior.

Five Major Social Institutions

 source: http://genderedinstitutions.weebly.com

1. The Family
The family is the basic unit of society. It is the smallest social institution that has
the responsibility of bearing and rearing children. Similarly, this is the place where
children learn their first literacy and numeracy. By continuous interaction with the
family members, children develop values, patterns of behavior and ways of life, hence,
the basic agent of socialization.

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Functions of the Family

 Reproduction of the race and reading of the young.
 Cultural transmission or enculturation.
 Socialization of the child.
 Providing affection and sense of security.
 Providing the environment for personality development and the growth of self-
concept in relation to others.
 Providing social status.
Below are some theoretical perspectives of the functions of family in the society.
 source:
Theoretical
Major assumptions
perspective
The family performs several essential functions for
society. It socializes children, it provides emotional and
practical support for its members, it helps regulate sexual
activity and sexual reproduction, and it provides its
Functionalism
members with a social identity. Family problems stem
from sudden or far-reaching changes in the family’s
structure or processes; these problems threaten the
family’s stability and weaken society.
The family contributes to social inequality by reinforcing
economic inequality and by reinforcing patriarchy. Family
problems stem from economic inequality and from
Conflict theory
patriarchal ideology. The family can also be a source of
conflict, including physical violence and emotional
cruelty, for its own members.
The interaction of family members and intimate couples
involves shared understandings of their situations. Wives
and husbands have different styles of communication, and
Symbolic
social class affects the expectations that spouses have of
interactionism
their marriages and of each other. Family problems stem
from different understandings and expectations that
spouses have of their marriage.
https://saylordotorg.github.io/text_social-problems-continuity-and-change

2. Schools
The main aim of education is knowledge transfer. While before education was a
family obligation, industrialization changed it drastically along with the society and the
church. When cultural complexity produced a need for advanced knowledge and skills
that could not be easily learned within the family, church and community, schools
became important. Modern life 's complexity has not diminished the family's teaching
ability, but it has created the need for other forms of instruction that include specialized
educational agencies including kindergarten, college and university.
 source: https://americanenglish.state.gov/files/ae/resource_files

Though most of us take schooling for granted, this institution's proper role
continues to evoke heated debate. Are schools designed to prepare students for college, a
vocation or achieve high scores on standardized testing? Perhaps, schools are really about
developing good interpersonal relationships, or developing national loyalties. Some say
schools come down to either preparing students to adjust to society or equipping them to
change and improve society. Not only do people hold widely divergent views regarding
the goals of schools, but these views seem to vary depending on the times.

Manifest Functions of Education

Education's manifest functions are defined as the objectives or
consequences of activities within an organization or institution which are
accessible and expected.
 Social control. Schools are given the responsibility of teaching values
such as respect, discipline, obedience, etc. and other ways of behaving in
order for the students to become productive and law-abiding citizens in the
future.
 Socialization. With the longer hours of school time and the number of
students present in a classroom, it is an undeniable fact that schools are but
the basic agent of socialization.
 Social placement. Basically, schools are there to train professionals, as
such they are the once expected to provide the most qualified manpower in
the society.
 Transmitting culture. Education as a social institution serves the role of
conveying the dominant culture. Every generation of youth is exposed to
current beliefs, norms and values of our society through schooling. For
existing institutions such as church, families and government, we learn to
value social control and reverence.
 Promoting social and political integration. Education serves the latent
role of fostering political and social integration by turning the population
 of different ethical and religious communities into a community whose
members share at least a shared culture to some degree.
 Agent of change. Education may cause or promote desired social change.
This facilitates social change by acting as a meeting ground where the
distinctive values and practices of each culture can be shared. Numerous
sociological studies have shown that increased years of formal schooling
are related to openness to new ideas and more liberal social and political
views.

Latent Functions of Education

Aside from manifest functions, all social institutions, including education,
have certain latent functions, the secret, unstated, and often unintended effects of
an entity or institution’s activities.
 Restricting some Activities. There are laws in our society that require
children to go to school or complete a primary and secondary education.
Through helping to maintain unemployment under acceptable limits, one
latent role of education developed out of these rules, which is to keep
students off the street and out of the full-time work market for a number of
years.
 Matchmaking and production of social networks. Since school brings
people of similar ages, social background and race together, young people
also link up with potential marriage partners and establish social networks
that can last for several years.
 Creation of generation gap. In school, students may learn information
that contradicts beliefs held by parents or their religion. When education
clashes with parental attitudes and beliefs, if the students accept the newly
acquired viewpoint, a generation gap is created.
Some Functions of Schools as stated by Calderon (1998) are as follows:
 Conservation function. The school conserves and preserves past
generations' accumulated experiences such as knowledge, inventions,
mathematics, science, historical facts, skills, habits, rituals, language,
literature, music, writing, and the arts through its libraries and other
devices collected. These are all preserved for centuries to come.
 Instructional function. This function, the school's principal concern, is to
pass on past generations' cumulative experiences to the incoming
generations. This is accomplished by persons educated for the purpose of
being named teachers, mentors, instructors, or professors. The recipients
of these training are the young learners who are called pupils or students.
 Many call such teaching enculturation when the students are taught stuff
of the local community. The school is expected to produce leaders in all
fields of endeavor, in the performance of this function: politics, education,
trade and industry, science, especially in medicine and the like.
 Research function. This is a major function of the school as well. The
school conducts research to improve the old ways of doing things, or to
discover facts or systems hitherto unknown to improve the quality of
human life. For instance, some schools are said to be inexhaustible in
performing this role if rendered operational or functional.
 Social service function. One reason for the presence of a specific school
is to make some form of social service at the location it is located. This
can be achieved by some kind of outreach initiatives that will be in the
form of literacy, wellness, livelihoods, education, etc.
3. Religion
Religion can be described as any collection of coherent answers to human
existence dilemmas which make the world meaningful. Religion from this point of view
is how people express their feelings about such fundamental issues as illness or death.
Nearly all religions include their followers in a set of values and rituals demonstrating
allegiance to the divine and nurturing deep spiritual feelings. Through this way, we are
suggesting that faith works to fulfill individuals' spiritual needs.
Often, religion is defined as to its social function. It is a system of rituals and
beliefs that serves to bind people together through mutual worship and thus create a
social community.
Therefore, religion is a collection of beliefs and practices relating to a sacred or
spiritual domain that governs human actions and gives meaning to life within a group of
believers. Travers and Rebore (1990) define religion as:
 A belief about the meaning of life
 A commitment by the individual and the group to this belief
 A system of moral practices resulting from a commitment to this belief,
and
 A recognition by the proponents of this belief that is supreme or absolute.
4. Economic Institutions
Economic institution refers to any institution which acts as an economic player.
This involves an economy's suppliers, leaders, customers and regulators. Economic
institution is an organization whose actions affect society whether these institutions are
business or not.
Economics has been vicariously characterized as a social science engaged in the
study and analysis of production, distribution and the consumption of goods and services.
 Categories of economic institutions:
 manufacturers
 distributors
 consumers
In a world that is growing economically very quickly and with everyone adopting
ideas of globalization and modern education, it is difficult to disregard the role of
economic institutions in shaping people's behaviors. Consequently, the establishment of
proper rules and regulations for economic growth and development has become more and
more relevant.
Human conduct is concerned mainly with the material will satisfaction.
Everything is focused on the task of making a living, man's most consuming pursuit. To
that end, man in all ages and in all groups strives to bring about environmental change.
The improvements that have occurred and are continuing in the Philippines are the
products of the interplay of forces in our attempts to enhance our material welfare. Our
way of life focuses on the acquisition of resources in order to fulfill our needs and this
dimension of the existence of man constitutes the economic sector. Economic activities
are examples of making money, purchasing goods and services, starting up a company or
saving money in a bank. We cannot separate ourselves from the economy, since it relies
on our physical life. Without the production and consumption, we cannot work.
Basic Economic Problems
First, what goods and services to produce and how much. A feasibility analysis
in business decides whether those goods and services are competitive, or in a given
market. Investors are willing to produce merchandise and services that will give them
good profit.
Second, how to produce goods and services. This is a production technology
problem, or production methods. As a general rule, the most efficient manufacturing of
goods and services is required. This means minimal feedback without price compromise.
Third, for whom are the goods and services. This is distribution problem. Who's
getting the products like food, clothes, shoes, books, and programs like healthcare, health
care, and other social services? Whoever has more capital in most countries acquires
more goods and services than the poor.
The children of wealthy families in the Philippines are receiving better education
in exclusive schools, while the poor students are enrolling in public schools where
facilities are not adequate.
Succeeding table shows the social dimension perspectives in relation to work and
economic roles in the society.
 Theoretical
Major assumptions
perspective
Work and the economy serve several functions for society.
The economy makes society possible by providing the
Functionalism goods and services it needs. Work gives people an income
and also provides them some self-fulfillment and part of
their identity.
Control of the economy enables the economic elite to
maintain their position at the top of society and to keep
Conflict theory those at the bottom in their place. Work is often
alienating, and the workplace is often a site for sexual
harassment and other problems.
This perspective focuses on social interaction in the
Symbolic workplace, on how employees respond to problems in
interactionism their workplaces, and on how they perceive the work they
do.
Source: https://saylordotorg.github.io/text_social-problems

5. Government as a Social Institution

A government is an agency charged with the establishment and implementation of
the laws of law and the control of relations with other societies.
To be called a country, the people that it purports to rule have to accept a
governing body as such.
The body that solves disputes of a collective nature affecting more than a few
individuals is called government. Governments may be regional, provincial, region, or
even foreign.
The Philippine Supreme Court defines government as "the institution by which an
autonomous society makes and executes those rules of action that are appropriate to
allow men to live in a social state, or imposed by those who have the power or authority
to prescribe them on the people for that society."
There are three branches of government in the Philippines, as in any other
democratic society: the executive branch introduces and enforces rules and laws; the
legislative branch that makes rules and laws; and the judicial branch that adjudicates rules
and laws.
To understand government's position as an agency, we need to redefine policy
first. Social scientists generally accept that politics is the pattern of human activity that
helps to resolve disputes between cultures, organizations, and nations.
 When knowing the term government, one should also recognize the word
administration that refers to the aggregate of persons in whose possession, for the
moment, the reigns of government are. The State seeks to preserve a healthy social order
in which people experience life's political and economic privilege in an environment of
peace, democracy and equality.
Functions of Government
The functions of government are divided as follow:
1. The constituent functions, contribute to the very bonds of society and are,
therefore, a compulsory. Among the constituent functions are as follows:
a. the observance/preservation of order and provision for the protection
of persons and property from violence and robbery;
b. the settlement of the legal relations between husband and wife, and
between parents and children;
c. the regulation of the holding, transmission and interchange of
property, and the determination of its liabilities for the debt or for
crime;
d. the determination of contractual rights between individuals;
e. the definition and punishment for crimes;
f. the administration of justice in civil cases;
g. the administration of political duties, privileges and relations of
citizens; and
h. the dealings of the State with foreign growers, the preservation of the
state from external danger or encroachment and the advancement of its
international affairs and interests.
2. The ministrant functions are those undertaken to advance the general
interest of society, such as public works, public charity, and regulation of
trade and industry.

Education 4.0 in the Philippines

 Along with the so-called Industry 4.0, there is such a thing as Education 4.0. Industry
is mutually partnered with education, as history proves that revolution in the industry
from 1.0 to 4.0 has paralleled relationship with education from 1.0 to 4.0 (Drath, R.
and Horch, A 2014).

 Is this your first time to hear about these terms? These are some of the hot topics being
talked about in our country today and we need to know them and how do they affect us
as we go on with our learning. What makes Education 4.0 different from Education
1.0, 2.0, and 3.0?

 With other neighboring countries in Southeast Asia, Philippines is also coping on how
to upgrade the current level of education into this Education 4.0 so we can stay
 relevant in the field where competition and internationalization are essential.
Technology plays crucial for this shift to happen. Before we use technology such as
television, radio as main sources of information. However, today even you students get
the latest news on sports, entertainment, etc using your mobile phones. Not just that,
you are virtually connected with other learners from different side of the world.

 The interconnectedness of today’s learners can be attributed to the availability of

these technology from smart phones, to computers not to mention the use of mobile
applications software. Also, the pedagogical approach to learning also shfted from
being teacher-centered to learner-centered considering interaction, collaboration, and
accessing of information even outside the four corners of the classroom.

https://app.emaze.com/@AORTICWLQ#17

Key Features or characteristics of Education 4.0 (Makrides, G.A 2019)

1. Co-creation and innovation in the center

2. Whenver and wherever – flipped classroom applied, interactive practical exercise, face-
to-face

3. Learning is done at home or outside school, while in school students develop skills

4. Development of personalized teaching and learning

5. Learning plans are now called creativity plans

 6. The technology – it’s free and/or easily accessible, increased use of virtual reality,
continuous evolution and innovation and therefore a need for continuous training and
development of new knowledge and skills by all.

The Demands of the Society

 Certainly, Industry 4.0 will be demanding more in the present education system with its
current technology and methodology in teaching (Maria, M; Shahbodin, F & Naim, C,
2018). This means in order to respond to the demands the society has placed unto us, the
educational system must be armed with technology that can facilitate global learning
experiences making you and other learners to be future-ready. In the context of
globalization, our educational system should help create a learning environment that is
collaborative, interconnected, flexible, and virtual.

 As you progress in Education 4.0 you are expected to acquire both soft and manipulative
skills able to use and explore various emerging technologies. However, it is not the end
of the story yet, part of the demands of the society is that students like you should
translate your learning into something that the society can benefit from, something that
can promote sustainable development, social and cultural preservation, create new
knowledge and the like.

Challenges ahead

According to Wallner, Thomas & Gerold Wagner (2016), these are some of the few
challenges to note:

 Facilities of a higher education institution in education 4.0 must be modeled with the type
of learners it produces based on the demands needed by the industry 4.0.

 Edge in educational facility empowers learners, facilitators, and the system of education.
An Education 4.0 facility is a facility that allows the use of advance technologies
including robotics, Internet of Things, digitalization, automation, and teleconferencing to
name few. It is a facility that produces workers who can be competent to work in the
modern world.

 Teachers in higher education is no longer the prime source of learning, it is the

environment, the educational facility that primarily nurtures learner in which the teacher
is a mere facilitator. Some countries made their set-up of education highly digitalized
which provides opportunity for students to explore and practice via computer assisted
means.
 Application
Reflective Journal

Compose a journal discussing the social dimension theories as well the

principles of Education 4.0 in the light of the current educational system we
have.

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Closure
Congratulations! You have successfully completed Lesson 3. Indeed, you have just seen the
glimpse of Education 4.0. Your insights and realizations can help you prepare for the next lesson
on this module.