發(fā)布時(shí)間：2018-09-10 09:33

【摘要】： 家庭對(duì)子女的教育支出由來(lái)已久,但是家庭教育投資行為則是在國(guó)家教育投資制度變遷過(guò)程中產(chǎn)生的。自20世紀(jì)70年代以來(lái),西方教育投資制度出現(xiàn)了市場(chǎng)化傾向,非義務(wù)教育階段的投資主體由政府獨(dú)立承擔(dān)轉(zhuǎn)向政府、個(gè)人共同分擔(dān)。在世界性教育投資制度改革潮流的影響下,我國(guó)教育投資制度也發(fā)生了變化,投資主體向個(gè)人傾斜。80年代中期推行的高等教育成本分擔(dān)與補(bǔ)償制度,使家庭教育投資行為逐漸形成。 我國(guó)是典型的二元經(jīng)濟(jì)結(jié)構(gòu)國(guó)家,農(nóng)業(yè)生產(chǎn)力水平較落后,農(nóng)民收入增長(zhǎng)緩慢。在教育投資制度變遷的背景下,許多農(nóng)村家庭的教育投資行為面臨著嚴(yán)重的貨幣約束,教育投資能力明顯不足。如果這一問(wèn)題得不到有效解決,農(nóng)家子弟通過(guò)教育提高自身經(jīng)濟(jì)和社會(huì)地位的通道就可能被堵塞,教育投資能力差異可能會(huì)導(dǎo)致教育機(jī)會(huì)不均等從而危及教育公平原則。不僅如此,家庭的低收入水平還可能通過(guò)教育的傳遞機(jī)制得以延續(xù),農(nóng)村居民收入將在低水平上長(zhǎng)期徘徊,長(zhǎng)此以往,教育問(wèn)題將會(huì)擴(kuò)散至社會(huì)收入分化和公平問(wèn)題。因此,農(nóng)村家庭教育投資能力不足,不僅僅是某一個(gè)家庭或個(gè)人遇到的“小難題”,而是關(guān)系到國(guó)計(jì)民生的“大問(wèn)題”。 本論文以國(guó)內(nèi)外教育投資制度變遷為背景,全面分析了我國(guó)農(nóng)村家庭教育投資行為困境及其成因,著重分析了導(dǎo)致農(nóng)村家庭教育投資行為分化、困頓的制度安排及其缺陷,為政府完善教育財(cái)政制度和資助體系,提高農(nóng)村家庭教育投資能力和農(nóng)村人力資本存量提供實(shí)踐和理論支持。 第一章導(dǎo)論。從國(guó)內(nèi)外教育投資制度變遷和我國(guó)農(nóng)村家庭教育投資現(xiàn)狀入手,說(shuō)明論文的選題背景、研究目的和意義。對(duì)國(guó)內(nèi)外家庭教育投資研究動(dòng)態(tài)作了較為全面客觀的歸納和評(píng)價(jià),在充分考慮我國(guó)小農(nóng)經(jīng)濟(jì)特征的基礎(chǔ)上,將農(nóng)村家庭教育投資行為置于我國(guó)教育投資制度變遷的背景中,以此形成了本文獨(dú)特的研究視角。根據(jù)研究目的和關(guān)鍵問(wèn)題,構(gòu)思出本文研究的技術(shù)路線圖、研究方法以及創(chuàng)新之處。 第二章農(nóng)村家庭教育投資行為的基礎(chǔ)理論。系統(tǒng)地介紹和分析了家庭經(jīng)濟(jì)行為目標(biāo)、家庭經(jīng)濟(jì)決策模型及其利他主義特征,認(rèn)為新制度經(jīng)濟(jì)學(xué)的有限理性假設(shè)更符合中國(guó)農(nóng)村家庭的經(jīng)濟(jì)行為特征;介紹家庭教育投資行為的基本原理尤其是教育成本、收益等基本概念及測(cè)算方法,教育過(guò)度現(xiàn)象及其解釋理論等,為本文研究奠定了理論基礎(chǔ)。 第三章家庭教育投資行為的國(guó)際經(jīng)驗(yàn)借鑒。論述了西方主要國(guó)家教育投資制度、教育資助制度變遷背景下家庭教育投資責(zé)任的變化以及個(gè)人受助原則和條件的變化;在此基礎(chǔ)上,總結(jié)出家庭教育投資行為的變化規(guī)律和趨勢(shì),為我國(guó)農(nóng)村家庭教育投資行為研究提供國(guó)際背景。 第四章我國(guó)農(nóng)村家庭教育投資現(xiàn)狀及行為特征。本章是整個(gè)論文的立論部分。分析了家庭教育投資現(xiàn)狀及行為特征,著重考察了在貨幣約束條件下我國(guó)農(nóng)村家庭教育投資行為面臨的多維困境,以說(shuō)明農(nóng)村家庭教育投資能力不足的現(xiàn)狀。 第五章制度變遷對(duì)我國(guó)農(nóng)村家庭教育投資行為的影響。首先分析了我國(guó)宏觀經(jīng)濟(jì)制度變遷所導(dǎo)致的農(nóng)村家庭經(jīng)濟(jì)行為的分化現(xiàn)象;其次,重點(diǎn)分析了我國(guó)教育投資制度變遷對(duì)我國(guó)農(nóng)村家庭教育投資行為的影響;最后,全面分析了家庭教育投資行為變化的制度性因素,為優(yōu)化我國(guó)農(nóng)村家庭教育投資的制度環(huán)境奠定基礎(chǔ)。 第六章投資能力對(duì)我國(guó)農(nóng)村家庭教育投資行為的影響。通過(guò)城鄉(xiāng)比較和對(duì)陜西省關(guān)中地區(qū)某村的全面調(diào)查,對(duì)我國(guó)農(nóng)村家庭教育投資能力進(jìn)行了實(shí)證分析,指出我國(guó)農(nóng)村家庭教育投資成本過(guò)高,家庭現(xiàn)期收入水平過(guò)低且增長(zhǎng)緩慢,家庭教育投資能力普遍不足這一現(xiàn)實(shí)。通過(guò)農(nóng)村家庭收入與教育投資之間的相互制約關(guān)系,說(shuō)明教育投資是改變個(gè)人及家庭命運(yùn)的根本途徑,教育公平是社會(huì)公平的基礎(chǔ)。最后,分析了家庭教育投資能力不足的主客觀原因,說(shuō)明提高農(nóng)村家庭教育投資能力的有效途徑在于社會(huì)和政府的幫助。 第七章投資風(fēng)險(xiǎn)對(duì)我國(guó)農(nóng)村家庭教育投資行為的影響。家庭教育投資風(fēng)險(xiǎn)主要是來(lái)自于勞動(dòng)力市場(chǎng)的系統(tǒng)性風(fēng)險(xiǎn),其原因主要在于農(nóng)村家庭所處的信息環(huán)境和勞動(dòng)力市場(chǎng)的分割。對(duì)于不同收入家庭而言,其教育投資能力和風(fēng)險(xiǎn)承受能力不同。最后,分析了我國(guó)農(nóng)村家庭教育投資風(fēng)險(xiǎn)產(chǎn)生的內(nèi)外部原因,為農(nóng)村家庭規(guī)避教育投資風(fēng)險(xiǎn)提供思路。 第八章優(yōu)化農(nóng)村家庭教育投資行為的策略設(shè)計(jì)。提出了政府公共財(cái)政制度、教育投資制度、教育資助制度完善與創(chuàng)新的基本思路:繼續(xù)實(shí)行公共財(cái)政對(duì)農(nóng)村的扶持政策;繼續(xù)發(fā)揮政府在教育投資中的主體地位;進(jìn)行教育產(chǎn)權(quán)制度創(chuàng)新;完善社會(huì)資助制度;拓寬農(nóng)村家庭教育投資的融資渠道;建立統(tǒng)一、開(kāi)放的勞動(dòng)力市場(chǎng)。其主要目的是提高農(nóng)民自我增收和積累能力,徹底解除農(nóng)村家庭教育投資的貨幣約束,進(jìn)一步優(yōu)化農(nóng)村信息環(huán)境、勞動(dòng)力市場(chǎng)就業(yè)環(huán)境等,降低教育投資風(fēng)險(xiǎn)。 第九章結(jié)束語(yǔ)。首先簡(jiǎn)要?dú)w納了本論文的主要研究結(jié)論:我國(guó)農(nóng)村家庭的教育成本遠(yuǎn)高于其教育投資能力;農(nóng)村家庭教育投資能力不足可能會(huì)影響到代內(nèi)和代際收入流動(dòng)性,最終導(dǎo)致社會(huì)收入分配的公平性問(wèn)題;農(nóng)村家庭教育投資風(fēng)險(xiǎn)主要是來(lái)自于勞動(dòng)力市場(chǎng)的就業(yè)風(fēng)險(xiǎn);政府的教育投資制度直接決定著家庭的教育投資比例和投資方向,企業(yè)的教育投資主體地位的發(fā)揮可以減輕家庭的教育投資負(fù)擔(dān)和投資風(fēng)險(xiǎn)。社會(huì)教育資助制度的完善和適當(dāng)?shù)募?lì)制度可以改變政府在教育資助中“唱獨(dú)角戲”的狀況。
[Abstract]:Family's educational expenditure on children has a long history, but family's educational investment behavior is produced in the process of the change of national educational investment system. Under the influence of the worldwide educational investment system reform, China's educational investment system has also undergone changes, and the main investors are inclined to individuals.
China is a typical country with dual economic structure. The level of agricultural productivity is relatively backward and the income of peasants grows slowly. Not only that, but also the low income level of the family may continue through the transmission mechanism of education, and the income of rural residents will linger at a low level for a long time. In the past, the problem of education will spread to the problem of social income differentiation and equity. Therefore, the inadequate investment ability of rural families in education is not only a "small problem" encountered by a family or individual, but also a "big problem" related to the national economy and people's livelihood.
Based on the change of educational investment system both at home and abroad, this paper analyzes the predicament and its causes of rural household educational investment behavior in China, and emphatically analyzes the institutional arrangement and its defects which lead to the differentiation and predicament of rural household educational investment behavior, so as to perfect the educational financial system and funding system for the government and improve the investment ability of rural household education. Force and rural human capital stock provide practical and theoretical support.
The first chapter is an introduction. Starting with the changes of educational investment system at home and abroad and the present situation of rural family education investment in China, the background, purpose and significance of the research are explained. The investment behavior of family education is placed in the background of the change of educational investment system in China, which forms a unique research perspective of this paper. According to the research purpose and key issues, this paper conceives the technological roadmap, research methods and innovations of this study.
Chapter 2: Basic Theory of Rural Family's Education Investment Behavior. It systematically introduces and analyzes the objectives of family's economic behavior, the model of family's economic decision-making and the characteristics of altruism. It is the basic concepts and calculation methods of education cost and income, the phenomenon of excessive education and its explanatory theory, which lays a theoretical foundation for this study.
Chapter three is about the international experience of family education investment behavior.It discusses the changes of family education investment responsibility and the principles and conditions of individual assistance under the background of the changes of education investment system and education subsidy system in Western countries. The research on family education investment behavior provides international background.
Chapter Four: The present situation and behavioral characteristics of rural household education investment in China.This chapter is the first part of the whole thesis.It analyzes the present situation and behavioral characteristics of household education investment,and emphatically investigates the multi-dimensional predicament faced by rural household education investment behavior under the condition of monetary restriction.
Fifth chapter is the impact of institutional change on rural household education investment behavior in China. Firstly, it analyzes the phenomena of differentiation of rural household economic behavior caused by macroeconomic institutional change in China. Secondly, it focuses on the impact of institutional change on rural household education investment behavior in China. The institutional factors of educational investment behavior change lay the foundation for optimizing the institutional environment of rural household educational investment.
Chapter 6 The Influence of Investment Ability on Rural Family's Education Investment Behavior in China The fact that the ability of educational investment is generally insufficient is a reality.Through the mutual restriction between rural household income and educational investment,this paper illustrates that educational investment is the fundamental way to change the fate of individuals and families,and that educational equity is the basis of social equity.Finally,it analyzes the subjective and objective reasons for the insufficiency of family investment in Education and explains how to improve rural households. The effective way to invest in the education sector lies in the help of the society and the government.
Chapter 7: The influence of investment risk on the educational investment behavior of rural households in China. The investment risk of family education mainly comes from the systematic risk of labor market, which is mainly due to the information environment of rural households and the division of labor market. Finally, this paper analyzes the internal and external causes of the investment risk of rural household education in China, and provides ideas for rural households to avoid the investment risk of education.
Chapter 8 puts forward the basic ideas of perfecting and innovating the government public finance system, education investment system and education subsidy system: continuing to implement the policy of public finance supporting the rural areas; continuing to play the main role of the government in education investment; carrying out the innovation of education property rights system; The main purpose is to improve the peasants'ability to increase their income and accumulate, thoroughly remove the monetary restriction of rural household education investment, further optimize the rural information environment and the employment environment of the labor market, and reduce the investment in education. Risk.
Chapter 9 concludes with a brief summary of the main conclusions of this paper: the education cost of rural households in China is much higher than their education investment ability; the insufficient investment ability of rural households in education may affect intra-generation and inter-generational income mobility, and ultimately lead to the fairness of social income distribution; the risk of rural household investment in Education Employment risk mainly comes from the labor market; the government's education investment system directly determines the proportion and direction of family's education investment. The exertion of the main position of enterprise's education investment can reduce the burden and risk of family's education investment. Change the government's status of "singing a unicorn" in educational funding.
【學(xué)位授予單位】：西北農(nóng)林科技大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G521

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