The functionalist view of education is school takes on the responsibility of teaching people to be more socially accepted. "School represents society in miniature." (Haralambos et al, 1996:220). Individuals learn the values and morals of society through the education system. Individuals are taught the history of their society and begin to understand their place in society (van Krieken et al, 2000:191). The first role of education argued here, socialization, contributes to reinforcing common societal values, needs and ensures cultural reproduction (Abercrombie et al, 1994:400). Socialization, stated by O'Donnell (1994:5), is an important tool for achieving social order and cohesiveness. The socialisation process at educational institutions, says Edgar et al (1993:330) and O"Donnell (1994:5), is about teaching students the value of new knowledge, theoretical learning and technology; ethical, moral and non-discriminatory behavior; discipline, cooperation and team-work; and professional and formal relationships. Further education helps prepare students in understanding what is acceptable behavior in our society, by teaching them the socially acceptable behaviour of our society (Haralambos et al, 1996:209).
Education can offer an important socialising role for would-be graduates in courses that offer accreditation from a professional body. Professional membership is valued by individuals because the opportunities for networking, political standing, and organisation, state Jones and May (1992:288). Employers value memberships because it assures the organisation of receiving employees already embedded in the values and ethics of a recognised code of ethics, and trained in knowledge as controlled by a professional body (Joseph, 1990:211). The second role functionalists state that education, is the major mechanism for role allocation and strata of the social system and workforce (Anderson & Vervoom as stated in Graycar & Jamrozik, 1993:236).
