摘要
我国教育法典应属于体系型法典,并采用“不完全法典化进路”,即仅实现重要法律关系的法典化,同时允许调整相对次要法律关系的单行法并行存在。国际上,美国采用汇编式模式,俄罗斯采用完全法典化模式,日本采用“总则+单行法”模式,唯有法国的不完全法典化模式在我国具备切实的现实依据。无论从理论还是实践来看,“不完全法典化进路”在我国都更具可操作性,更符合我国的立法传统。我国教育法典宜采用《教育基本法典》作为名称;依据现实性、体系性、全面性标准对既有立法进行系统归纳,展开立法填补;在总分结构的基础上,其规制范围包括从学前教育到终身教育的不同教育阶段,以及学位、教师、考试、学校等教育主体或现象。
China’s Education Code should be a systematic code and adopt the compilation method of "incomplete codification approach", which only systematically summarizes important legal relations, and allows other separate laws to exist in parallel. Internationally, only France’s incomplete codification model has a practical basis in China, which may provide references for China. Whether in theory or in practice, "incomplete codification approach" is more operable and more in line with China’s legislative tradition. China’s Education Code should adopt the name of Basic Code on Education and systematically summarize the existing legislation and fill in the blank areas according to the principles of practicalism, systematization and comprehensiveness. On the basis of the general-specific structure, its regulation scope includes different educational stages from preschool education to lifelong education, as well as educational subjects or phenomena such as degrees, teachers, examinations and schools.
作者
刘旭东
LIU Xudong(School of Law,Jiangsu Normal University,Xuzhou 221116,Jiangsu,China)
出处
《复旦教育论坛》
CSSCI
北大核心
2022年第5期36-43,共8页
Fudan Education Forum
基金
2022年国家社会科学基金教育学一般课题“我国教育法典编纂的框架体系研究”(BAA220169)。
关键词
教育法典
不完全法典化进路
编纂范式
总则
分则
Education Code
incomplete codification approach
compilation paradigm
general provisions
specific rules
