教育法属性与教育法典编纂体例:互益、分歧与弥合

The Nature of Education Law and the Codification of Education Code:Mutual Beneits,Differences,and Bridging

推进教育法典编纂已经是立法者和学界的基本共识,但以“汇编型”还是“体系型”模式编纂教育法典,学界仍有争议。域外法典编纂经验表明,“体系型”法典要求有较全面的前期理论研究成果作为支撑,而“汇编型”模式更适合行政法、社会法、环境法等新兴法律部门的法典编纂,并有助于推进学术研究、强化法律适用。当前学界对我国教育法的属性判定有不同见解。教育法典编纂活动,可以将“适度法典化”作为编纂思路,将教育权拆分为“教育公权力”和“教育私权力”。依据此种区分导入相应的法律关系,以此建构法典的整体架构。

It has been the basic consensus of legislators and academics to promote the codification of education code,but there is still an ongoing controversy over whether to adopt a“compilation”or“systemic”model for the codification of education code.Experience from overseas codification shows that“systemic”model requires the support of more comprehensive prior theoretical research,while the“compilation”model is more suitable for the codification of new legislative branches such as administrative law,social law,and environmental law,and can interact with the enhancement of doctrinal research and the strengthening of legal application.The theoretical dilemma limiting the codification of China's education code is the divergent views on“educational legal nexus”,but all of them tend to agree on a“compilation”model for the foreseeable China's education code.The codification of the education code could be based on the idea of“moderate codification”,divide the right to education into“public power in education”and“private power in education”and introduce the overall structure of the codification based on different legal relationships.