教育扶贫是一种精准扶贫方式。迄今为止,中国已经实施了多项教育扶贫工程,但文献上缺乏就宏观工程对微观个体人力资本积累效应的科学评估。文章以1995−2000年第一期国家贫困地区义务教育工程(下文简称“义务教育工程”)为外生冲击,使用中国劳动力动态调查(CLDS)2012年和2014年的跟踪调查数据,根据未公开的县级代码识别了政策实施的具体县级单位,在此基础上评估了教育扶贫对微观个体长期人力资本积累的作用。研究发现:(1)义务教育工程弥补了义务教育法普及义务教育年限的不足,增加了贫困地区学生受教育的机会,在绝对和相对层面增加了贫困地区个体的受教育年限,并显著减少了辍学和延迟读书的现象;(2)这种义务教育的普及质量相对较差,且大部分劳动者没有更进一步接受初中以上的教育,导致在劳动力市场上专业技能相对较差;(3)该项政策并未促进劳动者继续接受义务教育阶段之外的教育,导致劳动者的工资收入相对较低且增速较慢。随着社会平均受教育程度的不断提升,该项工程的积极效果正在逐渐衰减,进一步提升贫困地区的教育水平应成为新时期精准扶贫的重要内容。
公共政策如何改变个体累积劣势——基于教育扶贫的视角
摘要
参考文献
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赵颖, 石智雷, 鲁元平. 公共政策如何改变个体累积劣势——基于教育扶贫的视角[J]. 财经研究, 2021, 47(2): 79-93.
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