Research On The Practice Of Student Funding System In Tianjin Secondary Vocational School

Tianjin always pays attention on the funding work of secondary vocational education, but Chinese funding system is still to be improved and it has been adjusted for many times. In October 2012, the funding system of Tianjin was reformed again. After the new-round funding system is conducted in Tianjin, the study achievements can't meet the demand of times, so the study based on such real demand has obvious realistic significance. Therefore, based on the realistic situation of Tianjin, the study takes new-round adjustment of funding system as the starting point and regards secondary vocational school of Tianjin as an object of study. The questionnaires are made among the teachers of funding office and students in secondary vocational school, and relevant leaders of Tianjin funding center are interviewed. Depending on the funding status of secondary vocational education and the comparison between new and old funding system, the problems existing in the funding system of secondary vocational education are explored. According to the conclusions from questionnaires and expert interview, three problems are found in the new-round funding system:first, no matter how the students study or perform at school, the funded groups are divided only by their household status, which doesn't have an obvious incentive effect on students of secondary vocational school; second, it is a little more difficult for part of urban students with economic difficulty to enjoy free tuition and state stipend; third, the standard for difficulty is hard to define.These problems found in the funding system of Tianjin secondary vocational school are the practical extension of theoretical study, which help improve the availability of solving funding problems in practice. Therefore, using the experience of America, Germany and England in funding system for reference and depending on realistic situation in Tianjin, the paper puts forward the suggestions:first, since the incentive effect of funding system is not obvious, the stimulation model of British funding technological courses in which capacity is improved through study is used for reference and the suggestion that funding system of secondary vocational school students shall be combined with student management is put forward; second, since it is a little more difficult for part of urban students with economic difficulty to enjoy free tuition and state stipend, the "two funding channels" model of German "dual system" is used for reference and the suggestion that state funding is combined with other funds is put forward; third, since the difficulty standard is hard to define, the legislative experience of American legislation is used for reference and the suggestion of enhancing fund management is put forward.