经合组织国家教育立法的逻辑起点与结构特征——兼谈对我国教育法法典化的启示

The Logical Starting Point and Structural Features of Educational Legislation in OECD Countries and its Enlightenment to the Codification of Education Law in China

以比较借鉴他国教育立法的逻辑起点与结构特征为基础,探寻我国教育法法典化的实现进路,应成为我国未来编纂教育法典的一个重要前提。经济合作与发展组织成员国分布较广,几乎囊括了两大法系在内的所有中高等发达国家。从分析这些国家教育立法的逻辑起点入手,包括“受教育权”“受教育权与国家义务”“教育法律行为”“教育利益”,通过揭示教育立法逻辑起点与结构特征的内在关联性,将成员国教育立法的结构特征归纳为五类:“学校基本法”“单行法”“教育基本法+单行法”“教育法典+单行法”以及“教育法典”,进而从这些国家的立法经验中得到启示:我国教育法典编纂应推进宪法教育条款与教育法律规范的体系融贯;以“公平优质受教育权”为逻辑起点,保障法典主干规范的统一规制;灵活整合教育规范体系的存量与增量;在工作组织方式上保障信息与权威的持续平衡;进一步发展面向法律适用的教育法教义学。

Based on the comparison of the Logical Starting Point and Structural Features of other countries'educational law system,to explore the way to realize the codification of our education law should become a prerequisite for the compilation of our education law in the future.OECD countries are widely distributed,including the middle and high-developed countries.Starting from determining the logical starting point of educational legislation in these countries,including the"The right to education","The right to education and State obligations","Educational legal behavior"and"Education benefits",on the basis of the relationship between logical starting point and structural features of educational legislation,the structural features of educational legislation in OECD member countries are classified into five categories:"School Basic Law"features;"One-way law";"Basic Law of Education+one-way law";"Education Code+one-way law";"Education Code".In the process of comparison and reference,the compilation of our country's educational code should promote the systematic integration of constitutional educational provisions and educational legal norms,and take"The right to receive education of fair and high quality"as the logical starting point,to ensure the uniform regulation of the main norms of the code;to flexibly integrate the stock and increment of the system of educational norms;to ensure the continuous balance of information and authority in the way of work organization;to further hermeneutics of educational law.