Module 5 Non-staete and Educational Institutions.pptx

ucsp

1. UNDERSTANDING CULTURE, SOCIETY, & POLITICS/MODULE 5: SOCIAL ORGANIZATION TIP-QUEZON CITY SENIOR HIGH SCHOOL

2. UNDERSTANDING CULTURE, SOCIETY, & POLITICS: SOCIAL AND POLITICAL INSTITUTIONS PT.2 NON-STATE & EDUCATIONAL INSTITUTIONS

3. OUTLINE NON-STATE INSTITUTIONS

4. OUTLINE EDUCATIONAL INSTITUTIONS

5. NON STATE INSTITUTIONS Non-State actors/institutions  are groups of people with considerable political influence but they do not hold any political position. They are significant because they acts as pillars of the society in complementing the government in managing the society.

6. TYPES OF NON-STATE INSTITUTIONS B. International Non-Government Organization (INGO)-these are NGO’s with International reach. They are not limited to a country alone and has existing multinational presence. A. Non-Government Organizations (NGO)- are private organizations with causes that aim for the well-being of the society. Many of these NGOs are funded by private companies as well as donors who are willing to sustain the needs of the organization.

7. TYPES OF NON-STATE INSTITUTIONS D. International Government Organization- are groups of nation-states bounded by treaties and other agreements. These organizations often promote peace-building, cooperation and humanitarian aids for areas of conflict. C. People’s Organization (PO )-these are cause-oriented groups whose members are from the marginalized sectors. POs aim to represent these sectors and advocate for their well-being.

8. TYPES OF NON-STATE INSTITUTIONS F. COOPERATIVES AND TRADE UNIONS -these organizations aim to promote solidarity and protection of the workers from risks of exploitation of their employers. E. BANKS AND CORPORATIONS- these private-owned entities also contribute to the society as it basically makes the economy run.

9. TYPES OF NON-STATE INSTITUTIONS H. DEVELOPMENT AGENCIES- These are international credit banks that allow many countries to borrow or ask for funding for specific projects. G. TRANSNATIONAL ADVOCACY GROUP S-these are networks of activists and other concerned individuals who are into a specific cause. Unlike INGO’s, Transnational advocacy groups are larger in scope and has more members.

10. WHY DO THEY EXIST?

11. EDUCATIONAL INSTITUTIONS Educational institutions play a huge role in the process of socialization. This is where most of the younger ones learn the basics of socialization as well as the necessary knowledge they need to be equipped with in order to understand the society itself. Generally coined as schools, these institutions of learning are also necessary in maintaining a learned population and social order.

12. DEFINING EDUCATION Education is a social institution through which a society’s children are taught basic academic knowledge, learning skills, and cultural norms. Every nation in the world is equipped with some form of education system, though those systems vary greatly. The major factors that affect education systems are the resources and money that are utilized to support those systems in different nations.

13. TYPES OF EDUCATION Formal education  describes the learning of academic facts and concepts through a formal curriculum. These include the processes of being registered and officially recognized as a student where one has to earn units required in order to reach the “completion” stage.

14. TYPES OF EDUCATION Informal education  describes learning about cultural values, norms, and expected behaviors by participating in a society. This type of learning occurs both through the formal education system and at home. Unlike formal education, informal learning isn’t bound by restrictive curriculums and required tasks.

15. TYPES OF EDUCATION Non-Formal education  It refers to adult basic education, adult literacy education, or skill development. It can take different forms of learning, which is consistently and systematically provided in order to develop a particular skill or ability in an individual. This type of education is highly flexible and includes a wide range of activities. Some of the examples may be fitness programs, community-based adult education courses, and free courses on different platforms, etc.

16. TYPES OF SCHOOLS

17. TYPES OF SCHOOLS HIGHER EDUCATIONAL INSTITUTIONS (HEIs) PUBLIC HEIs State Universities and Colleges (SUCs) Local Universities and Colleges (LUCs) Other Government Schools (OGS) & Special Government Schools PRIVATE HEIs Sectarian HEIs Non-sectarian HEIs

18. EDUCATION ACCORDING TO SOCIOLOGICAL FRAMEWORKS Functionalist          Using the three sociological models, we can understand what education is in our society. Using the Structural Functionalist point, education both have manifest and latent functions. STRUCTURAL FUNCTIONALISM LOOKS AT SOCIETY AS A STRUCTURE WITH PARTS PERFORMING RESPECTIVE FUNCTIONS THERE ARE TWO FUNCTIONS: MANIFEST (OBVIOUS AND INTENDED) LATENT (HIDDEN AND UNINTENDED)

19. FUNCTIONALIST     Manifest  (Intended) Socialization Cultural Transmission Social Control Social Placement

20. FUNCTIONALIST Latent  (Unintended) Courtship -schools become avenues for students to find their potential partners, thus, it is quite normal to see romantic relationships being developed in schools. Social Networks -schools also become avenues to know more people and thus expand your network. Aside from meeting students from the same school, students get to know other people of their same-age from other institutions due to activities and other reasons. Group Work -schools promote collective decision-making and planning among the learners. Often these institutions promote collaboration among the learners through many activities. Creation of Generation Gap -however, schools also promote solidarity among similar age groups and thus strengthening their bond and identity. On the other side, this creates gap between the older and younger generations as they tend to form their own culture. Political and Social Integration -as schools promote widening one’s knowledge, educational institutions also become a place for learners to develop their political stance and integrate themselves into social issues. Schools serve as a gateway for students to become engaged with actual events in our society.

21. EDUCATION ACCORDING TO SOCIOLOGICAL FRAMEWORKS Conflict ( Thomspon , 2015) Traditional Marxists see the education system as working in the interests of ruling class elites. According to the Marxist perspective on education, the system performs three functions for these elites: It reproduces class inequality. It legitimates class inequality. It works in the inte.rests of capitalist employers

22. EDUCATION ACCORDING TO SOCIOLOGICAL FRAMEWORKS SCHOOL VALUES  Corresponds to  EXPLOITATIVE LOGIC OF THE WORKPLACE Passive subservience  (of pupils to teachers)   corresponds to Passive subservience of workers to managers Acceptance of hierarchy (authority of teachers)  corresponds to Authority of managers Motivation by external rewards (grades not learning)  corresponds to being Motivated by wages not the joy of the job.

23. EDUCATION ACCORDING TO SOCIOLOGICAL FRAMEWORKS Symbolic Interactionist The symbolic interactionist perspective focuses on social interaction in the classroom, on school playgrounds, and at other school-related venues. Social interaction contributes to gender- role socialization, and teachers’ expectations may affect their students’ performance Ex. For example,  low standardized test scores or poor performance in a particular class often lead to a student who is labeled as a low achiever .

24. THANK YOU!