制定《教育基本法》不但是1994 年民間教改行動聯盟之訴求，亦是1996 年《教育改革總諮議報告書》所建議的優先推動項目；而依我國現行法制，《教育基本法》之法令位階雖與一般法律相同，惟立法者既將之設定為「基本法」，後續立法行為即應尊重其法律定位，以藉此維護國家意思之一致性與教育法制之統整性。《教育基本法》自1999年制定公布迄今，業已因應社會發展需求修正五次及8 項條文；此間，除憲法因其位階最高性，而使之與相關大法官解釋均對本法及所有教育事務存在指導關係外，依據公約施行法而取得我國基本法地位的《經濟、社會及文化權利國際公約》（ICESCR）與《兒童權利公約》（CRC）中之教育條款，對我國教育的未來展望與持續改革，亦具有「教育基本法」之補充地位。綜此，本子計畫茲就我國現行《教育基本法》提出下列結論：

一、避免納入法規授權條款以維基本法地位

二、教育目的之內涵宜直接上承憲法且不應過於瑣碎或頻於變動

三、教育上之弱勢族群宜有更為明確之界定

四、教育中立原則宜上承憲法多元文化誡命以具體化其落實途徑

五、私人興學與教育實驗之目的及法益應更為明確

六、應確立教育人員之證照制度與評鑑機制以發展其專業地位

七、中央與地方之教育權限劃分宜回歸憲法之均權意旨

八、教育審議委員會之權限及組織規範宜更具實效

九、國民基本教育宜回歸憲法國民教育之意旨

十、宜納入國際人權文件相關教育條款之基本法地位宣示

　　The establishment of Educational Fundamental Act is not only the appeal of the Non-Governmental Education Reform Action Coalition in 1994, but also the priority of Education Reform Consultative Report in 1996. According to the current law, the rank of law of Educational Fundamental Act is equal to other general laws. However, since legislators set it as a fundamental act, the subsequent legislation should respect its legal status to maintain the consistency and wholeness of educational law. Since established in 1999, Educational Fundamental Act has experienced five amendments of eight articles in response to social development. Among them, because the Constitution has the highest ranking, this places it and related Judicial Interpretation in the guiding position for Educational Fundamental Act and all other educational matters. Additionally, the education act in ICESCR and CRC, which obtained its status as a fundamental act based on Act to Implement the Covenant on Civil, can also help guide the future developments and reforms of Educational Fundamental Act. The conclusions of this study for current Educational Fundamental Act are as follows:

1. It should avoid being included in authority conferred by law to maintain its status as a fundamental act.

2. The connotations of educational goals should be consistent with the Constitution, but should not be too trivial or subject to frequent changes.

3. There should be clearer definitions for educationally disadvantaged groups.

4. Educational neutralism should be consistent with the multicultural conceptions in the Constitution to realize it concretely.

5. The goals and legal interests of private and experimental education should be clearer.

6. It should establish systems of teaching certificates and of evaluation to facilitate professional development.

7. Education authorities of central and local governments should be differentiated based on the conception of balancing the power in the Constitution.

8. The authority and organization of Education review board should be more effective.

9. Basic national education should be consistent with citizen’s education in Constitution.

10. It should be incorporated into the education provision in the international bill of human rights to ensure its status as a fundamental act.