我國高等教育機構融資問題分析

1、AbstractEducation is an important part for peoples life. Education imparts knowledge whereby making discoveries and implementing them for the betterment of the society becomes possible. Education, especially higher education has undergone a long development history, both in China and western countri

2、es. In terms of higher education, it has different characteristics in China and western countries. Nowadays, it is widely acknowledged that most of the western countries have more advanced higher education than China. However, we shall also notice the existing problems in education, especially highe

3、r education. Nowadays, our main channel of funding is focused on banks for which there is tight constrain of back policy by the Peoples Bank of China and Banking Supervision Commission. It is hard for students to get direct loan and for universities to stock up new equipments. Therefore, more and mo

4、re universities put the eyes on the mode of cooperation with both national and international funding corporation and sponsors to put large amount of money in our educational system and relief the economic pressure for educational department and universities themselves.This paper mainly aims at discu

5、ssing the funding issue for higher education institutions in China and meanwhile, this paper will also try to put forward some solutions to deal with this issue. 【Key Words】higher education, funding, problems, solutions, China 摘要教育是人一生中一個重要的組成部分。教育為人們帶來知識，發(fā)現(xiàn)未知，并為人們創(chuàng)造一個更好的社會。中國和西方國家的教育，尤其是高等教育，經歷了較長的

6、發(fā)展歷史。中國和西方國家的高等教育有著不同的特點?，F(xiàn)今，人們普遍認為西方國家的高等教育比中國更加先進。然而，我們也注意到教育體系中存在的問題，尤其是高等教育。目前我們高校的融資渠道主要集中在銀行，由于人民銀行和銀監(jiān)會的政策對所有銀行有著制約作用，導致學生直接貸款越來越困難，許多項目建設與設備采購計劃陷入停頓。因此許多高校采取了與國內外融資公司和投資商合作的方式，把大量的資金投入到我國教育系統(tǒng)，以減輕當?shù)亟逃糠旨案咝５慕洕鷫毫Α１酒撐闹饕庠陉U述中國高等教育機構融資問題分析，同時，本文也將試圖提出一些處理這個問題的方案。關鍵詞：高等教育、融資、問題、解決方案、中國Acknowledgemen

7、tsFirst and foremost, I would like to express my heartfelt gratitude to my supervisor, Professor Wang, both for his intellectual guidance and for his warm and constant encouragement during the process of writing this thesis. With patience and prudence, he labored through drafts of this thesis and po

8、inted out defects in my theorizing. Therefore, I owe all the merits in this thesis, if any, to him, though I am fully aware that the thesis might still contain some mistakes, for which I bear the whole responsibility.My cordial and sincere thanks go to all the teachers in the Department, whose inter

9、esting and informative courses have benefited me a lot during my college years. The profit that I gained from their profound knowledge, remarkable expertise and intellectual ingenuity will be of everlasting significance to my future life and career.I am also very grateful to my classmates, who have

10、given me a lot of help and courage during my stay in the University and throughout the process of writing this thesis. Last but not the least, big thanks go to my family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this thesis.Table of

11、 Contents普通本科生畢業(yè)論文（設計）誠信承諾書iAbstractii摘要iiiAcknowledgementsivTable of Contentsv1. Introduction11.1 Research Background11.2 Research Significance32. Introduction of Higher Education Funding in Foreign Countries32.1 Funding Mechanism for Higher Education Institutions in Different Countries42.2 Compari

12、son of Higher Education Funding in Different Countries73. Funding Issue for Higher Education Institutions in China83.1 Current Situation for Higher Education Institutions Funding in China83.2 Problems in Higher Education Institutions in China94. Measures and Solutions104.1 Increase Fiscal Funding114

13、.2 Standardizing Higher Education Cost124.3 Self-Generated Funding134.4 Increase Funding Channels145. Conclusion15References17181. IntroductionEducation gives us knowledge of the world around us. It develops in us a perspective of looking at life. It helps us build opinions and have points of view o

14、n things in life. People debate over the subject of whether education is the only thing that gives knowledge. Some say, education is the process of gaining information about the surrounding world while knowledge is something very different. They are right. But then, information cannot be converted i

15、nto knowledge without the catalyst called education. Education makes us capable of interpreting things rightly. Education is not just about lessons in textbooks. It is about the lessons of life. However, with the advancement of globalization and competition, only receiving primary school and high sc

16、hool education is not sufficient for a person to obtain the required knowledge or gain a decent position in ones professional life. Therefore, higher education now becomes a must for everyone. People with higher education are more likely to get jobs which give lots of health benefits as well as pens

17、ion benefits to the individual, in his or her old age. Thus, a college degree is the key to a better life. People who are well educated and well paid, are more likely to live fulfilled lives. They make better partners, parents and employees. They believe in following the societal norms and seldom in

18、dulge in anti-social behavior. Educated people are more tolerant of other people, and thus, help in keeping the society peaceful. Higher standards of living, peace, good family life - all these things help in strengthening the country as a whole. However, there are many problems existing in the high

19、er education institutions, China is no exception. This paper will explore funding issue for higher education institutions in China. 1.1 Research BackgroundHigher education in China is continuously growing, changing and developing. There are over 2,000 universities and colleges, with more than six mi

20、llion enrollments in total. China has set up a degree system, including Bachelors, Masters and Doctoral degrees that are open to foreign students. The country offers non-degree programs as well. (Liu Ruibo, 2005) According to the Ministry of Education of the Peoples Republic of China, the government

21、 authority on all matters pertaining to education and language, higher education in China has played a significant part in economic growth, scientific progress and social development in the country by bringing up large scale of advanced talents and experts for the construction of socialist moderniza

22、tion. Since China began to develop a Western-oriented university model at the end of nineteenth century, Chinese higher education has continued to evolve. (Fuzeng, Yu , 2008) Since the late 1980s, the economic development of China has stimulated reforms in higher education that have resulted in rema

23、rkable improvements.However, we shall notice that insufficient funding is an issue faced by almost all higher education institutions in China and this phenomenon is magnified after the expansion of colleges and universities. China introduced significant reforms in higher education finance that cover

24、ed financial decentralization, new funding mechanisms and resource mobilization (World Bank, 1997). Before the reforms in the 1980s, almost all the funding was exclusively from the government, and funds were allocated according to the unitary State budgetary plan. In the plan, historically based adj

25、ustments were adopted and unused funds had to be returned to the government. Such a system provided no incentive for efficiency gains and improvements. With financial decentralization, the central government has delegated financial responsibilities to provincial governments and line ministries to in

26、crease flexibility. With the new funding mechanisms, the line item budget has been replaced by a block grant, letting institutions decide how to spend the money, and institutes can retain unspent funds. With resource mobilization, institutes have been encouraged to generate their own revenue and to

27、charge tuition fees so as to reduce the overdependence on Government funds. (Ma Fang, 2005) Other than releasing the fiscal burden from the public funds, another goal of the reform is to encourage institutes to make innovations and develop their own skills to meet the developmental needs of the chan

28、ging society (World Bank, 1998).1.2 Research SignificanceWith an introduction to the overall underdevelopment of higher education in China compared with the western counterpart, this article briefly examines the main trends of over two decades of development of the governance and financing systems o

29、f Chinas higher education sector. This article analyzes the resource allocation from governments and revenue generation in institutions under the reform policies of administrative decentralization and financing diversification. The new Great Leap Forward in higher education in 1999 and beyond, i.e.,

30、 the radical and, to a certain extent, desperate mass higher education policy and practice of expanding enrollments in order to spur domestic consumption, is critically analyzed. (Liu Zhijun, 2007) By examining the ongoing institutional merging and co-building and the most recent enrollment expansio

31、n, the writer points out the economic significance for higher education of overcoming diseconomies of scale and inefficiencies. However, the long-range outcomes of the seemingly exciting investment in and consumption of mass higher education are difficult to predict. Therefore, based on the importan

32、ce of higher education and the context of this paper, the author hope this paper will have both theoretical and practical meanings on improving funding issue of higher education institutions in China. 2. Introduction of Higher Education Funding in Foreign CountriesOver the past decades, there has se

33、en a significant and consistent worldwide reform agenda for higher education financing policy. Funding mechanisms and models adopted by Asian and Western countries are sometimes different. Higher education has always been an important priority in the public agenda as it is considered an investment w

34、ith economic return both for individuals and society. Due to rapid growth of student enrolment in the 90s and stringent funding allocated for higher education institutes, the decade of the 90s has seen a significant and consistent worldwide reform agenda for the finance and management of higher educ

35、ation institutes.2.1 Funding Mechanism for Higher Education Institutions in Different CountriesWith the establishment of a knowledge-based economy in the 21st century, all countries try to find suitable strategies and special ways to keep up with the growing competition in the rapidly evolving globa

36、l economy (Zhang, 2000). The demand of higher education thus keeps growing worldwide and especially in developing countries. Many governments face the problem of maintaining public funding levels for higher education (Harman, 1999). Therefore the problems and issues of funding higher education must

37、be addressed.In the United States:Major changes have been occurring in how the United States finances its higher education system. Most striking has been the sharp drop over the past two decades in the public share of higher education finance and the recent interest in funding based on institutional

38、 performance. These major changes have in turn caused big shifts in how higher education institutions behave, leading them to sharply raise their tuitions, aggressively seek private funds, and cut costs by outsourcing services to external providers. (Kevin Dougherty, 2004) While the U.S. higher educ

39、ation system is dominated by public institutions, it also has a very large private sector. If an institution is publicly owned, the government has many mechanisms of control over that institution. For one, it will provide a large portion of that institutions financing. Clearly, if an institution is

40、private, the government lacks these controls. Private institutions derive much less of their revenue from the government. The income streams mainly include the following: tuition and fees (which includes federal, state, and private student aid received by students); federal, state, and local governm

41、ent appropriations, grants, and contracts (excluding student aid); private gifts, grants, and contracts; endowment income (excluding capital gains and losses) and investment returns (income from assets including dividends, interest earnings, royalties, rent, gains and losses, etc.); sales and servic

42、es, whether in the form of educational activities, hospitals, sports teams, and other auxiliary enterprises. (Kevin Dougherty, 2004) Not surprisingly, public institutions receive a much greater share of their funds from government, particularly state government, than do private institutions. Convers

43、ely, private institutions receive much more than do public institutions from tuition, private gifts, grants, contracts, and investment return.In the UK:While the U.S. institutions have a diversity of funding options, the governmental grants in the UK are distributed on an equal competitive basis, wh

44、ere old and new, elite private and second-rate state institutions are placed under the equal conditions for obtaining governmental grants. In the UK, in the post-Robbins system, the universities received funds form University Grants Committee (UGC) on a quinquennial grant system. The number of stude

45、nts was important in determining the block grant amount. However, universities made independent decisions on internal distribution of these grants. Funding was determined on the basis of proposed budgets submitted by the institutions to the funding councils, but the funding councils implemented a st

46、rong competitive element for allocating this budget. The competition was basis of student demand, price and quality. (Orkodashvili, Mariam, 2007)Student fees were paid by local authorities and maintenance grants were also available, although means-tested for most of the period (Cheung and Egerton, 2

47、007). However, student grants declined in value in 1980s by 20%, and in 1988 funding of the universities was transferred to a new body, the Universities Funding Council, while funding for the polytechnics and colleges was administered by the Polytechnics and Colleges Funding Council. In 1992, three

48、new funding councils were set up: the Higher Education Funding Councils for England, Scotland, and Wales. These provided core funding for the new university system, but as a proportion of overall funding, central government funding fell from over 70% in the late 1960s to just over 30% in the mid-199

49、0s (Orkodashvili, Mariam, 2007).In Japan:The Japanese higher education sector is characterized by its dual structure that includes a limited public sector controlled by national and local governments and a very large market-driven private sector. There are three types of university-level institution

50、s, 87 national universities, controlled by the Ministry of Education; 72 public universities run by local or regional governments and 596 private universities. In addition there are also 525 junior colleges (of which most are private) and 63 technical colleges. One of the characteristics in Japans s

51、ystem of higher education is its large private higher education sector. However, recent financing reforms have targeted mainly national universities since the largest proportion of government support to higher education goes to these institutions. Recent reforms have been changing the structure and

52、nature of national university finance. These changes were also influenced by a large private sector. Private universities also compete with national universities in order to increase financial resources. Therefore, there is a need to reconsider resource allocation and the distribution of functions a

53、mong whole universities. Japans higher education, unlike the US and Europe, has been mainly supplied by the private sector. (Zhang, M, 2000)In India: The India higher education sector has expanded at a phenomenal rate in the last century. The European system of higher education was introduced in Ind

54、ia by the British in 1857 with the establishment of universities for European education in three cities and withdrawal of support for indigenous education. By 2006, there were 348 universities (composed of general universities; science and technical universities; open universities; agricultural univ

55、ersities; womens universities; language universities; and medical universities), more than 17,625 colleges, and 10.5 million students, making Indias system of higher education the third largest in the world in terms of enrollment and the largest in terms of number of institutions. The cost of higher

56、 education in India is supported by the central and state government sector and by the nongovernmental sector (including student/parents and the rest of the community). The 16 Central universities receive maintenance and development grants from the central government through the University Grants Co

57、mmission UGC, while other universities and colleges receive maintenance funds from state governments and some development grants from the UGC. Private colleges, instead, are either privately managed and publicly funded (aided colleges) or privately managed and funded (unaided colleges). (Agarwal, 20

58、06).Various funding sources of institutions of higher education in some countriesEducation fundingthe United Statesthe UKJapanIndiaChinaGovernment funding39.9%33.5%35.1%60.4%45.5%Business income22.8%20.6%18.6%2.5%9.3%Enterprise, individual donations8.6%18.3%17.2%10.5%1.1%Tuition23.5%21.5%20.6%13.9%30.9%Other income5.2%6.1%8.5%12.7%13.2%2.2 Comparison of Higher Education Funding in Different CountriesFrom the above analysis, we can find that public financing almost exist in every country for higher education institutions. Public financing plays an important role in the f