DEFINITION OF FORMAL SCHOOLING.

A formal schooling programme includes the training and developing of students‘ knowledge, skills,
mind-set, and character in a structured and certified way that takes place in school settings. Formal
schooling is classroom-based and teaching delivered by qualified teachers. Generally, formal schooling
refers to the structured educational system administered by the public and private educational system
for children and youth. In most countries, formal schooling systems are fully state-financed and
operated. However, in some countries, the state licences and certifies private schools to provide a
comparable education alongside public schools. As such, formal schooling includes elementary school,
secondary school, and post-secondary schools (Ololube, 2013).

SCHOOL AS A FORMAL ORGANIZATION.

Another pertinent question needs to be asked, how does school act as a formal organisation? To answer
this question, formalisation is derives from the bureaucratic structure of rational systems. Within formal
organisational systems, there are hierarchies of authority, division of labour, work specialisation, rules
and regulations which guide their activities. All these are typically associated with the characteristics of
bureaucracy. Every formal organisation requires obedience to clear rules and regulations for goals to be
achieved (Bozkuş, 2014). In many respects, a great deal can be observed about today‘s schools when
they are viewed as an example of a formal organisation, similar to the factories, hospitals and business
firms. Like other organisations, schools do not operate autonomously as they are influenced by the
forces of the teachers, potential students and government policies (Schaefer, 2005).It is simply not
possible for a single teacher to transmit culture and skills to children of varying ages who will ultimately
enter diverse occupations. The growing number of students being served by individual schools and
school systems, as well as the greater degree of specialisation required within politically, sociologically,
religiously, educationally and technologically complex societies have combined to foster the
bureaucratisation of schools. Max Weber in Schaefer (2005) noted five characteristics of bureaucracy all
of which are evident in the primary/elementary, secondary, college and even in the university systems.
These factors are summarised as:

Division of Labour: Specialised experts teach particular age levels and specific subjects. Public
primary/elementary and secondary schools now emphasise the employment of teaches whose sole
responsibility is to work with children, for example, with learning disabilities or physical impairments.

Hierarchy of Authority: Each employee of a school system is responsible to a higher authority. Teachers
must report to head teachers, vice principals, principals and may also be supervised by heads of
departments. Head teachers and principals must answer to education supervisors who are hired by the
education board or the Ministry of Education.

Written Rules and Regulations: Teachers and administrators must conform to the numerous rules and
regulations of the education systems in the performance of their duties. However, this bureaucratic trait
can become dysfunctional in that the time invested in completing required tasks could instead be spent
preparing lessons.
Impersonality: As class size increase at schools and universities, it has become more difficult for teachers
to give personal attention to each student. In fact, bureaucratic norms may actually encourage teachers
to treat all students in the same way despite the fact that students have distinct personalities and
learning needs.Employment based on Technical Qualifications: At least in theory, the hiring of teachers
is based on professional competence and expertise. Promotions are normally dictated by written
personnel policies and people who excel may be granted lifelong job security through tenure.

CONTRIBUTION OF SCHOOL TO SOCIETY DEVELOPMENT OR SOCIAL PROGRESS.

Education is the process of learning and expanding culture, and, as it contributes to the improvement of
the human condition through better knowledge, health, living conditions, social equity and productivity,
is a central tool for social progress. Education is expected to foster social progress through four different
but interrelated purposes:

1). humanistic: through the development of individual and collective human virtues to their full extent.

2). civic: by the enhancement of public life and active participation in a democratic society.

3). economic: by providing individuals with intellectual and practical skills that make them productive
and enhance their and society’s living conditions.

4). fostering social equity and justice.

The expansion of formal education, which was part of the emergence of the nation states and modern
economies, is one of the most visible indicators of social progress. In its expansion, education created a
complex web of institutions distributed according to different paths along the life course, from early
education through the school cycles to the final stages of higher education, continuing with the
provision of forms of lifelong education. This web of institutions is subject to breaks and cleavages that
reflect their diverse and multiple historical origins and purposes and the asynchronous developments in
different regions. From primary schooling, education institutions grew horizontally (by learning fields,
subjects, or occupations) and vertically (by levels and credentials.) The allocation of children and young
people to different tracks and institutions, by a mixture of choice and assignment, is a core process in
formal education that often reflects and reproduces preexisting inequalities.
CONCLUSIONS

IN attempting better to understand the behavior of teachers and educational administrators, it is helpful
to employ certain sociological concepts. The school is basically a social organization characterized by
structure and by norms. Structure refers to the relative rankings, both formal and informal, of positions
and individuals within the organization, and norms refer to standards for behavior within the system.
While most of us who are familiar with schools recognize that such rankings and standards exist, they
have not received the careful study and attention which their central place in influencing the society
warrants. The school as a social organization with special emphasis on what might be called the "teacher
culture." For the school principal who hopes to promote successful innovation and change in the society,
this area is of great importance. Yet, it has largely been neglected by both educational researchers and
educational practional Studies. The sociology of education have examined the impact of the larger
society upon the school, and have been concerned with the classroom as a social system, but have
generally ignored the teacher culture. Similarly, research on teacher behavior has emphasized
description and assessment, and when attention has been given to the grounds for teacher behavior,
psychological rather than sociological factors usually have been stressed. The sole aim of every
educational institutions or organization should be to bring out an excellent result in grooming the
students as the give back to the society.
REFERENCE

Bozkuş, K. (2014). School as a social system. Sakarya University Journal of Education, 4(1), 49-61.

Ololube, N. P. (2012). Sociology of education and society: an interactive approach. Owerri, Nigeria:
SpringField Publishers.