ABSTRACT
The problems of Compulsory education and its financial support have always been the
focus of social concern, but also they are considered to be the highlighting problems
which the Government has been trying to solve well. With the issue of Compulsory
Education Law as well as the promulgation of relative policies of public expenditure
for compulsory education, China’s compulsory education not only in the “quantity”
but also in the “quality” has been achieved remarkable results. They include a high
degree of popularity of Compulsory education, the exemption of tuition and fees, and
the improvement of educational hardware and software. However, Compulsory
education has also been encountering some problems. Through expert interviews, as
well as the induction and analysis of relevant documentation, it was pointed out that
three main problems exist in our compulsory educational public expenditure: the
insufficiency of public finance for compulsory education, the inequality of different
regions for compulsory educational public expenditure and the difficulties in
receiving compulsory education for rural migrant worker’s children.
Based on the above involved issues, this dissertation, from the perspective of finance
science, in the contest of evolution of finance system for compulsory education, with
the empirical analytical methods, is trying to reveal the deep-seated causes of these
problems. Conclusions are as follows. the main causes for the first problem are
unreasonable for governments’ routine power and financial power and governmental
funding model outdated, the main causes for the second problem are regional
economic difference, population difference and problems for financial transfer
payments and the most cause for the third problem, from the view of game theory, is
that the three parties attempt to “free-ride”, expecting to enjoy the benefits of negative
behavior.
Finally, the thesis puts forward some new thoughts and concrete political measures to
improve our finance system for compulsory education through applying the relative
theories that has been introduced in the chapter two and drawing on the experiences of
some developed countries. They consist of five aspects. First is the reasonable
division of duties and responsibilities of public financing for compulsory education
among all levels of governments. Second is the criterion of establishment of per
student’s fund in the level of provincial government. Third is the improvement of the