Talcott Parsons (1902-1979), under the functionalist perspective, observed that if an aspect of

social life does not contribute to a society stability or survival; if it does not serve some
identifiably useful function or promote value consensus among members of a society it will
not be passed on from one generation to the next. Societies develop social structures or
institutions that persist because they play a part in helping society to survive. These institutions
include the family, education, government, religion, and the economy. If anything adverse
happens to one of these institutions or parts are affected then the system no longer functions
properly. Education, as a social institution has a great social importance especially in the
modern, complex industrialised societies. Philosophers of all periods, beginning with ancient
sages, devoted to it a great deal of attention. Accordingly, various theories regarding its nature
and objectives have come into being. Robert K. Merton (1910-2003), pursued a version of
Parsons’s functionalism, but did so in a much more critical way. He came up with a number of
functions of education which he classified as manifest and latent.

According to Robert Merton Manifest functions are the intended objectives or goals of the
system which are overly recognized by the participants in a social unit. These are functions
which people assume and expect the institutions to fulfil. For example, schools are expected to
educate the children in the knowledge and skills that they need. In contrast, latent functions are
unintended functions that are hidden and remains unacknowledged by participants. A latent
function is the establishment of social relations and networks. Merton noted that all features of
a social system may not be functional at all times, dysfunctions are the un-desirable
consequences of any element of a society. A dysfunction of education in Zambia might be the
perpetuation of gender inequalities. Such dysfunction may threaten the capacity of a society to
adapt and survive.

This paper will, therefore, attempt to primarily explain how Merton’s social functions of
education can be achieved by a Zambian teacher.

1.0 Manifest functions.

Under manifest social functions of education, Robert noted that these functions can be observed
as; conservative, Innovative, economic, social selection and as political functions.
 1.1 Conservative function.

The French sociologist Emile Durkheim saw the major function of education as the
transmission of society’s norms and values. According to Durkheim, society can only exit if
there exist among its members a sufficient degree of homogeneity. If Zambian children are to
learn the norms, values, and skills they need to function in society, then education is a primary
vehicle for such learning. Therefore, teachers in Schools need not only to teach the three Rs
(reading, ’riting, ’rithmetic) but must also teach many of the society’s norms and values. In
Zambia, these norms and values include respect for authority, patriotism, punctuality, and
competition (for grades and sports victories). The teachers in school ought to devote a great
deal of their time and energy to matters such as co-operation, good citizenship, doing one’s
duty, and upholding the law. Directly through textbooks, and indirectly through celebration of
programmes, patriotic sentiments can be instilled, the nation’s past glorified, its legendary
heroes respected, and its military ventures justified. Curriculum ruralisation and
diversification, therefore, forms the pedestal of Durkheim’s views.

1.2 Innovative function.

Someone must initiate the social change that is necessary for a society to survive under modern
conditions. Such change may be for example, technical, political or artistic. Zambian scientists
cannot make important scientific discoveries and our artists and thinkers cannot come up with
great works of art, poetry, and prose unless they have first been educated in the many subjects
they need to know for their chosen path. The education system is expected to be a major source
of new ideas and also to develop new knowledge since knowledge is dynamic. Innovation is
not inevitable minus research and practical work. Zambian teachers must consequently be
trained to teach scientific and vocational subjects such as woodwork, metalwork, geometrical
and mechanical drawing, art, ICT, music as well as home economics. Schools should set up
laboratories and workshops, colleges and universities should to carry out research endeavours
and publish new knowledge that would eventually benefit the society.

1.3 Economic function.

The relation between the economy and education can be an exact one. For example, the number
and productive capacity of engineering firms are limited by the number of engineers produced
by education. From the Human Capital Theory view point, it is believed that education does
not only improve the individual choices available to man, but that an educated population
provides the type of labour force necessary for industrial development and economic growth.
The quality of economic growth in the nation depends on education. Zambian teachers must be
creative and of absolute competence so as to facilitate the impartation of the ‘know-what’
(subject matter) as well as the ‘know-how’ (skills, methods and techniques of doing things).
This ‘know-what’ and ‘know-how’ begets change in people’s behaviour, it also enriches
people’s understanding of themselves and the world. It improves the quality of their lives
through creativity and leads to broad social benefits to individuals in society through the
acquired entrepreneurial skills offered in commerce, book keeping and principles of accounts.
teachers should impart knowledge and skills that would enable the student to eke out his
livelihood. Teachers must prepare the student for future occupational positions. The youth
should be enabled to play a productive role in society. Accordingly, great emphasis must be
placed on vocational training.

1.4 Social Selection function.

The social selection function of education is based on the understanding that children have
different abilities and personalities. A school is, therefore, a sorting mechanism, children are
sorted out and prepared for their adult lives most suited to their particular qualities. The
education system, therefore, is central to the process by which the more able are sorted out of
the population as a whole. Schools operate on meritocratic principles, that is; status is achieved
on the basis of merit. Thus, in order to achieve this function, teachers in Zambia must provide
equal opportunities to each one of the students by placing them in the same situation in the
classroom and so allowing them to compete on equal terms in examinations and other
assessment instruments.

1.5 Political function.

The political function of the education system is to evoke the political socialization of the child.
This is process through which the child assimilates the basic assumptions and values underlying
the political system of his/her country. Education fosters participant democracy. Participant
democracy in any large and complex society depends on literacy. Literacy allows full
participation of the people in democratic processes and effective voting. Literacy, being among
the three Rs is a product of education. Educational system has thus economic as well as political
significance. Although not deliberately indoctrinated, subconsciously pupils get to learn about
types of governments and leaders through lessons in Social Studies, History or Civics.
Democratization of the education system through the education board system being a case in
point, should involve teaching of cross-cutting issues such as democracy and human rights to
help in the politicization of pupils on civic matters.

2.0 Latent functions.

Education also involves several latent functions, functions that are by-products of going to
school and receiving an education rather than a direct effect of the education per se. One of
these is child care: Once a child starts kindergarten and then first grade, for several hours a day
the child is taken care of for free. Teachers not only facilitate the learning process but also
provide mass entertainment by organising functions and many other recreational activities such
as athletics, ball games, dancing and poetry just to name a few. The establishment of peer
relationships is another latent function of schooling. Most people meet many of their friends
while in school at whatever grade level, and some of those friendships endure the rest of their
lives. A final latent function of education is that it keeps millions of high school students out
of the full-time labour force. This fact keeps the unemployment rate lower than it would be if
they were in the labour force.

In conclusion, Robert Merton’s social functions of education clearly spells out education as a
very crucial aspect of the society. The school instils co-operative values through civic and
patriotic exhortation or advice. However, in light of the social selection function, the school’s
main emphasis seems to lie upon personal competition. For each subject studied the child is
compared with the companions by percentage of marks or rankings. The teacher admires,
praises and smiles upon those who do well and frowns upon those who fail to do well which
eventually begets the horrendous labelling of pupils. The school’s ranking system serves to
prepare for a later ranking system. Many of those who are emotionally disappointed by low
ranking in the school are thereby prepared to accept limited achievement in the larger world
outside the school. Because education serves so many manifest and latent functions for society,
problems in schooling ultimately harm society. For education to serve its many functions,
various kinds of reforms are needed to make our schools and the process of education as
effective as possible.
REFERENCES.

Abraham, F. (2010) Contemporary Sociology: An Introduction to Concepts and

Theories. New Delhi: Oxford University press.

Ezewu, E. (1983) Sociology of Education. London: Longman.

Ferrante, J. (2006) Sociology-A Global Perspective, 6th edition. Thomson Wadsworth:

USA.

Giddens, A. (2006) Sociology, 5th edition. Polity Press.