【摘要】： 教育是最重要的人力資本投資方式,是推動(dòng)社會(huì)政治、經(jīng)濟(jì)、文化前進(jìn)與發(fā)展的重要力量。要保證持續(xù)的教育投資,必須保證已有教育投資收益的實(shí)現(xiàn)。教育收益率是衡量教育投資收益的指標(biāo),研究教育收益率具有重要的意義,它不僅能夠衡量教育對(duì)經(jīng)濟(jì)發(fā)展的影響程度,反映資源的利用效率,而且能夠反映教育對(duì)收入分配的影響,還可以用于判斷勞動(dòng)力配置效率的高低。教育收益率的決定過(guò)程是一個(gè)錯(cuò)綜復(fù)雜的過(guò)程,研究教育收益率的決定過(guò)程,探明其形成機(jī)理,可以為我國(guó)制定如何提高教育收益率的相關(guān)政策提供合理化建議,以提高整個(gè)經(jīng)濟(jì)運(yùn)行效率,最終實(shí)現(xiàn)經(jīng)濟(jì)與社會(huì)的平穩(wěn)健康發(fā)展。 本文采用實(shí)證的方法,在回顧當(dāng)前我國(guó)教育收益率的研究成果和確定本文主要模型與變量的基礎(chǔ)上,利用微觀調(diào)查數(shù)據(jù),采用Eviews5.0計(jì)量軟件進(jìn)行最小二乘回歸來(lái)估計(jì)我國(guó)私人Mincer教育收益率。本文不僅估計(jì)了平均教育收益率和不同教育階段的收益率,還研究了教育收益率的城鄉(xiāng)差異、性別差異和年齡差異。本文重點(diǎn)研究了影響我國(guó)教育收益率的因素及其傳導(dǎo)機(jī)制,將這些因素分為直接影響因素和間接影響因素兩個(gè)層次,在分析這些因素對(duì)教育收益率的影響過(guò)程中,尋求影響教育收益率的根本原因。 關(guān)于教育收益率,本文實(shí)證研究的主要結(jié)論包括:(1)利用經(jīng)典Mincer模型估計(jì)的我國(guó)總體教育收益率比較高,但控制就業(yè)相關(guān)因素后,教育收益率大大降低,并低于其他發(fā)展中國(guó)家一般的教育收益率水平。(2)隨著教育水平的提高,我國(guó)真實(shí)的教育收益率先減后增。(3)城鎮(zhèn)教育收益率高于農(nóng)村;隨著教育水平的提高,城鎮(zhèn)教育收益率基本上單調(diào)遞增,而農(nóng)村教育收益率則基本上單調(diào)遞減。(4)教育收益率性別差異顯著,城鎮(zhèn)男性教育收益率低于城鎮(zhèn)女性,農(nóng)村男性教育收益率高于農(nóng)村女性;隨著教育水平的提高,總體上男性和女性的教育收益率都是先減后增的,城鎮(zhèn)男性和女性教育收益率基本上都是單調(diào)遞增的,而農(nóng)村男性和女性教育收益率則是先減后增的。(5)隨著教育水平的提高,各年齡段的教育收益率都先減后增呈U形;越年輕的城鎮(zhèn)居民教育收益率越高;30-39歲農(nóng)村居民教育收益率最高,其他各年齡段相近。 教育收益率的直接決定因素主要是指就業(yè)方式、就業(yè)地區(qū)類型、職業(yè)、行業(yè)、單位所有制性質(zhì)、職稱和行政級(jí)別等就業(yè)相關(guān)因素。通過(guò)在經(jīng)典Mincer模型基礎(chǔ)上控制不同的變量,本文發(fā)現(xiàn),就業(yè)相關(guān)因素對(duì)教育收益率——尤其是中學(xué)階段的教育收益率——有重要影響,其中就業(yè)方式的影響最大。由于各直接決定因素之間具有較強(qiáng)的相關(guān)性,僅控制單一變量時(shí)會(huì)高估該變量的影響。為降低這種相關(guān)性的影響,將上述七個(gè)控制變量分為就業(yè)選擇因素、就業(yè)狀態(tài)因素和職務(wù)等級(jí)因素三類。研究發(fā)現(xiàn),就業(yè)選擇因素對(duì)教育收益率的影響最大。 教育收益率的城鄉(xiāng)差異,82.37%是由于就業(yè)相關(guān)因素引起的;城鎮(zhèn)和女性的教育收益率受到就業(yè)相關(guān)因素的影響較大;城鎮(zhèn)女性教育收益率受到就業(yè)相關(guān)因素的影響大于男性,農(nóng)村則相反;四個(gè)年齡段中最年輕一組就業(yè)人員教育收益率受到就業(yè)相關(guān)因素的影響最大;年長(zhǎng)城鎮(zhèn)居民教育收益率受到就業(yè)相關(guān)因素的影響較大,而年輕農(nóng)村居民教育收益率受到就業(yè)相關(guān)因素的影響較大。 教育收益率的間接影響因素主要包括居住地、性別、年齡、政治面貌、遷移流動(dòng)、家庭背景和地區(qū)等,間接影響因素主要通過(guò)影響直接決定因素而影響收入和教育收益率,而其根源則在于經(jīng)濟(jì)發(fā)展、市場(chǎng)發(fā)育、社會(huì)制度、社會(huì)文化和微觀環(huán)境等社會(huì)環(huán)境因素。 造成我國(guó)教育收益率城鄉(xiāng)差異的最主要原因在于城鄉(xiāng)隔離,主要表現(xiàn)為產(chǎn)業(yè)與行業(yè)分布的城鄉(xiāng)差異,其根源為我國(guó)市場(chǎng)的不完善和城鄉(xiāng)分割的產(chǎn)業(yè)政策及社會(huì)政策。我國(guó)城鎮(zhèn)女性教育收益率較高而農(nóng)村男性教育收益率較高的原因主要為,隨著教育水平的提高,先天性別差異、性別歧視和社會(huì)分工等對(duì)城鎮(zhèn)女性的影響降低,而對(duì)農(nóng)村女性的影響未降低。不僅如此,農(nóng)村女性還受到人力資本投資市場(chǎng)上的性別歧視。我國(guó)城鎮(zhèn)和農(nóng)村教育收益率年齡差異不同的主要原因在于,城鄉(xiāng)生產(chǎn)方式不同、不同年齡人口的教育水平結(jié)構(gòu)不同、市場(chǎng)化程度對(duì)不同人群的影響不同。 我國(guó)教育對(duì)收入的影響主要表現(xiàn)在就業(yè)選擇上,因而雖然我國(guó)真實(shí)的教育收益率比較低,但居民教育投資熱情依然高漲。整體而言,在投資成本既定的情況下,實(shí)現(xiàn)收益最大化的前提條件在于不同人群、不同階段教育的邊際收益相等。我國(guó)不同人群之間教育收益率存在較大差異,實(shí)際上反映了教育的總體投資效率還較低,存在著阻礙教育收益率趨同的因素。這些因素不僅影響了個(gè)人的教育收益率,更重要的是影響了個(gè)人的生產(chǎn)效率和整個(gè)經(jīng)濟(jì)的運(yùn)行效率,進(jìn)而影響了整個(gè)經(jīng)濟(jì)的發(fā)展。因此必須采取相應(yīng)的措施,降低經(jīng)濟(jì)發(fā)展不平衡、市場(chǎng)發(fā)育不充分、社會(huì)制度不完善、社會(huì)文化不公平等因素造成的教育收益率差異。
[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.
【學(xué)位授予單位】：南開大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G521

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8 本報(bào)專稿 衛(wèi)為;俄領(lǐng)導(dǎo)人公布家產(chǎn) 領(lǐng)潮“反腐風(fēng)暴”[N];世界報(bào);2009年

9 首席記者 孫黎明　記者 敖祥菲 梁齡;國(guó)富還要民富 個(gè)人收入應(yīng)隨GDP增長(zhǎng)[N];重慶商報(bào);2011年

10 南方日?qǐng)?bào)駐京記者 呂天玲　實(shí)習(xí)生 趙潔瓊 張愛存;中國(guó)經(jīng)濟(jì)增速二季度后將回升[N];南方日?qǐng)?bào);2011年

相關(guān)博士學(xué)位論文 前10條

1 婁世艷;中國(guó)教育收益率及其影響因素研究[D];南開大學(xué);2009年

2 王文利;當(dāng)代中國(guó)個(gè)人收入分配制度的變遷——從權(quán)力角度的分析[D];西北大學(xué);2004年

3 孫百才;中國(guó)教育擴(kuò)展與收入分配研究[D];北京師范大學(xué);2005年

4 韓雪峰;教育對(duì)中國(guó)居民收入差距影響的研究[D];遼寧大學(xué);2007年

5 楊強(qiáng);中國(guó)個(gè)人收入分配問(wèn)題研究[D];福建師范大學(xué);2002年

6 董e，

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