, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
QUESTION 1
1.1 B
1.2 B
1.3 C
1.4 C
1.5 C
QUESTION 2
2.1 Functionalism and Schooling (10 marks)
Socialisation and Value Consensus
From a Functionalist perspective, schooling plays a central role in the process of socialisation by
transmitting the shared norms, values, and cultural expectations that bind society together.
Education functions as a secondary agent of socialisation, building upon the foundational values
learned within the family and extending them into a broader societal context. Through formal
instruction and everyday school practices, learners are taught essential societal values such as
discipline, punctuality, respect for authority, cooperation, and achievement. These values are not
arbitrary; rather, they reflect what is necessary for the maintenance of social order and cohesion.
According to Émile Durkheim, education is the means through which society perpetuates itself by
instilling a collective conscience—a shared set of moral beliefs that ensures individuals act in ways
that promote social harmony (Durkheim, 1956). In this sense, schooling contributes to value
consensus, where individuals internalise common norms and are able to function cohesively within
the social system. Without such consensus, society would face instability, conflict, and
fragmentation.
Social Stability and Role Allocation
Functionalists further argue that schooling is essential for maintaining social stability by preparing
individuals to occupy specific roles within the social and economic structure. Education serves as a
mechanism for role allocation, whereby learners are assessed, evaluated, and eventually channelled
into positions that match their abilities and talents. This process is closely linked to the idea of
meritocracy, where achievement is based on effort, ability, and performance rather than ascribed
characteristics such as class or background. Talcott Parsons emphasises that schools operate as a
“focal socialising agency” that transitions individuals from particularistic standards in the family to
universalistic standards in society, where everyone is judged according to the same criteria (Parsons,
1961). Through examinations, grading systems, and competitive environments, learners are
encouraged to strive for success, thereby ensuring that the most capable individuals are selected for
the most important roles. This contributes to the efficient functioning of society, as positions are
filled by those best suited to perform them, ultimately reinforcing social stability and continuity.
Manifest Functions of Education
Functionalists distinguish between the manifest (intended) and latent (unintended) functions of
schooling. Manifest functions refer to the explicit purposes of education, which include the
QUESTION 1
1.1 B
1.2 B
1.3 C
1.4 C
1.5 C
QUESTION 2
2.1 Functionalism and Schooling (10 marks)
Socialisation and Value Consensus
From a Functionalist perspective, schooling plays a central role in the process of socialisation by
transmitting the shared norms, values, and cultural expectations that bind society together.
Education functions as a secondary agent of socialisation, building upon the foundational values
learned within the family and extending them into a broader societal context. Through formal
instruction and everyday school practices, learners are taught essential societal values such as
discipline, punctuality, respect for authority, cooperation, and achievement. These values are not
arbitrary; rather, they reflect what is necessary for the maintenance of social order and cohesion.
According to Émile Durkheim, education is the means through which society perpetuates itself by
instilling a collective conscience—a shared set of moral beliefs that ensures individuals act in ways
that promote social harmony (Durkheim, 1956). In this sense, schooling contributes to value
consensus, where individuals internalise common norms and are able to function cohesively within
the social system. Without such consensus, society would face instability, conflict, and
fragmentation.
Social Stability and Role Allocation
Functionalists further argue that schooling is essential for maintaining social stability by preparing
individuals to occupy specific roles within the social and economic structure. Education serves as a
mechanism for role allocation, whereby learners are assessed, evaluated, and eventually channelled
into positions that match their abilities and talents. This process is closely linked to the idea of
meritocracy, where achievement is based on effort, ability, and performance rather than ascribed
characteristics such as class or background. Talcott Parsons emphasises that schools operate as a
“focal socialising agency” that transitions individuals from particularistic standards in the family to
universalistic standards in society, where everyone is judged according to the same criteria (Parsons,
1961). Through examinations, grading systems, and competitive environments, learners are
encouraged to strive for success, thereby ensuring that the most capable individuals are selected for
the most important roles. This contributes to the efficient functioning of society, as positions are
filled by those best suited to perform them, ultimately reinforcing social stability and continuity.
Manifest Functions of Education
Functionalists distinguish between the manifest (intended) and latent (unintended) functions of
schooling. Manifest functions refer to the explicit purposes of education, which include the
