华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (10): 66-79.doi: 10.16382/j.cnki.1000-5560.2023.10.006

• 共同富裕与教育公平 • 上一篇    下一篇

教育质量与国家（地区）收入差距：全球教育质量指数构建

曹妍1,3, 张国洋2, 姚歆玥1,3   

  1. 1. 华东师范大学教育经济实验室，上海 200062
    2. 荷兰马斯特里赫特大学医学教育学院，荷兰马斯特里赫特 6229ER
    3. 华东师范大学高等教育研究所，上海 200062
  • 接受日期:2023-07-12 出版日期:2023-10-01 发布日期:2023-09-27

Education Quality and National (Regional) Income Gap: Construction of the Global Education Quality Index

Yan Cao1,3, Guoyang Zhang2, Xinyue Yao1,3   

  1. 1. Education Economics Laboratory of East China Normal University, Shanghai 200062，China
    2. School of Health Professions Education, Maastricht University, Maastricht, 6229ER, the Netherlands
    3. Institute of Higher Education, East China Normal University, Shanghai 200062，China
  • Accepted:2023-07-12 Online:2023-10-01 Published:2023-09-27

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摘要：

教育发展与经济分配的关系一直是教育经济领域的研究热点。本研究立足于实现共同富裕的时代背景，利用2000—2018年62个国家或地区的相关数据构建全球教育质量指数，并基于指数构建探究教育质量与收入不平等的关系。研究发现:（1）我国教育质量总体处于全球中等水平，其中，学校教育运行质量名列前茅，但基础教育保障质量与中高教育发展质量竞争力较低。究其缘由，一方面，我国高等教育扩招年份较晚，受现阶段老龄化人口结构的影响，获得中高等学历的年轻世代占比较低，这降低了我国中高等教育发展质量；另一方面，我国公共教育经费支出占比相对偏低，加之小学完成率欠佳，从而间接降低了基础教育保障质量。（2）通过构建双向固定效应模型以探究教育质量与国家收入不平等的关系发现，一国（或地区）的教育质量总指数与学校教育运行质量愈高，其收入分化程度愈低。国家教育质量的改善在一定程度上有助于推进共同富裕的实现。综上，提出以下建议：第一，巩固基础教育获得性指标，并以满足最低目标为标准适度增加公共教育经费投入，加大基础教育保障力度。第二，持续发挥学校教育运行质量优势，努力促进中学阶段毕业生能力水平达标，提高我国储备劳动者的能力素质。

关键词: 教育质量指数, 收入不平等, 共同富裕, 帕尔马指数

Abstract:

The relationship between education development and economic distribution has always been a hot topic in the field of education economics. This study is based on the background of achieving common prosperity, using global education and economic development data from 2000 to 2018 to construct a global education quality index, and based on the index, explores the relationship between education quality and income inequality. The study found that : first, China’s education quality index is at a medium level globally, with the quality of school education operation ranking top, but the competitiveness of the basic education assurance quality index and the quality of secondary and higher education development index is relatively low. The reasons for this are twofold: on the one hand, China’s expansion of higher education came later, making young people the main holders of secondary and higher education degrees. Under the influence of the aging population structure, the proportion of people with secondary and higher education degrees is low, directly lowering China’s index of secondary and higher education development. On the other hand, compared with other countries, China’s public education expenditure ratio is relatively low, coupled with poor completion rate in primary school, which indirectly lowers the quality index of basic education assurance in China. Second, by constructing a two-way fixed effect model to explore the relationship between education quality and national income inequality, it was found that the higher the overall education quality and school education operation quality of a country, the lower the degree of income differentiation, indicating that the improvement of national education quality can to a certain extent promote the realization of common prosperity. Based on the above findings, the study suggests the following: first, consolidate the attainable indicators of basic education, increase the investment in public education funds to meet the minimum targets, and strengthen the guarantee of basic education. Second, continue to leverage the advantage of the quality of school education operation and promote the attainment of graduation standards for secondary school graduates through both academic and vocational tracks in order to improve the whole skill of China’s reserve workforce.

Key words: education quality index, income inequality, common prosperity, Palma Index