我国教育法典立法模式的理论研判-《南京师大学报》（社会科学版）

文章信息/Info

Title:: Theoretical Examination of the Legislative Model for an Education Code in China

Keywords:: education code; education codification; legislative model for an education code; constructive education code

摘要:: 教育法典立法模式的理论研判是实现我国教育法典化的前提性、方向性、基础性工作。教育法典立法模式可分为建构型法典、汇编型法典、半法典型和类法典型四种，这四种类型的首要代表性国家分别为法国、美国、俄罗斯和日本。基于比较法、法律定位、学术积淀与立法技术可以证成建构型教育法典的优势性、必然性、可能性和可行性。我国建构型教育法典宜采取单一法律立法模式和不完全法典模式。在建构型教育法典的总则编设计中，可依次设置基本规定、教育法律关系、教育类别、教育配套制度和教育法律责任；在建构型教育法典的分则编中，可以按照学校教育编、职业教育与继续教育编、家庭教育编、涉外教育与未来教育编、其他教育编和教育配套制度编进行编排。

Abstract:: The theoretical analysis of the legislative model for an education code is a fundamental, directional and foundational task for the formulation of an education code in China. The legislative model for education code can be divided into four types: constructive, codification, semi-codification, and quasi-codification. The primary representative countries for these four types are France, the United States, Russia, and Japan respectively. The advantages, necessity, feasibility, and viability of a constructive education code can be demonstrated from the perspectives of comparative law, legal positioning, academic accumulation, and legislative techniques. In China, a constructive education code should adopt a single-law legislative model and semi-codification model. In the design of the general provisions of a constructive education code, it can be sequentially set as: basic regulations, educational legal relationships, educational categories, educational supporting systems, and educational legal responsibilities. In the part of divisional provisions, the arrangement can be made according to the following sections: school education, vocational education and continuing education, family education, foreign education and future education, other types of education, and educational supporting systems.