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Compensation cost of higher education policy and educational equity study
Compensation cost of higher education policy and educational equity study
Abstract: After 10 years of practice and exploration, higher education cost recovery policy has been generally accepted. Empirical analysis shows that cost-recovery policy of higher education from elite education into China’s higher education public education reflects the education fair.
Keywords:: higher education; ability to pay; tuition fees policy; Educational Equity
First, higher education, the theoretical basis for the cost of compensation
Cost-sharing theory. In 1986, New York University economist Johnston published “cost sharing in higher education: Britain, West Germany, France, Sweden and the United States financial assistance to students,” a book put forward the famous theory of cost-sharing, namely, by the taxpayer (government), students, parents and the community (donations) to share the cost of higher education. Since then, the cost-sharing theory, becoming the world’s countries to develop higher education tuition fees policy, an important theoretical basis for the compensation cost is the school’s survival and development.
Nature of the product theory of higher education. Of modern economic theory of the social product is divided into pure public goods, quasi-public goods and private goods. Higher education has a quasi-public goods characteristics: the ability to bring about social benefits, improve overall national strength, while education, individuals can get more income, more employment opportunities and better jobs. This quasi-public nature of the beneficiaries of higher education determines that the state, society and individuals must share the cost of higher education.
Founding of New China to the 20th century, the mid-80s, China’s higher education system has been free of charge. The mid-20th century, 80 colleges and universities began to publicly-funded students and outside students for admission at their own expense component of market regulat
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