There are manyways to conceptualizeeducationanddescribeits role in human life. On the one side of this descriptive chain is the idea that education is a path to self-development and self-knowledge, while on the other hand, it is seen as a means to achieve various goals, both for the individual and one’s immediate and wider environment. In addition to reviewing the part of the theoretical literature that deals with this issue, this thesis is also aimed at determining the existence of intergenerational differences in agreement with the ideas about education. In addition to determining the differences with regard to age, the aim of the research was to determine the differences with regard to the level of completed education, marital status, whether the respondents have children or not, and the place of residence. Three different groups of generations were examined, the first between the ages of 18 and 25, the second generation between the ages of 26 and 35, and the third aged 35 and more. The results related to the main (intergenerational) issue show that education is still equated with schooling, especially among the respondents aged 35 and more. In addition, it is surprising that the older generations consider good grades to be an indicator of good education. These two indicators could be a sign that the idea of lifelong learning has not taken taken root yet. Also, there is the idea of social classification through education as well as the idea that education meets the needs of society. Although most respondents agree that education provides freedom, personal growth and empowerment, generations who have just completed the formal education process recognize the shortcomings and injustices in the labour market and do not rely entirely on education and do not consider it a necessity. Yet all generational groups, generally speaking, agree that education is a wealth that cannot be measured in money.