ABSTRACT
This chapter deals with the impact of curriculum organisation on human productivity and consequently on the labour market position of workers with different kinds of education. It focuses on major claims and high expectations of curricula, especially with regard to labour market outcomes. The chapter examines the empirical basis for these claims which is shown to be strikingly weak, presenting educational sociologists with a puzzle. It explains a conceptual framework that may be helpful in solving the puzzle. An important issue in the debate on intended curriculum is the question how broad or specific education should be. On the one side, a plea is made for the production of general skills, on the other side a need for more specific and vocational skills is proclaimed. The impact of curriculum differences can be assessed most accurately if the level of education can be controlled for in research.
