【作者】 王亚歌；

【导师】 陈鹏；

【作者基本信息】 陕西师范大学 ， 教育经济与管理， 2007， 硕士

【摘要】 20世纪80年代后，我国民办教育迅速发展，成为我国教育事业的重要组成部分。与此同时，为了规范、促进民办教育发展，国家相继出台了《社会力量办学条例》、《民办教育促进法》等一系列法律规范。但由于教育研究的滞后，有关民办学校的法律地位、民办学校与政府、民办学校与教师、民办学校与学生的法律关系等问题需要进一步深化研究。本文共分四部分。第一部分：我国民办学校的法律地位。就公办学校与民办学校的界限而言，我国公办学校与民办学校的区别主要在于举办主体与经费来源两个方面。正是这两个方面的不同，决定了这两类教育机构在权利、义务上的诸多差异，也导致了在行政法律关系中民办学校与公办学校的差异以及民办学校与公办学校法人制度的差异。第二部分：我国民办学校与政府的法律关系。我国民办高校与政府的关系模式的形成是一个历史发展过程，是国家政治、经济和文化传统共同作用的结果，也是利弊共生的矛盾体。为了民办学校的健康发展，政府应该做到以下几点：第一，在观念上和制度政策上给民办学校以平等的法律地位和办学自主权；第二，明确政府与学校权利(力)义务的关系。政府一方面有管理学校的职权，另一方面也有为学校提供相关保障的义务，保障民办学校自主权；第三，健全教育法律法规及相关的配套制度；第四，积极发挥教育中介组织在民办学校乃至整个教育体系与政府的关系中的作用。各种教育社团、协会被法律或政府授权对民办学校进行客观中立的监督管理，以缓解民办教育自主权和政府管理权之间的矛盾。第三部分：我国民办学校与教师的法律关系。建设高素质的民办学校师资队伍，是民办学校发展的关键。民办学校教师和公办学校教师具有同等法律地位，那就是民办学校教师作为法律关系主体，其法律地位与公办教师相比，必须体现主体的普遍性、内容的同一性和权利救济的非歧视性原则，即所有民办学校教师皆为权利主体，享有与公办学校教师相同的权利，在权利实施遇到障碍时，法律应无差别地给予救济与保障。第四部分：我国民办学校与学生的法律关系。民办学校与学生既有行政关系，又有合同关系。在不同的法律关系中，如何维护民办学生的合法权益，是当前我国教育法制建设中的突出问题。由于我国《教育法》、《高等教育法》对学校和学生法律地位及其法律关系没有具体明确的规定，学校诉讼案件的受理、审理、判决缺乏法律依据，从而使学生在维护自身权益过程中处于弱势地位，尤其是民办学校的学生，他们相对于公办学校的学生而言，其权益更容易受到学校或其它主体的侵犯，因此应给予更多的关注。更多还原

【Abstract】 After 1980’s, in our country, non-state-run education is developing fast and becoming an important constitute part of educational cause. At the same time, in order to regulate and promote the development of non-state-run education, Regulations on the Education by the Social Organizations and some a series of laws and regulations have come out in succession. But because of the lag of the education research, relevant the law position of the non-state-run school, non-state-run school and government, non-state-run school and teacher, non-state-run school and the student’s law relationship needing to turn a research further and deeply.This article is divided four parts. First part: the legal status of the non-state-run school. Speaking of the boundary of the state-run school and non-state-run school, the difference between them mainly lies in two aspects: the conducts subject and the funds originates. It is just these two aspect differences that have caused many differences between these two kinds of educational institution in the rights and the duty of the conduct subject. Also has caused the different legal status of the non-state-run school in the administration legal relationship. Two different legal person systems between state-run school and non-state-run school have caused differences in basic nature and in a series of legal relationship of these two kinds of school system.Second part: the legal relationship of the country and non-state-run school. The relational pattern formation of our country and non-state-run school is a historical development process, is the result of the national politics, the economy and the cultural tradition affect together, and also is the contradictory body with both the advantages and disadvantages. For the healthy development of the non-state-run school, our country government should achieve following several points: First, gives the equal legal status and the school right to the non-state-run school in the options and the system policy; Second, the right- voluntary relations of the government and non-state-run school is clear. On the one hand the government has the authority to manage the school on macroscopic, on the one hand has the duty to provide the correlation safeguard for the school, which will guarantee the non-state-run school practical has the right to independence; Third, the legal rule should be concrete, feasibility, and the connected necessary system is sound; Fourth, the education intermediary organization plays the positive role in the non-state-run school and even the entire education system and in government’s relations. Each kind of education mass organization and the association is authorized by the law or the government to carry on the objective neutrality. In order to relieve the contradiction between non-state-run school’s right to independence and the government authority.Third part: the legal relationship of non-state-run school and the teachers. The key question to constructs the high quality teacher team is how to carry out the non-state-run school teachers’ equal legal status as the state-run school teachers. Therefore, it appears truly especially importantly to study hard the basic connotation and the fight extends, guaranteed the non-state-run school teachers’ has the equal legal status as the state-run school teachers. The basic connotation that the non-state-run school teachers has the equal legal status as the state-run school teachers that is the non-state-run school teachers as the legal relationship main body, its legal status must manifest the main body the universality, the content identity and the right relief non-prejudice principle, namely all non-state-run school teachers all is the subject of object, who enjoys the same right as the state-run school teachers. The law should give them the same relief and safeguard when their right is hurt.Fourth part: the legal relationship of non-state-run school and the students. In our country, it doesn’t have the specifically explicit stipulation to legal status and the legal relationship between the school and the students in the "Educational Law" and the "Law of Higher Educational". The school lawsuit case has not accepted, trying, the decision lacks the legal basis, thus causes the student be at the weak trend position to maintain in own rights and interests process. As the non-state-run school students, their rights and interests are easier be hurt by the school or other main body infringement, therefore should give more proper attention.更多还原