| In the latter half of the20th century, as the rise of the knowledge-based economy, the education had been promoting a new climax of an unprecedented development. In today’s era, the primary education obligations, and the secondary education popularization and the higher education popularization have become a significant feature of the education and development goals. But the face of the rapid expansion of the education scale, each country’s public finance investment in education has been severely restricted. The average reduction in public financial investment led to a serious decline in the quality of education. Affected by the new liberalism, the Western countries in the field of education in the1990s began to strengthen market and competition mechanisms. As a result, the governments implemented actively the education cost-sharing policy. Although cost-sharing of education had solved some problems of inadequate funding for education, it also led to a number of social contradictions.In the front of the contradictions, we have to start thinking about these emerging educational issues:how to organize an efficient and modern education system? How to expand education to meet the social demand for education? what scale is the best level of the education? Should the cost of education be shared through tuition fee? What percentage of the cost of education should be shared by students? What is the relation among educational costs, tuition and education benefits? How did beneficiaries of education compensate for education? What are the disadvantages of the current education cost-sharing mode? How to find an efficient and fair tuition education cost-sharing mode? What is it? Trying to answer these achievements is the origin and purpose of this thesis.This thesis consists of six chapters.The first chapter introduces the background, significance, methodology, technology roadmap and objectives of the research.The second Chapter reviews the current research theory and research results on the education cost-sharing mode. Education cost-sharing theory was founded in the1970s. Its core content is to answer who and how to pay for higher education funding, that is higher education cost how to be shared among the government, society, corporate bodies, individuals and other social parties and eventually realized. The theory from the1980s, has been widely used and innovative, and generated a lot of practice mode. The model divided by paid way include Flexible model of the United States, and Japanese high loan model and Australian Discounts model. The model divided by Shared Subject include European mode dominated government burden and Japanese mode dominated students (Family) burden, and binary pattern of sharing body to individuals and governments in Australia and Canada, and Multivariate models shared body is composed by the government, students, private schools, etc.The third chapter analyzes the evolution of the history of China’s education system of cost-sharing. In the ordering of time, our education cost sharing system has evolved through5phases of mode:the spontaneous mode in primitive society, the monopoly system in slave with obvious characteristics society, the independent binary subjects mode in feudal society, the compulsory mode for primary education from late Qing Dynasty to the1980’s and the cost sharing mode from early1990’s till now. Why are we now to implement the education policy of cost-sharing? The reason is as the follows:the implementation of education cost sharing system meets the demand of China’s social development, and the international trend of cost sharing system provides China with model of practice, and the forming of human capital theory and the education industry theory provide theory evidence for us to reform education cost sharing system. What is the value of the implementation of the education cost-sharing policy? That are the system is a symbol that the educational sovereignty belongs to the Chinese people, and appeals to the demand of social development to give efficiency precedence with due consideration to fairness, and it meets the needs of pluralistic schooling.The fourth chapter compares and summarizes the differences of international education cost sharing models. The international education cost sharing path can be divided into nine types: free-to-charge, dual-track-tuition, rapid-rise-tuition, make-up-using, grant-loan-reduction, public-control, host-guest-difference, parent-income-proportion. Payment methods are divided into four categories:register-instant-payment, loan-payment, discount, income-contract.The fifth chapter further reveals the nature and characteristics of the current education cost sharing mode. It considers the current models can be collectively referred to as "instant-pay-model"."instant-pay-model" refers to the students at the commencement of the school must pay a certain amount of tuition fees. Tuition’s role is to take a percentage of the cost of education. It embodies the students’ responsibility for education expenses.This model mainly has three aspects of features:Pay-mandatory:"instant-pay-model" emphasizes the students is the direct beneficiaries of education, based on the principle of who benefits, who pays, so students have an obligation to bear the cost of education, if not, will be refused to participate in education process or punishment by other ways.Payment in advance:"instant-pay-model" emphasizes the tuition must be paid in the beginning. If you don’t pay on time, you need to apply for delay to pay, otherwise, will not allow to be registered or pay a fine for delaying payment.Tuition subjectivity:so far, both in human capital theory and education cost share theory did not define education cost-sharing ratio. So, now the tuition amount of no unified standard and quantitative basis."Instant-Pay-Model" expression is: cct=cpfee+cgtax,cct is the total cost of education, cpfee is tuition cgtax is the cost beared by countryStatic and dynamic modulus of elasticity, respectively from the long and short term illustrates the importance of quality education. Static elasticity coefficient expression is εnt=TN’/N. Its features are:Firstly, when the school education quality at a competitive state and when the marginal cost of education is equal to the marginal education benefits, education benefits maximum.Secondly, when quality education is in a state monopoly, students don’t have much chance to select the high quality of education. In this case, the tuition elasticity coefficient is very small, if the lack of government regulation, the school will be unlimited increase tuition fees in order to maximize the marginal yield;Thirdly, when the quality of education is in a state of useless, tuition elasticity coefficient is very big, and tuition and marginal yield is very low. When education marginal cost is equal to or close to the tuition fees,elastic coefficient tends to infinity, and school tuition marginal rate is zero.Dynamic tuition elasticity coefficient reflects the learning demand changes in a short period of time for the reaction degree of tuition fees for change."Instant-Pay-Model" mainly has four advantages:firstly, ensuring school the normal operation; Secondly, inspiring students to learn effectively; Thirdly, making the school running autonomy; Fourthly, inhibiting invalid education supplies. Its defects mainly have three aspects: The first, pay body passed on; the second, the materialization of human capital; the third, the payment is subjective.The sixth chapter has established the "return-model", and a comparative analysis was carried out.Returns" means the student at the time of admission needn’t to immediately pay the tuition to the school. But after graduation, individual and unit must compensate the cost of education in the form of education gains tax.The characteristics of this way is mainly manifested in four aspects:Comprehensiveness:it not only emphasizes that all the graduates have to pay the education gains tax, but also emphasizes that all the employers need to pay the education gains tax.Cumulative:it emphasizes that individuals and units need to pay the education gains tax every year, until the end of the work. Difference:It emphasizes that different individuals and employers need to pay the different education gains.Hysteresis:the payment time lags behind the consumption time.Factors such as region, industry, nature of the unit, the company objectively caused the difference of the education income. Although the same education level, different professional can lead to different education benefits. Although the same education level and the same professional, different work places also lead to different education benefits. Although the same education level and the same professional and the same work places, the education benefits is still different.Education income is closely related to education investment.Education income difference is the theoretical basis of building the "return-model".Education cost sharing should reflect equality principle and difference principle.The theoretical model of:the "return-model" is:The simplified model:isThe main achievements are presented t as follows.Firstly, this paper discusses the Generation Logic and Intrinsic Value of the cost-sharing system of Chinese education from the historical point of view, the reality point of view, theoretical point of view, international point of view. This article concludes that the implementation of educational cost sharing policy is a correct and effective option.Secondly, this paper builds the relationship among marginal cost of education, tuition, tuition elasticity coefficient about the "pay-instant-model". It can explain theoretically static and dynamic relationship between the quality of education and learning needs. It also can answer the internal mechanism of the tuition policy made by the schools. It got the conclusion through theoretical and empirical analysis that the higher education can get higher returns than the secondary education. It considers the "pay-instant-model" there are many defects that it makes the students responsibility transfer to the family, and makes the human capital materialized, and makes paying subjective.Thirdly, this paper come to the conclusion that even if people have the same level of education, the same profession, the same place of work, but people return to education must exist differences. It establishes a return-model of education cost-sharing, which associate with the return to education. This sharing model should makes sharing body more comprehensive, and makes education access more equitable, and makes Investment in education more positive, and makes educational needs more rational. |
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