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The administrative environment in education

Educational aims are an inevitable source of conflict to between people in the institution and between them and members of the wider society consequently, society has to devise means for controlling the educational system. At the formal level it happens though the operation of local educational government, and other voluntary bodes. It also happens in a way bes described by pointing out that the incumbents of the status positions in the educational system are also product of the wider society Consequently we can never assume that the school is separate from society - it is that the school is separate from society - society own with column runs it.k Cause this organic aspect or the educational system is fairly obvious we can spend more time on analyzing the formal control of education.

Clearly the pupil . teacher rato is influenced by decisions made within the administrative environment of the school in the widest sense it depends upon decisions about teacher salaries and quotas, closer tot he School however, the efficiency with which the local Atonally recruits, distributes and supports its teachers force within the framework of administrative possibilities ahas an incontestable influence upon what happens in the school and consequently what comes out of it ( Egesting 1967);

The Family Socialization is one of the inevitable productios of social living Therefore it has many settings but the family is the most important one. As with the other setting each family has its own normative order and its regular pattern of behavior. its function is to prepare the child of the langer world look ed at from this point of view. the parents are sponsors of the child with the aspects of the normative and behavior to be found in the wider society .

Which aspects those will be aspens upon the position of the family itself in the social structure. They will depend that is upon the ideas and ways of livi9ntg which are available to the particular family. These is turn. stream, form the position of the family in the stratification system. Parents can only deliberately teach what they know, what they know depends upon their own experiences in society and their experiences tends to be determined by the amount of money prestige and power they can demand. It is also much more complicated then that talcott parsons used these ideas in pointing to a single aspect of the social process. Which plays a crucial part in what has been happening to the family in modern industrial social process, which plays a crucial part in what has been happening to the family in modern industrial society. He suggested that the key to understanding family changes lies in the concept of differentiation, that is, increasing specialization. enables individual and groups to concentrate upon more detailed and intensively preformed taks. This is true for social for social living as it is for economic production. Therefore the family becomes more specialized in its functions. The family is not only laeft with fewer functions to perform but increased opportunity to do them well. Thus. the family is more specialized than before not any general sense less important, because of certain of its vital functions ( Parsons 1+956P- 11)

Social Class
Many studies have shown that social class inferences the ways in which children participate in the formal system of education. Social observers prior to Second world war recognized wide differences in class changes for education but the egalitarianism behind the 1944. Education act encouraged us to develop a misleading picture of educational opportunity, which lasted for decade. The sociological level of explanation pays more attention to the fairly obvious fact that the level collective ability of a nation is a function of culture. That is the way a society organized itself, the intellective value, and motivational demands it makes of it members and the perceptions of reality it teachers all product in its people their ability to cope with their own environments. in the light of these ideas social gists suggested that the strarling differences in ability of children form different social classes were proof of sub – cultural variation in preparation for the social life of the school However with this model of the two --- types of social class sub – cultures we have the beginnings of a description of how different social class experience produces different cognitive, cathartic and evaluative skills and habits.The corresequences in educationa adaptive ness are fairly obvious. To the extent that school demands supposing or of spontaneity , deferred gratification and an instrumental approach to the world around it will tend to find lower class pupils unsuitable.

The peer group.
The process of socialization continues throughout life as the individual encounters an ever – widdening circle of groups in to which he must be initiated One of the first groups which is genuinely outside the family is formed by his age peers. Auseful paradigm for analyzing the consequences of group membership will illuminate the effects of the interaction between school and peer group (Cole 1962 P-119) Groups stimulate their members. Two people can have an effect upon each other, which will be the greater for the fact that they share common definitions.