Current Status of Financial Mechanism for Science and Technology Activities in Universities in Our Country

One of the main objectives of the "Savari Bill" on education

The Law on Higher Education signed by President Mittagong and approved by the French National Assembly in 1984 is: Higher education needs to be more open to the industrial and commercial enterprises. Taking universities and colleges as the core, building close relationships with many enterprises and research sectors in a region or city, making universities, industries and scientific research structures rely on each other to exist, closely harmonizing and connecting with each other to become a unified organic whole.

In 1960, Japan followed the United States in establishing the "production and study cooperation" system. In recent years, the advisory report of the Japanese Provisional Education Review Board emphasized that further expansion of the cooperation system does not require a single, simple system. The most important thing is the exchange of personnel, information and materials between the three components in the development of education and research. Accordingly, in order to promote the exchange of talents, it is necessary to apply flexible measures in inviting part-time lecturers and visiting professors; apply flexible measures, in the master's program of the graduate institute, carry out retraining for technical staff in non-social enterprises; promote effective exchange of academic intelligence, expand the window of social cooperation in universities. In universities, establish more "Joint Research Centers" between universities and enterprises as necessary. In the process of development, domestic scientific research structures have emerged in the direction of developing a new mass technical revolution, with multi-representative cooperation with universities, forming a system combining teaching, scientific research with production.

Since 1987 the basic motto of the Soviet higher education reform has been "implementing the unification of education, production and scientific research" as

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The most fundamental driving force of higher education reform. The so-called unification includes a number of contents such as: One is to establish a contractual responsibility system between colleges and universities and national economic sectors. On the basis of the State plan, set out five-year plans and annual plans for training professional talents. Universities ensure the quantity and quality of training professional talents, national economic sectors and enterprises must ensure part of the cost of training professional talents and the rational use of graduates. Two is to build a synthesis of teaching, scientific research and production. Transfer part of the teaching work to production units, universities establish branch departments in enterprises, so that students in schools receive basic education and specialized theoretical education, and in production departments receive specialized training. Third is the extensive exchange of scientific and technical personnel between universities and enterprises. The design staff and technical staff of enterprises participate in scientific research and teaching, directly training professional staff required by enterprises; professors and teachers of geotechnical schools participate in improving the professional qualifications of construction engineering staff and training them in theoretical knowledge. Thus, it will be possible to ensure a close connection between the teaching process and practical activities for teachers. Fourth, universities build a system

scientific research contracts, jointly conduct experiments and practices with enterprises. Establish joint laboratories, design bureaus and joint experimental production organizations, organize temporary scientific research production groups to solve cross-disciplinary synthesis topics. From there, a joint force is formed,

offers a visionary approach that combines natural, industrial, agricultural, and medical schools with scientific research and production, making the process

Knowledge transfer and the process of practical application of scientific knowledge are closely related and complement each other.

In recent years, some major cities and open-up areas in China have conducted trials to build "science incubators" and "new industry development zones for science and technology education". The "Shenzhen Science and Technology Industrial Park" jointly established by the Chinese Academy of Sciences and Shenzhen has become a new industry base integrating scientific research, production, education, and technology trade; Hangzhou has built a "Science City" covering an area of 22 square kilometers on the south bank of the Qian River.

Road; Nanjing Institute of Technology and Nanjing City Port District have officially signed an agreement to cooperate in building a "science and industry garden", and the two sides are conducting intermediate experiments related to the project.

cooperation project and production preparation work. The "science-industrial garden" that the two sides cooperate to build is a combination of science, technology, production and education. It will enable the two sides to carry out long-term, stable and extensive cooperation on the basis of mutual benefit, carry out the optimized combination of production factors, explore the human

The road combines economic system reform with educational system reform. Shanghai is a relatively early production and application place of microelectronics industry, with a fairly strong base. Zaohejing District is located in the southwest of Shanghai, surrounded by more than 30 electronics and equipment factories.

measurement, electronic components, television, postal information... there are more than 10 universities and colleges related to microelectronics, research units such as

The major fields of semiconductors, computers, photonics, biological engineering, etc. have more than 120 units, with advanced equipment and senior research staff, occupying an area of about 170 hectares. In recent years, the Shanghai Technology Industrial Incubator has had more than 60 foreign business groups from more than ten countries and regions such as the United States, France, Japan, the Netherlands, the United Kingdom , etc.

Go to the field to survey and build professional relationships. Build a garden.

Shanghai high-tech industrial incubator is a strategic measure towards the future with a long-term vision. The exploitation and construction of the Taohejing high-tech industrial garden in Shanghai represents a

China's level will have a huge impact on the country's economic development.

Thus, the combination of training, scientific research and production labor is both a general trend in the development of universities in the world and a new financial mechanism to mobilize and use financial resources for science and technology of universities.

1.2.4. Governments of countries increase investment in financial resources to build universities to train high-quality human resources in science and technology and to build research universities.

The training of high-quality human resources is placed on the shoulders of universities. Countries tend to reform universities in the direction of

Promote training of human resources in science and technology. New concepts appear such as

excellent training, advanced training, research university,... From there, the financial resources for science and technology in universities sponsored by the state and society are not only for simple research activities, scientific programs, topics, inventions, but also for high-quality training, advanced training, excellent training, especially master's, doctoral, and post-doctoral training.

The experience of some countries on financial mechanisms for science and technology is presented in Appendix 1 of the thesis.

Chapter 1 Summary

1. In science and technology activities, financial mechanism is the sum of relations

The points, ideas, solutions and tools that the state uses to create capital, mobilize, distribute and use capital sources for science and technology activities.

2. Financial mechanisms play an important role in scientific research activities. This is reflected in the fact that it ensures the mobilization of financial resources for the development of scientific and technological activities, contributes to the orientation and adjustment of the development of scientific and technological activities, and carries out inspection and supervision of the operating units.

Science and technology activities perform their functions and tasks well.

3. The financial mechanism for science and technology activities in universities has both common characteristics as financial mechanisms in other fields and specific characteristics. The specific characteristics of the financial mechanism for science and technology in universities are determined by the specificity of scientific research in schools. That makes the financial policy in science and technology activities diverse and rich. At the same time, it is also required that when building a financial mechanism for science and technology in universities, it is necessary to pay attention to those characteristics in order to

ensure suitability and facilitate the development of science and technology activities in schools.

4. Financial mechanisms for science and technology activities have a wide scope. Thesis

This project only focuses on studying the mobilization and use of financial resources for science and technology activities in universities. The mobilization and use of financial resources for science and technology activities in universities are influenced by many factors such as society's awareness of the importance of science and technology activities.

Science and technology activities in schools, the rate of financial investment from the state budget, from society, the development of forms of mobilizing financial resources outside the state budget, from the capacity of science and technology establishments themselves, the state's policies in attracting internal and external resources... Those are the factors that make the

Mobilizing and using financial resources for science and technology in universities is different from other research units in society.

5. The mobilization and use of financial resources for science and technology activities in universities around the world are different. However, the common experience of countries today is to diversify the mobilization of financial resources, put universities in the right position in scientific research activities to promote high-quality human resources in science and technology, strengthen the link between science and production, pay attention to coordinating the use of financial resources for postgraduate training with scientific research to effectively use financial resources invested in science and technology in schools.

Chapter II

Current status of financial mechanism for science and technology activities in universities in our country

2.1. Current status of financial mechanism for science and technology activities in universities in our country

2.1.1. Overview of the State's policies and guidelines related to financial mechanisms for science and technology activities in universities.

Universities in our country in the years of innovation

2.1.1.1 Policies and guidelines of the Party and State on finance for science and technology activities

In recent years of innovation, our Party and State have issued many documents to innovate the financial mechanism for science and technology in general, and for universities in particular. Some of the main documents related to this can be mentioned.

to this issue as follows:

Law on Science and Technology and Decree No. 81/2002/ND-CP dated October 17, 2002

detailing the implementation of a number of articles of the Law on Science and Technology; the Law on Education and Decree

Government regulations guiding the implementation of the Law on Education; Resolution of the Central Committee

Central Committee 2 (VIII Session) on strategic orientation for education and training development and

orientation for science and technology development in the period of industrialization and modernization of the country; Official Dispatch No. 2318/BKHCNMT-KH dated July 25, 2000 of the Ministry of Science and Technology and Environment (now the Ministry of Science and Technology) on guidance for developing the 5-year science and technology and environmental plan 2001-2005 and 2001; Official Dispatch No. 7724/KHCN dated August 17, 2000 of the Ministry of Education and Training on guidance for developing the 5-year science and technology and environmental plan 2001-2005 and

2001; Directive No. 29/2001/CT-BGD&DT dated July 30, 2001 of the Minister of Education and Training on enhancing teaching, training and application of information technology in the education sector for the period 2001-2005; Decision No. 82/2001/QD-TTg dated May 24, 2001 of the Prime Minister on approving the directions, objectives, main tasks of science and technology and the list of key science and technology programs at the State level for the 5-year period 2001-2005; Decision No. 201/2001/QD-TTg dated December 28, 2001 of the Prime Minister on approving the "Education Development Strategy 2001-2010"; Decision 1363/QD-TTg dated October 17, 2001 of the Prime Minister approving the project "Incorporating environmental protection contents into the national education system"; Decree No. 10/ND-CP dated January 16, 2002 of the Government on the financial regime applicable to revenue-generating public service units was replaced by Decree 43/2006/ND-CP dated April 25, 2006 stipulating the right to autonomy and self-responsibility for performing tasks, organizing apparatus, payroll and finance for public units; University Charter was issued under Decision No. 153/2003/QD-TTg dated July 30, 2003 of the Prime Minister; Decree No. 87/2002/ND-CP dated November 5, 2002 of the Government on the provision and use of consulting services; Prime Minister's Decisions No. 188/2002/QD-TTg dated December 31, 2002 and No. 06/2003/QD-TTg dated January 9, 2003 approving the Government's action program on science and technology; education and training to implement the conclusions of the 6th Conference of the 9th Party Central Committee; the Program of coordination between the Ministry of Science and Technology and the Ministry of Education and Training signed by the two Ministers on May 23, 2003; Decision No. 171/2004/QD-TTg dated September 28, 2004 of the Prime Minister approving the Project on innovation of the management mechanism of science and technology; Decree No. 115/2005/ND-CP dated September 5, 2005 of the Government regulating the mechanism of autonomy and self-responsibility of public science and technology organizations; Decision No. 114/2005/QD-TTg dated August 30, 2005 of the Prime Minister approving the Proposal

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