Xu Xuepeng Teaching Equipment Center, Education Commission, Chaoyang District, Beijing 100062

With the rapid development of China's market economy and the continuous deepening of the reform of the education system, the government and education authorities have increasingly invested in the hardware construction of primary and secondary schools, especially in recent years, the construction of junior high schools in Beijing, standardized construction of primary schools and high school classes The implementation of the reform and other projects has led to a leap-forward development of the operating conditions of primary and secondary schools in Beijing. To this end, the asset management of instruments and equipment in primary and secondary schools has been strengthened, rational configuration and maintenance have been carried out, the benefits of equipment use have been fully utilized, and resource sharing has been achieved. Problems urgently needed to be studied and resolved before the department.

At present, China's primary and secondary school instruments and equipment asset reporting data has basically achieved "unified leadership, hierarchical management, responsibility to the household" (see Figure 1).

From the structural diagram, the asset management level is relatively clear, but the actual management function is quite different, mainly due to the difference between urban areas and suburban counties, the difference between developed areas and remote areas, etc. The grassroots asset management department is responsible for daily asset management and use , Maintenance, maintenance, scrapping, maintenance and reporting of basic data over the years, the upper-level asset department is responsible for supervision and management and regional statistics, asset inventory, equipment adjustments, scrapped write-off verification and approval processes, etc. The equipment functional department of the Ministry of Education reports the situation based on national data. Analyze the overall conditions and geographical differences of the conditions for running schools in primary and secondary schools, and formulate overall development goals and balanced adjustment plans. Figure 1 In addition to the grassroots use departments, asset management departments at all levels are responsible for the purchase and implementation of teaching instruments and equipment, quality testing, equipment management, etc., and carry out analysis and statistics of the deployment and use of teaching instruments and equipment in the region, and dynamic management.

1. Problems that are prone to occur in the management of fixed assets of education equipment and equipment

1. Between the internal positions of the management department, the functions cross each other. (1) The basic data of the equipment has multiple inputs, the asset entry software is out of touch with the actual management, and there is a manual long-term verification of the accounts. Most of the fixed-batch purchases of regional teaching instruments and equipment are carried out by the equipment center or district finance department, and the equipment data information after the purchase is input by each school through the software, and it is fed back to the superior competent department for verification at the end of the year. According to the management process, before the equipment purchased by the procurement department is allocated to the school, the information of the purchased equipment and the assigned quantity should be entered into the management system at this level. One of the equipment delivery vouchers is distributed to the school with the instrument and equipment. Perform the initial verification with the physical object. The initial verification and equipment shall be fed back to the superior management department with a single signature and stamp.

(2) After purchasing and accepting the instruments and equipment scattered from various schools, the last functional department organizes and accepts them, and then input them into the software according to the regulations, and then report them to the competent department.

2. Many of the existing instruments and equipment in the school do not use one object, one card management, but only establish asset ledger, which increases the management difficulty for the most basic physical management personnel.

3. There is a gap between the procurement plan submitted by the school and the survey and measurement of the procurement function department. There is duplication or inaccurate positioning, and it cannot provide original data support.

4. Barcode management is not implemented for purchased assets, that is, one-to-one correspondence between account cards is not fully achieved. The existing entry management software can only meet the needs of reporting and summary, but cannot meet the actual needs of the daily management of the assets of the school's grassroots units.

5. The functions provided by the existing management software need to be improved in the planning and procurement of financial accounting and daily asset management.

6. There are some problems in the different levels of asset management of schools in the area:

(1) There is a loss of equipment. There is a loss of instruments and equipment in the management of instruments in primary and secondary schools. The reason is that some departments and even individuals of the school take some of the equipment as their own; individual management personnel lent the equipment at random, so that it cannot be recovered; the equipment is randomly placed or relocated during the construction or reconstruction of the school laboratory There was no careful management in the process, which resulted in the loss, damage and theft of instruments and equipment.

(2) Instruments and equipment are idle and reset, and management personnel frequently replace them. The reasons for the above phenomena are:

â‘  School leaders do not pay enough attention. The leaders of many schools do not pay enough attention to the management of instruments and equipment. They have dealt with things during the inspection, and the inspection has passed, and the management has been relaxed.
â‘¡ Staffing is not in place. At present, the asset management staff of each school is not very ideal: the asset management personnel of primary and secondary schools are basically part-time management, and some are even managed by the teachers in the class; the school laboratory administrators are often replaced; The teachers who teach the courses are called the first-line teachers, and the managers are called the second-line personnel, which directly affects the enthusiasm of the teachers in experiment management.
â‘¢The experimental instruments are left idle artificially, and the students group the experiments to change the demonstration experiments. Some schools, on the grounds of insufficient funds, lack of experimental drugs or experimental auxiliary materials, did not conduct group experiments for students in accordance with the requirements of experimental teaching, simplifying the experimental procedures, and even some schools changed the group experiment to a demonstration experiment, which not only caused Idleness also prevents the students' practical ability from being exercised.
④ Occupy the experiment classroom without permission. The experiment classroom is a place dedicated to students ’experiments, and some schools occupy the experiment classroom for various reasons, so that there is no place for students’ group experiments or teachers ’demonstration experiments, and the equipment has been idle for many years.
⑤ The equipment purchase is not matched. Some schools purchased instruments that did not meet the standards of the teaching instrument equipment catalog issued by the national education department without the approval of the teaching instrument management department. As a result, the purchased instruments and equipment did not match the requirements of the teaching materials and could not be used in the classroom. Instrument idleness and waste of funds.
â‘¥ The teaching materials are updated, and the instrument equipment catalogue is changed. Changes in the textbooks of primary and secondary schools will also bring about changes in the experimental content of students. The experiments included in the textbooks this year may be canceled next year, or the experimental teaching materials have been changed for a long time. The experimental equipment catalog has not yet been published, and these changes will inevitably cause the idleness and waste of equipment.

2. In view of this situation, the following countermeasures should be taken

1. Establish and improve the management system

Establish and improve the management of fixed assets in primary and secondary education systems. Fixed assets are state-owned assets, and their property rights are owned by the state. Units enjoy the right to protect, manage and use them on behalf of the state. Clarify that the education equipment department performs specific management functions and main responsibilities for fixed assets on behalf of the Education Commission. Specific requirements are put forward in terms of the scope, classification, valuation, accounting processing, purchase and acceptance of assets, disposal and allocation of fixed assets; each unit must establish a fixed asset leadership group headed by a "leader" and be under unified leadership. Realize the implementation of fixed asset management; formulate and improve the fixed asset accounting, loss, and scrap systems; stipulate the principles of equipment service life, loss, and scrap, implement asset loss, scrap responsibility accountability system, and special inspection system; Regularly check and verify fixed assets, and issue standardized equipment acceptance procedures. All assets of the school are required to be jointly inspected and accepted by asset management personnel, purchasers, equipment users, financial personnel, technical experts and other relevant personnel, clarify their respective responsibilities, eliminate inadequate filling, and strictly control quality. When the fixed asset management personnel adjust their work or retire from work, the school must adhere to a strict handover system. Under the supervision of the supervisor in charge, complete the handover work and complete the handover procedures. To strengthen the management of state-owned assets and improve the efficiency of the use of fixed assets. To ensure the safety and integrity of various fixed assets, the equipment management department should organize the establishment of a fixed asset leadership group, organize professional personnel to carry out relevant training for each unit according to the current situation of fixed asset management in the education system of the region, and establish a physical asset detailed account card. Complete the registration of the fixed asset general ledger, detailed account and card account of each unit. According to "Who uses it, who is responsible", the system is sound, and the position is fixed. It is necessary to pay attention to process management and ensure that there are registrations of physical objects, records of use, procedures for borrowing, compensation for damages, and supplements for deficiencies. The relevant manuals of technical equipment, warranty and other related materials shall be archived as a whole. Strictly implement maintenance procedures and do everything possible to avoid failures. Mainly to prevent failures, supplemented by repairs, to avoid abnormal failures caused by violation of operation, maintenance, and overhaul regulations. In terms of "utilization rate", there must be notices for opening experiments by semester and subject, experiment teaching plan, student group experiment registration form, on-machine notification form, computer room use registration form, etc. Follow these requirements to track the use of teaching materials.

2. Hierarchical responsibility and responsibility

The management principles of fixed assets are: unified leadership, centralized management, and hierarchical responsibility. The equipment center must uphold this principle and regard asset management as a long-term work to make it institutionalized, standardized and scientific. In order to strengthen the management of fixed assets, clarify the management responsibilities at all levels, and implement the post responsibility system, the relevant departments of the equipment management department conduct the inventory, registration, statistics, maintenance and use, summary, supervision and other work of the fixed asset management of the education system, and go to each unit in time Management guidance. Clearly stipulate the division of labor between accountants and asset managers, accountants are responsible for the general and detailed accounts of assets, and full-time asset managers are responsible for the physical card account of fixed assets and the input operation and statistics of the "Beijing Elementary and Middle School School Condition Management System" software, Various asset equipment is managed by the custodian. Under the organizational leadership of the fixed asset leadership group, various units set up various administrators. Management responsibility is implemented to people, and a strict responsibility system is established to effectively implement leadership implementation, organization implementation, and personnel implementation.

3. Standardize management and commend advanced

In order to implement various rules and regulations and ensure the timeliness of fixed asset management. The equipment management department conducts a major inspection of the fixed assets management work of the units affiliated with the entire system every year. The method is: by listening to the introduction of the school ’s work, consult the school ’s rules and regulations, self-examination reports, administrator handover procedures and other documents formed in the fixed asset management work, and check the fixed asset general ledger, detailed account, fixed asset physical card account, physical Management, loss and scrap procedures are inspected item by item; adhere to the requirements of horizontal to side and vertical to the end during the inspection, adopting a combination of checking books, checking files and field inventory, comprehensively pulling the net, not missing an asset, and not repeating registration A piece of equipment that truly enables the inspection work to "see things and do things, reconcile things with accounts, check things with accounts, clear accounts when they are available, no weight, no leakage, no cover, no dead ends" to ensure the results of asset inventory The truth is reliable, the information is accurate and comprehensive. After the inspection, a comprehensive and objective evaluation and feedback of the school ’s fixed asset management work were performed on the spot, and the units with outstanding achievements were commended to meet the requirements of modernization, institutionalization, and standardized management of fixed asset management.

4. Strengthen the construction of educational equipment team

Strengthening the construction of the management team of educational technology equipment and improving their overall quality is the key to doing a good job in equipment and implementing education modernization. Educational technology and equipment management personnel should learn to master the knowledge of using computers and conduct training on educational technology and equipment management software, and master the operation technology of educational technology and equipment management software as soon as possible. By participating in various training courses, listening to special lectures, and going out to learn, etc., strengthen the knowledge of modern educational technology and equipment, and master the operating skills of new instruments in a timely manner: improve the management level by learning advanced management methods. Encourage managers to sum up experience. Continuously improve business capabilities. Actively introduce management personnel with professional expertise to enrich the equipment team. Continuously improve the overall level of the equipment team. In accordance with the principle of "batch training, stratified guidance, regular assessment, and gradual improvement". According to the development of information technology, teachers can periodically put forward new assessment requirements for teachers. To enable teachers to firmly establish the concept of lifelong learning, and effectively meet the needs of the continuous development of information technology, thereby ensuring the sustainable development of modern educational technology.

In short, the equipment department must adhere to the "scientific management ideas as the guide and modern information technology as the guarantee" to achieve unified management of the entire system of fixed asset management. Based on the promotion and use of the “Beijing Elementary and Middle School School Condition Management System” by various units in the education system, the management department puts forward the need for software modification and update according to management requirements and management processes. Report damages, manage teaching activities, statistical analysis, etc. At the same time, regularly organize asset managers to conduct scientific knowledge and skills competitions; improve computer management capabilities to make management software a "capable assistant" for equipment purchase, deployment, and disposal of various schools. To provide accurate and real data for the leaders of the education committee in time, and play a role in escorting the work of meeting the standard of school conditions for primary and secondary schools. The standardized management of fixed assets is a long-term work, which is the material basis and guarantee for the normal development of education and teaching in the school. It is related to the survival and development of the school and the vital interests of teachers and students. Therefore, in the future work, we must continue to increase management efforts, advance with the times, strengthen the standardized and process management of fixed assets, and serve education and teaching.

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