All the levels of education that contributes to the development of intellectual capital have changed in many European countries including the Czech Republic and Poland in the last 25 years. Changing political direction of these two countries at the end of the 1990s, proceeding decentralization of school systems and related enhancement of school autonomy in diverse areas of their functioning is accompanied by new possibilities for the quality advancement of the both rather different educational systems including the performance of particular schools. In any case, education formalized by a school education system is a function of national societies that determine its form and content (Durkheim 1956, p. 107). The expectations of the society have radically changed, and along with that the functions, roles and positions of schools. This paper thus aims at identifying how the school management perceives (the change of) functions of schools providing compulsory school education in two border areas of the Czech Republic (Olomouc and Moravian-Silesian region) and one comparable area in Poland (Lower Silesia). The theoretical framework of this paper lies in the transformation of the curriculum of schools providing compulsory education and the different approaches to defining functions (roles, goals) of schools or education.  The analysis of functions can be achieved on the basis of determination whether these functions are for the state, for the founder, for school actors, family or society. It is necessary to observe both the levels of the functionalist and structural-functionalist approaches (Parsons, 1959; Kron, 2012 and others) speaking of functions, and the interpretative approach, using rather the concept of role (e.g. Husén, Tuijnman, and Halls 1992, pp. 78-81); the concept of tasks of schools (Havlík, Halászová and Prokop 1996, p. 93) or objectives of school (Kraus 1999, p. 106). 

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