However, in such a generally good environment, in some local governments, an incorrect argument that per capita funds are "omnipotent" is gradually rising, and even getting worse.
So, what is the "omnipotent theory" of per capita funding? As the name implies, some people take it for granted that, since the school's per capita funding has been fully allocated, all major and minor issues, regardless of the size of the school building and the number of students, will be solved by the per capita funding except teachers' salaries and school building renovation. For example, the multimedia equipment in a school needs to be updated after years of aging, and it is often answered that "there are equipment maintenance items in the per capita funds, which are paid from the per capita funds". As we all know, there are less than 1000 students in 30 classes in this school, and the average student subsidy is less than 800,000. However, replacing 30 multimedia devices will cost nearly 800,000 pounds. How does the school operate? For another example, when the school applied for heating fees, the answer was still "from per capita funding". As we all know, this school is a rural school. Although there are not many students, the total construction area of classrooms, dormitories and restaurants is over 30,000 square meters. According to the standard that each student 60 yuan can use to pay the heating fee, the annual heating fee is 60,000 yuan. How can we support the heating of the whole school? ...
Perhaps the example of the above school is a bit extreme, but in reality this situation does exist and it is not uncommon: "The campus fence is less than 2 meters, which does not meet the safety requirements. If it is raised to 2 meters, the expenses will be paid from ordinary students ","The campus monitoring has not reached full coverage, the storage time is less than 90 days, and the rectification expenses will be paid from ordinary students ",and so on.
Of course, the cause of this problem is largely affected by factors such as economic downturn and financial pressure. However, it is undeniable that some departments still have the idea of official standard, bookishness and lack of empathy. If you encounter a problem, you can't proceed from reality and try your best to solve it. Instead, push 365 and let the school find a way.
As we all know, compulsory education schools are public welfare institutions, and their funding sources are financial allocations. If these difficulties and problems are pushed to the school to find ways to solve them, even if they can be solved eventually, they will inevitably occupy a lot of time and energy of the school and the principal, affect the normal education and teaching work, and also damage the educational image and the social status of teachers. If it can't be solved, it will affect the life safety of teachers and students in the school or the normal education and teaching order, and reduce the people's satisfaction with the school and even the regional education.
To sum up, it is suggested that local people's governments at all levels should further firmly establish the awareness of giving priority to education development, earnestly implement the main responsibility of education development, continuously increase investment in education, and take the initiative to solve problems for school development, so that the majority of primary and secondary schools can free up their energy to focus on their main business and improve their quality. Only in this way can we run a satisfactory education for the people.