The Purpose of Education (AQA GCSE Sociology)

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 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.

School is an agent of secondary socialisation through which young people learn a common culture, beliefs and expectations.

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.

By teaching students British cultural norms and values, education 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.

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 learning of timetabled subjects that are taught in lessons

Informal learning that takes place outside of lessons 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:

• direct learning of particular knowledge and skills

• the inclusion of core subjects such as maths, English and science

Examples include:

• learning rules, routines and regulations

• wearing a uniform

• respect for other students' opinions

• having a strong work ethic

• teaching skills such as punctuality and obedience

Hierarchy

Schools are hierarchical institutions with the headteacher at the top of the pyramid and students at the bottom. This reflects the hierarchical structure of society.

Competition

Schools prepare students for their place in a competitive society as they encourage competition between students, which reflects competition in society for jobs, material things and status.

Social control

During their time in school, students learn to respect authority figures, obey rules, and comply with regulations to accept society's social controls.

Gender role allocation

Gender role allocation in society is linked to expectations, subject choice and gender at school. Teachers may expect girls to perform poorly in STEM subjects, which may discourage girls from entering STEM careers.

Lack of satisfaction

Some suggest that the school day consists of mundane and meaningless tasks leading to a sense of powerlessness, which prepares students for mundane jobs in adulthood over which they exert little control.