靳希斌先生是新中国教育经济学的重要开拓者和代表学人之一.从北京师范大学毕业后留校作为培养教师的教师,先生始终把教师作为学术研究和师范人才培养关注的重要内容之一.先生于1997年出版《教育经济学》①,在三次再版中均专门将"教师劳动特点及其报酬"作为一个专门章节进行论述,在每次再版中都不断深化完善,都有新的提炼和升华.先生关于教师劳动特点及其报酬的思想内容主要包括三个方面:一是教师劳动特点,二是劳动特点决定教师专业资格及标准和工资报酬,三是教师流动性.本文主要以先生《教育经济学》第四版的章节内容为主,结合其他相关文献展开相关文本内容分析,努力呈现靳希斌先生关于教师劳动特点研究的学术思想精髓,同时展现对当下加强教师队伍建设的实际意义.
靳希斌先生(下文简称先生)是国内最早一批教育经济学研究者,作为中国教育经济学的奠基人之一,先生在教育学基本原理、马克思主义教育理论、教育经济学基本理论、人力资本开发与管理等方面的研究多有建树,尤其是对教育投资及其效率问题的系列研究具有广泛的学术影响.
Promoting student engagement in schools can effectively prevent them from dropping out of school and reduce their behavioral problems.However, China has always allocated educational resources with the purpose to improve students’ academic achievement without concerning student engagement.The PISA survey also found that student engagement lags far behind the international average.By using PISA data to explores and compare the influencing factors on student engagement and academic achievements, this study finds that student engagement is mainly impacted by factors within schools, and some of them have a trade-off effect on academic achievement.A positive teacher-student relationship and teaching strategy of cognitive activation can improve both students’ school engagement and academic achievement.However, increasing subject learning time helps academic achievement but reduce school engagement; Teachers’ student-oriented teaching strategy, while decreasing academic scores, can significantly improve school engagement.These trade-offs suggest that evaluating or motivating schools and teachers only with academic performance can crowd out other inputs that benefit students’ nonacademic outcomes.
Based on the data of China’s comprehensive social survey in 2015 and 2017,the article uses the instrumental variable method to empirically test the degree and mechanism of the impact of education on childbearing willingness in different income groups.The empirical results show that the impact of education on childbearing willingness is different in different income levels.In low-income and middle-income groups, the increase of education will reduce childbearing willingness, It has inhibitory effect on fertility desire, but it does not show significant effect in the high-income class.Robustness test further supports the above conclusions.This paper investigates the difference of the mechanism of education on different income classes from three aspects: “education cost”,“education culture” and “education class”.The results show that the mechanism of the influence of education level on fertility desire is different in different income classes.For the middle income class, the inhibition of the increase of education level on the fertility will is affected by “education cost”,“education culture” and “education class”;However, in the low-income class, the increase of education level has an inhibitory effect on the fertility desire mainly because of the “education culture” mechanism.Therefore, when making policies, we should focus on the fertility wishes of the low-income groups to prevent falling into the low fertility trap.
Based on the inter-generational mobility of education（IME）,this article analyzed the impact of involuntary relocation on the educational equity of the re-settlers, and conducted an empirical test using the survey data collected from re-settlers’ households in Three Gorges Reservoir Area.The results show that there are significant differences on the IME between re-settlers and indigenous inhabitants, and the involuntary resettlement significantly increases the IME.The heterogeneity and mechanism analysis shows that re-settlers out of Chongqing have significantly increased the IME,compared to re-settlers in Chongqing or resettled in nearby area, and the macro environment of fair educational opportunities, the family environment of social interaction and the individual environment of getting along well with classmates is beneficial to positively strengthen the effect of involuntary relocation on the IME.Also, the effect of the involuntary resettlement on the IME is asymmetry at different educational levels.The IME mainly occurs at the lower educational levels, and the re-settlers at the lower educational levels also have obvious upward leapfrog mobility across educational levels.Yet the re-settlers do not adjacently move upward to the highest educational classes from from the higher ones.These finds have important policy implications for improving the scale and quality of the IME to realize educational equity.
Under the background of universal and economic pre-primary education, the development of kindergartens in China is facing both opportunities and challenges.On the one hand, the scale of school-age children will continue to decline from 2023 to 2035.On the other hand, there is a huge gap in childcare for children aged 2 and below.Based on the data of the 7 th national population survey, this article uses the method of age-specific net enrollment rate to forecast the main indicators of kindergarten development from 2021 to 2035.The results show that at the end of the “14 th -five-year” period, the “15 th -five-year” period and the “16 th -five-year” period, the scale of kindergartens in China will be reduced to 34.88 million, 31.52 million and 29.08 million respectively, the urbanization rate of kindergarten children will reach 82.14%,84.60% and 84.03% respectively, and the government spending per child will reach 14762 yuan, 21541 yuan and 30133 yuan respectively.In order to respond to China’s major demand for childcare on the premise of ensuring the universal and economic pre-primary education, this article suggests that on the one hand, we should fully tap the existing potential of kindergartens.From 2021 to 2035,the proportion of public kindergartens providing childcare classes should be increased by 5% every year, and 25% of private kindergartens should be converted into childcare centers.On the other hand, we should improve the guarantee mechanism of pre-primary education funds, comprehensively consider the region and family income factors to set the standard of government financial support, and effectively reduce the burden of families on childcare and preschool education expenditure.
International education in China is a vital part of China’s level of opening up to the outside world and international cooperation.In this context, based on the enterprise-level data of Chinese global investment transactions from 2005 to 2018 together with country-level data of international students in China, we draw the following conclusions:（1）International education in China could significantly promote Chinese enterprises to invest abroad through channels such as cutting the cost of investment, improving the investment and business environment, and enhancing human capital.（2）International education in China could significantly increase the overall scale of foreign investment by enterprises, as well as improving the probability of successful investment by enterprises to a certain extent.（3）The impact of international education in China on foreign investment by Chinese enterprises is heterogeneous due to the characteristic differences of international students and enterprise types, the reasons are related to the different demand of different types of investment for bilateral cultural environment, political environment and talents.
The educational construction for ecological civilization and green development goals has become the mission of China’s educational reform in the new era.Education for sustainable development（ESD） is not only an important part of high-quality education, but also an important means to promote sustainable development and ecological civilization.ESD expands the research perspective of economics of education and promotes economics of education to shift its focus from the economic values of education to the sustainable values of education.ESD plays an important role in helping to achieve sustainable development goals, laying a solid foundation for ecological civilization and green development, and promoting the integration of educational goals and ecological civilization goals.At present, the practical performance of China’s ESD is generally good, but the public’s sustainability literacy still needs to be improved.There are still some defects in ESD practice, such as lagged curriculum system construction and innovation practice, imperfect monitoring and evaluation system, etc.In the future, we should strengthen the top-level design of ESD,stimulate the participation of multiple subjects, integrate high-quality education and teaching resources, change teaching content and methods, improve the quality monitoring and evaluation system of ESD,and strengthen international cooperation, in order to cultivate talents for sustainable development, and strengthen the foundation for the ecological civilization construction and high-quality development.
Advanced human capital is an innovative core element for upgrading industrial structure, and it plays an internal driving force role in upgrading a country’s industrial structure.Based on the 1997—2015 urban-level data, this paper uses the 1999 college expansion as a quasi-natural experiment, and uses the double differential method to empirically investigate the impact of advanced human capital expansion on the upgrading of China’s industrial structure.The research results show that: First, the expansion of senior human capital caused by the expansion of college enrollment in 1999 significantly promoted the upgrading of the industrial structure, that is, it is beneficial to reduce the deviation of the industrial structure, improve the rationalization of the industrial structure, accelerate the economic service, and promote the advanced industrial structure; Second, the dynamic effect test points out that over time, the expansion of advanced human capital has an increasing law on the effect of industrial structure upgrade; Third, the heterogeneity test shows that there is a significant scale in the industrial structure upgrade effect of advanced human capital expansion effect and quality effect; Fourth, the quantile test shows that the promotion effect of advanced human capital expansion on the upgrading of industrial structure increases with the improvement of the level of economic development, and shows an inverted U-shaped relationship with the increase of urban administrative level with the increase of the market’s role in the allocation of resources.
The expansion of higher education since the 1990s has led to a significant decline in the ratio of teachers to students in China’s higher education.This paper examines the effects of teacher-student ratio on the incentives of teachers and students in the human capital production of higher education.In the Cobb-Douglas production function, we can show that the decrease of teacher-student ratio will reduce the student’s optimal effort, increase the teacher’s optimal effort, and eventually lead to a decline in the level of human capital output per student.Using appropriate parameters, we calculate the effects using numerical simulation.When the teacher-student ratio fell from 1∶5.2 in 1990 to 1∶17 in 2016,the student’s effort decreased by 10%,the teacher’s effort increased by 31%,and the final output of human capital per student fell by 28%.Specifically, the impact of human capital output can be decomposed into three parts, including the direct effort of changes in teacher-student ratio and the indirect effects of changes in student’s effort and teacher’s effort, respectively.The rise in teacher’s effort has moderated the negative impacts of the decline in teacher-student ratio to some extent.The increase in other factors such as capital investment in higher education can offset the negative impact of the decline in teacher-student ratio, but it will inevitably increase the teacher’s burden.
党中央、国务院印发的《中国教育现代化2035》从2035年总体实现教育现代化、迈入教育强国行列的目标出发,提出实现基本公共教育服务均等化、创新教育服务业态的要求①.与政策要求相比,公共教育服务体系理论研究显得相对滞后.
Innovation and entrepreneurship is an important driving force to stimulate economic growth, and innovation and entrepreneurship education is of great importance to the cultivation of innovative and entrepreneurial talents, so it is widely valued by the government, university administrators and scholars.The evaluation of innovation and entrepreneurship education and its effect is an effective means to understand the status quo of innovation and entrepreneurship education and solve its existing problems, which are of great significance for deepening innovation and entrepreneurship education reform, helping vocational students form human capital such as innovation and entrepreneurship ability and accomplishment, and promoting economic development and employment growth.Based on the data of “college students’ innovation and entrepreneurship education survey”,this paper empirically analyzes the innovation and entrepreneurship learning experience of vocational college students and its effect.The results show that six types of innovation and entrepreneurship learning experience can significantly improve the entrepreneurial intention, entrepreneurial self-efficacy, general ability and innovation and entrepreneurship mindset of vocational college students, but the degree of impact and emphasis are different.Suggestions to higher vocational colleges were proposed based on related empirical findings: firstly, it is necessary to further establish and improve the innovation and entrepreneurship education system and get more students to be involved in innovation and entrepreneurship education.Secondly, higher vocational colleges need to strengthen the construction of innovation and entrepreneurship courses and teaching staff, and improve the quality of course teaching continuously.Finally, it is important to enrich the forms of innovation and entrepreneurship education and improve the atmosphere of innovation and entrepreneurship in schools.
This paper uses time trend extrapolation method and international comparison method to predict the scale and funds of Chinese higher education from 2025 to 2035.Based on the changing trend of Chinese higher education school-age population and economic growth, combined with international experience, we hold that the prediction result from international comparison method is the appropriate target.In 2025,2030 and 2035,the gross enrollment rate of Chinese higher education will be 63.4%,70.4% and 77.4% respectively, the student scale in higher education will reach 48.85 million, 62.92 million and 68.97 million respectively, the funds of higher education will reach about 2.0 trillion yuan, 3.1 trillion yuan and 3.8 trillion yuan（in 2020 price） respectively, and the proportion of higher education funds in GDP will be 1.48%,1.75% and 1.77% respectively.In 2035,the gross enrollment rate of higher education will reach the current average level of developed countries, and the proportion of higher education funds in GDP will be about 0.4 percentage point higher than the current average level of developed countries.The research suggests that the enrollment of higher education should be rationally planned to ensure that the scale of higher education is coordinated with the level of economic development and the trend of population change.It’s also necessary to improve the use efficiency of higher education funds and strive to reduce the cost of school running.
在我国义务教育普及和质量提升的发展历程中,农村贫困地区义务教育的普及与发展一直是党和国家教育工作的重心,其中对贫困地区义务教育投入问题的关注与研究也始终是教育行政部门和中国教育经济学界思考的重点.20世纪90年代初,靳希斌先生(下文简称"靳先生")提出:"中国普及义务教育重点在农村,难点也在农村.所以侧重分析中国农村普及九年制义务教育投资,对实现中国义务教育更有特殊意义,也才具有中国特色.中国只有实现了农村普及义务教育,才能实现全国性的普及义务教育,因此重点研究中国农村义务教育投资,对全国实现普及九年制义务教育具有全局价值与战略意义."
1999年高等教育大规模扩张,很多高校为拓展办学空间,开始在同城郊区建设新校区,并在基建等经费筹措压力下走向银校合作之路,后期又由于还贷能力弱等原因引发了全国性的高校债务危机.本文基于75所教育部直属高校2009—2016年的教育经费统计数据,采用双向固定效应的因果推断方法,分析新建校区对高校债...>>详细1999年高等教育大规模扩张,很多高校为拓展办学空间,开始在同城郊区建设新校区,并在基建等经费筹措压力下走向银校合作之路,后期又由于还贷能力弱等原因引发了全国性的高校债务危机.本文基于75所教育部直属高校2009—2016年的教育经费统计数据,采用双向固定效应的因果推断方法,分析新建校区对高校债务形成与偿还的影响.研究发现:第一,新建校区显著增加了高校累计债务总量和还本付息压力;第二,高校债务来源主要是国内金融机构贷款,用途集中于基本建设;第三,新建校区建设越早,2009年之后形成的累计债务越少,还本付息压力也越小,并未形成逾期过久的不良债务情况;第四,高校每年的还本付息压力一定程度上挤压了教职工群体的总体经费支出规模,但人均工资福利支出得到保障.未来要提升高校自身多元化筹措经费的能力,并且进一步规范银校合作,尤其是在2019年以来高职连续扩招与新建校区需求增加的背景下要防止新一轮高校债务危机的爆发.
理解并识别高等教育中同伴效应的大小、性质和机制对高等教育政策的制定、实施、评估，以及高校在群体环境中有效地组织管理学生至关重要。基于中国东部某“双一流”建设高校本科生数据，利用随机分配室友的自然实验，考察了大一学生学业成绩的宿舍同伴效应。研究发现，平均意义上室友学习能力对个人大一学业成绩的影响不显著；但不同学习能力的学生受室友的影响不同，中学习能力学生对室友学习能力构成变化敏感，高、低学习能力学生受室友学习能力构成变化的影响不显著；随着入学时间的增加，学生会受到与本人家庭经济条件不同的室友的显著负影响。
本文在Leslie矩阵模型的基础上,提出两阶段假设义务教育阶段学位预测模型,降低了预测数据的获取难度,提高了可预测频率和预测精度.在考虑到"三孩"政策影响的基础上,使用北京市教育事业统计数据、第六次和第七次人口普查数据,对2021—2035年北京市义务教育阶段学位需求进行了预测.根据预测结果显示...>>详细本文在Leslie矩阵模型的基础上,提出两阶段假设义务教育阶段学位预测模型,降低了预测数据的获取难度,提高了可预测频率和预测精度.在考虑到"三孩"政策影响的基础上,使用北京市教育事业统计数据、第六次和第七次人口普查数据,对2021—2035年北京市义务教育阶段学位需求进行了预测.根据预测结果显示,从2021—2035年,北京义务教育阶段学位需求呈倒U型,2025年达到峰值后,开始逐步下降.峰值年份将达到153.5万人,与2020年已提供的学位相比,缺口为20.9万人."三孩"政策对义务教育阶段学位需求的影响有限,无法改变2028年时学位需求的下降趋势.本文在国内首次使用不同年份数据对预测进行误差分析,并且预测结果在4年内误差绝对值均在2.9%以内.面对学位需求的波动性及不同教育阶段承压时间段不同,应以"改扩建为主,适当新建"为原则,探索构建弹性学位供给教育体系.
Using panel data from 32 countries in 1996—2017,this paper examines the relationship between public education expenditure and income inequality.Panel Granger test draws the following conclusions.Public education expenditure is the Granger cause of GINI indicator generally, while they are Granger causes mutually in the long run.For high income countries, there’s none significant causal relationship; for higher income countries, there’s two-way Granger relationship; and for lower income countries, there’s one-way relationship between education funding and income gap.Panel VEC model results show that, increasing education expenditure can narrow the income gap in the long term instead of short term.This relationship exists significantly for higher income countries but other countries.In addition, lower tertiary enrollment rate and public burden proportion will reduce the influence on decreasing income gap, and even enlarge the income gap in the short term.With the increasing of education funding, government should continue to play the main role, expand the higher education enrollment, and emphasize on the educational inequity issues striving to close the income gap.
文章从空间溢出效应的视角出发，利用我国大陆31个省份2003—2019年省级面板数据构建双向固定效应的空间杜宾模型，分析了高等教育规模与质量对城乡收入差距的影响。研究发现：（1）高等教育规模对城乡收入差距的影响存在“倒U型”空间溢出效应，即高校扩招超过一定规模后，将会对城乡收入差距起到收敛作用，进而促进社会公平；（2）高等教育质量对城乡收入差距的影响存在正向空间溢出效应，即邻近省份的高等教育质量越高，越会加剧本地区城乡居民收入分配不平等程度；（3）分区域来看，东部地区高等教育规模扩张对收入差距影响的空间溢出效应不显著，但中西部均存在显著的“倒U型”空间溢出效应。基于实证研究结论，提出中西部地区可适度加大扩招速度，且需逐步缩小不同地区劳动力市场的高等教育回报率。
改革开放四十余年来,我国从高度集中的计划经济转向社会主义市场经济,人民生活由温饱走向全面小康,教育从基本普及走向高质量发展.在新的起点上,共同富裕已成为新时代经济社会发展的新目标,教育已然踏入实现现代化的新征程.共同富裕要求教育既能为持续经济发展提供充足的人才支撑,又要推进教育公平为共享发展收益...>>详细改革开放四十余年来,我国从高度集中的计划经济转向社会主义市场经济,人民生活由温饱走向全面小康,教育从基本普及走向高质量发展.在新的起点上,共同富裕已成为新时代经济社会发展的新目标,教育已然踏入实现现代化的新征程.共同富裕要求教育既能为持续经济发展提供充足的人才支撑,又要推进教育公平为共享发展收益奠定基石.
