中国教育收益率及其影响因素研究

发布时间：2018-08-06 18:09

【摘要】： 教育是最重要的人力资本投资方式,是推动社会政治、经济、文化前进与发展的重要力量。要保证持续的教育投资,必须保证已有教育投资收益的实现。教育收益率是衡量教育投资收益的指标,研究教育收益率具有重要的意义,它不仅能够衡量教育对经济发展的影响程度,反映资源的利用效率,而且能够反映教育对收入分配的影响,还可以用于判断劳动力配置效率的高低。教育收益率的决定过程是一个错综复杂的过程,研究教育收益率的决定过程,探明其形成机理,可以为我国制定如何提高教育收益率的相关政策提供合理化建议,以提高整个经济运行效率,最终实现经济与社会的平稳健康发展。本文采用实证的方法,在回顾当前我国教育收益率的研究成果和确定本文主要模型与变量的基础上,利用微观调查数据,采用Eviews5.0计量软件进行最小二乘回归来估计我国私人Mincer教育收益率。本文不仅估计了平均教育收益率和不同教育阶段的收益率,还研究了教育收益率的城乡差异、性别差异和年龄差异。本文重点研究了影响我国教育收益率的因素及其传导机制,将这些因素分为直接影响因素和间接影响因素两个层次,在分析这些因素对教育收益率的影响过程中,寻求影响教育收益率的根本原因。关于教育收益率,本文实证研究的主要结论包括:(1)利用经典Mincer模型估计的我国总体教育收益率比较高,但控制就业相关因素后,教育收益率大大降低,并低于其他发展中国家一般的教育收益率水平。(2)随着教育水平的提高,我国真实的教育收益率先减后增。(3)城镇教育收益率高于农村;随着教育水平的提高,城镇教育收益率基本上单调递增,而农村教育收益率则基本上单调递减。(4)教育收益率性别差异显著,城镇男性教育收益率低于城镇女性,农村男性教育收益率高于农村女性;随着教育水平的提高,总体上男性和女性的教育收益率都是先减后增的,城镇男性和女性教育收益率基本上都是单调递增的,而农村男性和女性教育收益率则是先减后增的。(5)随着教育水平的提高,各年龄段的教育收益率都先减后增呈U形;越年轻的城镇居民教育收益率越高;30-39岁农村居民教育收益率最高,其他各年龄段相近。教育收益率的直接决定因素主要是指就业方式、就业地区类型、职业、行业、单位所有制性质、职称和行政级别等就业相关因素。通过在经典Mincer模型基础上控制不同的变量,本文发现,就业相关因素对教育收益率——尤其是中学阶段的教育收益率——有重要影响,其中就业方式的影响最大。由于各直接决定因素之间具有较强的相关性,仅控制单一变量时会高估该变量的影响。为降低这种相关性的影响,将上述七个控制变量分为就业选择因素、就业状态因素和职务等级因素三类。研究发现,就业选择因素对教育收益率的影响最大。教育收益率的城乡差异,82.37%是由于就业相关因素引起的;城镇和女性的教育收益率受到就业相关因素的影响较大;城镇女性教育收益率受到就业相关因素的影响大于男性,农村则相反;四个年龄段中最年轻一组就业人员教育收益率受到就业相关因素的影响最大;年长城镇居民教育收益率受到就业相关因素的影响较大,而年轻农村居民教育收益率受到就业相关因素的影响较大。教育收益率的间接影响因素主要包括居住地、性别、年龄、政治面貌、迁移流动、家庭背景和地区等,间接影响因素主要通过影响直接决定因素而影响收入和教育收益率,而其根源则在于经济发展、市场发育、社会制度、社会文化和微观环境等社会环境因素。造成我国教育收益率城乡差异的最主要原因在于城乡隔离,主要表现为产业与行业分布的城乡差异,其根源为我国市场的不完善和城乡分割的产业政策及社会政策。我国城镇女性教育收益率较高而农村男性教育收益率较高的原因主要为,随着教育水平的提高,先天性别差异、性别歧视和社会分工等对城镇女性的影响降低,而对农村女性的影响未降低。不仅如此,农村女性还受到人力资本投资市场上的性别歧视。我国城镇和农村教育收益率年龄差异不同的主要原因在于,城乡生产方式不同、不同年龄人口的教育水平结构不同、市场化程度对不同人群的影响不同。我国教育对收入的影响主要表现在就业选择上,因而虽然我国真实的教育收益率比较低,但居民教育投资热情依然高涨。整体而言,在投资成本既定的情况下,实现收益最大化的前提条件在于不同人群、不同阶段教育的边际收益相等。我国不同人群之间教育收益率存在较大差异,实际上反映了教育的总体投资效率还较低,存在着阻碍教育收益率趋同的因素。这些因素不仅影响了个人的教育收益率,更重要的是影响了个人的生产效率和整个经济的运行效率,进而影响了整个经济的发展。因此必须采取相应的措施,降低经济发展不平衡、市场发育不充分、社会制度不完善、社会文化不公平等因素造成的教育收益率差异。
[Abstract]:Education is the most important way to invest in human capital. It is an important force to promote the progress and development of social politics, economy and culture. To ensure the sustainable education investment, it is necessary to ensure the realization of the income of educational investment. The rate of return on education is an index to measure the income of education investment, and it is of great significance to study the rate of educational return. Measuring the impact of education on economic development, reflecting the efficiency of resource utilization, and reflecting the impact of education on the distribution of income, can also be used to judge the efficiency of labor allocation. The process of determining the rate of return of education is a complicated process, to study the decision process of the rate of return on education, and to explore its formation mechanism. In order to improve the efficiency of the whole economy and finally realize the smooth and healthy development of the economy and society, the relevant policies on how to improve the rate of income of education in China are provided.
On the basis of reviewing the research results of the current education returns and determining the main models and variables in this paper, this paper uses the microcosmic survey data and the Eviews5.0 measurement software to estimate the private Mincer education returns in our country by using the microcosmic survey data. This paper not only estimates the average educational return rate and the difference in the education of our country. The rate of return in education is also studied in terms of urban and rural differences, gender differences and age differences. This paper focuses on the factors affecting the rate of return of education in China and its transmission mechanism, which are divided into two levels, direct and indirect, and the analysis of the impact of these factors on the rate of return to education. To seek the root cause of the rate of return on education.
On the rate of return to education, the main conclusions of this empirical study include: (1) the overall education return rate of our country is relatively high by using the classic Mincer model, but after controlling the employment related factors, the educational return rate is greatly reduced and lower than the general educational return rate in other developing countries. (2) with the improvement of education level, our country is true. The income of education is higher than that in rural areas. (3) the income rate of urban education is higher than that in rural areas; with the improvement of education level, the income rate of urban education is basically monotonically increasing, while the income rate of rural education is basically monotonically decreasing. (4) the gender difference of education income rate is significant, the income rate of urban male education is lower than that of urban women, and the rate of income of rural male education is more than that of urban women. It is higher than the rural women; with the improvement of the education level, the overall educational income rate of men and women is increasing first, and the educational return rate of urban men and women is basically monotonically increasing, while the rate of return to education in rural men and women is increasing first. (5) education income of all ages with the improvement of education level. The younger the urban residents, the higher the rate of return on education. The rural residents aged 30-39 have the highest rate of return on education, and the other age groups are similar.
The direct determinants of the rate of return to education mainly refer to the employment related factors such as employment, employment area type, occupation, industry, unit ownership, title and administrative level. Through the control of different variables on the basis of the classic Mincer model, this paper finds that the factors of employment phase, especially in the middle school stage, are the key factors. The rate of return, which has an important impact, has the greatest impact on the way of employment. Because of the strong correlation between the direct determinants, the effect of the variable is overestimated when only a single variable is controlled. In order to reduce the impact of this correlation, the seven control variables are divided into the industry selection factor, the employment status factor and the job level. There are three types of factors. The study finds that employment choice factors have the greatest impact on the rate of return on education.
The difference between urban and rural areas of income of education is 82.37% due to employment related factors; the educational return rate of cities and women is greatly influenced by employment related factors; the educational return rate of urban women is more influenced by employment related factors than in men and in the countryside; the education return rate of the youngest group in the four years of age is subject to the rate of education. The influence of employment related factors is the greatest. The education income rate of the elderly urban residents is greatly influenced by the employment related factors, while the education income rate of the young rural residents is greatly influenced by the employment related factors.
The indirect influence factors of the rate of return on education mainly include residence, sex, age, political outlook, migration and mobility, family background and region, etc. the indirect influence factors mainly influence the income and income of education by affecting direct determinants, and its root lies in economic development, market development, social system, social culture and micro environment. And other social environmental factors.
The main reason for the difference between urban and rural areas of income of education in China is the urban and rural segregation, which is mainly manifested in the difference between the urban and rural areas in the industry and the industry, which is the cause of the imperfect market and the industrial policy and social policy of the division of urban and rural areas. The reasons for the higher income rate of the female education in urban areas and the higher income rate of the rural male education in China are the main reasons. With the improvement of educational level, the impact of congenital gender differences, gender discrimination and social division of labor on urban women has been reduced, but the impact on rural women has not been reduced. Not only that, rural women are also sexism in the investment market of human capital. The main reasons for different age differences in the income rate of education in urban and rural areas in China are different. The reason lies in that the mode of production in urban and rural areas is different, the educational level structure of different age groups is different, and the degree of marketization has different influence on different groups of people.
The influence of education on income in our country is mainly manifested in the choice of employment. Therefore, although the real income rate of our country is relatively low, the enthusiasm for investment in education is still high. As a whole, the premise of maximizing the income is the different people, and the marginal income of education is equal at different stages. There is a big difference in the rate of return on education among different people in China. In fact, it reflects that the overall investment efficiency of education is still low, and there are factors that impede the convergence of educational returns. These factors not only affect the income of individual education, but also affect the efficiency of individual production and the operation of the whole economy. The development of the whole economy, therefore, must take corresponding measures to reduce the differences in the rate of return on education caused by factors such as unbalance of economic development, inadequate market development, imperfect social system and unfair social and cultural factors.
【学位授予单位】：南开大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G521

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