allocation education meaning

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Providing every child with an equal opportunity to learn has been a central challenge in public education. In fact, at its inception, universal public education in the United States was viewed as the “great equalizer.” Education was perceived, by some, as the vehicle through which individuals could rise above the social and economic circumstances which may have created longstanding barriers to reaching their potential as individuals and contributing citizens.

As the test of time has proven, education alone cannot address entrenched social problems; multiple institutions, policies and support systems are necessary to level the social and economic playing field. However, education is and will continue to be one of the primary means by which inequity can be addressed. Public funds will continue to be allocated in support of educational programs, and the rationale for these investments will likely continue to be that education creates social equity.

The purposeful and practical allocation of resources to support equitable access to high-quality learning opportunities, is a major component of education policy at the federal, state, and local levels. Leaders at all levels are charged with making decisions about how to effectively distribute and leverage resources to support teaching and learning.

Resource allocation consists of more than assigning dollar amounts to particular schools or programs. Equally, if not more important, is the examination of the ways in which those dollars are translated into actions that address expressed educational goals at various educational levels. In this respect, leaders are concerned not only with the level of resources and how they are distributed across districts, schools, and classrooms, but also with how these investments translate into improved learning.

It is critical for resource allocation practices to reflect an understanding of the imperative to eliminate existing inequities and close the achievement gap. All too often, children who are most in need of support and assistance attend schools that have higher staff turnover, less challenging curricula, less access to appropriate materials and technology, and poorer facilities.

Allocating and developing resources to support improvement in teaching and learning is critical to school reform efforts. Education policymakers must be informed about emerging resource practices and cognizant of the ways incentives can be used to create conditions that support teaching and learning.

Resource allocation in education does not take place in a vacuum. Instead, it often reflects policy conditions that form a context in which opportunities for effective leadership can be created. For example, effective leaders know how to use data strategically to inform resource allocation decisions and to provide insights about how productivity, efficiency, and equity are impacted by allocated resources.

The roles, responsibilities, and authority of leaders at each level of education also impacts whether and how they are able to allocate resources to particular districts, schools, programs, teachers, and students. Further, the type of governance structure that is in place also affects decisions about resources and incentives. Governance issues arise as leaders become involved in raising revenue and distributing educational resources. These activities involve multiple entities, including the voting public, state legislatures, local school boards, superintendents, principals, and teachers’ associations. Each of these connections can provide insights into how best to allocate resources and provide incentives that powerfully and equitably support learning, for both students and education professionals.

Resources necessary to operate a successful school or school district cannot be confined to dollars alone, however. Indeed, the resources needed to actively and fully support education are inherently complex and require an understanding that goes far beyond assessing the level of spending or how the dollars are distributed. Educational leaders must be able to examine the ways in which those dollars are translated into action by allocating time and people, developing human capital, and providing incentives and supports in productive ways.

Principals, district officials who oversee the allocation of resources, and state policymakers whose actions affect the resources the principal has to work with, are all concerned with three basic categories of resources: 1. Money.  Activities at several levels of the system, typically occurring in annual cycles, determine both the amount of money that is available to support education and the purposes to which money can be allocated. No one level of the educational system has complete control over the flow, distribution, and expenditure of funds. 2. Human capital.  People “purchased” with the allocated funds do the work of the educational system and bring differing levels of motivation and expertise developed over time through training and experience.

3. Time.  People’s work happens within an agreed-upon structure of time (and assignment of people to tasks within time blocks) that allocates hours within the day and across the year to different functions, thereby creating more or less opportunity to accomplish goals.

These resources are thus intimately linked to one another. Each affects the other and even depends on the other to achieve its intended purpose. An abundance of money and time, for example, without the knowledge, motivation, and expertise of teachers (human capital) does little to maximize desired learning opportunities created for students.

Furthermore, an abundance of human capital without money or time to distribute it does little to alter practice in classrooms or to share expertise with others. From their position of influence over the acquisition, flow, and (intended) use of resources, educational leaders thereby undertake a massive attempt to coordinate, and render coherent, the relationships of the various resources to the goals they set out to achieve.

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The Connection Between Education, Selection, and Role Allocation in Sociology

In the field of sociology, the connection between education , selection, and role allocation plays a crucial role in understanding how societies function and individuals are assigned various roles within them. This connection highlights the interplay between education as a social institution, the process of selection, and the allocation of roles based on individuals’ qualifications and abilities.

Education as a Social Institution

Education is not just a means of acquiring knowledge and skills; it is also a social institution that serves several important functions in society. It is through education that individuals are socialized, meaning they learn the norms, values, and expectations of their society. Education also plays a role in reproducing social inequalities or challenging existing power structures.

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Within the context of the connection between education, selection, and role allocation, education serves as a mechanism through which individuals acquire the necessary qualifications and credentials to compete for specific roles and positions within society.

The Process of Selection

Selection refers to the process of choosing individuals for specific roles or positions based on their qualifications, abilities, and other relevant criteria. In the context of education, selection occurs at various stages, starting from the early years of formal education and continuing throughout one’s academic journey.

The process of selection in education involves various mechanisms, such as examinations, assessments, and evaluations, which aim to measure individuals’ knowledge, skills, and aptitude. These mechanisms help identify individuals who are deemed suitable for further education or specific roles in society.

Moreover, selection in education is influenced by various factors, including social background, economic resources, and cultural capital . These factors can create disparities in educational opportunities and outcomes, leading to unequal access to certain roles and positions in society .

Role Allocation

Role allocation refers to the process of assigning individuals to specific roles or positions within society based on their qualifications, abilities, and the requirements of those roles. Education plays a vital role in this process as it provides individuals with the necessary knowledge and skills to perform specific roles effectively.

Through education, individuals acquire specialized knowledge and develop the skills required for different occupations and professions. This enables them to compete for specific roles and positions in the job market or other social spheres.

Role allocation is influenced by various factors, including social stratification, meritocracy, and social mobility. Societies differ in the extent to which they allocate roles based on merit or other criteria, such as social class , gender, or ethnicity.

The Connection Between Education, Selection, and Role Allocation

The connection between education, selection, and role allocation can be understood as a cyclical process. Education provides individuals with the necessary qualifications and skills, which are then evaluated through the process of selection. Based on this evaluation, individuals are allocated specific roles or positions within society.

However, it is important to note that this process is not always fair or meritocratic. Social inequalities and biases can influence the selection and role allocation process, leading to unequal opportunities and outcomes for individuals from different social backgrounds.

Moreover, the connection between education, selection, and role allocation is not solely limited to the formal education system . Informal education, such as learning through socialization or on-the-job training, also plays a role in shaping individuals’ qualifications and abilities, which in turn influence their selection and role allocation.

The connection between education, selection, and role allocation is a fundamental aspect of sociology. Education serves as a social institution that prepares individuals for specific roles and positions within society. The process of selection evaluates individuals’ qualifications and abilities, while role allocation assigns individuals to specific roles based on their merits and societal requirements.

Understanding this connection is essential for analyzing social inequalities, social mobility, and the reproduction of social structures within societies. By examining the interplay between education, selection, and role allocation, sociologists can gain valuable insights into how individuals are assigned different roles and positions based on their educational qualifications and abilities.

Mr Edwards has a PhD in sociology alongside 10 years of experience in sociological knowledge

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Resource Allocation in Education

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Resource Allocation in Higher Education

Offers guidance for implementing reforms in the allocation of resources in colleges and universities

Description

Resource Allocation in Higher Education describes how colleges, universities, and government agencies can use budgeting processes to improve program planning and productivity. Drawn from the contributors' direct experiences as well as research findings, it blends conceptual foundations with practical insights. Many resource allocation processes in higher education need reform, and this volume will stimulate and assist that effort. Beginning with the economic theory of nonprofits, the essays examine current budgeting systems in both theoretical and practical terms. Resource allocation systems from other domains such as health care are explored for relevant insights. Throughout, decentralization remains a major theme. Topics range from the eminently practical--how to establish a global accounting system or choose an endowment spending rate--to the more abstract--the theory of how various nonprofit enterprises balance academic values against market pressures. The volume ends by proposing value responsibility budgeting, which offers institutions a potentially better way of pursuing their academic values while remaining responsive to market pressures. Those within higher education institutions who are responsible for resource allocation, such as provosts, chief financial officers, or budget directors, will find much that speaks to them. While mostly in the domain of higher education economics, management, and planning, the essays are written for any serious reader concerned with the problem of reform in higher education. William F. Massy is Professor of Education and Business Administration at Stanford University.

Allocation Role

Allocation Role Definition

The allocation role denotes the education system’s capacity to choose and place students in appropriate vocational positions.

Explanation

As per functionalists like Talcott Parsons, one purpose of education is allocation, which entails filtering and sorting individuals into the roles they will eventually play in life. Marxists say the education system perpetuates class inequities, whereas functionalists see this as meritocratic.

Parsons saw the educational system as a crucial instrument for preparing a population segment for future societal roles. According to him, educational structures serve to assign these human resources within the role structure of adult society.  Schools can pair their abilities, skills, and capacities by assessing and evaluating pupils with the most suitable professions. The school is consequently seen as the primary tool for assigning roles.

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[ al- uh - key -sh uh n ]

• the act of allocating ; apportionment .
• the state of being allocated .
• the share or portion allocated .
• Accounting. a system of dividing expenses and incomes among the various branches, departments, etc., of a business.

Discover More

Other words from.

• al·lo·ca·tive adjective
• de·al·lo·ca·tion noun
• re·al·lo·ca·tion noun
• sub·al·lo·ca·tion noun

Word History and Origins

Origin of allocation 1

Example Sentences

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In budgetary terms, it was a pittance: 0.1 percent of the CDC's $2.2 billion allocation.

Among other faults, it merely shifts the allocation for visas instead of increasing the total number.

The Ministry of All the Talents failed to justify its title in the planning of expeditions and the allocation of commanders.

The allocation of a fortune-telling aspect to these cards is the story of a prolonged impertinence.

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On the day which succeeded the allocation, the following entry appeared in the Glasgow share-lists.

As employers pile responsibility upon your husband, more and more care must be used in the allocation of time to social affairs.

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[ ak -s uh -lot-l ]

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Definition of allocate

transitive verb

Examples of allocate in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'allocate.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

borrowed from Medieval Latin allocātus, past participle of allocāre "to place, stow, hire out, place on hire, allow, admit, credit," from Latin ad- ad- + locāre "to place, situate" — more at locate

1616, in the meaning defined at sense 1

Phrases Containing allocate

• sub - allocate

Dictionary Entries Near allocate

Cite this entry.

“Allocate.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/allocate. Accessed 21 Apr. 2024.

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Role Allocation

One role of education, according to functionalists like Talcott Parsons, is role allocation: sifting and sorting people into the roles that they will go on to perform in life. Functionalists see this as meritocratic ( see meritocracy ) while Marxists believe the education system reproduces class inequalities.

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Tag: role allocation

Taclott parsons’ perspective on education.

Writing in the 1950s Parsons argued that modern education systems performed two main functions – role allocation and providing value consensus through meritocracy.

The American sociologist Talcott Parsons (1961) outlined what is commonly accepted as the Functionalist view of education as it relates to modern societies in the late 1950s.

Particularistic and Universalistic Values

Parsons argued that, after primary socialisation within the family, the school takes over as the focal socialising: school acts as a bridge between family and society as a whole, preparing children for their adult roles in society.

Within the family, the child is judged by particularistic standards. Parents treat the child as their own, unique, special child, rather than judging him or her by universal standards that are applied to every individual.

However, in the wider society the individual is treated and judged in terms of universalistic standards, which are applied to all members, regardless of their kinship ties.

Within the family, the child’s status is ascribed: it is fixed by birth. However, in advanced industrial society, status in adult life is largely achieved: for example individuals achieve their occupational skills. Thus it is necessary that the child moves from the particularistic standards and ascribed status of the family to the universalistic standards and achieved status of adult society.

The school prepares people for this transition. It establishes universalistic standards, in terms of which all pupils achieve their status. Their conduct is assessed against the yardstick of the school rules; their achievement is measured by performance in examinations. The same standards are applied to all pupils regardless of ascribed characteristics such as sex, race, family background or class of origin. Schools operated on meritocratic principles: status is achieved on the basis of merit (or worth).

Like Durkheim, Parsons argued that the school represents society in miniature. Modern industrial society is increasingly based on achievement rather than ascription, on universalistic rather than particularistic standards, on meritocratic principles which apply to all its members. By reflecting the operation of society as a whole, the school prepares young people for their adult roles.

Education: Meritocracy and Value Consensus

Parsons argued that a further main function of schools was to socialise young people into the basic values of society. Parsons, like many functionalists, maintained that value consensus is essential for society to operate effectively. In American society, school instils two major values

• The value of achievement
• The value of equality of opportunity.

By encouraging students to strive for high levels of academic attainment, and by rewarding those who succeed, schools foster the value of achievement itself. By placing individuals in the same situation in the classroom and so allowing them to compete on equal terms in examinations, schools foster the value of equality of opportunity.

These values have important functions in society as a whole. Advanced industrial society requires a highly motivated, highly skilled workforce. This necessitates differential reward for differential achievement, a principle which has been established in schools.

Both the winners (the high achievers) and the losers (the low achievers) will see the system as just and fair, since status is achieved in a situation where all have an equal chance. Again, the principles that operate in the wider society are mirrored in the school.

Ultimately Parsons believed that the education system was meritocratic and because of this it created value consensus in an unequal society.

Education and Selection

Finally, Parsons saw the educational system as an important mechanism for the section of individuals for their future role in society. In his words, it ‘functions to allocate these human resources within the role-structure of adult society’. Thus schools by testing and evaluating students, match their talents, skills and capacities to the jobs for which they are best suited. The school is therefor seen as the major mechanism for role allocation.

Evaluations of Parsons

The main criticisms of Parson’s work come from Marxism.

Marxists criticize the idea that schools transmit shared values, rather they see the education system as transmitting the values of the ruling class, as outlined in Bowles and Gintis’ Correspondence Principle .

Marxists have also criticised the idea that schools are meritocratic , arguing that meritocracy is a myth, because in reality, which schools may treat pupils the same, class inequalities result in unequal opportunities.

Signposting and Related Posts 

This post has been written to provide a more in-depth look at the Functionalist Perspective on education, usually taught as part of the education topic within A-level sociology.

This post provides a more in-depth account of the Functionalist Perspective on Education. For a simplified version please see this post .

If you like this in-depth sort of thing then you might also like my post on Durkheim’s view of education .

Please click here to return to the main ReviseSociology home page!

Part of this post was adapted from Haralambos and Holborn (2013) Sociology Themes and Perspectives 8th Edition.

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The Functionalist Perspective on Education

Functionalists focus on the positive functions of education – creating social solidarity, teaching core values and work skills and role allocation/ meritocracy

Functionalists focus on the positive functions performed by the education system. There are four positive functions that education performs:

Education Creates Social Solidarity

We have social solidarity when we feel as if we are part of something bigger. Emile Durkheim argued that school makes us feel like we are part of something bigger. This is done through the learning of subjects such as history and English which give us a shared sense of identity. Also in American schools, children pledge allegiance to the flag.

Durkheim argued that ‘school is a society in miniature.’ preparing us for life in wider society. For example, both in school and at work we have to cooperate with people who are neither friends or family – which gets us ready for dealing with people at work in later life.

Learning specialist skills for work

Durkheim noted that an advanced industrial economy required a massive and complex Division of Labour. At school, individuals learn the diverse skills necessary for this to take place. For example, we may all start off learning the same subjects, but later on we specialise when we do GCSEs.

The most obvious examples of this function of education are in the compulsory sector, especially with vocational education where students learn the specific skills required for particular professions – everything from engineering and construction to media and IT technicians and beauty therapy.

Durkheim believed that one of the most impressive things about modern education systems was that they simultaneously taught us core values and a sense of belonging to the whole (See below) while at the same time they teach us the DIFFERENT and DIVERSE skills that a modern economic system requires to function.

Education teaches pupils core values

Talcott Parsons argued that education acts as the ‘focal socializing agency’ in modern society. School plays the central role in the process of secondary socialisation, taking over from primary socialisation. He argued this was necessary because the family and the wider society work in different principles and children need to adapt if they re to cope In the wider world.

In the family, children are judged according to what he calls particularistic standards by their parents – that is they are judged by rules that only apply to that particular child. Individual children are given tasks based on their different abilities and judged according to their unique characteristics. Parents often adapt rules to suit the unique abilities of the child.

In contrast in school and in wider society, children and adults are judged according to the same universalistic standards (i.e they are judged by the same exams and the same laws). These rules and laws are applied equally to all people irrespective of the unique character of the individual. School gets us ready for this.

The above ties in quite nicely with the modernisation theory view of development – achieved status is seen as a superior system to the ascribed status found in traditional societies. 

Role Allocation and meritocracy

Education allocates people to the most appropriate job for their talents using examinations and qualifications. This ensures that the most talented are allocated to the occupations that are most important for society. This is seen to be fair because there is equality of opportunity – everyone has a chance of success and it is the most able who succeed through their own efforts – this is known as meritocracy.

Functionalists believe that meritocracy is extremely important for peace in society because people will only accept status and wage differences if those in lower status jobs believe they themselves had (or have) a fair chance to climb the ladder and get a higher status and better paid job themselves.

Positive evaluations of the Functionalist view on education

School performs positive functions for most pupils most of the time – even though students might not want to go to school sometimes and not necessarily enjoy school some of the time, the majority come out after 13 years of formal schooling as reasonable human beings.

There does seem to be a link between education and economic growth, suggesting a good education system benefits the wider society and economy. All countries in Western Europe have very good education systems while many poorer countries in Sub-Saharan Africa have many more problems with their education systems, such as low attendance rates.

Exclusion and truancy rates are relatively low, suggesting there is very little active resistance to schooling.

Schools do at least try to foster ‘solidarity’ – through PSHE lessons and teaching British Values for example.

Education is more ‘work focused’ today – increasing amounts of vocational courses. If you look at post-16 education especially there is a lot of diverse courses offered and it it is difficult to see how technologically advanced post-industrial economies could function without a thriving post-16 and university sectors.

Schooling is more meritocratic than in the 19th century (fairer)

Criticisms of the Functionalist View of Education

It is usual in A-level sociology to criticise one perspective using other perspectives, but in the case of Functionalism there are many more stand alone criticisms that we can make!

Marxists argue the education system is not meritocratic – wealthier students from higher socio-economic backgrounds still, in 2022, get better results than poorer students from lower socio-economic backgrounds, this is true within the state school system , but the largest difference in achievement is between the 7% of very wealthy students who attend fee paying independent schools and the 93% who attend state schools.

HOWEVER, there is evidence that a disadvantage gap opened up during school lockdowns in 2020 and 2021, with poorer students falling further behind than richer students, this actually suggests that when schools are open as usual, they at least narrow that achievement gap to an extent!

Marxists would also argue that the Functionalist view of education is ideological – the fact that it focuses on the postive functions of education means it reflects the views of the powerful – the education system tends to work for them and they suggests there is nothing to criticise.

The Functionalist perspective on education was developed in the late 19th century (Durkheim) and the 1950s (Parsons) – during modernity, but with the shift to postmodernity society has changed and the British school system seems to have adapted with it.

For example, schools today focus more on developing the individual rather than teaching duties and responsibilities that individuals should adopt towards society – it’s more about the individual and less about solidarity (following the shift from modern to postmodern society)

Functionalism ignores the negative sides of school – e.g. bullying and there are a minority for who it doesn’t work, such as those permanently excluded. If we were to do the kind of in-depth research Interactionists prefer we might find that a significant minority of children are harmed during school in more subtle ways.

It is difficult to argue that schools performed any of the above four functions during the disruption caused by the government’s response to the pandemic, especially not being judged by universalistic standards (no standardized exams) or meritocracy (because private school teachers inflated their students’ grades more than state school teachers).

Video summary of the Functionalist Theory of Education

Contemporary Evidence to Evaluate Functionalism (2022 update)

Students need to be able to evaluate sociological perspectives using contemporary evidence and a lot has happened in the last few years, most of the evidence suggesting that the Functionalist view of education is extremely limited in helping us to understand the role of education in society.

Below I consider five pieces of contemporary evidence mainly from 2020-2022 and what they suggest about some of the key ideas of Functionalism as applied to education.

The shift to the Ebacc

The government plans to make 90% of pupils sit GCSEs from with the Ebacc suite of subjects by 2025. This will result in a more similar experience of education for 14-16 year olds studying towards GCSEs and the Ebacc as the Ebacc consists of a relatively narrow range of subjects: English, maths, the sciences, history or geography and a language.

On the surface this move away from allowing students to have more choice in what they study could lead to more of a shared collective conscience and thus solidarity and value consensus as students are taught a higher proportion of rational (e.g. a lot more science) and critical subjects – so more students might finish their GCSEs thinking more similarly.

The ArtsProfessional blog points out that this will result in more students from more deprived backgrounds studying subjects NOT on the approved Ebacc list because such students are more likely to do seven rather than nine GCSEs – and they have to do seven from the list above as part of the Ebacc. This means we could have poorer students being excluded from creative subjects and P.E. because these aren’t on the list, while richer and more able students do the seven Ebacc subjects plus two or three other GCSEs of their choice.

It’s also likely that more able and affluent students will get better results in their Ebacc and have a more rounded subject base because of their additional subjects, while less able and poorer students end up with only Ebacc GCSEs and weaker results.

So the net effect of making students sit a narrower range of subjects is an increase in the inequality of outcomes along class lines, which goes against the idea of meritocracy as it reproduces class inequality.

The Problem with PREVENT and British Values

The requirement to teach British Values in schools started in 2015 and emerged out of the PREVENT agenda, which required schools to intervene when they suspected (mainly Muslim) children were being radicalised and drawn into terrorism.

The government defines British values as democracy, respect for the rule of law, individual liberty and tolerance and respect for those with different faiths – and the theory behind getting students to think about what ‘being British’ means is that it might to create a new tolerant and respectful national identity based on these values and help prevent radicalisation and terrorism.

OFSTED’s vision is that British Values are embedded into the curriculum and taught through several critical thinking subjects such as history and english – through which students learn about the historical struggles for democracy and the emergence of civil society. Ideally, students would also be taught to think about whether these values are universal beyond Britain.

However, according to a 2018 article in the Conversation it is highly unlikely that the requirement on schools to teach British Values is going to promote Value Consensus in any meaningful way.

Some schools, for example, confuse British Values with British stereotypes and get students to do projects such as doing collages of what Britishness in involving pictures of the Queen (or now King) and fish and chips, which hardly promote critical thinking.

A second problem is that these values are so general that each of them can be interpreted in many different ways, and they are also full of contradictions.

For example, there are different forms of democracy, other than our first past the post system, and ‘individual liberty’ is context dependent and clearly has its limits, but where? And as to the rule of law: Boris Johnson didn’t even respect that during lockdown so that is laughable. Hence any discussions around what the specifics of these values should mean could potentially reveal or even open up divisions between pupils.

There is also a problem that the whole PREVENT and British Values agenda emerged as a response to Islamic fundamentalism – it could potentially lead to further marginalisation of Muslim children in schools as the implicit message is that it’s mainly targeted at making Muslim children conform to this new Britishness (whatever that is!)

The EU Referendum in 2015 firmly split the UK population down the middle, with approximately half the population voting to stay in the EU and half voting to leave.

This is the only time that the UK Population has been offered the chance to vote directly on a specific social policy and the fact that it divided the nation in half suggests that there is no meaningful value consensus around the idea of how Britain should relate to the wider world.

And clearly if there is no value consensus in adult society, schools have roundly failed to foster any sense of value consensus on this issue during the last five decades!

Graduate Labour Market Statistics

The 2021 Graduate Labour Market statistics suggest some broad support for education performing the role allocation function, where a tiered education system sifts and sorts people into higher and higher skilled roles.

86.7% of graduates were employed in 2021 compared to 67.2% of non-graduates:

And graduates were three times as likely to be in ‘highly skilled’ jobs compared to non-graduates, suggesting that going to university successfully sifts most graduates into higher skilled jobs.

HOWEVER there are still around 25% of graduates who end up in lower skilled jobs so clearly the system isn’t that effective, and it’s also clear that going to university is NOT the only way to secure a higher-skilled job.

Apprenticeships

According to the 2021-22 apprenticeship data The total number of people doing apprenticeships in 2021-2022 was approximately 750 000, with the main sectors being health and social care and business administration.

The majority of people doing apprenticeships are under 25 and this suggests that apprenticeships are working alongside more traditional further and higher education institutions (colleges and universities) to further perform the function of role allocation.

The numbers of people doing apprenticeships certainly aren’t sufficient to suggest that apprenticeship, work based learning is undermining the role allocation function being performed my colleges and universities.

Test Yourself

Sociology of education revision bundle.

If you like this sort of thing, then you might like my sociology of education revision notes bundle – which contains the following:

• 34 pages of revision notes
• mind maps in pdf and png format – 9 in total, covering various topics within the sociology of education
• short answer exam practice questions and exemplar answers
• how to write sociology essays, including 7 specific templates and model answers on the sociology of education

Signposting/ Related Posts

This post has been written primarily for students studying the education topic, as part of the AQA’s A-Level Sociology course.

The Functionalist perspective on education is usually the first discrete topic taught within the sociology of education module.

After reading this post you might like to read this Evaluations of Functionalism post which discusses the strengths and limitations of this perspective in more depth

After Functionalism students usually study The Marxist Perspective on Education which criticises much of what Functionalists say about the topic.

A related perspective is  The New Right View of Education which is usually taught as an updated and modified version of Functionalism, more relevant to society today.

You might also like this summary of perspectives on education grid , although you might need to squint to see it (update pending!)

Please click here to return to the homepage – ReviseSociology.com

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Definition of allocation noun from the Oxford Advanced American Dictionary

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• 2 [ uncountable ] the act of giving something to someone for a particular purpose the allocation of food to those who need it most

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allocation noun

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What does the noun allocation mean?

There are six meanings listed in OED's entry for the noun allocation , three of which are labelled obsolete. See ‘Meaning & use’ for definitions, usage, and quotation evidence.

allocation has developed meanings and uses in subjects including

How common is the noun allocation ?

How is the noun allocation pronounced, british english, u.s. english, where does the noun allocation come from.

Earliest known use

Middle English

The earliest known use of the noun allocation is in the Middle English period (1150—1500).

OED's earliest evidence for allocation is from around 1447–8.

allocation is a borrowing from Latin.

Etymons: Latin allocation- , allocatio .

Nearby entries

• alloantiserum, n. 1970–
• allobarbital, n. 1944–
• allobarbitone, n. 1934–
• Allobroges, n. a1387–
• Allobrogical, adj. 1593–1656
• allocable, adj. 1715–
• allocate, n. 1438–
• allocate, adj. 1533–1860
• allocate, v. 1551–
• allocated, adj. ?1713–
• allocation, n. 1447–
• allocative, adj. a1832–
• allocator, n. 1885–
• allocatur, n. 1676–
• allocentric, adj. 1909–
• allochem, n. 1959–
• allochemical, adj. 1948–
• allochiral, adj. 1893–
• allochirally, adv. 1890–
• allochiria, n. 1881–
• allochoos, adj. 1811

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Meaning & use

Pronunciation, compounds & derived words, entry history for allocation, n..

allocation, n. was revised in September 2012.

allocation, n. was last modified in December 2023.

oed.com is a living text, updated every three months. Modifications may include:

• further revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations.

Revisions and additions of this kind were last incorporated into allocation, n. in December 2023.

Earlier versions of this entry were published in:

OED First Edition (1884)

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OED Second Edition (1989)

• View allocation in OED Second Edition

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Citation details

Factsheet for allocation, n., browse entry.

• Cambridge Dictionary +Plus

Meaning of allocate in English

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• The local council has decided not to allocate funds for the project .
• The president has agreed to allocate further funds to develop the new submarine .
• Tickets will be allocated on a first-come, first-served basis .
• There are ten points allocated to every question .
• Try to allocate yourself a set time each day to practice your exercises .
• corporately
• distribution
• distributive
• distributively
• portion something out
• ration something out
• redistribute

Related word

Allocate | intermediate english, allocate | business english, examples of allocate, translations of allocate.

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to be involved with many activities or jobs at the same time or to make certain that there are always several possibilities available

Binding, nailing, and gluing: talking about fastening things together

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