Senior High School

Understanding Culture,
Society and Politics
Quarter 2 – Module 2:
Function of Education in Society
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
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:

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.

2
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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know 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.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More 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.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
3
 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned. This also tends
retention of
learned concepts.
This contains answers to all activities in the
Answer Key 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:

1. 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.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. 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!

4
 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:

1. differentiate formal from nonformal education
2. identify the two functions of education;
a. productive citizenry
b. self-actualization
3. appreciate the importance of education as basic human rights

5
 What I Know

A. DIRECTIONS: Encircle the letter of the best answer.

1. What are the composition of a formal school?

A. school B. teachers C. school with facilities D. school & teachers

2. Which among the country that colonize us has the great influence in our
education?
A. America B. China C. Japan D. Spain

3. What program of government implements the Senior High?

A. NFE B. BCE act of 1982 C. K 12 program D. TESDA

4. 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

5. Who can be in the nonformal education?

A. Old people C. person w/ disability
B. out of school youth D. all of the above

6. What republic Act stipulates ALS ?

A. R.A 9155 B. R.A. 9154 C. R.A. 9153 D. R.A. 9152

7. What agency is created to promote non-degree technical programs?

A. NFE B. BCE C. ALS D. TESDA

8. Which of the following is the purpose of TESDA?

A. Develop the skill of unemployed C. Educate all
B. Enhance the skills of teachers D. To create jobs

9. What is in the top of hierarchy of needs according to Maslow?

A. Safety needs C. love and belonging
B. Self-actualization D. physiological needs

10. Which of the following can greatly influence a productive citizen?

A. peers C. education
B. friends D. workplace

6
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

7
 Lesson
The function of Education in Society

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 .

Elementary

kindergarten Junior High

Me

8
 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.

9
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:

1. 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.

2. 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
10
learns the value of self and the purpose of his/her existence. In this
regard, the

11
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.

12
 What’s More

Activity 1:

DIRECTIONS: Complete the Venn Diagram of Formal Education

and Non-Formal Education

13
Activity 2:
A. DIRECTIONS: Write the function of education in the proper heading

Productive Promote Self

Citizen Actualization

B. DIRECTIONS: Answer the following by writing 5 sentences about it.

What can you say about the phrase “Education for all” ?

14
 What I Have Learned

1. 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.

2. 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

3. 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

4. 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

5. There are two primary functions of education namely; develop

productive citizenry and promote self-actualization

6. Everyone is entitled to education because it is a basic human

rights

15
 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:
1. 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?)

2. 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 The presentation The presentation had The presentation
had an exceptional had a good amount moments where contains little to no
amount of valuable of valuable material valuable material valuable material
material and was and benefited the was presented but a
extremely beneficial class whole content was
to the class lacking

Presentation The report is well The report is The report is not so The report shows
organized and organized and organized and lack little to no organized
contains accurate contains quotations quotations and facts and does not
quotations and facts and facts taken from taken from the contains accurate
taken from the the survey survey quotations and facts
survey taken from the
survey

16
B. DIRECTIONS: Make a poster, showing the importance of education to you.

Rubrics in Poster making

5 4 3 2
Graphics All graphics are Most graphics are Some graphics Graphics do not
related to the topic related to the topic does not relay a relate to the topic
Relevance and make it easier but it is not easier to message
to understand. understand connected to the
topic

Attractiveness The poster is The poster is The poster is The poster is

exceptionally attractive in terms acceptably distractingly messy
attractive in terms of design, layout, attractive though it or very poorly
of design, layout, and neatness may be a bit designed. It is not
and neatness messy. attractive.

17
 5 4 3 2 1
Has written 5 Has written 4 Has written 3 Has written 2 Has written
interesting interesting details details vague and
and and relating to the relating to the insufficient
descriptive descriptive topic topic detail
details details
relating to the relating to the
topic topic

Rubric for checking the answer in Activity 2 : B

18
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

19
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

20