Relationship between School and Society

It is known to all that the relation between school and society is very close and integral. We cannot think of a school
without a society and on the other hand, a society without school is quite absurd. One without the other does not
carry any sense. These are two sides of a same coin. Therefore, the school should arrange its programs in such a way
that they strengthen the relationship between school and society. Now some measures that cultivate the relation
between school and society are presented here.
We know that programs in school must be planned and should be based on the social tradition and principles. So,
curricular organization should be based on social needs and social experience of the learner. The school life divorced
from direct life experience is futile and rather destructive. So, a learner must be acquainted with such experience
which is relevant to his or her social life. This acquaintance makes the learner able to solve the social problem and
satisfy the social needs.

Durkbeim was one of the first sociologists to appreciate the relationship between education and society. He saw
education as a social phenomenon through which a society assumes its own continuity by socializing the young in its
own image. The components of the educational system that constitute perfectly defined facts and which have the
same reality as another social fact are inter-related. They are inter-related internally, so that a given education
system has unity and consistency, and also externally, so that the education system reflects a society's moral and
intellectual values.

Ottaway (1980) defined society as the whole range of social relationships of people living in a certain geographical
territory and having a feeling of belonging to the same kind of group. In every society, whether developing or
developed, complex or primitive, there is always an education system. Education systems are not the same, as no
two societies are identical. Therefore, education systems in respect of their aims, contents and techniques differ
from society to society. Educational institutions are micro-societies, which mirror the entire society.

This is one of the reasons. Therefore, societies try to evolve education systems and policies that would meet the
needs, beliefs, attitudes and the aspirations of their people. Havighurst (1968) observed that the way to understand
a society's education system is to understand how it is related to the other basic institutions of that society, in
particular the family, the church, mosque, the state, the polity and the economy.

Each local school should be seen not only as an ‘educational institution’ but also as a rich collection of specific
resources which can be used for strengthening the social and economic fabric of the entire community. At the same
time, educators must see their local community as active, strong and full of assets. Successful communities come in
all shapes and sizes, all economic levels, urban and rural, and they possess many assets, which, once mobilized and
connected make community life rich and vibrant. The community environment in which a school is located has sets
of pre-existing complexities that school administrators must navigate. But once relationships are established and
continually cultivated, these relationships support school recruitment, after-school programming, student safety,
parental involvement, and student achievement.

Ottaway (2010) contended that the transmission of culture is a vital function of education. One of the tasks of
education is to hand on the cultural values and behaviour patterns of the society to its young and potential
members. He further observed that our children are potentially the society of the future, which still belongs to the
non-social community, and education in this respect can be regarded as a socialization of the young.

Each society has their own norms, values and her own ideal persons who stand out clearly for the younger
generations to emulate. Since all these societies are not the same, then it means that a man regarded as a hero in
one society because of his contributions to educational development of the society may not be regarded as such in
another society where education is not given priority in the scheme of their daily activities. It, therefore, implies that
children have different people to emulate in different societies.
Effects of School on Community The school must play an active part to relate itself with the society. There are many
educative forces in the society, e.g. places of historical interest, temple, church, mosque and remnants of human
civilization. These forces may act as educator to the young people. In order to create a relationship between school
and society, the school can organize educational excursion. Again, the relation between the two can be consolidated
if school can assemble different agencies of education and organize cultural program where students, teachers,
parents and the other members of the society will take part. Socialization and acculturation among all, particularly
different sections of the society, will enrich learners’ society.

1. Keep Pace in Social Needs

Society is an ever changing entity that is need of today. It may have no relevance in the society of tomorrow. All the
changes occur in social life are associated with the changes of human need. A school has to keep pace with the
changing society and to do that the curriculum should be reviewed regularly keeping in mind the change in social
demand and needs.

2. Selection of Rules for Society

School directs the society, reforms the society and ensure the progress of the society by analyzing the principles and
rules and selecting only those which have some good effects on society. If the school fails to do it, the society will
become a stagnant organization.

3. Moral and Intellectual Development of Students

Schools are established in many societies of the world so as to instill in the pupils those skill’s which will afford them
the opportunity of taking their rightful positions in the society; but this function cannot be adequately accomplished
without the assistance of the home because both the home and the school perform complimentary functions in the
moral and intellectual development of the child. This means that the child cannot be educated in a vacuum or in
isolation.

4. Development of Personality
For a child to be educated there must be interaction between him and his physical and social environment. By this
we mean that education is the development of personality. It is something which goes on both inside and outside
the home and in the school. In other words, education is an activity of the whole community.

5. Transmission of the Cultural Values

Education is used to transmit cultural values in next generation. One important implication of looking at education as
the transmitter of cultural values is the fact that education can be influenced by the culture of the society in which it
takes place. For this reason, one may infer that for a child to be educated, he must be influenced by his environment
and, in turn, be capable of influencing it. And it is only by the concept of the continuous interaction of the individual
and his society that the development of personality can be properly understood. We have noted above that
education is a means through which the cultural values of a particular society are transmitted from one generation
to another. Through this process, the society is able to achieve basic social conformity and ensure that its traditional
values, beliefs, attitudes and aspirations are maintained and preserved.
Effects of Community on School The heart of place and community based education claim to increased student
achievement. Dewey observed that in the absence of a strong connection between school and the life, children leads
outside the classroom, educators must set “painfully to work, on another tack and by a variety of means, to arouse
in the child an interest in school studies”. Today community involvement has taken on renewed significance in
configurations and discussions of school improvement. Federal, state and local educational legislation, political
slogans, professional addresses and casual conversation as about schooling are likely to include references to the
role or responsibility of the community. Proponents of community involvement in schools emphasize its importance
for effective school functioning, economic competitiveness, student well-being and community health and
development. When describing the effects of community involvement on effective school functioning, proponents
most often focus on the mounting responsibilities placed on schools by a nation whose student’s population is
increasingly placed at risk.

1. Community Involvement to Produce Capable Workforce

Community involvement is seen as one way to help schools produce a more capable workforce. Students need
advanced language, technical and communication skills to succeed in society. School community partnerships,
specifically those that involve businesses are critically important because business leaders, managers and personnel
are uniquely equipped to help schools prepare students for changing workplace.

2. Community Involvement for Students’ Well-Being

Social interaction is necessary for the healthy development of students. In schools social capital is created and
exchanged through positive, caring relationships in which knowledge, guidance and values are shared. Schools can
increase students’ social capital through their connections with students’ communities. Through a variety of
community volunteer and service integration programs, schools can become islands of hope for students whose
social environments are increasingly stressed and fragmented.

3. Community Involvement for Building Healthy Communities

Community involvement in schools is important for building and maintaining healthy communities. When discussing
the role of school community collaborations in rural communities, Combs and bailey (1992) argued that as often the
“largest and most visible institution in rural community” schools should be involved in the community/economic
development process. The educational, social, and recreational needs of the adult rural population can be enhanced
by utilizing local school facilities and expertise. In turn, schools can use the community as learning resource
A Critical Analysis of Social Role of School and Teachers in Pakistani Society

(i) Social Role of Schools and Education in Pakistani Society In this rapidly advancing era, the importance of social
role of school cannot be denied. It is crucial for progress and prosperity of any nation. Wikipedia published an article
on March, 17 2012 which defines social role of education.

1. Economic Growth
It has been proved by development experts that basic education is essential for financial and societal progress. Every
year of school increases individual’s wages by 10 per cent globally. As many as 164 multinational companies working
in Pakistan with an investment of 55.779 billion rupees are dependent on qualified people. Local industries also
require educated people to proceed. A skilled and educated person has an immense potential to work efficiently.

2. Discipline
Discipline is the most essential quality of life. It is in fact the greatest law of nature. It is necessary not only
importance in schools, colleges and homes, but it is equally important in the personal life of everybody. Needless to
say that educated societies are disciplined and there is less violation of rules and regulations. People work in
harmony with one another. Authorities are respected and people tend to fulfill their responsibilities.

3. Tolerance
Surprisingly, education inculcates tolerance. It is highly essential to fight against religious, class, social fanaticism. It is
generally observed that intolerant societies are largely uneducated. There are more anti-social activities as well.

4. Solution for Domestic Problems

Regrettably, Pakistan is a country with high rate of domestic violence and family problems. The victims of these
issues are either completely illiterate or not educated enough. So, they remain unable to eradicate such abominable
practices. Each year, a large number of women are beaten, tortured or burnt by their husbands or families. Victims
have fewer places to escape to. Violence against women is not considered a major offense in the country. Education
gives empowerment, especially to women and they develop sense of their rights and responsibilities.

5. Communication Skills
It is a fact that education helps a great deal in improving communication. It plays an important role to uplift a nation.
Consequently, social cohesion and mutual understanding is also achieved.

6. Identity
Today, people are recognized and appreciated by their qualification and profession. For instance, doctors and
professors are held in high esteem in the society. The only thing Pakistan has to offer to the world is human
resource. Therefore, it needs to focus on its education sector.

7. Quality of life
Above all, education improves quality of life. It reduces poverty, develops sense of right and wrong and adds
meaning to life. It helps modernize and update with the changing times.

a) Important facts
In Pakistan, every field requires educated individuals, especially the institutes of higher education, hospitals and
health centers that are in awful condition owing to a dearth of loyal staff and administration. According to higher
education commission of Pakistan, there are 124 universities in Pakistan of which 68 are public and 56 are private
universities. Obviously, these cannot be controlled by laymen, avaricious mill owners, illiterate feudal, corrupt
politicians, aimless fanatics or extremists that are abound in the country. To combat with religious prejudice, social
disparity, political disturbance and numerous internal problems; Pakistan urgently needs to improve and modernize
its education system. It has to bring positive changes in its academic policy to rank among the fast growing nations in
the world