壹、本研究兼採質性與量化研究。以文獻分析法、蒐集日本教育基本法、中共教育法、歐美先進國家憲法及相關教育立法、聯合國文獻及國際條約、國內教育法令及十種教育基本法版本，分別探討其立法背景、制定過程、內容分析、型式架構、制定策略等，以比較教育與比較法學之方法，分析其重心與精華，作為我國教育基本法制定之具體參考。以訪問調查法深入問題核心、分別訪問不同領域之專家學者（歷史、經濟、教育、法律、社會……）、民意代表、教師代表、社會人士、教育行政人員等，做成精要結論，建立分類分項意見指標。以問卷調查法進一步探究教育基本法建構之內涵與型式，採立意取樣方式遴選30～40位相關人士填答，獲得對教育基本法之整體意見。綜合文獻探討、訪問調查、問卷調查三項結論，提出三項具體建議：我國應加速制定教育基本法，應重建以教育基本法為中心的教育法治體系，應積極推動教育法制研究。本研究者並綜合研究所得，試擬「我國教育基本法建議草案」。
貳、本研究重要內容計有下列：
一、日本教育基本法及其相關問題，分別探討日本近代教育與文化概述教育基本法制定過程及背景、逐條分析討論等。
二、中共教育法及其相關問題，分別探討中共建國後的教育概況、中共教育立法背景及制定過程、法條內容逐條分析等。
三、世界各國教育立法梗概，包含美、英、法、德、日、南韓等。略述立法趨勢及重要內涵。並整理歸納有關教育之國際條約、共識等。
四、國家與教育關係之演進、立法與教育之相關性。
五、我國教育法令檢討、教育基本法建構背景、國內十種版本內容分析等。
六、歸納訪問與問卷調查，了解智識精英對教育基本法之構想。
參、本研究綜合三種方法獲得結論為：
一、制定教育基本法有其必要性，應積極進行。
二、教育基本法位階應明確，係次於憲法，和一般法律相等。
三、應建構以憲法及教育基本法為中心的教育法制體系。
四、調整國家角色，確立「國民教育主權」理念，排除國家目的觀。
五、為確保教育獨立發展，避免政治介入，教育行政採中央集權、及事務與專業分離設計，教育財政另行建制。
六、確保教育素質、重新界定教師地位、師資標準、教育基準、教育資源分配等。
七、奉行法律主義、注重法律之實踐可能性、預設立法後之施行確定性、應制定施行法，避免重蹈日本教育基本法被空洞化之覆轍。
八、合理詮釋教育權之定義、權限歸屬、相關內涵等；使國家及其機關、教師、父母、人民等教育權獲得釐清保障與行使。
肆、我國教育基本法建議草案 1997.6.18
教育為樹人大計，乃立國礎石；吾國吾民秉持睿智矢志為建設自由的、民主的、文明昌盛的社會而奉獻心力；更願為世界和平與人類福祉而努力不懈；而此理解的實現，胥賴教育力量。
我們期望：培養自由、民主與責任的良識公民；凝聚多元發展、獨立自主、自然成長的台灣文化；普及發展具有開放、包容、相互尊重、充滿活力的社會；以此為目標的教育能永續發展。
茲為揭示教育的宗旨、奠定教育的基礎、保障教育的成長；特依據憲法精神、認同國際共識、及審酌我國需要，制定本法作為教育之最高準則。
第一章 通則
第一條（教育目的）
教育應以培養身心健全、人格完美之現代國民為目的。期能熱愛真理、正義與和平；尊重多元價值、富有自主向善精神、形成豐富自然的文化；並增進不同國家、地區、族群、宗教與文化之融合與了解。
第二條（教育目標）
各級各類教育為順應學生身心發展，陶冶優良品德、激勵創造思考、鍛煉強健體魄、涵詠藝術情操、培育民主素養、嫻熟生活知能、激發鄉土關懷、拓展國際視野，應訂定具體之教育目標。
第三條（教育方針）
教育目的應於所有場所及一切機會求其實現。為此教育之實施應本有教無類、因材施教、激勵適性發展為原則，尊重學習自由與致力個人潛能開發、培養合群習性、協助自我實現與群體發展。
第四條（教育機會均等）
國民接受教育之機會一律平等。
任何人均有依其努力與能力，獲得適性教育之機會；不因性別、種族、黨派、宗教信仰、社經地位、門第等之不同，而有所差異。
國家應保障身心殘障者、經濟不利者、社會文化不利者、弱勢與少數族群受教育之機會。
第五條（教育權）
接受教育終身學習為人民之基本權利；國家應保障教育優先發展，並有提供人民充分學習之義務。
第六條（父母教育權）
教育子女為父母之自然權利，亦為其至高義務；其行使應受國家監督，非依法律不得剝奪其權利，免除其義務或介入其行使。
父母、家長或未年人之保護人，為其未成年子女之最佳福祉，依法有選擇、參與教育之權利並有協助推展教育之責任。
第七條（教師教育權）
教師應本教育專業精神，體認教育目的、善盡教育職責，為所有受教育者服務。教師地位應受尊重，其教學自由、工作條件及適當待遇等，依法應予保障。
第八條（國家教育權）
所有教育制度，依法應受國家監督。
教育行政應以服務、協助、支持教育活動為原則；除依法為保障教育權利，協助教育實施、維護教育素質之外，不得予以限制或干預。
第九條（教育經營權）
教育事業得自由經營，國家應予保障，使其自主成長。
學校教育具有公共性，不論國家、公共團體或私人，唯有法律所規定之法人，得設置學校。
第十條（教育立法權）
所有教育制度與教育法律之制定權由中央行使。地方政府或公共團體依法律授權或地方自治權限，所制定之法律與制度，不得與中央所規定相抵觸。
第二章 教育體系
第十一條（教育制度）
國家應建立彈性、多元、開放之教育制度、力求各級各類學校與教育機構之普及；並應注重學校教育、家庭教育及社會教育之均稀衡發展與相互配合，推動終身教育，以滿足國民需求與順應社會發展。
第十二條（學校教育）
學校教育應以提供所有學習者能自由選擇且充分就學為原則。
學校制度規劃應採多元多軌，並鼓勵發展各種形式之學校教育。
第十三條（學前教育）
學前教育以促進學齡前兒童身心健全發展為目的。政府應普遍設立公費幼稚園，並補助非政府設立之幼稚園，以協助學前教育之推展。
學前教育以幼托合一為原則，由中央立法、地方政府執行；或由中央授權地方政府立法並執行。
第十四條（社會教育）
所有國民均有依法律規定，使其所保護之子女，接受至少九年普通教育之義務；人民接受義務教育，免繳一切費用。
政府為全面推展義務教育，依法得以強迫方式實施。義務教育由中央立法，並與地方共同執行。
第十五條（中等教育）
中等教育以兼重普通與技職教育為原則、應普遍設立各種型式之中等學校，使人人都有就學機會，並逐漸作到免費教育。
第十六條（高等教育）
國家應根據能力，並盡一切適當方法普及各種高級學校，使人人都有享受高等教育之機會。
第十七條（大學自治與學術自由）
大學應為法人，依法享有充分之自治權及學術自由；但不得免除對憲法之忠誠。
第十八條（社會教育）
學校教育以外之教育活動，應本自主自發之原則，多元多樣之型式，提供國民自由參與之機會。
政府及公共團體應經由圖書館、博物館、文化中心、美術錧、音樂廳等文教機構之設置，學校設施之利用及其他適當方法，致力於學習社會之實現。
第十九條（家庭教育）
家庭教育應配合學校教育，提供未成年人身心正常發展之條件，政府應予鼓勵與獎助。
第二十條（特殊教育與生涯教育）
資賦優異及身心障礙之國民，依法有接受特殊教育之權利；政府應提供必要之資源、設施及相當之補助。
政府應設置並鼓勵各種型式之教育設施，提供全民受教育之機會。
第三章 教育特性
第二十一條（非權力性與公益性）
教育不得具有支配人民之權力本質，教育的利益與機會應歸全民所有。
第二十二條（教育中立法）
國家應立法保障教育中立，排除政治、經濟、宗教、社會、文化等之不當介入，或對其介入。但教育中立不得免除國家對教育之法律監督。
第二十三條（政治中立）
在教育上應重視培養良識公民所必要的政治素養。
依法設立之教育機構及教育人員，不得實施支持或反對特定政治團體或個人之政治教育或其他政治活動。
第二十四條（宗教中立）
教育上對宗教應採尊重與寬容之態度。不得實施支持或反對特定宗教或教派之宗教教育與宗教活動。
私立學校或教育機構依法有從事宗教教育與宗教活動之自由，但不得強迫學生或學習者參加。
第二十五條（教育自由）
教育設施應力求多元發展，教育活動應本全民共同參與，教育內容應可自由選擇，教育資源應採分擔共享。
第四章 教育行政
第二十六條（國家角色）
政府應善盡責任，積極扶持教育發展；但必要時，依法得對教育作最適當或最小的管制與介入。
第二十七條（教育行政機關）
教育行政採事務行政與專業行政分離及中央集權為原則。
主管教育行政機關在中央為國家教育科學文化委員會，在地方為教育委員會。
第二十八條（教科文委員會）
教科文委員會掌理全國教育、科學與文化等事項。下設教育事務行政署與教育專業署，統轄全國教育機關及教育實行；其組織與職掌應以法律定之；唯，教育專業署之委員應由中央政府遴聘。
第二十九條（大學區總長）
中央政府與地方政府之間，應設置地位超然之大學區總長及大學區教育評議委員會，職司教育督導、評鑑、考核……等教育專業事務。
大學區總長及教育評議委員會直接對中央教科文委員會負責，其組織職掌另以法律訂定之。
第三十條（地方教育委員會）
省、直轄市及縣（市）政府應設教育委員會，置政務委員、事知委員及專業委員，其組織與職掌另以法律定之，其中事務行政委員經普選後由地方政府任命；專業行政委員由中央遴選經地方政府同意後派任。
第三十一條（事務與專業行政）
教育事務行政負責教育條件整備之設備、設施、經費、人員等一般事項。
教育專業行政負責教育活動之實施、教育評鑑、考核、學歷、學力、學位、考試……等教育專業事項，其準由中央訂定之。
第三十二條（師資培育）
師資培育以專業與多元為原則，其培育機構、培育方式與師資標準，另以法律定之。
第三十三條（教師地位）
教師以教育專業為全體受教育者服務，基於其職務尊崇與責任特殊，其資格任用、權利義務、待遇、進修研究、退休撫卹、專業組織等，應另以法律規定，並與一般公務員有所區別。
第五章 教育活動
第三十四條（課程基準）
學校教育應維持一定之素質，高級中等以下學校之教育內容，應由中央訂定課程綱要或教育基準。
前項課程綱要或教育基準之訂定，應考量地區特性，賦予學校及教師課程設計與教學實施之彈性。
第三十五條（教育內容之均衡）
教育活動應兼重學校內與學校外之活動，均衡知能學習與社會服務。
特定學校之宗教教育、政治教育、博雅教育及技職教育等，應受保障；但不能免除對憲法之忠誠。
第六章 教育條件
第三十六條（教育資源）
教育資源以政府提供為原則，並應充分運用社會資源，開發教育經費多元來源；獎勵捐資興學、辦學，普設各種教育基金。
政府教育財政應和一般財政分別建制。
第三十七條（設備基準）
各級各類學校、教育機構、學術研究機構應有基本之員額編制與設備，及基準及審核評鑑另以法律定之。
第三十八條（教育素質）
國家應保障各級各類教育維持一定之素質；除教育活動應有專業之督導機構外，教育素質之評鑑、學業之考試、學歷之認定、學位之授予、學力之鑑定等，應以法律規定之。
第三十九條（教育獎助）
人民興學自由應予保障，政府對於非公立教育機構，應提供必要之輔導與獎勵措施。
為保障教育權利，政府應建立各種教育獎勵、補助、優惠、輔導等保障制度。
第七章 教育法制
第四十條（教育立法）
各種教育法規制度應以憲法及本法為依據，其適用、施行與修訂亦同。
政府應建立教育制度，定期檢討教育成效、並公布教育主張與政策
第四十一條（施行）
本法之施行，另以法律定之。

This study adopts both qualitative and quantitative methods. Through literature review, this study collects the Fundamental Law for Japanese Education, the Educational Law of the People's Republic of China (PRC), related legislation for education in western advanced countries, documents from the United Nations and international treaties, domestic educational laws and ten versions of the fundamental law for education in a hope to examine and compare the legislative background, lawmaking processes, content analysis, their format, framework, and strategies. With the key points and the essence laid out, this study attempts to propose the fundamental law for our education. This study also utilizes survey and conducts interviews with experts and scholars of different disciplines (history, economics, law, sociology, etc.), legislators, teachers' representatives, the public, and educational administrators, in order to establish categorized indicators and to make a concise conclusion. In addition, this study uses questionnaire to further explore the content and format of the fundamental law for education. By means of purpose sampling, 30-40 people were interviewed for their opinions about the fundamental law for education. With the results combined from literature review, survey, and questionnaire, this study proposes three recommendations: the government should expedite the legislation of the Fundamental Law for Education, should reestablish the legal system for education based on the Fundamental Law, and should promote the legal study for education. This study thus propose The Bill of the Fundamental Law for Chinese Education.
Contents:
a.The Fundamental Law for Japanese Education and related problems, including the legislative process and background, and the item-by-item analysis of the Fundamental Law for Japanese Modern Education and Cultural Education;
b.The Education Law of the PRC and related problems, including their educational system, their legislative process and background for education, and the item-by-item analysis of the law;
c.The legislative processes for education of other countries in the world, including the United States, the United Kingdom, France, Germany, Japan, and South Korea, their legislative trend and contents, and related international treaties;
d.The evolution of the relationship between the state and education, and between legislation and education;
e.The examination of our legislation for education, and the background of the fundamental law for education, including the content analysis of ten versions circulated domestically.
f.Results from survey and questionnaire, in a hope to understand the intellectual's opinions about the fundamental law for education.
III. Conclusion
A.The legislation of the Fundamental Law for Education is required and should be accelerated.
B.The legal status of the Fundamental Law for Education should be made explicit, i.e. only second to the Constitution and equal to any other general laws.
C.The legal system of education should be constructed in a way that centers on the Constitution and the Fundamental Law for Education.
D.The role of the state should be to actualize the idea of the citizen's rights for education in replace of the idea of the state's teleology.
E.To ensure that the educational system will develop independently, the state should preclude the interference of political power on education, should set up a centralized administration system to separate administrative and professional affairs, and should establish a financial system for education.
F.To ensure the quality of education, the social status of the teacher, the qualification of the teacher, the standard of education, and the allocation of educational resources need to be redefined.
G.The law should be honored and implemented. Appendix should be made to ensure the implementation of laws to avoid formalism as in the case of the Fundamental Law for Japanese Education.
H.The definition of rights for education and the subjects of rights should be appropriately interpreted to ensure the rights for the state, the teacher, parents, and the public.
IV. Recommendations: The Bill of the Fundamental Law for Chinese Education
(6/18/1997)
Education, as the foundation of a state, is for the purpose to cultivate the citizen to help establish a liberal, democratic, and civilized society, and further a peaceful world.
Our objectives: to cultivate a conscientious citizen of liberty, democracy, and responsibility; to evolve a pluralistic, independent, and autonomous Taiwanese culture; to develop an open, tolerant, mutual-respect, and dynamic society. Education based on the above objectives can thus enjoy sustainable development.
The following bill is drafted based on the Constitution of the Republic of China (ROC), international consensus, and our domestic exigency.
Chapter 1 General Provisions
Article 1 (Objective of Education)
The objective of education is to cultivate a citizen who will have a sound character and embrace the truth, justice, and peace; to evolve a pluralistic, autonomous, and nature-abundant culture; to advance the understanding of different countries, regions, races, religions, and cultures.
Article 2 (Goal of Education)
The goal of education is to cultivate students, motivate them spiritually, train them physically, stimulate their love for arts and democracy, impart them how to live, inspire their concern for surroundings, and broaden their global view.
Article 3 (Guideline of Education)
The goal of education should be actualized in any case regardless of time and place. Thus, discrimination should be precluded and the teaching should take care of individual differences. The freedom of learning should be respected and the teacher should devote him/herself to inspiring students and assisting with their self-actualization.
Article 4 (Equal Opportunity for Education)
The opportunity for education is equal for all citizens.
Everyone, with own effort and ability, has equal opportunity for appropriate education, regardless of his/her sex, race, party, religion, or social-economic status.
The state should guard the opportunity for education in particular for the handicapped, the economically disadvantaged, the economically disadvantaged, the social-culturally disadvantaged, and the minority.
Article 5 (Rights for Education)
Education is the fundamental right for every citizen. The state should secure the right for education and make it a priority for overall national development. The state is also obliged to provide opportunities for complete and lifetime learning for its citizens.
Article 6 (Parents' Rights for Education)
Educating own children is the natural right and the topmost obligation for parents. Parents' utilization of the right should be supervised by the state. The right can only be deprived and the obligation can only be waived by law.
Parents or legal guardians provide welfare to their minor children and thus possess the right to choose and participate the educational system for their children, and the responsibility to promote education.
Article 7 (Teachers' Rights for Education)
Teachers should adhere to their profession, recognize the objective of education, perform their duty, and serve all the educated.
The status of the teacher should be respected. The freedom of teaching, the working condition, and the benefits should be protected by law.
Article 8 (The State's Right for Education)
All educational systems are supervised by the state under law.
Educational administration is set up to serve, assist, and support educational activities. The administration should not be restrained or interfered except for securing the right for education, assisting with implementing educational activities, and maintaining the quality of education.
Article 9 (Rights for Educational Operation)
The educational enterprise is operated freely under the protection of the state and enjoys its autonomy.
The school education possesses public interests. Only a juridical person defined by law can set up a school.
Article 10 (Rights for Education Legislation)
All educational systems and educational laws are established by the central government. Rules set up by local governments or public interest groups authorized by law cannot contradict with laws set up by the central government.
Chapter 2 Educational System
Article 11 (Educational System)
The state should establish a flexible, pluralistic, and open educational system and ensure the popularity of all kinds of schools and educational institutions; should emphasize the balance among school education, family education, and social education; should promote lifetime education to satisfy the needs of its citizens.
Article 12 (School Education)
School education should provide free choices for the educated and ensure full enrollment.
The planning of the school system should adhere to the principle of pluralism and encourage the development of all types of school education.
Article 13 (Pre-School Education)
Pre-school education is aimed to develop a sound body and mind for pre-school children. The government should broadly establish public kindergartens and financially assist private kindergartens to promote pre-school education.
Pre-school education should combine teaching and caring and be supervised by the central government.
Article 14 (Mandatory Education)
All citizens have the obligation for the nine-year general education. This mandatory education is free of charge for all citizens.
In order to promote the mandatory education, the state may enforce the law with the cooperation of local governments.
Article 15 (Middle Education)
Middle education takes care both general and vocational education. Middle schools should be broadly established to offer every citizen the opportunity for education free of charge.
Article 16 (Higher Education)
The state should expansively set up higher schools for its citizens.
Article 17 (University Autonomy and Academic Freedom)
The university should be a juridical person and enjoy unmitigated autonomy and academic freedom under the Constitution.
Article 18 (Social Education)
Educational activities outside schools also possess their autonomy and pluralism and citizens can freely participate.
The government and public interest groups should actualize their goal for lifetime education by setting up libraries, museums, cultural centers, art galleries, concert halls, and other cultural and educational institutions.
Article 19 (Family Education)
Family education should cooperate with school education to provide a sound environment for the minor to develop their body and mind. The government thus should encourage and promote family education.
Article 20 (Special Education and Career Education)
For both talented and handicapped citizens, the government should provide them with special edcial education, allocate necessary resources, arrange facilities, and offer assistance for them under law.
The government should establish and promote all forms of educational measures for all citizens.
Chapter 3 Characteristics of Education
Article 21 (Non-Domination and Public Interests)
Education should not intend to dominate people. The interests and opportunities for education belong to all citizens.
Article 22 (Education Neutrality)
The state should make laws to secure education neutrality to exclude the inappropriate interference from political, economic, religious, social, and cultural power. Education neutrality, however, does not prevent itself from the supervision of the state.
Article 23 (Political Neutrality)
Education should cultivate citizens with necessary political disposition.
Official educational institutions and educational staff, however, cannot hold educational or political activities to support or confront specific political groups and individuals.
Article 24 (Religious Neutrality)
Education should cultivate citizens with respects and tolerance for religions. Official educational activities, however, cannot be held for or against specific religions.
Private schools or educational institutions has the freedom to involve in religious education and activities. However, students should not be forced to participate.
Article 25 (Educational Freedom)
Educational measures should be pluralistic. Educational activities are aimed at fully participation by all citizens. Educational contents should be chosen freely. Educational resources should be shared.
Chapter 4 Educational Administration
Article 26 (Role of the State)
The state should do its utmost to promote educational development. When necessary, the state may regulate and involve in the educational system to a lesser extent under law.
Article 27 (Educational Administration)
Educational administration should separate its administrative affairs and professional affairs and should be governed by the central government.
The educational authorities are the National Educational, Scientific, and Cultural Committee in the central government, and the Educational Committee in the local government.
Article 28 (The National Educational, Scientific, and Cultural Committee)
The National Educational, Scientific, and Cultural Committee takes charge of all educational, scientific, and cultural affairs nationwide. Two divisions are set up under the Committee: Educational Administration Division and Educational Profession Division, in charge of all educational institutions and implementation. The organizations and their offices are set up by law; however, members of the Educational Profession Division should be appointed by the central government.
Article 29 (Director-General of the University Community)
An independent Director-General of the University Community and an Educational Advisory Council should be established to bridge the central government and the local government and take charge of professional affairs such as educational supervision, evaluation, and review.
The Director-General of the University Community and the Educational Advisory Council are directly responsible for the National Educational, Scientific, and Cultural Committee. The organizations and their offices are set up by law.
Article 30 (Local Educational Committee)
The Educational Committee should be established in the provincial, direct district city, and county governments. The Committee is composed of members of political affairs, administrative affairs, and professional affairs, of which organizations and offices are set up by law. Among the Committee, members of administrative affairs will be elected and then appointed by the local government; members of professional affairs will be selected by the central government and then consented and appointed by the local government.
Article 31 (Administrative Affairs and Professional Affairs)
Members of administrative affairs take charge of general matters such as educational facilities, budget, and personnel.
Members of professional affairs take charge of professional matters such as the implementation of educational activities, educational evaluation, review, degrees, certificates, and examinations. The standard is set up by the central government.
Article 32 (Cultivation of Teachers)
The cultivation of teachers should be professional and pluralistic. The cultivation institutions, methods, and standards are set up by law.
Article 33 (Status of Teachers)
The teacher serves professionally all the educated. Owing to specificity of the profession and the duties, the qualification, rights and obligations, benefits, further study opportunities, retirement, and professional organization of teachers should be specifically set up by law, which is different from general government employees.
Chapter 5 Educational Activities
Article 34 (Curriculum Standard)
To ensure the quality of the school education, the curriculum of the middle school and below will follow the guidelines and standards set by the central government.
The guidelines and standards should consider local specificity and thus allow the flexibility for schools and teachers.
Article 35 (Balance of Educational Contents)
Educational contents should emphasize both curricular and extracurricular activities, such as intellectual understanding and community services.
Special religious education, political education, refined education, and vocational education in special schools should be protected under the Constitution.
Chapter 6 Requirements for Education
Article 36 (Educational Resources)
Educational resources are provided by the government in principle. Resources from society should also be fully utilized. Educational funding should come from all sources such as governmental promotion, corporate sponsorship, and all kinds of educational funds.
Government funding for education should be listed differently from other sources of funding.
Article 37 (Facilities Standard)
The standard and the review of basic personnel and facilities in all kinds of schools, educational institutions, and academic research organizations should be set up by law.
Article 38 (Quality of Education)
The state should ensure the quality of all types of schools. Except fo educational activities which are supervised by professional committees, all other evaluation including the quality of education, examinations, degree conferral, and certificate recognition should be set up by law.
Article 39 (Educational Assistantship)
The state should secure the right for establishing private schools and promote and sponsor the establishment whenever needed.
To secure the right for education, the state should set up all kinds of educational rewards, support, and preferential measures.
Chapter 7 Legal System for Education
Article 40 (Educational Legislation)
All kinds of educational regulations and systems should be based on the Constitution and this Fundamental Law for Education, of which applications and enactment follow.
The government should establish educational systems, evaluate their efficacy periodically, and publish educational white papers.
Article 41 (Enactment)
The enactment of this law will be instituted by law.