Social Efficiency Ideology

Social Efficiency Ideology

Social Efficiency Ideology





Social Efficiency Ideology

Social Efficiency advocates believe that the reason of getting education is to effectively meet the community standards through training of youths to be responsible in the future in building the community. The goal of education is to equip the youths with the skills and protocols they need to follow in their respective workplaces and in the community. Education is also intended to train the youths how to live a productive life and perpetuating the community roles. It has been observed that educational standards and community needs have since changed. The globalization has introduced new ideas and skill to other countries. The enactment of the global educational standards and international competitions has also refined the educational requirements and procedures causing the change in Social Efficiency Ideology over centuries.

Those who believe in Social Efficiency Ideology argue that the importance of learning lies in their competencies and roles the youths are able to play in the community. Education is essential in equipping youths with skills they need to perform and be productive in the community. When the community needs change, there should be a change in curriculum to counter-react this. In some curriculums, the change is shift while in other it’s a bit slower. The educators manage instructions by choosing and employing educational techniques aimed at helping trainees learn based on the curriculum. Instructions are controlled by precisely defined behavioural objectives, and trainees may gain a lot of practice to increase and retain the learnt skills.

The first goal of Social Efficiency Ideology is to determine the societal needs. The things that will help achieve the needs are called objectives of the curriculum. Over the centuries as the world is becoming more globalized, the needs of the community have also changed. Form a simple to complex systems plus introductions of sophisticated machines have made great changes in the curriculum. The institutions have thus been forced to find the suitable and efficient method of instilling the even changing curriculum to the fast changing generation. In some circumstances, curriculums have been changed and some trainees forced to take extra classes to incorporate the incoming technology or change in the existing order. The Social Efficiency Ideology ideologists posit that central to Social Efficiency conceptions of scientific procedure is the assumption that changes happen in human behaviour and this occurs within a fairly direct cause-effect, action-reaction, or stimulus-response context.

The institutions and educators have been forced to determine the reasons for changes in the society, and determining the connection between cause and its effects, action and reaction, and stimuli and response, and predicting the causes, effects, and stimuli leads to the desired effects, reactions and responses.

According to Social Efficiency Ideology ideologists, the most effective way of attaining the goals of a given curriculum comes from the application of routines of scientific procedure to the making of curriculum. In conclusion, the technological, community standards, community needs and change in human behaviour have resulted to change in Social Efficiency Ideology over century.


Introduction to the Curriculum Ideologies retrieved from