This is a Senior High School self-learning module for Understanding Culture, Society and Politics (UCSP), Quarter 2, titled “Function of Education in Society.” It is an Alternative Delivery Mode (ADM) module from DepEd National Capital Region (Schools Division of Pasay), written for learners studying on their own with a teacher or facilitator guiding them. By the end, learners should be able to tell formal from non-formal education, name the two main functions of education, and explain why education is a basic human right.
On this page 8 sections
What learners will learn
After going through this module, learners are expected to:
- Differentiate formal from non-formal education.
- Identify the two functions of education:
- productive citizenry
- self-actualization
- Appreciate the importance of education as a basic human right.
The module has one lesson, “Function of Education in Society.”
Formal and non-formal education in the Philippines
The module starts with history. The Philippine education system was shaped by the countries that colonized it: Spain, America, and Japan. The most lasting change came during the American period, when English became the main language of instruction and the first public school system was set up. Schools also gave learners a place to work in groups, which made them aware of their individual differences, gender roles, values, and capacities for growth.
Formal education
Formal education is made up of an institution (a school) and trained teachers who guide the learning process.
- Before K to 12, schooling usually took 14 years: 6 years of primary school, 4 years of secondary school, and 4 years of college leading to a bachelor’s degree.
- The K to 12 program added two years to secondary school, making 16 years. Children also start earlier, at age 5.
- The module links K to 12 to a goal of making the country trilingual: learn English to connect to the world, learn Filipino to connect to the country, and keep your own dialect to connect to your heritage. This is why schools teach in English and Filipino, and why schools in the provinces use the local language, especially in the early grades.
Non-formal education
Non-formal education serves people outside regular schools, such as adults, persons with disabilities, and out-of-school youth.
- Bureau of Continuing Education: created through Section 24 of the Education Act of 1982 from the office of Nonformal Education.
- Bureau of Nonformal Education: created under the Aquino government through Executive Order No. 117. The module connects it to Article 14, Section 2(4) of the 1987 Constitution, which tells the state to encourage self-learning and out-of-school study programs and to train adults, the disabled, and out-of-school youth in civics, vocational skills, and other skills.
- TESDA (Technical Education and Skills Development Authority): set up after non-formal education was created. It promotes non-degree technical programs and trains out-of-school youth and unemployed adults.
- ALS (Alternative Learning System): runs alongside formal schooling for those who could not finish basic education. Republic Act 9155, the Governance of Basic Education Act, provides for ALS to give out-of-school children, youth, and adults a basic education.
The two primary functions of education
- Develop a productive citizenry. School is where a person learns to socialize and becomes part of a community, which builds values for life. The state’s curriculum also shapes the learner’s intelligence. Through education, a person learns to value liberty and democracy, to have a positive view of government authority, and to do what is right as a useful, concerned citizen.
- Promote self-actualization. In Maslow’s hierarchy of needs, self-actualization comes last. At this stage, a person thinks less about themselves and more about what they can give to the community. Education helps people understand their own worth and purpose, so educators should help learners find personal meaning and form their own view of themselves and their surroundings.
The module also notes a common Filipino value: families take great pride in having children who reach higher education.
Education as a basic human right
Education is a basic human right for everyone, and many nations see it as the answer to poverty. Yet in places of war and conflict, some people end up holding guns instead of pencils. In the Philippines, education is the main hope of many poor families to improve their lives. Its quality, however, suffers from social problems such as worsening poverty and weakening family values. The module ends this part with UNESCO’s Education for All movement, which works so that all children, especially those in hard circumstances and from ethnic minorities, get free, compulsory, good-quality education.
Activities and assessment
- What I Know: a 15-item pretest (10 multiple-choice and 5 true-or-false items).
- What’s New: describe a memorable experience from Kindergarten, elementary school, and Junior High School that helped you become a better person.
- What’s More, Activity 1: a Venn diagram comparing formal and non-formal education.
- What’s More, Activity 2: sort points under the two functions of education, then write five sentences on the phrase “Education for all.”
- Assessment A: in groups of three, survey family members (a student and a parent) about why they go to school or send their children to school, then report your findings. A sample questionnaire and a rubric for content and presentation are included.
- Assessment B: make a poster showing the importance of education to you, graded on graphics relevance and attractiveness.
How to use this module
- Learners: Answer What I Know first. If you get everything right, the module says you may skip it. Then go through the parts in order, from What’s In to Additional Activities. Write your answers on a separate sheet, not on the module, and return the module to your teacher when you finish.
- Parents: Help your child stay honest when checking answers. Be ready to answer the family survey in the Assessment, since it asks parents why they send their child to school.
- Teachers: Show learners how to use the module, track their progress, and support them through the tasks. The answer key covers the pretest, while the activities and assessment have open answers checked with the rubrics provided. Before using the key, compare pretest item 9 with the lesson. The lesson says self-actualization is at the top of Maslow’s hierarchy (choice B), but the key gives A.
Frequently asked questions
What grade and quarter is this UCSP module for?
It is a Senior High School Understanding Culture, Society and Politics module for Quarter 2. The module does not name a specific grade.
What are the two primary functions of education in this module?
Developing a productive citizenry and promoting self-actualization. The first is about becoming a useful, concerned citizen. The second is about finding one’s purpose and contributing to the community.
What is the difference between formal and non-formal education?
Formal education happens in a school with trained teachers, such as the K to 12 program. Non-formal education, such as ALS and TESDA programs, serves out-of-school youth, adults, and others who could not finish or attend regular schooling.
Does the module have an answer key?
Yes, it has an answer key for the 15-item pretest. The activities and assessment have open answers checked with rubrics. Note that the key gives A for item 9, but the lesson says self-actualization (B) is at the top of Maslow’s hierarchy.
What law provides for the Alternative Learning System?
The module cites Republic Act 9155, the Governance of Basic Education Act. It provides for ALS to give out-of-school children, youth, and adults a basic education.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Understanding Culture, Society and Politics Quarter 2 – Module 2: Function of Education in Society
Senior High School
[illustration: students reading and learning under a tree, a teacher at a desk with a student, a student with a globe, and a child writing by a lantern]
Understanding Culture, Society and Politics– Senior High School
Alternative Delivery Mode
Quarter 2 – Module 3: Function of Education in Society
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio
Development Team of the Module
Author: Catherine C. Gonzales
Content Editor: Leuvina D. Erni
Language Editor: Dr. Imelda V. Boquiren
Reviewers: SDO Pasay – LRMS Team
Illustrator: Bureau of Learning Resources and the Author
Layout Artist: Bureau of Learning Resources; SDOP LRMS Team and the Author
Management Team: Malcom S. Garma, Director IV
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In-Charge of LRMS
Micah S. Pacheco, Regional ADM Coordinator
Loreta B. Torrecampo, CESO V, Schools Division Superintendent
Librado F. Torres, CID Chief
Normina B. Hadji Yunnos, Division EPS In-Charge of LRMS and Division ADM Focal Person
Printed in the Philippines by ________________________
Department of Education – National Capital Region
Office Address: Misamis St., Bago Bantay, Quezon City
Telefax: 02-929-0153
E-mail Address: depedncr@deped.gov.ph
Senior High School
Understanding Culture, Society and Politics
Quarter 2 – Module 3: Function of Education in Society
Introductory Message
For the facilitator:
Welcome to the Understanding Culture, Society and Politics for Senior High School Alternative Delivery Mode (ADM) Module on Function of Education in the Society!
This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:
[illustration: notepad icon]
Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners’ progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the Understanding Culture, Society and Politics for Senior High School Alternative Delivery Mode (ADM) Module on Examine the Concept, Characteristics and Forms of Stratification Systems Using Sociological Perspectives!
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module.
What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.
What’s In This is a brief drill or review to help you link the current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.
What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.
What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.
What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.
Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency.
Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.
Answer Key This contains answers to all activities in the module.
At the end of this module you will also find:
References This is a list of all sources used in developing this module.
The following are some reminders in using this module:
- Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises.
- Don’t forget to answer What I Know before moving on to the other activities included in the module.
- Read the instruction carefully before doing each task.
- Observe honesty and integrity in doing the tasks and checking your answers.
- Finish the task at hand before proceeding to the next.
- Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
This module was designed to help you understand the difference between the formal and nonformal education. This module will also disclose the two primary functions of education namely; to develop a productive citizenry and to promote self-actualization.
In addition, this topic will lead to the understanding that education is connected to the basic human rights of every being in the world. And this will enable the learners to know the importance of education in their lives.
The module is about:
- Lesson : Function of Education in Society
After going through this module, you are expected to:
- differentiate formal from nonformal education
- identify the two functions of education;
a. productive citizenry
b. self-actualization - appreciate the importance of education as basic human rights
What I Know
A. DIRECTIONS: Encircle the letter of the best answer.
What are the composition of a formal school?
- A. school
- B. teachers
- C. school with facilities
- D. school & teachers
Which among the country that colonize us has the great influence in our education?
- A. America
- B. China
- C. Japan
- D. Spain
What program of government implements the Senior High?
- A. NFE
- B. BCE act of 1982
- C. K 12 program
- D. TESDA
What Executive Order was NFE created?
- A. E.O. no. 114
- B. E.O. no. 115
- C. E.O. no. 116
- D. E.O. no. 117
Who can be in the nonformal education?
- A. Old people
- B. out of school youth
- C. person w/ disability
- D. all of the above
What republic Act stipulates ALS ?
- A. R.A 9155
- B. R.A. 9154
- C. R.A. 9153
- D. R.A. 9152
What agency is created to promote non-degree technical programs?
- A. NFE
- B. BCE
- C. ALS
- D. TESDA
Which of the following is the purpose of TESDA?
- A. Develop the skill of unemployed
- B. Enhance the skills of teachers
- C. Educate all
- D. To create jobs
What is in the top of hierarchy of needs according to Maslow?
- A. Safety needs
- B. Self-actualization
- C. love and belonging
- D. physiological needs
Which of the following can greatly influence a productive citizen?
- A. peers
- B. friends
- C. education
- D. workplace
B. DIRECTIONS: Write TRUE if the statement is correct and FALSE if not.
_____ 11. It is through education that an individual is taught to have a positive view about government authority.
_____ 12. When an individual learns to the value of doing what is right, he /she is now free to do anything
_____ 13. Educators must aim to help the learners to develop their own perception of themselves and their environment.
_____ 14. Education is only for those who can afford it.
_____ 15. Education as an answer to poverty
| Lesson | The function of Education in Society |
|---|---|
| What’s New |
What’s New
DIRECTIONS: Describe your most memorable experience while you were in Kindergarten, Elementary, and Junior High School that help you become a better person today .
[chart: graphic organizer; “What’s New”]
- kindergarten: ____________________________ ____________________________ ______________________
- Elementary: ____________________________ ____________________________ ______________________
- Junior High: ____________________________ ____________________________ ______________________
- Me (center circle)
[illustration: two children walking on a path toward a school building with a tree]
What is It
The footprints of the education system of the Philippines can be traced from the countries that colonized it, namely Spain, America, and Japan. The education system was highly influenced by the years the Philippines was under these occupations. The most lasting and powerful change that occur in the area of education was in the period of American occupation, where English was used as the primary language of instruction and a system of public education was first established. (Education in Philippines, n.d)
When the education system was established in the Philippines, schools has provided the learner to interact in groups which allows them to become aware of their individual differences, gender roles, values, and capacities for growth and survival.
FORMAL EDUCATION- in the Philippines
A formal education comprises an institution (school) and trained teachers that will facilitate the learning process.
Previously education in the Philippines usually spans 14 years, 6 years in the primary, 4 years in secondary, and 4 years in higher education leading to a bachelor’s degree. But since the implementation of the K12 program, the span of the year students spend in secondary had increased to two years. So the additional years had made the span of 16 years, and plus the early entrance of 5 years old pupils to start the K 12 program.
“The Foundation Policies of K 12 program is found in President’s Campaign’s 10 point Agenda for Education, Social Contract with the Filipino People, includes; making education the central strategy for investing in people, reducing poverty and building national competitiveness. Becoming trilingual as a country: Learn English well and connect to the world. Learn Filipino well and connect to your country. Retain your dialect and connect to your heritage” (Sarvi, 2015)
The very reason why, the medium of instruction in our school system nowadays is both in English and in Filipino, and those who are in provinces use their own dialect in teaching, especially in the primary years.
NON –FORMAL EDUCATION –in the Philippines
The Bureau of Continuing Education was created from the Education Act of 1982 Section 24 from the office of Nonformal Education. Under the Aquino government the Bureau of Nonformal education was created under the Executive Order No.117, in Article 14 sec 2(4) of 1987 Philippine Constitution; “The state shall encourage, formal, indigenous learning system, as well as self-learning, independent and out of school study programs, particularly this that respond to community needs; and provide adult citizens, the disabled and out of school youth training in civics, vocational efficiency and other skills” (“Philippines Nonformal Education” , 2019)
The creation of NFE leads to the establishment of the Technical Education and Skills Development Authority known as TESDA. This agency is created to promote non-degree technical programs. Furthermore, it is also in charge of the skill orientation, training, and development of out-of-school youth and unemployed adults.
Another non-formal school is ALS (Alternative Learning System) it is parallel to an existing formal instruction only it is offered for those students who were not given a chance to complete their basic education due to many reasons. “The Governance Act for Basic Education otherwise known as the Republic Act 9155 stipulates the establishment of the Alternative Learning System (ALS) to provide out-of-school children, youth and adults population with basic education.” (About Alternative Learning System, Deped, n.d.)
Primary Functions of Educations:
Develop a Productive Citizenry – A productive citizen is greatly influenced through his/her education. An individual learns to socialize in the school, once the learner enters the school he or she would be involve in a community and that involvement would lead to lifelong learning of values that will shape an individual. Together with this, a curriculum designed by the state will have an additional means of shaping the individual’s intelligence. Furthermore, it is through education that an individual is taught to have a positive view towards liberty and democracy as well as the view about government authority. With this, an individual would learn to do the value of doing what is right to be a useful and concerned citizen of this country.
Promote self-actualization – In Maslow’s hierarchy of needs, the last to be achieved must be self-actualization, where a person must realize the sense of self-sacrifice, where the person no longer thinks of himself/herself but what he /she can contribute to the community. And education has the way to help this person achieved this. It is through education that an individual learns the value of self and the purpose of his/her existence. In this regard, the
educators must aim to help the learners to discover personal meanings and develop their own perception of themselves and their environment.
One common value the Filipinos have is the prestige of educational attainment among family members. It is the pride of every Filipino family to have children who have attained higher education.
EDUCATION AS A BASIC HUMAN RIGHT
It is common knowledge that education is a basic human right for everyone. All nations would agree that the answer to poverty is education. However there are those who opted to hold guns than pencils due to exposure to wars and conflict, so the idea of education as an answer to poverty and as a basic human right is set aside.
In the Philippines, education has become fairly important to many deprived families. Since this is their only hope to uplift their condition economically. Unfortunately due to many reasons, the quality of education is affected by cycles of societal problems such as worsening of poverty condition and deterioration of family values.
All the same, the Education for All movement lead by UNESCO in 2015 endeavors that all children, particularly in difficult circumstances, and those belonging to ethnic minorities should have an access to a free and compulsory education of good quality.
[illustration: figures holding hands around a globe]
What’s More
Activity 1:
DIRECTIONS: Complete the Venn Diagram of Formal Education and Non-Formal Education
[chart: Venn diagram; Formal Education and Non-Formal Education]
- Left circle: difference
- Right circle: difference
- Overlap: Similarities
Activity 2:
A. DIRECTIONS: Write the function of education in the proper heading
[chart: organizer diagram; “Write the function of education in the proper heading”]
- Heading: Productive Citizen
- Heading: Promote Self Actualization
B. DIRECTIONS: Answer the following by writing 5 sentences about it.
What can you say about the phrase “Education for all” ?
What I Have Learned
A formal education comprises of an institution (school) and training teachers that will facilitate the learning process. And K 12 program is an education system under the Department of Education that aims to enhance learners’ basic skills, produce more competent citizens, and prepares graduates for lifelong learning and employment.
Under the Aquino government the Bureau of Nonformal education was created under the Executive Order No.117, in Article 14 sec 2(4) of 1987 Philippine Constitution
NFE leads to the establishment of Technical Education and Skills Development Authority is known as TESDA. This agency is created to promote non-degree technical programs
ALS ( Alternative Learning System) is parallel to an existing formal instruction only is offered for those students who were not given a chance to complete their basic education due to many reasons
There are two primary functions of education namely; develop productive citizenry and promote self-actualization
Everyone is entitled to education because it is a basic human rights
Assessment
A. DIRECTIONS: Make a group of 3 then make a survey among your family (compose of student and parent ) that will describe the function of education. After which consolidated and make a report on your findings.
See sample questionnaire:
For student:
- Why do you go to school ? (Bakit kailangan kang mag aaral ? )
2.What benefits will your education bring to your family ?(Ano ang maidudulot ng pag aaral sa inyong pamilya )?
For Parent
1.Why do you bring your child to school ? (Bakit kailangan pag aralin nyo ang inyong anak?)
- What benefits will your child education do to your family ? ( Ano ang maidudulot ng pag aaral ng inyong anak sa inyong pamilya ? )
Rubrics for the presentation of the report
| Category | 5 | 4 | 3 | 2 |
|---|---|---|---|---|
| Content | The presentation had an exceptional amount of valuable material and was extremely beneficial to the class | The presentation had a good amount of valuable material and benefited the class | The presentation had moments where valuable material was presented but a whole content was lacking | The presentation contains little to no valuable material |
| Presentation | The report is well organized and contains accurate quotations and facts taken from the survey | The report is organized and contains quotations and facts taken from the survey | The report is not so organized and lack quotations and facts taken from the survey | The report shows little to no organized and does not contains accurate quotations and facts taken from the survey |
B. DIRECTIONS: Make a poster, showing the importance of education to you.
[illustration: blank poster frame with a folded lower-right corner]
Rubrics in Poster making
| 5 | 4 | 3 | 2 | |
|---|---|---|---|---|
| Graphics Relevance | All graphics are related to the topic and make it easier to understand. | Most graphics are related to the topic but it is not easier to understand | Some graphics does not relay a message connected to the topic | Graphics do not relate to the topic |
| Attractiveness | The poster is exceptionally attractive in terms of design, layout, and neatness | The poster is attractive in terms of design, layout, and neatness | The poster is acceptably attractive though it may be a bit messy. | The poster is distractingly messy or very poorly designed. It is not attractive. |
Answer Key
| What I Know | What’s more |
|---|---|
| A. 1. C 2. A 3. C 4. D. 5.D 6. A 7. D 8. A 9. A 10. C B. 11. TRUE 12. FALSE 13. TRUE 14. FALSE 15. TRUE | Answers may vary ASSESSMENT Answers may vary and please see the rubrics |
| 5 | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Has written 5 interesting and descriptive details relating to the topic | Has written 4 interesting and descriptive details relating to the topic | Has written 3 details relating to the topic | Has written 2 details relating to the topic | Has written vague and insufficient detail |
Rubric for checking the answer in Activity 2 : B
References
Jouko Sarvi, Fredi Munger, Hitendra Pillay Transitions to K–12 Education Systems: Experiences from Five Case Countries Asian Development Bank, 2015
Joefe B. Sta Rita and RM Madrid, Understanding Culture, Society and Politics, Quezon city: Vibal Publishing, 2016, 91-94
Education in Philippines https://studycountry.com/guide/PHeducation.htm
“Philippines Nonformal Education”, 2019 https://education.stateuniversity.com/pages/1204/Philippines-NONFORMAL-EDUCATION.html
[transcriber’s note: the URL breaks across two lines at a hyphen in the printed page; it is written here as one line, and it is unclear whether the hyphen after “Philippines” is part of the address]
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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