The Functionalist Perspective on Education  e.g.

 e.g. pupils may all start off learning the same subjects, but later on
they specialize when they do General Certificate of Secondary
 Functionalists focus on the positive functions performed by the Education levels (GCSEs).
education system.
 There are four positive functions that education performs: 3. Teaching us core values

a. Creating social solidarity  Talcott Parsons argued that education acts as the ‘focal socializing
b. Teaching skills necessary for work agency’ in modern society.
c. Teaching humans core values  The sschool plays the central role in the process of secondary
d. Role allocation and meritocracy socialisation, taking over from primary socialisation.
 The sschool is the bridge between the family and society.
1. Creating Social Solidarity  He argued this was necessary because the family, and the wider
society, work in different principles.
 Humans have social solidarity when they have a sense of belonging,  Thus, children need to adapt if they are to cope in the wider world.
i.e. feel as if they are part of something bigger.
 Durkheim argued that school makes people feel like they are part of  On the one hand, in the family, children are judged according to
something bigger. what Parsons calls particularistic standards by their parents – that
 This is done through the learning of subjects such as history and is they are judged by rules that only apply to that particular child.
English/Shona/Ndebele i.e. the First Language (L1) of the  Individual children are given tasks based on their different abilities,
concerned people, which give them a shared sense of identity. and judged according to their unique characteristics.
 Also in Zimbabwean schools, pupils recite the national pledge  Parents often adapt rules to suit the unique abilities of the child.
paying allegiance to national values/heritage/ethos etc.
 Durkheim argued that ‘school is a society in miniature’, preparing  On the other hand, or in contrast in school and in wider society,
humans for life in wider society. children and adults are judged according to the same universalistic
 e.g. both in school and at work humans have to cooperate with standards (i.e. they are judged by the same examinations and the
people who are neither friends nor family. same laws).
 Therefore, this gets them ready for dealing with people at the  These rules and laws are applied equally to all people irrespective
workplace in later life. of the unique character of the individual.
 Therefore, the sschool gets people ready for this.
2. Learning specialist skills for work
4. Role Allocation and meritocracy
 Durkheim noted that an advanced industrial economy required a
massive and complex Division of Labour.  Education allocates people to the most appropriate job for their
 At school, individuals learn the diverse skills necessary for this to talents using examinations and qualifications.
take place.  This ensures that the most talented are allocated to the occupations
that are most important for society.

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 This is seen to be fair because there is equality of opportunity. Question Source
 This means that everyone has a chance of success. 1 Examine the view that equality of opportunity ZIMSEC
 Therefore, it is the most able who succeed through their own efforts in access to education leads to equality of 9157/2
N2010
– this is known as meritocracy. educational outcome.
2 Evaluate the sociological explanations for ZIMSEC
PfD: Illustrate with apt examples. under-achievement by females. 9157/2
N2010
3 To what extent does family background ZIMSEC
Positive evaluations of the Functionalist view on education 9157/2
influence pupils’ educational attainments?
N2012
i. School performs positive functions for most pupils – exclusion
and truancy rates are very low 4 Assess the view that the functionalist theory of ZIMSEC
ii. Role Allocation – Those with degrees earn 85% more than those education overemphasises both value 9157/2
without degrees in formal employment. N2012
consensus and role allocation.
iii. Schools do try to foster ‘solidarity’ – e.g. Revised/Competence-
based Curriculum in Zimbabwe (2015-2022) 5 Evaluate the view that education is a tool used ZIMSEC
iv. Education is more ‘work focused’ today – increasing amounts to reinforce the status quo of the ruling class. 9157/2
of vocational courses – e.g. STEM initiative in Zimbabwe. N2013
v. Schooling is more meritocratic (fairer) than in the 19th century. 6 Analyse the view that education socialises ZIMSEC
members of society according to normative 9157/2
N2013
Evaluation of Functionalism on EDOCATION (Criticisms) concepts of gender.
7 To what extent does the hidden curriculum ZIMSEC
reproduce inequality? 9157/2
i. Marxists argue the education system is not meritocratic – e.g. N2014
private schools benefit the wealthy. 8 Discuss the view that teachers see individual ZIMSEC
ii. Functionalism ignores the negative sides of school – e.g. children in terms of stereotypes. 9157/2
bullying/peer pressure etc. N2014
iii. Postmodernists argue that ‘teaching to the test’ i.e. 9 With reference to the Zimbabwean society, ZIMSEC
assess the extent to which education can be the 9157/2
preparing/drilling for examination, kills creativity. N2015
iv. Functionalism reflects the views of the powerful – the education route to social mobility.
system tends to work for the elite groups in society, and they 10 Evaluate Marxist and Functionalist ZIMSEC
perspectives on education. 9157/2
suggest there is nothing to criticise. N2015
11 Analyse the attempts made by the ZIMSEC
Practice Questions (PQ) on EDUCATION Zimbabwean Government to achieve free and 9157/2
J2016
The following table contains typical examination questions that compulsory education since 1980
12 Examine the role of education in society. ZIMSEC
may feature as part (d) of the Structured Questions in 6043/1.
9157/2
Below the table are examination-type Structured Questions in J2016
6043/1. Notice familiar part (d) questions from PQ 21, 22 & 23.
2|Page
 13 Assess the relevance of the Labelling Theory ZIMSEC PQ 22
in explaining educational achievement. 9157/2 Education is one of the major social institutions in Zimbabwe.
N2016
14 Evaluate the view that the education system ZIMSEC Education can be explained in various forms, as it has multiple
helps to serve the interests of the capitalists. 9157/2 functions that it plays for the survival of society.
N2016 (a) Define the education. [3]
15 Examine the significance of social class in ZIMSEC
9157/2
(b) Describe any two types of education. [4]
educational attainment. (c) Explain any four functions of education. [8]
J2017
16 Assess the assertion that education is an ZIMSEC (d) Drawing from school experiences, what features of
ideological state apparatus. 9157/2 education are there to prepare learners for their adult
J2017
ZIMSEC and working life after school? [10]
17 To what extent is education in Zimbabwe a
just and fair system? 9157/2
Source: ©ZIMSEC 6043/1 N2018
N2017
18 ‘The hidden curriculum best explains the role ZIMSEC PQ 23
of education in capitalist society.' 9157/2
N2017 Labelling of pupils might not be that important although many
19 ‘Education is a fair and just system.’ Discuss. ZIMSEC sociologists claim that it has important effects upon the progress of
9157/2 pupils. Teachers’ labels can affect pupils’ progress in a number of
J2018
direct and indirect ways.
20 To what extent do in-school factors influence ZIMSEC
9157/2 (a) Define the labelling. [3]
educational achievement?
J2018 (b) Describe any two causes of labelling. [4]
(c) Explain any two effects of labelling on learner
performance. [8]
PQ 21
(d) Examine the labelling theory in education. [10]
The education sector provides a platform for both formal and hidden
Source: ©ZIMSEC 6043/1 J2019
curriculum, which goes a long way in socializing learners and
integrating then into the wider society. PQ 24
a) (i) Define the term educational inequality. [3]
(a) Define the hidden curriculum. [3] (ii) Identify and briefly describe two examples of
(b) Describe any two features of the hidden curriculum. [4] educational inequality. [6]
(c) Distinguish between formal and hidden curriculum. [8] b) Evaluate the claim that in modern industrial societies
(d) To what extent does the hidden curriculum reflect the education systems are meritocratic. [16]
values of society? [10] Source: © UCLES 2008 9699/03/M/J/08
Source: ©ZIMSEC 6043/1 SPECIMEN PAPER

This resource was created by Regis Chipfiko