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第二次世界大战以后,随着新的科学技术革命的不断深入和社会经济发展,各国教育面临着错综复杂的问题,一些国家纷纷通过法律手段解决前所未有的新情况新问题,制定教育基本法成为教育发展的趋势,并且由于各国历史传统各异,教育基本法从内容到形式都表现出纷呈多样的现象。一、教育基本法的立法模式一般有三种立法模式。第一种,国家没有教育基本法,但立有各种学校的教育法。教育行政分权制国家一般都属于这种模式。这些国家只在宪法中对教育作了极为原则的规定,以作为该国教育立法的根本性法律依据。美国甚至在宪法中对教育未做任何规定,而把实施和管理教育事业的责任保留给各州和人民。
After the Second World War, with the deepening of the new scientific and technological revolution and socio-economic development, education in all countries is facing complicated issues. Some countries have adopted legal means to solve unprecedented new situations and problems and formulated the Basic Law of Education as the development of education Trend, and because of the different historical traditions of all countries, the basic law of education shows a variety of phenomena from content to form. First, the legislative model of the education basic law There are three kinds of legislative model. First, there is no basic law for education in the country, but a variety of school education laws exist. Educational decentralized countries generally fall into this category. These countries have made the extremely principled provision of education in the Constitution as the fundamental legal basis for education legislation in the country. Even in the constitution, the United States has made no provision for education, leaving the responsibility for the implementation and management of education to the states and peoples.