This is because the strong, capable and hardworking workforce necessary for the development of a capitalist economy results from a school context. Socially, this aspect is paramount as education acts as a basis for admirable workforce, which is continuously accepting their roles.
The hidden curriculum further explains this concept where Bowles and Gintis define this as the context of the world and the individuals’ occupancy in it. The schools impact this knowledge on their students though not part of their curriculum and this is what Bowles and Gintis argue as a crucial aspect when preparing students for the workplace experience (Levitus, 2012). In a school set up, the common slogan is that a student who performs best acquires the highest paying job. This is contrary to the reality of schools as a promotion of social in equality whereby social status dictates these opportunities and not the abilities of individuals. In this sense, individuals from higher social status receive the highest rewards in terms of jobs therefore legalizing the unfairness in social aspects of education (Levitus, 2012).
Various theorists have explained what part education plays in the society either economically or politically, but all guided by the social perspective. Education institutions are bodies that represent the social structures in which various students reside. The cultural diversity and interactions between them justify the institutions as socially constructed structures. These visionaries argue differently in terms human capital, which is education as to whether it is productive or unproductive (Pandey, 1990).
A section of these theorists view education as a factor in successful production and increased yields. This, therefore, justifies that high pay for the most educated because there will be high productivity (Pandey, 1990). The other category argues differently from this, as they believe that education does not play any role in