The modern level of development of educational law in Kazakhstan is characterized by sufficient complexity of its structure and an extensive volume of conceptual and categorical apparatus. Active changes in the system of traditional ideas about the educational law, formed during the Soviet period of development of law, occurred since Kazakhstan joined the Bologna process. The Bologna system implies compliance with a system of parameters that meet the world standards in the field of education in general. The initial period of mastering the requirements of the Bologna process was associated with many difficulties, which entailed the abandonment of a number of institutions that served the social needs to implement the right of everyone to education, as well as related to determining the degree of accessibility for representatives of all segments of the population of Kazakhstan to any level of education. Under these conditions, the educational law acquired new contours, focused on the global standards in this part. The process of recognition of the educational law as an independent branch in the system of national law was long and complex. This circumstance affected the quality and substance of the basic concepts and their definitions that serve this branch of law.

   The need to define the concept of educational law, its system, structure, goals and objectives is due to their demand for teachers of preschool education and upbringing, school education, who must correctly apply in their professional activity the rights and obligations established by law, competently protect their rights, freedoms and legitimate interests in cases of their unlawful violation by anyone.