Educational Finance Practices: How Does It Work in China?
Location
Room 1005
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study is focused on investigating the educational finance practices in China through the perceptions of educators in Zhejiang and Jiangsu provinces, China. A convenience sampling method was used in collecting data from 57 teachers and 23 school administrators. A survey questionnaire was developed to contain 16 open-ended questions to cover the following areas of educational finance: sources of revenue, items of expenditure, budget process, auditing system and equity issues. Analysis of the data indicated that 60% of the educational revenues were generated by provincial taxes. Major education expenditure items include educational facilities and personnel employment with sizable disparity. Results also showed that educational budget and audit processes were primitive.
Keywords
Education finance practices, School budget control, Educational resources
Recommended Citation
Chan, Tak C.; Xu, Meimei; and Shu, Zhiding, "Educational Finance Practices: How Does It Work in China?" (2014). Georgia Educational Research Association Conference. 35.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/35
Proposal
Educational Finance Practices: How Does It Work in China?
Room 1005
This study is focused on investigating the educational finance practices in China through the perceptions of educators in Zhejiang and Jiangsu provinces, China. A convenience sampling method was used in collecting data from 57 teachers and 23 school administrators. A survey questionnaire was developed to contain 16 open-ended questions to cover the following areas of educational finance: sources of revenue, items of expenditure, budget process, auditing system and equity issues. Analysis of the data indicated that 60% of the educational revenues were generated by provincial taxes. Major education expenditure items include educational facilities and personnel employment with sizable disparity. Results also showed that educational budget and audit processes were primitive.
