Education Funds 10 outstanding 1.6 trillion

Compared to rail transit, high-speed railway, and so on, the trillions of "generous" investment scale, 10 years, the national financial education expenditure of the proportion of gross domestic product (GDP) has not yet 4%.　　In the face of stretched funds, "generations, education-oriented" slogan is somewhat inadequate. The policy of raising the proportion of education funds in national GDP is long-standing.　　As early as in 1993, "China's education reform and development outline" 48th, it was clearly stated that "the gradual increase in the national financial education expenditure on the proportion of GNP, at the end of this century reached 4%."　　In other words, according to this outline, by 2000, 4% has become the financial education expenses of the lower limit of expenditure. The Education Act 54th of the People's Republic of China promulgated in 1995 also stipulates that: "The proportion of national financial expenditure of education to GDP should be increased gradually with the development of national economy and the growth of revenue."　　"But regrettably, even that goal, which was 18 years ago, has not yet been achieved."　　According to the World Bank's 2001 statistics, public education spending accounted for 4.8% of GDP in high-income countries such as Australia, Canada, France, Japan, Britain and the United States, while public education expenditure in Colombia, Cuba, Jordan, Peru and other low-and middle-income countries accounted for 5.6% of GDP. According to the Ministry of Education Finance Department, "China Statistical Yearbook 2009" and the statistics published by the National Bureau of Statistics, from 2000 to 2009 10 years, to 4% of the proportion as the target, the national financial education expenditure 10 cumulative "arrears" has reached 1.6843 trillion yuan. Between 2002 and 2003, there was even a 0.06% setback in funding.　　As of 2009, the national fiscal education expenditure of 1,223,109,000,000 yuan, accounting for 3.59% of GNP.　　In remote areas, many years not to introduce primary and secondary school teachers, or to retain more than 50-year-old rural teachers and male teachers over the age of 60 "extended service", do not let the retirement of things happen, directly lead to a decline in the quality of education, so as to further widen the gap between the Midwest.　　The main reasons behind it-and often cited by local officials-are "financial difficulties".　　When will the target of 4% be realized? July 29, 2010, the Central Committee of the CPC and the State Council issued the "National medium-and long-term education reform and development planning outline (2010-2020)", in the "Safeguard funds investment" again mentioned "to increase the national financial education expenditure as a proportion of GDP", and to achieve this target to a specific year,　　"2012 reaches 4%".　　Bing, president of the CPPCC and Beijing Normal University, told China Economic Weekly: The blueprint for planning has been mapped out, and now the key is to implement the problem. "China's gross domestic product base is large, even if the increase in fraction input, will have a great impact in the field of education."　　"Bing said. National Center for Educational Development Research, teachingWang Yu, deputy director of the Research Institute of Education Reform, said that 4% had not been able to reach, probably because "China and the international statistical caliber is not the same." "Developed countries, for example, they refer to public education as a proportion of gross domestic product, and their public education funding is the budget of the national government, and our national financial education is a large pocket, the budget is only one of them, but also includes the education fee Plus, the investment of education funds, There are also national tax exemptions for school-run industries, which are not budgeted. So our caliber is actually bigger than some developed countries.　　"Wang Yu said. And Treasury Secretary Zhao has said that the financial education funding has not yet been achieved, an important reason is that the country's fiscal revenue accounted for the low proportion of GDP, which also restricts the state to put more money into education and other social public welfare cause of the proportion.