我国终身教育立法缘何“难产”:瓶颈与出路

Why does China have no Lifelong Education Act?

我国终身教育立法呈现出制定过程的曲折性、地方立法的先行性、关联立法的分散性。立法推进之所以漫长而艰难,主要源于认识论的博弈相伴而行,即“广义法”抑或“狭义法”的概念分歧、“教育法”抑或“学习法”的定位张力、“强制型”抑或“宣示型”的技术矛盾。立法瓶颈的突破很大程度上取决于对这三个问题的澄清。首先,教育的类型化和教育法律的体系化决定了终身教育立法应着力于社会教育层面,调整学校教育立法难以关照的领域,以避免立法的空泛和庞杂。其次,立法目的固然在于确立学习者的地位和权利,但受限于终身教育发展不平衡、不充分的现实,以“教育法”的名称来强调政府在资源投入、统筹、共享等方面的主导地位更为现实。最后,在组织体制、资源保障、监督管理等方面,应当强化立法规则的可操作性和有责性,最终推动终身教育立法的尽快颁行。

China has yet to legislate for lifelong education,which is arguably due to the epistemological divergences.In other words,there is no consensus on whether lifelong education should be interpreted in its broad sense or narrow sense,whether it should focus on education or on learning,and whether it should be compulsory or merely a value proposition.Consensus on these three issues can facilitate the legislation for lifelong education in China.In light of the problems existing,it is proposed that such a legislation should focus on social education so as to cater for specific needs and demands.Moreover,while it is true that the Lifelong Education Act aims to protect learners’interest and rights,it should also require the government to play a leading role in resource investment,orchestration and sharing,given disparities in educational development across the country.Finally,feasibility and accountability are essential in terms of organizational system,resource assurance,and supervision and regulation.