This theory suggests that school and careers are closely related and that this correlation is essential for the production of an efficient workforce. For example, the hierarchical structure at school, with the principle at the top and the pupil at the bottom can correspond with life in the workforce where the manager or boss is located at the top and the manual staff at the bottom. Pupils also have little control over what they learn, when they learn it and how; this is, to some extent, decided by the teacher and the curriculum. This is much the same in the workforce where a person may have little option over their task and is set tasks by people above them in the hierarchy. .
Bowles and Gintis (1976 in Van Krieken et al. 2000, p. 194) view the education system as a place where students learn the norms and values of the capitalist workplace. Although they agree that this is both exploitive and alienating, it is nevertheless important because for capitalism to succeed, a hardworking, docile, obedient and highly motivated workforce is required (Van Krieken et al. 2000, p. 194). Students learn this through the schools hidden curriculum. .
According Bowles and Gintis (1976 in Van krieken et al. 2000, p. 194), the hidden curriculum shapes the future workforce in the following ways. It provides a subservient workforce by penalising creativity, aggressiveness and independence and rewarding perseverance consistency, dependability and punctuality. It also encourages acceptance of hierarchy, students obey teachers, and this reflects the workplace where they obey their employers. At school students are encouraged be external reward just as a workforce in capitalist society are rewarded by external rewards. School promotes fragmentation of the curriculum (the fragmenting of daily schooling into may different subject areas). This is reflected in the workplace where specific tasks are carried out by different people or departments.
