1 phase1:1949-1952
Policy content of 1. 1
Continue the charging policy during the Kuomintang period: the tuition fee of national universities is 22-40 silver dollars per year, that of private universities is about 45- 120 silver dollars per year, with an average of 90 silver dollars, that of missionary universities is about 160 silver dollars per year, and teachers are free (in the 1930s, the purchasing power of daily necessities of 1 silver dollars was equivalent to the current RMB 30 yuan. According to this ratio, in the 1930s, the annual tuition fee of national universities was about 22 silver dollars, equivalent to today's RMB 660 yuan; In private universities, it was about 90 silver dollars at that time, equivalent to 2700 yuan today; It was about 160 silver in the missionary university, which is equivalent to RMB 4800 today).
1.2 reasons for implementing its policy
Generally speaking, the adjustment or reform of education policy is subject to the needs of the country and society at that time, and is closely related to the country's educational principles, policies and regulations. China's higher education charging policy in this period originated from the founding law of 1949, The Same Program of China People's Consultative Conference, in which Article 41 stipulated that "the cultural education of the people of China is new democratic, that is, national, scientific and popular cultural education" and "the people's government should reform the old educational policy, educational system, educational content and educational law in a planned and step-by-step manner. This is the first principle and policy of educational reform after the founding of the People's Republic of China. At the meeting, the overall plan of "step by step" reform of old education was determined. It is recognized that education reform is not a one-off event, but a long-term and arduous historical task, and it is emphasized that "you can't be impatient". Educational reform needs to accumulate experience, and thorough reform can only be carried out after the experience is mature. The meeting also clearly stipulated that "private schools run by China people should be protected and maintained, and leadership should be strengthened and gradually reformed". This attitude reflected the basic understanding of the central people's government on education reform at that time.
The central government is cautious about university reform, and economic constraints are its main factors. 1949 when People's Republic of China (PRC) was founded, the national economic foundation was very weak. Compared with the highest level in history, the national industrial output value has dropped by half, and the per capita national income is only two-thirds of the average level of Asian countries. In the budget of 1949, culture, education and health only account for 4. 1% of the total expenditure budget (actually not realized). 1950 in the first half of the year, the national economy was depressed, especially in big cities. In Shanghai alone, thousands of enterprises went bankrupt and millions of workers lost their jobs. The economic situation is so grim that Mao Zedong and other China leaders imagine that after the founding of the Republic, the first task is to quickly restore and develop the national economy and start large-scale national industrialization, so that the political, economic and cultural forms of new democracy have developed to a considerable extent, laying the foundation for China's steady transformation from an agricultural country to an industrial country and from a new democratic country to a socialist country. The urgent task of the newly born regime is to restore the national economy, and the state has no right to promote the reform in the field of education.
As far as how to reform higher education is concerned, as early as June 1949, Liu Shaoqi mentioned that "schools and hospitals run by imperialist countries in China should be allowed to continue to exist for the time being under the condition of observing Chinese laws and regulations. However, it is not allowed to create a new one. When the country has the strength to accept these schools and hospitals in the future, it will be accepted. " Later practice proved that all kinds of higher education policies in this period were implemented as expected.
2 Phase II 1953-1985
2. 1 policy content
China's higher education has long operated under the highly centralized planned economy system, and the charging policy is also formulated under the guiding ideology of the planned economy system. After a period of discussion, two words were finally clarified, one called "package" and the other called "unification". Everything is "packaged" by the state and "unified" by the government. Specifically, during this period, China's higher education generally implemented the policy of free education for college students, and all the education funds were borne by the government. The government also provides students with grants (living expenses) and free medical care, accommodation and some transportation expenses.
2.2 Reasons for implementing its policies
China's "all-in-one" and "all-in-one" expense policies are completely influenced by the Soviet education system. 195 1 year 1 1 month, held a meeting of the presidents of the national institute of technology, and decided to comprehensively reform higher education from 1952. The first sound of educational reform began with the adjustment of the departments of the Institute of Technology. The adjustment plans of the departments of the Institute of Technology were submitted to the meeting for discussion. Due to great resistance, the plan was shelved for five months and officially announced in April 1952. This adjustment is based on the Soviet university system, focusing on the construction of single-discipline specialized colleges, reducing comprehensive universities to liberal arts or multi-disciplinary science and engineering universities, increasing the proportion of engineering and normal universities, canceling the establishment of colleges and changing to two-level management of colleges and departments. That is, since then, the university system of the Soviet Union has been upgraded from "point" to "surface". The main influences of the Soviet model on China University are as follows: (1) Universities must serve the national economic construction. (2) Adhere to the fundamental policy of cultivating professionals from workers and peasants. (3) Establish a university system with single-subject colleges as the mainstay. (4) Establish a teaching system for training professionals. (5) Implement the policy of free education. Under the influence of "taking the Soviet Union as the teacher" in higher education, higher education was completely transformed in 1952. This year, not only all private colleges and universities became public, but also private primary and secondary schools began to become public. As the first socialist country in the world, the Soviet Union has a unique education policy, and the implementation of free higher education is one of its characteristics. China's higher education took the Soviet Union as its teacher and established a free education policy.
3 The third stage: 1985- 1995
3. 1 policy content
1985 in may, the central government made a decision on the reform of the education system. The "Decision" clearly gives universities six aspects of autonomy, one of which is that "under the premise of implementing national policies, decrees and plans, universities have the right to accept entrusted training and recruit unplanned self-funded students." Some colleges and universities began to charge tuition fees for some students, which changed the mode that all funds were "arranged" by the state. 1985, the emergence of unplanned self-funded students made the national "all-inclusive" enrollment system become a "dual-track system" in which the national planned enrollment does not charge and the state regulates the enrollment fees, and China's higher education began to enter the stage of partial charging.
3.2 Reasons for implementing its policy (1) Higher education fees are the inevitable trend of the development of higher education in the world. From 1960s to 1970s, due to the important role of higher education in promoting economic development, countries all over the world have invested considerable resources to develop higher education, and higher education has achieved rapid development. However, the successful implementation of higher education expansion has also made governments realize that no government budget in the world can fully meet the needs of citizens for higher education. Under this background, it has gradually become a trend of higher education finance to let students, families and society share the cost of higher education or further increase the cost sharing to mobilize private resources to support the development of higher education. The word "cost sharing" is familiar to the reform of higher education fees. 1986, D.BruceJohnstone, the president and economist of new york University, published the book "Cost Sharing of Higher Education: Financial Aid for Students in Britain, the Federal Republic of Germany, France, Sweden and the United States", and put forward the theory of cost sharing, that is, taxpayers (governments), students, parents of students and the public (donations). Since then, the theory of "cost sharing" has gradually become the theoretical basis for countries around the world to formulate tuition policies.
(2) the need for reform. From the Third Plenary Session of the Eleventh Central Committee of 1978 to the Third Plenary Session of the Twelfth Central Committee of 1984, the economy has made great achievements in the five years of reform and opening up. The innovation of economic theory is inseparable from economic practice. 1984, the Third Plenary Session of the Twelfth Central Committee of the Communist Party of China adopted the Decision of the Central Committee on Economic System Reform, which broke the traditional concepts of "planned economy" and "commodity economy", clearly stated that "socialist planned economy must consciously base on and apply the law of value, which is a planned commodity economy based on public ownership" and pointed out that "the full development of commodity economy is the development of social economy.
Economic reform has promoted educational reform. 1985 in may, the central government made a decision on the reform of the education system. The "Decision" deeply analyzes the disadvantages of China's higher education management system, that is, the serious division of educational management authority leads to the rigidity and lack of vitality of colleges and universities; However, in the field of government management, there are serious vacancies and dislocations. The "Decision" calls for reforming the management system of higher education with reform as the means and decentralization as the content. The "Decision" clearly gives universities six aspects of autonomy, that is, "under the premise of implementing national policies, decrees and plans, universities have the right to accept entrustment to train and recruit unplanned self-funded students; Have the right to adjust the direction of professional services, formulate teaching plans and syllabuses, and compile and select teaching materials; Have the right to accept the entrustment or cooperation of other units, carry out scientific research and technological development, and establish a teaching, scientific research and production consortium; Have the right to nominate and appoint vice presidents and other leaders at all levels; Have the right to make specific arrangements for infrastructure investment and funds arranged by the state; Have the right to use self-raised funds to carry out international education and school exchanges ". This decision reflects the signal that colleges and universities can charge students at their own expense according to their own conditions. Under this decision, colleges and universities increased their autonomy and began to charge tuition fees to some students.
The fourth stage: after 1996.
4. 1 policy content
Document Jiaocai [1996] 10 1 People's governments of all provinces, autonomous regions and municipalities directly under the Central Government, ministries and commissions and institutions directly under the State Council: According to the relevant provisions of the Education Law of the People's Republic of China, China implements the policy of charging tuition fees for non-compulsory education. The details are as follows: Article 2 These Measures are applicable to full-time ordinary institutions of higher learning organized by the state, enterprises and institutions in People's Republic of China (PRC). Article 3 Higher education belongs to the stage of non-compulsory education, and schools charge students tuition fees in accordance with relevant state regulations. Article 4 The tuition standard shall be determined according to a certain proportion of the annual average education and training cost. The tuition standards of schools in different regions, different majors and different levels can be different.