What is the difference between the cost of running a school and the cost of education and teaching? ~ ~ I hope I can get everyone's help ~ ~ Try to be easy to understand, and you will get extra points if you answer well. The relationship between the cost of running a school and the cost of education and teaching. The cost of running a school includes education cost, and education cost includes teaching cost. It can be said that it is classified from big to small.

For more information, see the following information.

1) What factors will increase the cost of running a university?

Geographical location of the school-land cost

Teaching quality-paying for famous teachers

School environment-spend money on decoration

How many managers are there? -They all need salaries.

There are different schools, registered water and electricity taxes, etc., all need to be considered!

However, according to different local living standards, tuition fees vary from place to place, so tuition income can be appropriately increased to reduce the pressure. I said it was appropriate. Don't mess around!

2) What is the cost of education?

Education cost refers to the sum of social resources consumed in educational activities, and its measurement is usually calculated by converting all of them into money.

Characteristics of education cost [1]

First, the main body of education cost is labor cost.

Labor cost, also known as human resource cost, includes the introduction cost, development cost and use, management and maintenance cost of human resources. Schultz, an American economist, believes that the human resource cost in general includes the expenditure on education, medical care and domestic migration for obtaining good employment opportunities, as well as the sum of the income given up by educated adults and trained workers and other inputs to improve human quality.

Educational institutions and their levels manage and maintain human resources insurance, wages, welfare, use and motor-intensive industries. Labor costs account for the vast majority of costs. Compared with capital-intensive industries, the productivity growth of labor-intensive industries is generally slow and limited. Take the automobile industry as an example. From the past annual output of thousands of cars to the present, the production efficiency has increased by dozens or even hundreds of times. But the productivity of labor-intensive industries cannot be improved like that of automobiles. Although the class teaching system has improved the production efficiency of education, its scope is limited. Moreover, judging from the current trend of education reform in the world, it seems to be a reform trend to improve the teaching quality, reduce the ratio of students to teachers and reduce the class size. Therefore, the labor cost of education is rising.

Two, education cost management is not for profit.

The cost management of education department is different from that of enterprises. The cost consumed by an enterprise must be profitable, with the aim of obtaining the maximum profit at the minimum cost. If the enterprise is not profitable, it will soon go bankrupt. Schools are non-profit organizations, and education cost management is not for profit. Even if private education funds are provided, schools cannot be run for profit, and the fees can be higher, but only slightly higher than the investment, which is different from operating ordinary products. Even in western market economy countries, no country regards education as a profit-making undertaking. For example, the United States can be regarded as the country with the most developed market economy, but the large, medium and small private schools recognized by American society and government are generally non-profit, not to mention public schools. However, there are different views on this in China, mainly because under the current market economy conditions, the state is vigorously promoting and encouraging the development of private education. Therefore, many entrepreneurs have invested in education. The rise of these private schools not only changed the long-term single state-owned system of education in China, but also played a very good supplementary role in the shortage of existing educational resources. But the question is: for social groups or individuals who invest in education, can those investments other than donations be rewarded? If so, does it violate the principle of non-profit? According to the relevant provisions of the Law on the Promotion of Private Education, under the current circumstances, due to the lack of educational resources, it is impossible for the state to provide more funds to meet the needs of educational development. For investors outside the government, we should first encourage them, because our education needs more investment to meet the needs of development; Second, they are required not to make profits, because although education is an industry, it should first be a public welfare undertaking, and the first thing that comes to mind when investing in education should be to contribute to public welfare undertakings; The third is to allow them to have a certain return. Investors can get the return on investment allowed by the government by investing in education, which cannot be regarded as profit-oriented. The government can determine the maximum allowable rate of return for investors according to the specific conditions of different periods, such as slightly higher than the bank's interest rate, and will never allow them to make huge profits. This is still the principle of non-profit.

Third, the unit cost of education is increasing.

From the perspective of education itself, it is inevitable that education is a cause with increasing unit cost. The so-called increase means that the average cost of educating and training each graduate is increasing. This is because: first, the investment in education is mainly used to pay the salaries and benefits of teaching staff, students' grants and scholarships. With the development of economy and society and the continuous improvement of people's living standards, it is necessary to spend more money on the salaries and benefits of faculty and staff, and students' grants and scholarships will also grow with the economic development. Second, economic and social development needs to cultivate more high-quality talents, and it is bound to pay a higher price to cultivate such talents. In addition, the difference between the education industry and the general industry is that most of the personnel engaged in education work are high-quality professionals, and these talents are just the talents needed by other departments and industries. The competition between the education sector and other industries is more intense, and the labor cost of the education sector will naturally rise. Third, with the development of science and technology, the teaching environment and conditions are bound to be constantly improved, and the instruments and equipment are constantly updated, which requires more investment. Therefore, the unit cost of education will inevitably increase with the development of economy and technology. This is different from the production of material products. When the production of material products develops and the labor productivity increases, its unit cost will decrease. The unit cost of education is increasing. Fourth, deepening education reform emphasizes that education should increase students' experience opportunities, increase students' mastery of knowledge innovation methods and processes, and attach importance to students' main role in the process of knowledge construction. This trend of educational reform will also increase the unit cost of education. These characteristics of education determine that the unit cost of education should be increasing, and the per capita education cost of students should be increasing year by year.

Classification of education cost [1]

First, the monetary cost and opportunity cost of education.

The monetary cost of education is the total amount of money expressed by the transformation of materialized labor and living labor directly used in education into money. Generally divided into social monetary cost and private monetary cost. Social monetary cost mainly refers to the education expenses paid directly by the government and the funds raised and donated by the society; Private monetary cost mainly refers to the education expenses paid directly by the student rights holders and their families.

Opportunity cost can be divided into broad sense and narrow sense. In a broad sense, opportunity cost is the value of resources lost or abandoned to achieve a specific goal. For example, the value of resources used for education under other optimal conditions if they are not used for education. In a narrow sense, opportunity cost is the value lost in achieving a specific goal. For example, the interest or rental income from the loss of school fixed assets, the income that students give up because they go to school, etc. Opportunity cost in educational economics is usually narrow. Of course, the income given up because of going to school is very different for children in cities and rural areas. In rural families, it should be considered that rural children are also the basic labor force or auxiliary labor force of the family, which can also bring certain benefits to the family. Therefore, children in rural areas have to face not only the opportunity cost of time, but also the loss of income that they no longer bring to their families because of going to school. What children in the city lose is time, because they have nothing to do. Therefore, the opportunity cost of rural children's education investment is greater than that of urban children's education, and rural families are reluctant to send their children to education.

Second, the social cost and private cost of education.

The social cost of education is also called "public education cost". It refers to all the expenses paid by the state and society to train every student, including social direct costs and social indirect costs. Social direct costs mainly include all expenses paid by governments at all levels for education; Educational expenses paid by social organizations and individuals through fund-raising, donations and donations. Social indirect costs mainly include the tax that the state may get if students of legal working age do not go to school or work; If the land, buildings and equipment used for education are used for other purposes than education, the possible interest and rental income (opportunity cost); Land, buildings and equipment used for education can be tax-free or taxed.

The private cost of education is also called "the personal cost of education". Refers to all expenses paid by students themselves, their families, relatives and friends, including personal direct expenses and personal indirect expenses. Personal direct expenses mainly refer to tuition fees, miscellaneous fees, books and stationery fees, cultural and sports fees, transportation fees, accommodation fees, living gap fees, etc. Education expenses paid directly by the students themselves, their families and relatives and friends; Personal indirect cost refers to the employment income that students who have reached the legal working age may give up because they are not employed because they go to school, that is, opportunity cost.

Third, the direct cost and indirect cost of education The direct cost of education refers to the educational expenses directly paid by the society and the educated individuals. It can be divided into social direct education cost and personal direct education cost. The social direct cost of education refers to the educational expenses paid by governments at all levels through finance, as well as the educational expenses paid by various social groups and individuals through fund-raising and donations; The personal direct cost of education refers to tuition, miscellaneous fees, books and stationery, culture and sports, transportation, accommodation, living gap and so on. Students themselves, their families and relatives directly pay for their education.

The indirect cost of education refers to the educational expenses paid indirectly by the society and the educated individuals. It can be divided into social indirect costs and personal indirect costs of education. The social indirect cost of education refers to the interest and rental income that may be obtained if the land, buildings and equipment used for education are not used for education, or the tax exemption that may be obtained if they are used for education, and the interest or income that may be obtained from the country if students who have reached the legal working age are employed and do not go to school. The personal indirect cost of education refers to the employment income that students who have reached the legal working age may give up because they have no employment because they go to school.

Fourth, the average social cost and education cost.

The average social cost of education refers to the average social cost of training a student. It consists of the average cost of training each homogeneous student at the same level in a country or region at the same time, such as the average social cost of training each homogeneous college student in the same major in a country or region and the average social cost of training each middle school student and primary school student. Due to different levels, the cost of training each homogeneous student at the same level in different schools, that is, the individual cost of education, is different. Therefore, the individual cost of education is lower or higher than the average cost of education society, which shows the efficiency of education investment.

Personal education cost refers to the cost of training each student in a school. There are always many schools in society that train students with the same education and the same category. Because of their different educational total investment and educational management level, the cost of training each homogeneous student is also different. The cost of training each homogeneous student may be equal to, higher than or lower than the social cost, indicating the efficiency of its education investment.

Five, the average cost and marginal cost of education

The average education cost per student is one of the comprehensive indicators of education cost, which refers to the average education cost shared by each student. It can be expressed by the school year or the whole period. Broadly speaking, it refers to the average social education cost needed to train a student in order to achieve or reach the same educational goal under the same educational conditions, that is, the average social education cost. In a narrow sense, it can be expressed by the average education cost of each school or educational entity with the same education level, that is, the individual cost of education depends on the total investment in education, the number of students, the length of educational system and the level of education management, and ultimately depends on the level of social, economic and technological development. Generally speaking, the cost of education per student is rising.

The marginal cost of education is also called the incremental cost of education. According to the total cost increase caused by the increase of 1 students, the increased cost due to the increase of 1 students is called marginal cost. The study of marginal cost and marginal income of education in western educational economics lies in improving the economic efficiency and economic benefit of education investment. Marginal income is less than marginal cost, so education investment should not be increased; Marginal income is greater than marginal cost, so investment in education should be increased. This theory is the basis for people to make educational investment decisions within the limits of economic interests. When education investment is sufficient, the marginal cost of education investment should be equal to the marginal income; When the educational investment is insufficient, it is theoretically required that all levels and types of educational investment have equal returns, that is, under the condition that all levels and types of educational investment have unequal returns, all levels and types of educational investment are chosen in order to maximize the educational investment returns.

The relationship between per capita education cost and marginal cost is different among different schools, depending on the form of cost function, that is, the relationship between cost and scale. Obviously, if the number of students increases, the total cost of education will also increase, but the average cost per student and marginal cost may increase or decrease or remain unchanged with the change of the number of students. The reason why the average cost per student and marginal cost appear the above three situations due to the increase of enrollment is because in schools or other educational institutions, some costs are fixed, and some costs change with the size or number of students. The change of average cost per student and marginal cost with the increase of the total number of students depends on whether most of the costs are fixed or variable, and whether all resources are fully utilized or idle, that is to say, the number of students can be increased without additional fixed costs.

Of course, whether the cost is fixed or variable depends on the time limit. In the short term, teachers are as fixed as school buildings, while the number of books, stationery and other equipment changes with the number of students. In the long run, the number of teachers can change. Therefore, the short-term marginal cost of education is probably lower than the long-term marginal cost. The extra cost caused by increasing the number of students also depends on the size of the change. Perhaps adding 1 student is unlikely to increase the extra cost, but adding 50 students or 100 students is entirely possible to increase the extra cost.

Six, the fixed cost and variable cost of education

Fixed education cost is relative to variable education cost. The characteristics of this kind of fee are: within a certain period of time and a certain number of students, the total fee does not change with the increase or decrease of the number of students and remains relatively stable. For example, fixed assets such as school buildings, teaching instruments and equipment, books and materials, depreciation expenses and repair expenses accrued according to regulations, the total expenses incurred by many school projects are relatively fixed and belong to the fixed cost of education. However, the fixed cost of education is only relatively stable. When the number of students trained exceeds a certain number, it is necessary to increase the fixed assets of education, such as expanding school buildings, purchasing equipment or upgrading the original fixed assets, and the cost will increase accordingly. The fixed cost of education refers to the fixed total cost. The average fixed cost of each student varies with the number of students trained, that is, the unit fixed cost decreases with the increase of the number of students and increases with the decrease of the number of students. Dividing education cost into fixed cost and variable cost plays an important role in strengthening education cost management, forming education scale economy and improving the economic benefit of education investment. Reducing the fixed cost per student can make full use of the existing resources of the school and maximize the number of students on the premise of ensuring the quality of education.

Variable education cost is relative to fixed education cost. The characteristics of this kind of cost are: in a certain time range, its total cost changes with the increase or decrease of the number of students, while the cost shared by the unit students is relatively fixed. This part of the expenses includes bonuses of managers and teachers included in the formal establishment, overtime pay, and salaries of substitute teachers and part-time teachers not included in the formal establishment; People's grants and scholarships, on-the-job students' salaries, and employee welfare funds; Power (electricity, gas), fuel, materials, teaching materials and teaching supplies needed for teaching, scientific research and production practice; According to the requirements of students at all levels and types of schools, the expenses incurred by providing other material conditions. Although some of these expenses also change with the number of students, they do not change in proportion, which is the so-called semi-variable expenses. Semi-variable expenses can be divided into "variable" and "fixed" parts by high and low points or least square method according to historical statistics. This subdivision of variable costs is conducive to the planning, analysis and control of costs, and makes clear the position and role of various cost elements, so as to take different measures to reduce costs. To reduce the variable cost of education, we can start with reducing the consumption quota of each student.

Seven, the capital cost and recurrent cost of educating young people.

The capital cost and recurrent cost of education are divided according to the time of cost expenditure. According to the explanation of western educational economics, capital cost refers to the expenditure for more lasting projects, such as land, buildings and equipment. Large investment and long service life (generally greater than 1 year). Its value is a one-time full prepayment, which gradually decreases due to wear and tear and depreciation in educational activities. The physical form remains fixed until it is abandoned and updated. The recurrent cost of education refers to the expenses incurred in the recurrent expenditure of education in the fiscal year. Its cost (expense) varies with the number of students. The more students there are, the greater the cost. In China, it is called "recurrent education funds", including personnel funds and public funds. The cost of comparative education can be calculated according to the recurrent education cost under other conditions.

In addition, according to the nature and use of education cost, it can be divided into material cost and personnel cost; From the perspective of educational cost evaluation, it can be divided into total social cost, departmental cost and personal cost; From the perspective of cost accounting, it can be divided into per capita education cost and per capita full-time education cost; According to the monetary standard, it can be divided into monetary cost and non-monetary cost.

3) Pay attention to teaching cost.

Some problems were found in the course of listening to the class: a lot of content was arranged in the class, but little was really implemented; There are many exercises in class, but few are really useful, and even less are in place; There is a lot of content and complete links in the class, but many of them are useless; The teacher himself has talked a lot in the class, but he can make students listen very little and attract students very little. In a word, I think the current teaching cost is very high: the input is high, but the output is not so ideal.

There are two fundamental reasons for this problem: First, the teaching objectives are unclear. This is also a question repeatedly mentioned in the previous blog post. If the goal is vague, there is no benchmark in the teacher's mind. What to teach in each class and to what extent, teachers can only follow their feelings. The result can only be to waste a lot of time and energy in useless places, but the real focus is on the point. Second, we can't teach according to the laws of education and teaching. For example, the subjectivity in teaching: the teacher is still the protagonist in class, just performing hard by himself, and the students are the masses, just passively listening and watching; For example, the problem of improper use of strategies: some things that are not suitable for exploration are used for serious exploration, and some should be experimented but not done well. If we can't act according to scientific laws, of course, the effect is not good, and we can only get twice the result with half the effort.

In high-cost teaching, both teachers and students are victims. Therefore, teachers should prepare a lot of materials, practice a lot and attend a lot of classes. Tired myself physically and mentally, I accidentally contracted occupational diseases. This kind of teaching brings more serious consequences to students: needless to say, hard work is not good, and precious time is delayed. So I hope there is a concept of cost in teaching, not only the cost of teachers themselves, but also the cost of students. It is good for students and themselves to prevent the above problems and get more benefits at the least cost.