Abstract
The article deals with the broader context of so called knowledge-driven development (KDD). It is argued that the actual impediments on the road to knowledge society may lie outside the scope that is usually thought of.
The pyramid line of reasoning - from general framework to concrete examples - is followed. First, conceptual framework is proposed.
It consists of resources and regulators. Second, one of the most important resources in KDD - social capital - is specified.
Third, the role of social capital in schools is outlined with special emphasis upon the relation between peer group relationships and academic achievement. Last, the level of social isolation in Czech schools is examined.
It is documented that its prevalence is higher than in most other countries and differs substantially for various types of schools. It is especially high for vocational schools, where it is most needed.
It strongly supports current anecdotic evidence about poor social climate in Czech schools. It is concluded that enhancing positive school climate in schools is not only the policy objective in its own right but also essential prerequisite of the knowledge-driven development.