本文選題：教育 + 人力資本��； 參考：《財政部財政科學(xué)研究所》2012年博士論文

【摘要】：2008年的國際金融危機(jī)對各國的政治、經(jīng)濟(jì)和教育均產(chǎn)生了深遠(yuǎn)影響,各國在應(yīng)對國際金融危機(jī)時不約而同把推行教育改革和增加教育投資作為促使經(jīng)濟(jì)復(fù)蘇并保持穩(wěn)定增長的重要手段。在經(jīng)濟(jì)全球化日益加深的形勢下,世界主要發(fā)達(dá)國家和新興經(jīng)濟(jì)體越來越認(rèn)識到教育對推動經(jīng)濟(jì)持續(xù)發(fā)展的關(guān)鍵作用。 改革開放三十年來,我國經(jīng)濟(jì)一直保持高速增長,產(chǎn)品競爭力和綜合實(shí)力得到明顯提高。2010年更是超過日本成為世界第二大經(jīng)濟(jì)體,人均國內(nèi)生產(chǎn)總值超過4000美元,開始進(jìn)入中等收入國家發(fā)展階段。在工業(yè)化、信息化、城鎮(zhèn)化、市場化、國際化程度日益加深的同時,資源短缺、環(huán)境污染、內(nèi)外需失衡、創(chuàng)新能力不強(qiáng)等問題成為新時期經(jīng)濟(jì)發(fā)展的重要特征。近年來,黨中央、國務(wù)院多次強(qiáng)調(diào)要“加快”轉(zhuǎn)變經(jīng)濟(jì)發(fā)展方式,將轉(zhuǎn)變經(jīng)濟(jì)發(fā)展方式的重要性和緊迫性上升到新的高度。 人力資本理論和新經(jīng)濟(jì)增長理論已經(jīng)證明了人力資本是經(jīng)濟(jì)增長的內(nèi)生動力,教育投資是形成人力資本的最重要因素。作為人口大國,我國國民所受到教育程度同人力資源強(qiáng)國目標(biāo)相距甚遠(yuǎn),人口優(yōu)勢沒有形成資源優(yōu)勢。財政投入短缺、歷史欠賬較多、教育結(jié)構(gòu)失衡等問題長期存在。2008年我國人均教育經(jīng)費(fèi)為160美元,不到2006年世界人均教育經(jīng)費(fèi)的一半,不及OECD國家的十分之一。1993年頒布的《教育中長期發(fā)展規(guī)劃》提出20世紀(jì)末國家財政性教育經(jīng)費(fèi)占GDP比重達(dá)到4%的目標(biāo)至今尚未實(shí)現(xiàn)。教育在基本公共服務(wù)體系中的薄弱地位沒有得到徹底改變。 長期以來,我國學(xué)者在教育對經(jīng)濟(jì)增長的貢獻(xiàn)方面作出了大量的研究,取得了不少有價值的成果。但研究重點(diǎn)主要集中于教育對經(jīng)濟(jì)增長的作用上,對教育與經(jīng)濟(jì)發(fā)展方式轉(zhuǎn)變關(guān)系的實(shí)證研究則鮮有涉及。如果不對后者作出科學(xué)論證,就不能全面理解教育的經(jīng)濟(jì)價值,也無法將我國教育的優(yōu)先發(fā)展戰(zhàn)略與當(dāng)前加快轉(zhuǎn)變經(jīng)濟(jì)發(fā)展方式的戰(zhàn)略調(diào)整有機(jī)結(jié)合起來。本文正是在這方面作出嘗試和探索。 本文在盧卡斯人力資本外溢模型和有效勞動模型的基礎(chǔ)上,通過將簡單勞動力和人力資本進(jìn)行分離的方法對模型進(jìn)行改進(jìn)。在估算人力資本時采用了生均教育經(jīng)費(fèi)法,將沒有接受過教育的從業(yè)人員定義為簡單勞動力,并按照其基本生活費(fèi)用支出估算其價值。通過對社會總產(chǎn)出、物質(zhì)資本、簡單勞動力和教育與所形成的人力資本進(jìn)行協(xié)整分析,結(jié)果表明他們之間存在長期均衡關(guān)系。其中,人力資本對經(jīng)濟(jì)增長的彈性系數(shù)為0.305,略小于物質(zhì)資本的0.4,表明我國投資主導(dǎo)型的經(jīng)濟(jì)增長模式并沒有發(fā)生根本改變,但人力資本已成為拉動經(jīng)濟(jì)增長的重要力量。進(jìn)一步測算,改革開放30年間我國教育對經(jīng)濟(jì)增長的貢獻(xiàn)率達(dá)到26.1%。 經(jīng)濟(jì)增長的過程是經(jīng)濟(jì)發(fā)展方式變化的過程,也是產(chǎn)業(yè)結(jié)構(gòu)調(diào)整的過程。產(chǎn)業(yè)結(jié)構(gòu)對經(jīng)濟(jì)發(fā)展方式具有決定性的作用。本文分別以高級化和合理化指標(biāo)作為產(chǎn)業(yè)結(jié)構(gòu)優(yōu)化升級的衡量指標(biāo),通過建立模型分析其與資本、勞動及人力資本之間的關(guān)系。研究結(jié)果表明,人力資本的提高無論對產(chǎn)業(yè)結(jié)構(gòu)的高級化還是合理化均起到積極促進(jìn)作用。通過脈沖響應(yīng)和方差分解動態(tài)計(jì)量的結(jié)果得出進(jìn)一步結(jié)論：在各種投入要素中,人力資本對產(chǎn)業(yè)結(jié)構(gòu)優(yōu)化產(chǎn)生的正向作用更加明顯且作用力更為持久。 教育經(jīng)費(fèi)是教育發(fā)展的基石。但應(yīng)看到,我國教育經(jīng)費(fèi)不足長期存在,財政投資總量和投資結(jié)構(gòu)均存在很多問題。國家規(guī)定財政性教育經(jīng)費(fèi)占GDP4%的目標(biāo)長期無法實(shí)現(xiàn),教育經(jīng)費(fèi)“三個法定增長”沒有得到很好落實(shí),教育經(jīng)費(fèi)被擠占挪用現(xiàn)象屢見不鮮。主要原因不是財政能力不足,而是有效統(tǒng)籌和分配財政能力的不足,導(dǎo)致名義財政能力和實(shí)際財政能力存在很大差距,且不同地區(qū)之間、城鄉(xiāng)之間以及職業(yè)教育同其他教育之間分配不均。 在對上述問題進(jìn)行理論與實(shí)證分析之后,本文提出政策建議：一是全面認(rèn)識教育的經(jīng)濟(jì)價值,將發(fā)展教育作為加快轉(zhuǎn)變經(jīng)濟(jì)發(fā)展方式的重要途徑；二是深刻認(rèn)識教育的公益性質(zhì),突出政府在教育供給中的主體地位；三是繼續(xù)堅(jiān)持教育投資比例制度,突出教育投資在國家投資中的優(yōu)先地位；四是推進(jìn)教育財政體制改革,拓寬教育經(jīng)費(fèi)來源渠道；五是優(yōu)化教育經(jīng)費(fèi)分配結(jié)構(gòu),大力發(fā)展職業(yè)教育；六是強(qiáng)化教育經(jīng)費(fèi)監(jiān)督管理，提高資金的使用效益。
[Abstract]:The international financial crisis of 2008 has made a profound impact on the politics, economy and education of all countries. In response to the international financial crisis, the international financial crisis is an important means to promote the reform of education and increase education investment as an important means to promote economic recovery and maintain stable growth. Countries and emerging economies are increasingly recognizing the key role of education in promoting sustainable economic development.
In the past thirty years of reform and opening up, China's economy has maintained high growth, the competitiveness of products and its comprehensive strength have been significantly improved in.2010 years, more than Japan has become the second largest economy in the world, the per capita GDP of more than 4000 US dollars has begun to enter the development stage of middle income countries. At the same time, the shortage of resources, the environmental pollution, the internal and external imbalance and the poor innovation ability have become the important characteristics of the economic development in the new period. In recent years, the Party Central Committee and the State Council have repeatedly stressed the need to "speed up" the transformation of the economic development mode, and the importance and urgency of the transformation of the economic development mode have risen to a new height.
The theory of human capital and the theory of new economic growth have proved that human capital is the endogenous motive force of economic growth. Education investment is the most important factor to form human capital. As a large population country, the education degree of our nationals is far from the target of human resource power, and the advantage of human resources has not formed a resource advantage. The shortage of financial input is short. In.2008 years, the per capita education fund of our country is 160 dollars, less than half of the world's per capita education funds in 2006, less than half of the world's per capita education funds in 2006, and less than the "middle and long term development plan" issued by the OECD countries in the year of the year in the year of the year of OECD, and proposed that the national fiscal education funds in the end of twentieth Century make up 4% of the proportion of GDP in the end of the year. The standard has not yet been achieved. The weak position of education in the basic public service system has not been radically changed.
For a long time, Chinese scholars have made a great deal of research on the contribution of education to economic growth, and have achieved many valuable results. However, the focus of the study is mainly on the role of education in economic growth. The empirical study on the relationship between education and economic development mode is rarely involved. It is impossible to fully understand the economic value of education and to combine the strategy of the priority development of our education with the strategic adjustment of the current mode of economic development. This paper is to try and explore in this respect.
On the basis of Lucas's human capital spillover model and effective labor model, this paper improves the model by separating the simple labor and human capital. In the estimation of human capital, the education fund method is adopted to define the employees who have not received the education as simple labor and according to their basic life. Through the cointegration analysis of the total social output, material capital, simple labor and education and the human capital formed, the results show that there is a long-term equilibrium relationship between them. Among them, the elastic coefficient of human capital to economic growth is 0.305, slightly less than 0.4 of the material capital, indicating that China's investment is dominant. The model of economic growth has not changed radically, but human capital has become an important force in stimulating economic growth. Further calculation, the contribution rate of China's education to economic growth has reached 26.1%. in the 30 years of reform and opening up.
The process of economic growth is the process of the change of the mode of economic development and the process of the adjustment of the industrial structure. The industrial structure plays a decisive role in the mode of economic development. This paper takes the index of advanced and rationalized indexes as the measure index of the optimization and upgrading of the industrial structure, and analyzes its capital, labor and human capital through the establishment of a model. The results show that the improvement of human capital has a positive effect on the upgrading and rationalization of industrial structure. Through the results of impulse response and variance decomposition dynamic measurement, further conclusions are drawn: in various input factors, the positive effect of human capital on the optimization of industrial structure is more obvious. And the force is more lasting.
Education funds are the cornerstone of the development of education. However, it should be seen that there is a long existence of insufficient funds for education in China. There are many problems in the total amount of investment and the structure of investment. The state stipulates that the target of financial education funds for GDP4% can not be realized for a long time. The "three legal growth" of education funds has not been well implemented and the education funds are misappropriated. The main reason is not the lack of financial capacity, but the lack of effective co-ordination and allocation of financial capacity, which leads to a large gap between the nominal financial capacity and the actual financial capacity, and the distribution of vocational education and other education between the different regions and between the urban and rural areas and the Vocational Education.
After the theoretical and empirical analysis of the above problems, this paper puts forward policy suggestions: first, to fully understand the economic value of education and to take the development of education as an important way to accelerate the transformation of the economic development mode; two is a profound understanding of the public welfare of education, the main position of the government in the supply of education, and the three is to continue to teach. The system of investment in investment should give priority to the status of education investment in state investment; four is to promote the reform of the educational financial system and broaden the sources of educational funds; the five is to optimize the distribution structure of educational funds, vigorously develop vocational education, and the six is to strengthen the supervision and management of educational funds and improve the efficiency of the use of funds.
【學(xué)位授予單位】：財政部財政科學(xué)研究所
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：F812;F124;G521;F224

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 胡霞;;教育對經(jīng)濟(jì)增長貢獻(xiàn)率的測算方法綜述[J];北方經(jīng)濟(jì);2007年06期

2 張毅;;教育投入與GDP動態(tài)協(xié)整關(guān)系的實(shí)證分析[J];長春師范學(xué)院學(xué)報;2007年08期

3 王建民,周濱;資本中的人力資本[J];財經(jīng)問題研究;1999年03期

4 張兆國,楊培坤,康自強(qiáng);人力資本分享剩余問題的三大悖論[J];財會通訊;2004年05期

5 劉長生;簡玉峰;;社會資本、人力資本與內(nèi)生經(jīng)濟(jì)增長[J];財貿(mào)研究;2009年02期

6 劉桂蘭;;淺析教育與經(jīng)濟(jì)的互動[J];產(chǎn)業(yè)與科技論壇;2007年01期

7 張海云;人力資本理論質(zhì)疑[J];當(dāng)代財經(jīng);2003年02期

8 王樹同;比較優(yōu)勢戰(zhàn)略與趕超戰(zhàn)略的選擇與思考[J];當(dāng)代經(jīng)濟(jì)研究;2003年02期

9 張素芬;知識經(jīng)濟(jì)條件下勞動者情況變化探微[J];當(dāng)代經(jīng)濟(jì)研究;1999年04期

10 焦斌龍;馬克思的人力資本思想[J];當(dāng)代經(jīng)濟(jì)研究;1999年06期

相關(guān)會議論文 前1條

1 劉澤云;袁連生;;我國公共教育投資比例研究[A];2005年中國教育經(jīng)濟(jì)學(xué)年會會議論文集[C];2005年

相關(guān)重要報紙文章 前1條

1 盧曉東;[N];科學(xué)時報;2009年

相關(guān)博士學(xué)位論文 前1條

1 徐清祥;教育投資與政府調(diào)控[D];中國社會科學(xué)院研究生院;2002年

，

本文編號：1899653