Comparative models of education legislation: an analytical overview

Authors

  • Shokhjakhon Khujayev Head of Department at Tashkent state university of law, Uzbekistan

Abstract

Legislation is a living organism: it develops and adapts over time. Its effectiveness is determined not merely by the number of enacted provisions but by their quality, internal coherence, and fitness for purpose. Among fundamental human rights entrenched in nearly all constitutions and statutory systems is the right to education. Yet comparative practice shows that the improvement of education law admits no single, universal template. Each State calibrates legal design to its socio-economic trajectory and its political-legal traditions and values.

References

U.S. Constitution, Tenth Amendment.

Every Student Succeeds Act of 2015 (ESSA).

Individuals with Disabilities Education Improvement Act of 2004.

Strengthening Career and Technical Education for the 21st Century Act.

Compulsory education laws (state-level variation)—ECS/NCES overviews.

United Kingdom: Education Act 1996; DfE statutory guidance practice.

Finland: Constitution, Section 16 (right to education).

Japan: Basic Act on Education (Act No. 120 of 2006).

Singapore: Education Act 1957.

Code de l’éducation (Ordonnance n° 2000-549).

Model Education Code of CIS.

Decree of President of the Republic of Uzbekistan PF-5505 (8 Aug. 2018) approving the Concept for Improving Rule-Making.

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Published

2025-08-31

How to Cite

Shokhjakhon Khujayev. (2025). Comparative models of education legislation: an analytical overview. Emerging Frontiers Library for The American Journal of Political Science Law and Criminology, 7(8), 45–47. Retrieved from https://emergingsociety.org/index.php/efltajpslc/article/view/175

Issue

Vol. 7 No. 8 (2025): Volume 07 Issue 08

Section

Articles

License

Copyright (c) 2025 Shokhjakhon Khujayev

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This work is licensed under a Creative Commons Attribution 4.0 International License.