이 논문은 1997년 제정되고 10여 년 동안 12차례 개정된 교육기본법의 내용을 분석하고 관련 법률과 시책을 검토하여 교육 기초법으로서의 위상과 헌법정신의 실현 정도를 검토하고자 시도되었다. 이를 위해 제정 당시 논의되었던 학습권등에 관한 개념 논의 및 헌법상의 교육에 관한 조항에 대한 해석을 논의하였다. 제정 교육기본법의 내용 분석을 통해서는 교육입법사적 의미 및 한계를 지적하였다. 주된 분석 자료는 법 체제 정비에 관한 보고서 및 제정 과정에 대한 선행 연구와 국회 입법과정에서의 회의록 등이다. 결론으로 헌법과 교육기본법의 연계 측면에서 교육 헌법성을 보강하는 문제, 교육준거법으로서 후속입법 및 정책측면에서 보완되어야 할 내용, 그리고 교육기본법 개정의 형식요건을 강화하고 후속조치에 관한 조항을 정비하는 측면에서 과제를 제시하였다.
The purpose of this study is to suggest the tasks in the legislation of education law through the analyzing of the enactment and revision of `the Fundamental Law of Education`(FLE). This task means the process of verification about the significance of existence as an `Education Constitution`. For this, I analyzed the materials, literatures, government reports, and assembly records related with the FLE`s the enactment and revision from 1997 to 2008. The FLE stipulated the basic principles of education, providing equal opportunity for education and compulsory education. It is a law that forms the basis of all education-related laws, including the School Education Law and the Social Education Law. At the chapterⅡ, I described the significance of enactment of the FLE, including the backgrounds, the process of discussion about a bill, and it`s contents. The FLE clearly regulated the relation of the rights·duties·responsibilities among the parties to an education(students, parents, teachers, school-founder·manager, nation and local governments) At the chapterⅢ, I analyzed the characteristics in the revision of FLE. It has been revised twelve times since 1997. The main purpose of revision is to support the government`s new educational policy as a legal basis. As a conclusion, I suggested the three tasks about the FLE. Firstly, The FLE should be complemented at the aspect of status of `Education Constitution`. And, The FLE should be revised at the aspect of status of `Norm of educational law and policy`. For examples, the new concept of the basic right of education(instead of `to receive education`), the scope of compulsory education, education about religion and politics, and the autonomy of university. Finally, I suggested the precondition of revising the FLE, and follow-up measures.
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