我国教育法典总则的编纂逻辑及内容构造的理论研判

On the Theoretical Judgement of the Compiling Logic and Content Structure of the General Provisions of China's Education Code

我国未来的教育法典应当采取法典编纂的形式,并采纳先完备教育单行法,再制定教育法典总则,最后出台教育法典的步骤。因此,教育法典总则之于法典编纂具有承上启下的作用,其对于维系教育法典的体系性与稳定性,推动法典施行亦意义重大。教育法典总则的编纂应当以法律关系而非法律权利作为逻辑主线。在编纂途径方面,教育法典总则应从《中华人民共和国教育法》以及各教育单行法中“提取公因式”,从而确保总则的统领地位。在内容构造方面,借鉴《中华人民共和国民法典》的经验以及教育法律关系理论,教育法典总则应包括教育基本规定、教育主体、教育权利与权力、教育法律行为、教育类型以及教育法律责任六章。

China's education code in the future should take the form of codification and follow the step of first completing the separate education law,then formulating the general provisions of the education code,and finally issuing a unified code.Therefore,the education code always plays a connecting role for the codification,and it is of great significance to maintain the system and stability of the code and promote the implementation of the code.The compilation of the general provisions of the education code should take the legal relationship as the logical main line rather than the rights.In the context of codification approach,the general provisions of the education code should“extract common factor”from the education law of the People's Republic of China and other separate education laws to ensure the leading position of the general provisions.In the context of content construction,the general provisions should include the basic provisions of education,educational subjects,educational rights and powers,educational legal acts,types of education and educational legal responsibilities based on the experience of the Civil Code of the People's Republic of China and the theory of educational legal relationship.