Problems in the management of private schools 1 (1) The accounting system is not unified and standardized.
The accounting system adopted by various schools is not uniform. At present, the accounting system of non-profit organizations, institutions, enterprises and small enterprises is widely used. Due to different accounting implementation systems and inconsistent financial accounting caliber, it is difficult to evaluate the financial situation between schools.
(two) the start-up funds are not in place or misappropriate school funds.
Article 5 of the Regulations on the Implementation of the Law on the Promotion of Private Education stipulates: "The organizers of private schools may use funds, objects, land use rights, intellectual property rights and other property as capital contributions." However, after investing, some private schools take various ways to transfer funds or use them for other purposes.
(C) financial management is not standardized
Some private schools do not attach importance to financial management and have not established corresponding financial systems, and the financial operation and expenditure standards are in the hands of the organizers; Some private schools keep small-scale funds by cashiers, and most of the funds are stored in the organizers, regardless of public or private; Accounting work in some private schools is done by relatives who are not accounting majors. As a result of this family management, private schools lack restriction mechanism and financial management is chaotic; Some private schools do not set up financial institutions at all, which leads to serious capital loss and affects the efficiency of running schools.
(four) in violation of the provisions of the charges.
The Law on the Promotion of Private Education stipulates that the items and standards for private schools to collect fees from educated people with academic qualifications shall be formulated by the school, reported to the relevant departments for approval and publicity. However, some private schools do not publicize the charging standards, exceed the standard fees, increase the charging items without authorization, and regard running schools as a tool to make money; Some private schools failed to apply to the relevant departments for license fees according to regulations, and failed to show their fees, which violated the relevant national education fees policy; The fees collected do not use legal bills, but use the "triple receipt" purchased, and the stubs are not retained, nor are they accounted for according to the issued receipts.
(E) accounting is not standardized
Due to the low professional level of accountants, the lack of financial accounting system and irregular accounting in some private schools. For example, there are many "white notes" in foreign original vouchers, which do not meet the relevant requirements of the Accounting Law; Account should be set but not set; In addition, some private schools still have some phenomena such as improper use of accounting subjects, irregular account book setting, irregular registration account books, and untimely preparation of statements.
(six) asset management is not standardized
Some private schools have not implemented the legal person property rights, some schools do not perform the transfer procedures for the assets invested by the organizers, and the schools have no legal person property rights; Some private schools have irregular fixed assets management, no detailed accounts, no card records, no inventory for a long time, and there is a phenomenon of scrapping; Some private schools also do not regulate the management of monetary funds. School income is not deposited in the bank, and most of the income and expenditure are recorded in cash.
Problems in the management of private schools The second part is that the total number of high-quality talents is very small.
Compared with public schools, private schools have a short history of running schools, disparity in policy treatment and lack of accumulation of high-quality talents. It will take a long time to form a high-quality teaching staff if we rely entirely on our own training. The introduction of talents through various channels can improve the quality of teachers in a short time, but the introduction of talents needs a lot of material conditions and soft environment as the foundation, and the salary offered by most private schools is not competitive, which brings pressure to the introduction of talents, making the total number of high-quality talents in private schools very small.
Pay more attention to use than culture.
Because of the great financial pressure, private schools pay more attention to the immediate interests and running costs, generally only pay attention to the use of talents, not to training, and the investment in teacher training is seriously insufficient. It is difficult for full-time teachers in many private schools to meet the requirements of high-quality talents at this stage only by using them without promotion.
High liquidity.
In recent years, in addition to the increasing number of high-quality talents in public schools, especially famous public schools, some state-owned enterprises have tried their best to attract high-level talents to join, and high-quality talents are more scarce than general human resources. At present, the general brain drain rate in private schools is relatively high, and the turnover rate of some teachers in private schools is as high as 50% per semester.
The motive of running a school is profit-seeking.
The main purpose of some private schools is to make profits, and the educational values and spirit are quite lacking. They lack noble motivation and long-term school planning, and the main position of students and teachers has not been implemented. It is difficult for private schools to attract high-quality talents who pursue career development.
The introduction of talents is not standardized.
In the introduction of teachers, private schools put the school's academic structure in the first place, showing great blindness. No talent introduction plan and annual introduction plan have been formulated based on the actual needs of discipline construction and teacher team construction, and no scientific research and demonstration has been carried out on the talents to be introduced.
Lack of training for the teacher system.
The important performance is that the school's funds and policies have not been paid enough attention. Most private schools are cautious about teachers' continuing education and training, especially the lack of training for young teachers. At the same time, teachers in private schools have a heavy workload, heavy teaching tasks and less energy and time for further training.
The salary incentive system is not perfect.
Because the funds for running private schools mainly come from tuition fees, many private schools reduce teachers' salaries to a lower standard when faced with difficulties in enrolling students. In addition, the welfare of private schools is relatively scarce, and the social security of faculty and staff can't keep up. The incentive mode is relatively simple, and it is believed that only high salary can arouse the enthusiasm of faculty and staff, while ignoring non-material incentives such as humanistic care.
Teachers lack career planning.
Did not establish a common vision, did not pay attention to the common development of schools and teachers. Helping teachers to carry out effective career planning can promote their common growth and development with schools, but private schools in China are still blank in this respect.
Problems in the management of private schools Part III First of all, most private primary and secondary schools lag far behind public primary and secondary schools in terms of teachers.
1. In private primary and secondary schools, teachers do not belong to the state staff and cannot enjoy the same salary, social security, professional title evaluation, etc. As a result, many schools cannot recruit good teachers. If they want to recruit good teachers, they need to invest more, which is a great pressure for most private primary and secondary schools. This also makes it relatively difficult for private primary and secondary schools to retain good teachers, which makes it more likely that teachers will flow.
2. Private primary and secondary education in China started late. Teachers in private primary and secondary schools are mostly young, lacking sufficient teaching experience, and the teaching quality and content are lower than those in traditional public primary and secondary schools. Moreover, public primary and secondary schools have formed a teacher system with intergenerational replacement level, which is relatively perfect in all aspects and incomparable to private primary and secondary school teachers.
Second, it is generally difficult to recruit students, and it is even more difficult to recruit high-quality students.
1. In many areas, after the senior high school entrance examination, students are enrolled by grade, by region, and in the order of key schools, ordinary schools and private schools. As a result, the number of remaining students is small, the quality of students is poor, and they are not competitive in the competition with public schools, and they are different in future entrance examinations.
2. Judging from the pressure of expanding the scale of public schools, from the development data of the above ten years, the number of students in public schools and the development speed are better than those in private schools, especially the establishment of some local super middle schools, which has formed a great challenge to the development of these private primary and secondary schools.
Third, the national policy support is not enough, which is obviously weaker than that of public primary and secondary schools.
1, the policy support for teachers is far less than that of public primary and secondary schools. Many school teachers gain experience in private primary schools or are poached by public primary schools, or leave private primary schools voluntarily, or are absorbed by some private training institutions, which is very unfavorable to private primary schools.
2. In terms of financial support, it is far less than public primary and secondary schools. Public primary and secondary schools have a lot of government support, including building schools and purchasing equipment. All the expenses come from financial allocations, while private primary and secondary schools hardly enjoy government support.
3. Not only do they not get financial support, but private primary and secondary schools also suffer from tax policies. In 2004, the Ministry of Finance of People's Republic of China (PRC) and State Taxation Administration of The People's Republic of China issued the Notice on Education Tax Policy, which stipulated in article 1 item 10: "The fees collected by schools that are included in the financial budget management or the management of extra-budgetary funds after approval are not subject to enterprise income tax; Income tax is not levied on the financial allocation obtained by the school and the special subsidy income for career development obtained from the competent department and the higher-level unit. " Some private primary and secondary schools have to pay enterprise income tax, which increases their burden and increases the difficulty of capital investment.
Fourth, in the development of the school itself, there are many problems, even illegal acts.
1. Compared with the traditional public primary and secondary schools, the managers of private primary and secondary schools are generally poor in theoretical level and can't keep up with their educational concepts. They may know how to operate, but when it comes to education, they are probably not as good as principals and teachers in public schools, which leads to various limitations in the development of private primary and secondary schools.
2. In order to survive and seize the scarce living space squeezed by public schools, many private schools began to compete for enrollment by any means, and various phenomena and means such as false propaganda, exaggerated propaganda, hiring teachers, finding enrollment institutions or individuals began to be exposed and utilized, which obviously has gradually become commercialized.
3. Because many private primary and secondary school teachers are backward, it is difficult to compare with key public primary and secondary schools in teaching content, teaching quality and teaching mode, and it is impossible to ensure that primary and secondary school students can enjoy a better education.
4. There are obvious regional differences in private primary and secondary schools, which is also a problem in all kinds of schools in China. The conditions for running private schools in coastal areas and big cities are better, while those in rural and remote areas are worse.
Fifth, one-sided social understanding or some negative phenomena lead to unfair evaluation of private primary and secondary schools by parents and students.
Although private education has developed for many years, there are still more or less prejudices among parents and candidates, especially for some ordinary private primary and secondary schools, the evaluation is often not objective enough, which has hit the enthusiasm of private basic education to some extent. Private basic education needs to be recognized and encouraged. Although the national level is gradually attaching importance to the development of private education, it will take some time to reverse the concept at the social level.
Expansion: Regulations on the Administration of Private Schools
1. The headmaster should achieve "five clearnesses":
First, the reasons why teachers or students are late, leave early or miss classes every day must be clear;
Second, it is necessary to clarify whether there are potential safety hazards in school buildings, equipment and facilities;
Third, we should be clear about the food hygiene and safety in school canteens and schools;
Fourth, the environmental conditions such as traffic and stalls around the campus that are not conducive to students' safety and health must be clear;
Fifth, the implementation of the safety rules and regulations formulated by the school must be clear.
2. The vice president in charge of safety should achieve "five implementations":
First, there are security risks that do not help absenteeism must be investigated and implemented;
The second is to investigate and implement the traffic safety behavior of students on their way to and from school;
Third, whether the purchase channels and quality inspection procedures of food in canteens and surrounding canteens are implemented;
The fourth is to deal with and implement the safety hazards such as office facilities, activity facilities and water and electricity feedback from teachers in time;
Fifth, students with unhealthy psychology and abnormal behavior should be adjusted and dealt with in time.
3. School-level management personnel should be on duty every week and day to achieve "five checks":
First, the absence of teachers and students must be checked every day:
The second is to investigate the potential safety hazards caused by students' violation of discipline after class and between classes. Such as playing dangerous games, chasing, fighting, holding weapons, dangerous goods, etc.
Third, we must find out the reasons why people come and go outside the school;
Fourth, we must check the quality and hygiene of meals in the canteen;
Fifth, we must check the safety status of school office facilities, activity facilities and water and electricity facilities.
4. The class teacher should do "five things":
First, insist on giving targeted safety education to students every day;
Second, students who are late, leave early and skip classes should understand the reasons, follow up the investigation, communicate with their families and schools, and do a good job in transformation.