The school is educational institution mediating knowledge and behaviour. Its mission is to pass on or at least create an environment suitable for possibilities to pass on knowledge, skills, and attitudes from generation to generation. Thus, to educate the new generation, creating an environment for socialization and sharing of the culture of the society. How this educational process will take place is largely influenced by the very setting of society, i.e., the prevailing ideology, whatever ideology it may be (Nazism, Communism, Absolutism, Democracy…). In connection with this mission of the school, this opens space for discussion of forms and means that are used in the educational process, but especially the goals that should be met.

Within the mediating behaviour function, the school should ensure and develop the ability of children (pupils) to adapt to functioning of society (socialization), i.e., passing on the necessary skills to establish contacts, communication, solving individual and group problems, stress management, creating goals and planning their implementation, the ability to recognize, understand, identify, and align with the organization of society with shared norms and values. The school should thus contribute both to the personal development of the pupil, and acceptance of shared social norms and values, conformity. It is a difficult task, both due to the complexity of managing the necessary processes leading to the development of these areas, but also due to the changing conditions in society and society itself. Preferred level of individualism and collectivism in society is also changing. It's like aiming at moving target.

What is to be specifically developed in pupils, which social and personal skills are to be prioritized and which are to be delayed? Should the individualistic, perhaps even pragmatic or even opportunistic development of the pupil's individual personality, his ability to use his skills even by Machiavellian influencing and manipulating others, to achieve his individual goals, be promoted? Should pupils be selfishly encouraged to meet their own needs? Or should socially conformist behaviour be encouraged and developed, that is, acceptance and even thoughtless adherence to behaviour described as socially beneficial and desirable? Thus, behaviour that is in line with generally shared and prevailing values ​​and norms in society, perhaps even some form of indoctrination with ideals shared in society. Should the pupil become an egoistic or even egocentric, after success craving, almighty individualist, or a conformist grey mouse, an indistinct, obedient, indomitable cog in a big gear of society? This is a difficult question for the educational function of the school in a turbulently changing society, where its diverse members are convinced of their God-given right to their version of worldview and truth.

Within the mediating knowledge function, the situation seems a bit simpler at first glance. It follows from a somewhat simpler and less ideologically tinged discussion about the knowledge base of the school. As part of its educational function, the school ensures the transfer of knowledge from society to the student. It enables the transfer, storage, and development of the knowledge base of each society over time. In this sense, the fulfilment of this function is beneficial both for the fulfilment of the individual goals of the pupil and for the fulfilment of the collective goals of society. But then there is a new contradiction. Specifically, in what knowledge is to be passed from society to the student. Whether the education should focus on the mediation of general knowledge, creating the basic preconditions for the future ability to learn further and new knowledge, or whether it should be the transfer of knowledge specifically focused on the possibility of its immediate use in practical life.

To find answers to the questions outlined above the approach of content analysis of documents related to educational policy in the Czech Republic, or in the European Union, in a broader context is used. The Czech Republic is characterized by changes in the field of education policy, which have been going on for a long time and in many cases are quite significant. It is related to the effort to find a suitable model of the education system and to set it up in a form that would correspond as best as possible to the expectations and needs of society. The analysis of these documents also includes a discussion of information related to the above-mentioned areas of education and upbringing in their dichotomous concept and are supplemented by a critical approach resulting from a review of the relevant literature of Czech provenance (Strouhal, 2013; Kaščák, 2006). In this context, it is possible to proceed from the gradual development of national strategies defining the current state, initial conditions, and plans for the development of education system in the Czech Republic, which have been published regularly in the last more than twenty years. At the same time, it is possible to rely on other curricular documents that regulate educational content and learning outcomes in the Czech Republic. These are constructed in two levels, thus the national level and the level of schools. Due to the focus of the contribution, curricular documents at the national level (framework educational programs) will be used (MEYS, 2007, 2008, 2009, 2010, 2012). Curricular documents also emphasize competences and competence development, rather than purely educational content and learning outcomes. They therefore contain a definition of key competencies that a graduate of any type of school should acquire. Within the framework of vocational education at the upper-secondary school level, professional competencies are also defined (Marinič & Válek, 2018). This approach is in line with the European direction.

In mediating behaviour as part of educational function of school, focus of the contribution is on identification of individual key competencies in relation to the above dichotomous approach and set it in the broader context of discussing the values and norms of Czech and European society. In mediating knowledge as part of educational function of school, content and learning outcomes are viewed. However, the discussion is led to a broader framework of overall school-based requirements in the field of education. In one case, it is a requirement for specific practical training of pupils for the needs of personal, family and work life after education. For the school graduate to be able to perform a certain profession, usual according to focus of school, without the need for further training or apprenticeship, and to be able to orientate himself in the practical side of family life and solve necessary agenda in contact with state and public institutions. The second approach prioritises general importance of education, the transfer of the necessary foundations and the creation of preconditions for enabling a lifelong learning process. It is therefore not focused on transfer of ready-to-use knowledge for instant use directly in practice, but rather on the creation of preconditions. There is concept of school as a continuous educational institution (providing academic education), an institution after which the pupil's educational career does not end, but the pupil continues education at another institution. The second borderline approach to school is to understand the school as a final educational institution (providing professional education), an institution through which the pupil's educational career ends and pupil transfers into the labour market and into economically active life. According to established dichotomy, the requirements for the educational function of the school are then analysed.

Kaščák, O. (2006). Moc školy [The Power of School]. MEYS. (2007, 2008, 2009, 2010, 2012). Rámcové vzdělávací programy pro střední školy a střední odborná učiliště [Framework Educational Programme for Secondary Schools and Secondary Vocational School]. Marinič, P., & Válek, J. (2018). Transformation of the Framework Education Programme to the School Education Programme with the Focus on Education of Economic Subjects in Czech Republic. In Proceedings: 12th International Technology, Education and Development Conference (INTED). doi:10.21125/inted.2018.1301. Strouhal, M. (2013). Teorie výchovy [Theories of eduction].