公共教育资源、家庭教育投资对教育贫困的缓解效应研究
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摘要
文章通过构建教育贫困FGTe指数,使用1995-2016年的相关数据对我国教育贫困进行量化研究,就低生育率背景下公共教育资源投入与家庭教育投资对教育贫困的缓解效应进行分析。结果表明:第一,我国的教育贫困发生率呈逐年下降趋势,但其变动的敏感性在不断增强;教育贫困发生率在地区上表现出较大的差异,西南、西北各省远远高于全国其他地区。第二,公共教育资源的投入中,教育财政支出对教育贫困的缓解效应最为明显,但其长期的综合效应在下降,呈现出明显的省际和地区差异。尤其在西南和西北各省(市、自治区)中的一些地区并未表现出积极的效果。这说明在这些地区教育财政支出无论是绝对量还是增长率都存在严重不足和滞后性,这是导致该区域教育贫困发生率长期偏高的重要原因。公共教育资源减贫效果的省际和地区差异也从侧面反映出我国公共教育资源分配的不均衡。第三,从家庭教育资源对教育贫困缓解效应的时间趋势看,低生育率背景下,伴随着生育率转变,家庭教育投资的变化对教育贫困的缓解效应日益突出,而公共教育资源投入对教育贫困缓解的长期实际效果在减弱。因此,应对教育贫困不仅要关注公共教育资源投入的地区差异性和投入的方向,同时也不能忽视家庭教育投资的重要性。
Through the construction of education povertypaper used relevant data from 1995 to 2016 to conduct a quantitative study on education poverty in China,and analyses the poverty reduction effect of public education resources and family education investment under the background of low fertility.The results show that:First,the education poverty incidence rate in China is decreasing year by year,but its sensitivity to change is increasing;Education poverty incidence rate shows great difference in regions,and provinces in southwest and northwest China are far higher than other regions in the country.Second,among the inputs of public education resources,the financial expenditure of education has the most obvious alleviating effect on education poverty,but its long-term comprehensive effect is decreasing and there are obvious inter-provincial and regional differences.Especially in some areas in the southwest and northwest,no positive effects have been shown.This shows that no matter the absolute amount or the growth rate of education fiscal expenditure,there is a serious shortage and lag in these regions,which is an important reason for the high incidence of education poverty in this region for a long time.The inter-provincial and regional differences in the poverty reduction effect of public education resources also reflect the unbalanced allocation of public education resources in China.Third,under the background of low fertility rate,from the perspective of the time trend of family education resources’alleviating effect on education poverty,with the transformation of fertility rate,the change of family education investment is increasingly prominent in alleviating education poverty,while the long-term practical effect of public education resource investment on alleviating education poverty is weakening.Therefore,to cope with education poverty,we should not only pay attention to the regional differences and investment direction of public education resource investment,but also not ignore the importance of family education investment.
Through the construction of education povertypaper used relevant data from 1995 to 2016 to conduct a quantitative study on education poverty in China,and analyses the poverty reduction effect of public education resources and family education investment under the background of low fertility.The results show that:First,the education poverty incidence rate in China is decreasing year by year,but its sensitivity to change is increasing;Education poverty incidence rate shows great difference in regions,and provinces in southwest and northwest China are far higher than other regions in the country.Second,among the inputs of public education resources,the financial expenditure of education has the most obvious alleviating effect on education poverty,but its long-term comprehensive effect is decreasing and there are obvious inter-provincial and regional differences.Especially in some areas in the southwest and northwest,no positive effects have been shown.This shows that no matter the absolute amount or the growth rate of education fiscal expenditure,there is a serious shortage and lag in these regions,which is an important reason for the high incidence of education poverty in this region for a long time.The inter-provincial and regional differences in the poverty reduction effect of public education resources also reflect the unbalanced allocation of public education resources in China.Third,under the background of low fertility rate,from the perspective of the time trend of family education resources’alleviating effect on education poverty,with the transformation of fertility rate,the change of family education investment is increasingly prominent in alleviating education poverty,while the long-term practical effect of public education resource investment on alleviating education poverty is weakening.Therefore,to cope with education poverty,we should not only pay attention to the regional differences and investment direction of public education resource investment,but also not ignore the importance of family education investment.
引文
[1]Sen,A.Development as Freedom[M].Oxford:Oxford University Press,1999:113-115.
[2]徐肇俊,李正元.教育贫困概念辨析[J].辽宁教育研究,2006,(6):20-23.
[3]张锦华.教育溢出、教育贫困与教育补偿--外部性视角下弱势家庭和弱势地区的教育补偿机制研究[J].教育研究,2008,(7):21-25.
[4]Blake,J.Family Size and Achievement[M].Berkeley:University of California Press,1989:1-33.
[5]Downey,Douglas B.When Bigger is not Better:Family Size,Parental Resources,and Children’s Educational Performance[J].American Sociological Review,1995,(5):746-762.
[6]Beeker,Gary.A Treatise on the Family[M].Harvard University Press,1981:86-97.
[7]邓云洲.摆脱我国教育贫困的思考[J].教育与经济,1990,(3):3-17.
[8]田禾.东亚发展中国家的教育贫困问题[J].当代亚太,1995,(1):62-65.
[9]牛利华.教育贫困与反教育贫困[J].学术研究,2006,(5):121-124.
[10]赵茂林.西部农村“教育贫困”与“教育反贫困”[J].陕西理工学院学报(社会科学版),2004,(5):16-18.
[11]王一涛.农村教育贫困的政治经济学分析--利益集团的视角[J].教育科学,2005,(3):14-16.
[12]张锦华.基于SST指数的中国农村教育贫困分析[J].中国农村观察,2005,(5):10-17.
[13]尹飞霄,罗良清.中国教育贫困测度及模拟分析:1982-2010[J].西北人口,2013,(1):30-35.
[14]何永刚,夏宇尘.公共教育资源配置问题与改进建议[J].教育发展研究,2009,(19):80-84.
[15]Philip H Brown,Albert Park.Education and Poverty in Rural China[J].Economics and Education Review,2002,(6):523-541.
[16]Jiao Tingting,Wang Zhizhang.A Study of Education Poverty Reduction Mode Under Inclusive Development Strategy in Wining Mountain Area[J].Studies in Sociology of Science,2014,(3):71-88.
[17]张绘.我国义务教育校际资源分配不公平现象的现状、原因及对策[J].教育发展研究,2007,(17):15-18.
[18]张寒梅.我国教育资源分配的特征及其对社会公平的影响[J].重庆工商大学学报(社会科学版),2007,24(2):99-103.
[19]胡鸿滨.当前我国高等教育资源分配不合理问题探究[J].学理论,2014,(17):161-162.
[20]张世伟,吕世斌.家庭教育背景对个人教育回报和收入的影响[J].人口学刊,2008,(3):49-53.
[21]刘灵芝,黄悦怡,王雅鹏.基于收入分层视角的农村教育投资与教育回报研究--兼对湖北省农村家庭的实证检验[J].农业技术经济,2013,(12):33-42.
[22]Featherman,David L and Robert M Hauser.Opportunity and Change[M].New York:Academic,1978:242-243.
[23]C Y Cyrus Chu,Yu Xie,Ruoh-rong Yu.Effects of Sibship Structure Revisited:Evidence from Intrafamily Resource Transfer in Taiwan[J].Sociology of Education,2007,(2):91-113.
[24]张月云,谢宇.低生育率背景下儿童的兄弟姐妹数、教育资源获得与学业成绩[J].人口研究,2016,(4):19-34.
[25]栾俪云.城镇居民家庭教育投资趋向探析[J].教育与经济,2001,(2):36-43.
[26]贺建清.影响农村贫困家庭教育投资意愿的因素分析[J].教育学术月刊,2014,(3):28-31.
[27]文大稷,李忠斌,李杰.民族地区收入约束下的家庭教育投资能力:问题与对策[J].教育与经济,2010,(3):82-90.
[28]许祥云,华婷.我国家庭高等教育投资决策现状分析[J].高等农业教育,2013,(4):15-19.
[29]杨颖.经济增长、收入分配与贫困:21世纪中国农村反贫困的新挑战--基于2002-2007年面板数据的分析[J].农业技术经济,2010,(8):11-18.
[30]刘巍.“人均受教育年限”三种计算方法的比较[J].北京统计,2003,(6):19-20.
[31]Foster J,Greer J and Thorbecke E.A Class of Decomposable Poverty Measures[J].Econometrica,1984,52(3):761-766.
[32]David P Smith.Formal Demography[M].Now York:Plenum Press,1992:128.
[33]李子奈,潘文卿.计量经济学[M].北京:高等教育出版社,2010:271.
(1)关于教育贫困发生率的计算,并非是直接用受教育年限为6年以下的人口占总人口的比例,而是利用了不同受教育水平的分组数据,先计算出受教育年限的累计百分比,然后再依据不同教育厌恶系数对受教育年限累计百分比进行积分,从而求得教育贫困发生率及相关指标。给出一阶距和二阶距,只是为了从面上展示我国目前教育贫困人口距离教育贫困线相对距离的变化情况和教育贫困人口内部的教育不公平问题,与教育贫困发生率对应,反映教育贫困人口内部结构性的两个指标。当然在本文的实证分析中,重点使用教育贫困发生率。
[2]徐肇俊,李正元.教育贫困概念辨析[J].辽宁教育研究,2006,(6):20-23.
[3]张锦华.教育溢出、教育贫困与教育补偿--外部性视角下弱势家庭和弱势地区的教育补偿机制研究[J].教育研究,2008,(7):21-25.
[4]Blake,J.Family Size and Achievement[M].Berkeley:University of California Press,1989:1-33.
[5]Downey,Douglas B.When Bigger is not Better:Family Size,Parental Resources,and Children’s Educational Performance[J].American Sociological Review,1995,(5):746-762.
[6]Beeker,Gary.A Treatise on the Family[M].Harvard University Press,1981:86-97.
[7]邓云洲.摆脱我国教育贫困的思考[J].教育与经济,1990,(3):3-17.
[8]田禾.东亚发展中国家的教育贫困问题[J].当代亚太,1995,(1):62-65.
[9]牛利华.教育贫困与反教育贫困[J].学术研究,2006,(5):121-124.
[10]赵茂林.西部农村“教育贫困”与“教育反贫困”[J].陕西理工学院学报(社会科学版),2004,(5):16-18.
[11]王一涛.农村教育贫困的政治经济学分析--利益集团的视角[J].教育科学,2005,(3):14-16.
[12]张锦华.基于SST指数的中国农村教育贫困分析[J].中国农村观察,2005,(5):10-17.
[13]尹飞霄,罗良清.中国教育贫困测度及模拟分析:1982-2010[J].西北人口,2013,(1):30-35.
[14]何永刚,夏宇尘.公共教育资源配置问题与改进建议[J].教育发展研究,2009,(19):80-84.
[15]Philip H Brown,Albert Park.Education and Poverty in Rural China[J].Economics and Education Review,2002,(6):523-541.
[16]Jiao Tingting,Wang Zhizhang.A Study of Education Poverty Reduction Mode Under Inclusive Development Strategy in Wining Mountain Area[J].Studies in Sociology of Science,2014,(3):71-88.
[17]张绘.我国义务教育校际资源分配不公平现象的现状、原因及对策[J].教育发展研究,2007,(17):15-18.
[18]张寒梅.我国教育资源分配的特征及其对社会公平的影响[J].重庆工商大学学报(社会科学版),2007,24(2):99-103.
[19]胡鸿滨.当前我国高等教育资源分配不合理问题探究[J].学理论,2014,(17):161-162.
[20]张世伟,吕世斌.家庭教育背景对个人教育回报和收入的影响[J].人口学刊,2008,(3):49-53.
[21]刘灵芝,黄悦怡,王雅鹏.基于收入分层视角的农村教育投资与教育回报研究--兼对湖北省农村家庭的实证检验[J].农业技术经济,2013,(12):33-42.
[22]Featherman,David L and Robert M Hauser.Opportunity and Change[M].New York:Academic,1978:242-243.
[23]C Y Cyrus Chu,Yu Xie,Ruoh-rong Yu.Effects of Sibship Structure Revisited:Evidence from Intrafamily Resource Transfer in Taiwan[J].Sociology of Education,2007,(2):91-113.
[24]张月云,谢宇.低生育率背景下儿童的兄弟姐妹数、教育资源获得与学业成绩[J].人口研究,2016,(4):19-34.
[25]栾俪云.城镇居民家庭教育投资趋向探析[J].教育与经济,2001,(2):36-43.
[26]贺建清.影响农村贫困家庭教育投资意愿的因素分析[J].教育学术月刊,2014,(3):28-31.
[27]文大稷,李忠斌,李杰.民族地区收入约束下的家庭教育投资能力:问题与对策[J].教育与经济,2010,(3):82-90.
[28]许祥云,华婷.我国家庭高等教育投资决策现状分析[J].高等农业教育,2013,(4):15-19.
[29]杨颖.经济增长、收入分配与贫困:21世纪中国农村反贫困的新挑战--基于2002-2007年面板数据的分析[J].农业技术经济,2010,(8):11-18.
[30]刘巍.“人均受教育年限”三种计算方法的比较[J].北京统计,2003,(6):19-20.
[31]Foster J,Greer J and Thorbecke E.A Class of Decomposable Poverty Measures[J].Econometrica,1984,52(3):761-766.
[32]David P Smith.Formal Demography[M].Now York:Plenum Press,1992:128.
[33]李子奈,潘文卿.计量经济学[M].北京:高等教育出版社,2010:271.
(1)关于教育贫困发生率的计算,并非是直接用受教育年限为6年以下的人口占总人口的比例,而是利用了不同受教育水平的分组数据,先计算出受教育年限的累计百分比,然后再依据不同教育厌恶系数对受教育年限累计百分比进行积分,从而求得教育贫困发生率及相关指标。给出一阶距和二阶距,只是为了从面上展示我国目前教育贫困人口距离教育贫困线相对距离的变化情况和教育贫困人口内部的教育不公平问题,与教育贫困发生率对应,反映教育贫困人口内部结构性的两个指标。当然在本文的实证分析中,重点使用教育贫困发生率。
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