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KESAMAAN PELUANG PENDIDIKAN (Equality of Educational opportunity)

Pre-Industrial Europe:

Kanak-kanak dipengaruhi oleh kedudukan kekeluarganya

Bentuk pekerjaan juga dipengaruhi oleh pekerjaan bapanya

Mengamalkan sistem patriarchal kinship

Tanggungjawab keluarga bagi kebajikan anaknya

Keluarga sebagai unit pengeluaran ekonomi

PPIP/PLG515

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PPIP/PLG515

Industrial Revolution

• Organisasi ekonomi berlaku di luar keluarga / rumah• Peluang pekerjaan berlaku di luar keluarga• Kuasa keluarga menentukan pekerjaan anak menjadi

semakin lemah• Peranan keluarga sebagai tempat mendapat latihan

menjadi semakin lemah• Peranan seterusnya - sekolah

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PPIP/PLG515

Pendidikan Awam (Public Education)

Mewujudkan pengalaman pendidikan yang sama (kanak-kanak kumpulan atas – sekolah swasta)

Sekolah berasrama – (boarding school) : bagi kanak-kanak kumpulan rendah, mengguna kurikulum berbeza

Struktur dualisma pendidikan awam menengah – persediaan ke universiti

Sekolah umum dihadiri oleh semua masyarakat

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PPIP/PLG515

England: Peluang Pendidikan berbeza

• Perindustrian: pendidikan asas untuk tenaga buruh• Tenaga buruh terlatih• Kumpulan menengah – pendidikan yang lebih baik untuk

anaknya• Satu bentuk social order – system of stratification

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PPIP/PLG515

U.S: Kesamaan Peluang Pendidikan

• Pendidikan percuma kepada tahap memasuki tenaga buruh

• Mengguna kurikulum yang sama

• Kanak-kanak dari latar belakang berbeza berada di sekolah yang sama

• Kanak-kanak dari kawasan yang sama berada di sekolah sama

• Membuka peluang memasuki taraf sosial lebih tinggi

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PPIP/PLG515

National Education Association

• Kurikulum – persediaan memasuki kolej• Kemasukan pelajar yang tidak berminat menyambung ke

kolej/universiti• Kesedaran kepada keperluan kurikulum yang kurang

akademik• Pengenalan kepada kurikulum neoclassical / college

prepatory vs terminal persediaan memasuki universiti persediaan pasaran kerja

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PPIP/PLG515

Pergerakan Pekerjaaan antara Generasi ( occupational mobility between Generations)

o Semua pelajar didedahkan kepada kurikulum sama di sekolah samao Pelajar didedahkan kepada kurikulum yang berbeza – peluang

pekerjaan berbezao Separate but equal facilities – identical teacher salaries and facilitieso Type of inequalities:

o Perbezaan inputo Perbezaan komposisi pelajar

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PPIP/PLG515

• Sifat Intangible : moral guru, jangkaan guru terhadap pelajar, • Kesamaan hasil – inputnya sama• Kesamaan hasil – inputnya berbeza• Kajian: tertumpu kerada aspek keempat dan kelima Juga termasuk 1 hingga 3 – perbentukan polisi ( input tangible dan

segregation)

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PPIP/PLG515

• Susunan mengikut hairaki: educational background teacher quality facilities and curriculum

Finding:• Children from educationally strong families would enjoy educational

opportunity far surpassing that of others• Very large overall Negro-white achievement differences

Dapatan Kajian

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PPIP/PLG515

Dapatan Kajiano Schools had little effect or no effect on student achievement when

the effects of a family background variables have been taken into account

o The finding had generated a quiet pessimistic view on the influence of education and on the influence of schools on teaching

o Issues: Used research design comparing positive and negative outlier

schools In availability of techniques for statistical analysis – Hierarchical

Linear Modeling (HLM)

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PPIP/PLG515

• They attended segregated schools• Schools for black & other minorities were inferior as measured by:

accreditation class-size teacher background school attended by white

• Schools vary from district to district and State on: Wealth – ability to pay governmental access / decision making process aspiration of the people

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• Kepentingan pendidikan bilangan tahun bersekolah penentu kepada pencapaian

pekerjaan keturunan juga menentukan pencapaian pendidikan dan

pencapaian pekerjaan Careers are thus shaped within the educational system

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PPIP/PLG515

• Common explanation for the importance of education in modern society The skills requirements of jobs in industrial society constantly

increase because of technological change the proportion of jobs requiring low skill decreases and the

proportion requiring high skill increases The same job are upgraded in skill requirements

Technical Function Theory of Education

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PPIP/PLG515

• Formal education provide the training in either specific skills and general capacities necessary for the more highly skilled jobs

• Educational requirements for employment constantly rise – population are required to spend longer period in schools

Technical Function Theory

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• Occupational position require particular kinds of skilled performance

• Positions must be filled with persons who have either the native ability, or have acquired the training, necessary for the performance of the occupational role

Functional Theory of Stratification

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• Educational requirements of jobs in industrial society increase because the proportion of jobs requiring low skills decreases and the proportion requiring high skill increases

• Educational requirements of jobs in industrial society rise because the same jobs are upgraded in skill requirements.

Process of Stratification

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PPIP/PLG515

Formal education provides required job skills are better educated employees more productive?

National growth approach – the residual approach – attributable to improvements in skill of the labor force – increased education

Correlation of education and level of economic development

Time-lag correlation

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PPIP/PLG515

• Direct evidence: the better educated employees are not generally more productive, and in some cases are less productive

• Are vocational skills learned in school or elsewhere? Acquire their skills on the job High technical skills may be acquired on the job In profession where education is legal requirement for admission

to practice

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• Vocational training seems to be derived more from work experience than from formal school training

• The nature of student cultures suggest that schooling is very inefficient as a means of training for work skills

• Skilled manual workers acquire their skills on the job• Schooling is very inefficient as a means of training for work skills

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PPIP/PLG515

• Inadequacies of technical function theory of education• Functional approach to stratification: a fixed set of

positions, that labor force must satisfy – the fixed demand of skills.

• Functional demands change with the process of modernization

Functional and Conflict Perspective

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PPIP/PLG515

Status group may be derived from:• Economic situation • Power position• Cultural conditions or institutions• Struggle for advantage The struggle for wealth, power, and prestige is carried out through

organization Education as Status Culture

Schools is to teach status cultures, outside and in the class-rooms

Conflict Theory of Stratification

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PPIP/PLG515

• Education as a Mechanism of Occupational Placement• Employers use education for selection or placement• Education has been used as a means of cultural selection• Education has been associated with high economic and status

position• Education at all levels expanded faster in America than

anywhere else

Conflict Theory of Stratification

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James S. Coleman & U.S. Office of Education Input resources: (facilities, curriculum an teachers) Educational background Intangible characteristics – morale, tiga aspek - Inputs to schools Dua aspek -Effects of schooling

Survey / Tinjauan

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PPIP/PLG515

• Susunan mengikut hiraki: educational background teacher quality facilities and curriculum • Keputusan• Children from educationally strong families would enjoy educational

opportunity far surpassing that of others• Very large overall Negro-white achievement differences

Keputusan kajian

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PPIP/PLG515

• School Social Capital – (social cohesion) - perhubungan di antara keluarga pelajar dan sekolah membawa kepada peningkatan pencapaian pelajar

• Penglibatan keluarga – perhubungan keluarga dengan sekolah

• Program school outreach – program yang melibatkan ibu bapa pelajar (program sukarela kumpulan ibu bapa)

• School ambiance – sekolah membekalkan environment / suasana positif kepada pelajar (placing high priority on learning, reduce conflict between teachers and administrators, good school health/climate)

• Mewujudkan suasana pengajaran yang positif untuk guru

• Coleman (1988): Human actions are shaped not only by financial and human resources (Becker, 1964, 1991) but also by the social context within which the person is situated. Thus in order to maximize a student’s success in life, financial and human resources must be accompanied by social relationships.

• Social capital – refers to social networks available to parents that enhance a pupil’s ability to benefit from educational opportunities

Modal Sosial (Social Capital)

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• Parents and schools that possess more social capital (stronger relationship, ties and a strong sense of connectedness) promote higher level of pupil achievement

• Social capital – social networks (communities, solidarity) that are tied by social relations.

• Bourdiue’s (1977 and Bourdiue& Passeron, 1977; McDonough, 1997) cultural capitalism – social reproduction of inequality in schools – structural inequality within the system.

• Cultural capital stresses on bias and structural inequalities that exist within the system and institutions

• Children from dominant class; middle-class parents possessing a higher level of cultural capital are able to make educational choices that advantage their children the most (Brown, 1990; brown & lauder, 1992).

• Children from dominant group come to school with cultural capital –a home background with rich language usage and socially correct behavior patters, that position them to do better than others in terms of schools meritocratic norms.

Modal Sosial (Social Capital)