CAJ | 학술논문

　　当前我国教育领域中的垄断主要是行政垄断，教育垄断与基本公共教育服务均等化目标存在冲突。为此，有必要提升社会教育权的法律地位。社会教育权是指除家庭和国家之外各个社会主体依法所享有的从事教育活动的权利，教育公平化、教育社会化以及教育市场化是其价值取向。社会教育权的发展模式主要有国家权力主导下的补充性发展、社会权利主导下的系统性发展以及价值多元导向下的制衡性发展三种模式。我国应采纳多中心制衡的发展模式并强化市场化供给。
　　당전아국교육영역중적롱단주요시행정롱단，교육롱단여기본공공교육복무균등화목표존재충돌。위차，유필요제승사회교육권적법률지위。사회교육권시지제가정화국가지외각개사회주체의법소향유적종사교육활동적권리，교육공평화、교육사회화이급교육시장화시기개치취향。사회교육권적발전모식주요유국가권력주도하적보충성발전、사회권리주도하적계통성발전이급개치다원도향하적제형성발전삼충모식。아국응채납다중심제형적발전모식병강화시장화공급。
The public education service in China is subject to administrative monopoly, which is incompatible with the realization of equalization of educational opportunities. Therefore, it is necessary to upgrade the legal status of the social right to education. the social right to education refers to the right that social subjects, except families and countries, enjoy to engage in educational activities with its value orientations being education equity, education socialization and education marketization. Currently, there are three development models of the social right to education, namely the complementary development model with the government as the center, the systematic development model with the demand of social rights as the center and the check-and-balance development model with values pluralism as the center. Given the current situation, the paper proposes the multi-centered coordinated development model coupled with market-oriented education service.