The Purpose of Education (WJEC Eduqas GCSE Sociology): Revision Note
Exam code: C200
The economic and selective role of education
Sociologists disagree over the role that education plays in society
Functionalists | Marxists | |
|---|---|---|
The economic role | Schools and colleges serve the economy by teaching young people the skills and knowledge that they, as future workers, will need in a competitive global economy. | Education reinforces the class structure: working-class children learn skills necessary for lower-status jobs, while middle-class children gain the qualifications needed for higher-status jobs. |
The selective role | The education system filters students according to their abilities and allocates them to jobs based on their abilities and achievements. This is known as role allocation. Those with high qualifications are the most able and thus rewarded with greater societal pay and status. Education is a meritocratic system and provides equal opportunities. Social mobility is possible, as disadvantaged students can achieve qualifications and reach a higher social class. | The education system benefits the ruling classes (the bourgeoisie). Both teachers and schools reject working-class children, who then go on to underperform. The education system is not meritocratic, as it doesn't offer equal opportunities to all groups in society but rather reinforces existing inequalities. Social mobility is not possible within a capitalist society. |
The socialisation, social control & political role of education
There is further disagreement over the role that education plays in society
Functionalists | Marxists | |
|---|---|---|
Agency of socialisation | School is an agent of secondary socialisation where young people learn a common culture, beliefs and expectations. This benefits children because they know what is expected of themselves and others. Without these common norms, chaos would ensue. | Education socialises individuals into accepting the values that benefit the ruling class. For example, the emphasis on hard work in school prepares future workers to accept hard work as normal in the workplace, as capitalist society is fair and meritocratic. |
The political role | Citizenship teaches students British cultural norms and values, which promotes social cohesion and helps students identify as British citizens. Students learn to accept the political system and, as adults, can vote wisely during elections. | Only specific political beliefs and viewpoints are accepted in schools. The rejection of radical ideas leads to the acceptance of powerful groups. |
Social control | Schools serve as an agency of social control by instilling values like obedience and punctuality, preparing students for compliance with authority figures and rules in adulthood. | Social control in schools and colleges reflects social control in wider society, which benefits those at the top of the hierarchy. For example, obeying a headteacher in school is seen as preparation for obeying a boss at work. |
Formal and informal education: the hidden curriculum
The education system provides students with formal and informal learning
The differences between them are below:
Formal curriculum | Hidden curriculum |
|---|---|
Formal learning of timetabled subjects that are taught in lessons. | Informal learning that takes place through interactions between students and teachers in school. |
The official curriculum is overt and transparent. | The hidden curriculum is learned without explicit teaching. |
The government determines what subject content is taught in state schools. Examples include:
| Examples include learning rules, routines and regulations:
These rules are reinforced by sanctions |
Sociological perspectives on the hidden curriculum
Functionalism
Functionalists see the hidden curriculum as a positive aspect of education
They believe it teaches students the values, norms, and attitudes needed to fit into society and prepare for their future roles and careers
Through the hidden curriculum, schools promote shared values, such as respect for authority, punctuality, and teamwork — all of which help maintain social stability
Marxism
Marxists, such as Bowles and Gintis, disagree
They argue that the hidden curriculum mainly benefits the ruling class and supports capitalism by reproducing inequality
It does this in several ways:
Hierarchy:
Schools mirror the structure of the workplace, with the headteacher at the top and students at the bottom. This teaches students to accept authority and inequality
Competition:
Students are encouraged to compete for grades and rewards, preparing them for a competitive capitalist system where people compete for jobs, money, and status
Lack of satisfaction:
The school day can involve repetitive and meaningless tasks, leading to feelings of powerlessness. This prepares students to accept boring, alienating work as adults
Feminism
Feminists argue that the hidden curriculum transmits messages about what is considered acceptable behaviour for students of different genders
This process reinforces patriarchal values and maintains gender inequality in wider society
Gender messages can be passed on through:
teacher expectations and interactions with students
subject choices and how subjects are presented (e.g., science as “male”, caring subjects as “female”)
school rules and routines that encourage traditional gender roles
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