Education System
The education system refers to the structure and organization of formal education, including schools, curricula, and policies. It encompasses the processes and institutions through which students acquire knowledge, skills, and values. The education system plays a crucial role in shaping individuals' intellectual, social, and emotional development, as well as in contributing to societal progress and stability.
7 Key excerpts on "Education System"
eBook - ePubThe Sociology of Education
A Systematic Analysis
- Jeanne Ballantine, Jenny Stuber, Judson Everitt(Authors)
- 2021(Publication Date)
- Routledge(Publisher)
...education. Whereas in earlier eras, the effort has been to identify “best practices” and then implement them in areas with developing systems of education, more researchers are now bringing greater attention to how local context impacts educational outcomes. Education, after all, is not simply a field in which skills like reading, writing, and arithmetic are taught. As discussed throughout this book, educational systems are embedded in the broader environment; an environment that is typified by economic constraints, political tensions, and cultural specificities. Given this potentially politicized field of study, four opinions have emerged about the ultimate goal of research in comparative education: Single global solutions and universal “best practices” are the key to educational success in countries around the world: shared information on technology, pedagogy, distance teaching and learning, and other innovations should be shared and implemented globally. International organizations should provide the development of educational systems around the world, with universal standards of excellence. Educational systems are a fundamental social institution, inter-connected with all others, so that educational systems should be developed by “local cultural authorities,” not global organizations...
eBook - ePubSchools and Society
A Sociological Approach to Education
- Jeanne H. Ballantine, Joan Z. Spade, Jenny Marie Stuber(Authors)
- 2017(Publication Date)
- SAGE Publications, Inc(Publisher)
...Chapter 3 Schooling in a Social Context: Educational Environments With an introduction to theories and methods (Chapters 1 and 2) used to study educational systems, we can now begin our study of actual schools. We start by examining the contexts (environments) that surround schools and affect how schools work. No Education System exists in a vacuum. In this chapter, we consider the environment as the part of the open systems model (discussed in the Introduction) that influences schools from outside school walls. If schools ignore the environment in which they are located, they do so at their own peril. Results could be loss of financing, accreditation, and community support. To focus only on what happens behind the closed doors of the school or classroom misses the total picture of the educational system. Changing values in society and the community, political and economic constraints, home environments of students and school personnel, business and technology, special-interest groups, and other external influences affect what happens within school walls. In addition, the social context or environment helps to define the purpose, meaning, functions, and limitations of education. One way to view the environment’s impact on schools is to consider the interaction between institutions in society. Each of the readings in this section provides an example of a key institution in society and its interaction with and impact on schools. For example, the political institutions at the federal or national, state, and local levels in each country have varying degrees of influence over school curriculum, financing, and transition from school to work. The first reading considers this political involvement in educational systems and the complex interrelationships between education, politics, family and home environment, religious pressures on schools, and other institutions. John W...
eBook - ePubService Science
The Foundations of Service Engineering and Management
- Robin G. Qiu(Author)
- 2014(Publication Date)
- Wiley(Publisher)
...At a given school, administrators, instructors, and staff are the people who provide educational services; learners then are the people who consume the provided educational services. Surely, individual learners' purposes for pursuing education vary, so does the school's. However, pursuit of effective learning should be the common goal for both the learners and the school. Education surely is a service. Schools are educational service systems. On the basis of the discussion on Service Science we have had so far, the systems and holistic perspective of education service must include the following fundamental understandings (Figure 7.1): Education service is indeed a knowledge transformation process, delivering the values that are beneficial for both service providers and learners. Education service through a knowledge transformation process is centered at people rather than service products themselves. An education service provision system is a sociotechnical service system. It might consist of a number of interrelated and interacting domains systems empowered by a variety of resources, which are coordinated in a collaborative manner to help realize their common goal. The realized value of an education service is the total value that is perceived from learning outcomes derived from the education service. Note that the perception of education service by a learner is cumulative. In other words, the realized value of an education service is cumulatively perceived from a series of service encounters throughout the service lifecycle. Regardless of private or public schools, systems of schooling should have no exception in organizational and operations management when compared to any other service systems. By complying with the principles of Service Science, we understand that systems of schooling should be managed and operated in delivering the daily educational needs to the students we serve...
eBook - ePubAdvanced Educational Foundations for Teachers
The History, Philosophy, and Culture of Schooling
- Donald K. Sharpes(Author)
- 2013(Publication Date)
- Routledge(Publisher)
...In my effort, I have synthesized its various disciplines and ideas into a theme by answering and unifying two rather straight-forward questions: Why have some ideas persisted in education and others have not, and who has benefitted from education? I have no illusions that I will actually answer these questions fully, only that I will identify for you a constellation of factors that will make it possible to draw reasonable conclusions about the ideas, figures, and features that significantly shaped education as we know it today. Chapter 1 also explores the relevance of social sciences in their varied meanings to education, and how knowledge of the broad patterns of understanding that they provide can promote professional teacher knowledge, as well as encourage a variety of improved instructional practices. We will begin with an exploration of teacher knowledge and teaching acts. We will then elaborate on the proposed theme that considers the two questions posed earlier, followed by an exploration of the relevance of the social sciences in education, and then finally conclude with a model for instructional practice and a teaching guide that can also be used as a guide for reading the text. Teacher Knowledge and Teaching Acts Educational foundation experiences for the teacher candidate usually begin with an introduction to formal schooling and study of a selection of topics: why people become teachers, the definition of schooling, the demographics of the teaching profession, and the current topical issues concerning schools, like vouchers and charter institutions. This book not only acknowledges these subjects, but also explores in great detail the intellectual foundation and the advanced professional knowledge necessary for teacher education. Much of the curriculum content, including school organization, and methods of instruction have been derived from the long history, philosophy, and culture of education...
eBook - ePubStudying Education
An introduction to the study and exploration of education
- Janet Lord(Author)
- 2020(Publication Date)
- Learning Matters(Publisher)
...However, it is worrying to see that inequality is still present in the Education System and that teacher dissatisfaction is increasing (Hargreaves, 1994). However, in recent times, there has been a huge increase in the use of new information and communications technology (e.g. electronic devices, virtual learning spaces, lecture capture). Key Questions Do our previous experiences of working in and thinking about education prepare us for twenty-first-century educational challenges? Are we approaching a time of radical change for schooling and education? How does sociology contribute to the study of education? Sociology studies society and social life. It explores the elements of society and social life and studies at the macro level (with a focus on large-scale issues such as the contribution of compulsory education to society), the micro level (with a focus on small-scale individual and small group interactions) or the interconnection of both. Sociology also encourages people to be critical and to change the way they engage with the social world by linking individual problems with public issues (Wright Mills, 1959). It involves thinking about issues to do with identity, such as gender, social class and ethnicity, as well as considering particular experiences (e.g. poverty and unemployment) and activities (e.g...
eBook - ePubUnderstanding Schooling
An Introductory Sociology of Australian Education
- Miriam Henry, John Knight, Robert Lingard, Sandra Taylor(Authors)
- 2006(Publication Date)
- Routledge(Publisher)
...But sociologists recognise, sometimes to readers’ initial discomfort, the pervasive and powerful force of social organisation which underlies our seemingly individualistic existence. They stress that without social organisation there would be no viable individual life. Thus not only is our personal life to a large extent systematised, but our complex and technologically advanced society requires and generates an appropriately complex, interdependent and highly organised social structure: the economy, the legal system, organised religion, the ‘body politic’ (government or the state); defence, recreation and so on, including of course the Education System. FIGURE 4.1 Organisational Structure Department of Education, Queensland Senior Administration June 1984 Adapted from: Queensland Education Department, Current Awareness Datasheet, June 1984 The Education System Formally the Australian Education System comprises a complex and diverse set of interconnecting ‘segments’: the schools, the Colleges of Advanced Education (CAEs), Technical and Further Education (TAFE), the universities. Additionally, there are separate private and public (state) school systems, and a rather complicated division of responsibility for education between the commonwealth and state governments. In broad terms, the commonwealth takes responsibility for tertiary education (the universities, the CAEs and to a lesser degree TAFE) while the states are responsible for primary and secondary education (the schools). However, the states also have considerable influence over the Colleges and TAFE, and the commonwealth plays an important role in determining educational policy and funding priorities in some areas of schooling. In this chapter, we will be focusing primarily on the school system, with some discussion of the implications of the dual private/state system which exists in Australia...
eBook - ePubUnderstanding Contemporary Education
Key themes and issues
- Tom O'Donoghue(Author)
- 2016(Publication Date)
- Routledge(Publisher)
...They accept that the universalization of education is promoted as being a central tool in bringing about social equality. The reality, however, they hold, is that schooling can work to reinforce existing social hierarchies and even to create new ones. While they recognize that it can enable a degree of upward social mobility for some from disadvantaged backgrounds, overall, they argue, it serves to maintain socio-economic inequality and perpetuate the dominance of existing elites. Do you agree with this view? If not, why not? If you do agree with it, how does it manifest itself in relation to: access to schooling; the structure of the Education System; the processes involved in the curriculum and teaching? Are you familiar with the concept of ‘cultural capital’? How does it capture the way in which education is structured to maintain inequality, including through schooling? You will recall that one of the functions identified for education is that of promoting individual self-expression. What level of importance do you think is attached to this in your own society? Have you ever considered that speech and self-expression do not hold the same degree of importance in the more collectivistic cultural contexts, including in much of East Asia, to what they hold in Western countries? Here thoughtful and self-disciplined silence is often valued above speech. Also, speech is practised with relatively great caution because of the potential negative social implications it can have (Kim and Markus, 2002 ; Kim and Sherman, 2007). What implications might this have in situations where pupils from such a background are being taught in schools like those in which you teach? Durkheim clearly disagrees with educationists who think that there are natural moral values and ways of thinking in children. He would oppose the view that education must develop the children’s potentialities, except in so far as these are needed by society. Discuss this proposition. References Blackledge, D...
