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

doi:10.16382/j.cnki.1000-5560.2023.10.006

Abstract

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

Yan Cao, Guoyang Zhang, Xinyue Yao. Education Quality and National (Regional) Income Gap: Construction of the Global Education Quality Index[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(10): 66-79.

Figures/Tables 8

排序	教育质量总指数		基础教育保障质量		学校教育运行质量		中高教育发展质量
排序	国家/地区	指数得分	国家/地区	指数得分	国家/地区	指数得分	国家/地区	指数得分
1	Finland	131.12	Belgium	140.77	China	139.29	Kazakhstan	162.44
2	Belgium	130.29	Sweden	137.42	Hong Kong SAR, Chi	121.71	Belarus	161.15
3	Sweden	128.87	Costa Rica	137.26	Poland	121.27	Georgia	155.85
4	Belarus	125.28	Uruguay	132.24	Slovenia	119.38	United Arab Emirates	144.87
5	Slovenia	125.15	Finland	131.80	Portugal	117.81	Lithuania	139.91
6	New Zealand	125.08	Denmark	124.87	Finland	117.48	Denmark	138.03
7	Iceland	124.16	New Zealand	124.50	Singapore	117.30	Latvia	136.90
8	Singapore	122.35	Iceland	124.10	Spain	115.58	Australia	134.60
9	Estonia	122.30	Mexico	119.39	Korea	114.70	Singapore	131.81
10	Australia	122.08	Israel	119.04	Belgium	114.17	Russia	130.79
11	Korea	121.09	Argentina	117.58	Czech Republic	113.83	Switzerland	129.88
12	Ireland	119.55	Malaysia	117.32	Estonia	112.96	Israel	123.78
13	Poland	118.57	Brazil	117.11	Ireland	112.33	Germany	122.37
14	Latvia	118.16	Ireland	115.21	Hungary	112.10	Estonia	121.93
15	Lithuania	118.03	Netherlands	108.42	Greece	111.84	New Zealand	121.73
16	United Kingdom	117.15	Malta	108.26	Italy	110.77	Korea	121.17
17	Netherlands	116.74	Slovenia	107.64	Australia	110.47	Azerbaijan	119.37
18	Denmark	116.11	France	107.63	Malta	110.30	United Kingdom	119.32
19	Switzerland	114.58	United Kingdom	106.20	Iceland	110.10	Chile	119.10
20	Greece	114.48	Chile	105.86	Netherlands	109.47	Greece	119.00
21	Russia	114.40	Colombia	105.14	Germany	108.49	Sweden	114.70
22	Czech Republic	113.37	Estonia	104.17	Sweden	108.25	Slovenia	114.56
23	France	113.25	Spain	103.20	Turkey	107.07	Poland	114.46
24	Hong Kong SAR, Chi	112.67	Portugal	102.05	Slovak Republic	107.04	Moldova	113.72
25	Spain	111.64	Moldova	101.30	United Kingdom	106.84	Iceland	113.32
26	Germany	111.60	Brunei Darussalam	99.58	Lithuania	106.80	Netherlands	112.34
27	Israel	111.40	Korea	98.82	Switzerland	106.17	France	111.47
28	Malta	109.16	Philippines	98.47	France	105.92	Argentina	109.77
29	Portugal	106.60	Belarus	98.15	New Zealand	105.84	Finland	109.36
30	Kazakhstan	106.47	Czech Republic	95.69	Bulgaria	105.58	Czech Republic	109.23
31	Hungary	106.29	Georgia	95.35	Latvia	103.29	Serbia	109.20
32	Italy	102.60	Russia	94.98	Brunei Darussalam	102.98	Peru	108.94
33	Slovak Republic	101.26	Latvia	94.74	Romania	102.71	Ireland	107.77
34	China	101.11	Serbia	94.63	Russia	102.11	Luxembourg	107.31
			China（38）	92.73			China（61）	45.44

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指标维度		世界银行教育发展指数	全民教育发展指数	中国教育发展指数	印度教育质量指数	全球教育质量指数
教育机会		毛入学率	小学净入学率	毛入学率	小学覆盖率小学结构	毛入学率
教育投入	师资力量	国家公共教育投入占GDP的比例		师资指数	没有专业资格证书的教师占比	具有资质的教师在学校中的平均占比
	经费投入			生均教育事业费	无	国家财政性教育投入占GDP的比例
	基础设施				卫生间可用率饮用水可用率	信息化设备
	班级规模				班级规模与结构	中学师生比
教育产出或教育结果	认知水平	青年识字率	成人识字率	无	无	15岁学生认知能力
	认知水平	青年识字率		无	无	初中毕业生达标率
	教育获得	无		无	6—14岁入学率	小学完成情况
		无			小学完成率	成人学历获得
		小学完成率	5年级巩固率		升学率	成人学历获得
教育公平		无	性别公平	城乡公平	无	无
		无		地区公平	无	无
		无		无	性别公平	无

一级指标	二级指标	变量名称	数据来源	样本量	均值	标准差	最小值	最大值
教育机会	入学率	初等和中等教育阶段的毛入学率	World Bank	373	1.003	0.03	0.822	1.152
教育机会	入学率	高等教育毛入学率	World Bank	415	56.946	22.277	5.325	142.852
教育（过程）投入	经费投入	教育公共经费占GDP的比重	World Bank	402	4.675	1.306	2.048	9.51
	师资力量	具有资质的教师在学校中的平均占比	PISA	415	0.817	0.203	0	1
	班级规模	中学师生比	PISA	403	0.078	0.022	0.03	0.139
	信息化设备	可连接互联网的电脑比例	PISA	415	0.804	0.234	0.024	1
教育结果	短期结果：认知水平	小学未完成率	UNESCO	415	2.476	3.362	0.009	24.546
		15岁学生的认知能力	PISA	413	468.505	52.624	311.104	585.504
		达到最低标准数学成绩的初中学生比例	UNESCO	408	64.691	22.397	3.667	94.999
	中长期结果：教育获得	高中及以上学历的成人占比	UNESCO	414	60.735	20.724	4.134	103.183
	中长期结果：教育获得	高等教育学历的成人占比	UNESCO	396	27.936	13.167	4.832	79.02
帕尔马比值			OECD	325	1.438	0.525	0.665	3.43
调整后国家人均GDP			World Bank	415	26824.183	24261.792	543.111	149010.23
劳动人口的失业率			World Bank	410	7.778	4.819	0.11	32.2
总人口数（单位：百万人）			World Bank	415	52.039	154.146	0.033184	1402.760

变量	因子1 基础教育保障质量	因子2 学校教育运行质量	因子3 中高教育发展质量	KMO值	KMO总值
初等和中等教育阶段的毛入学率	0.7968	?0.0839	?0.1417	0.5120	0.7414
高等教育毛入学率	0.2241	0.4701	0.4514	0.8358
教育公共经费占GDP的比重	0.7459	0.1903	0.1909	0.7408
具有资质的教师在学校中的平均占比	?0.0385	0.6793	?0.0621	0.8031
中学师生比	0.1050	0.5250	0.2080	0.8970
可连接互联网的电脑比例	0.0684	0.6240	0.1480	0.8493
小学未完成率	?0.5519	?0.0687	?0.3325	0.7670
15岁学生的认知能力	0.0308	0.8712	0.1836	0.6681
达到最低标准数学成绩的初中学生比例	0.0521	0.8614	0.2932	0.6765
高中及以上学历的成人占比	?0.0969	0.2936	0.7911	0.7579
高等教育学历的成人占比	0.1456	0.1347	0.8270	0.7684
方差	1.59752	3.00083	1.86930
方差解释率/%	14.52%	27.28%	16.99%
累积方差解释率/%	14.52%	41.80%	58.80%

解释变量	被解释变量：帕尔马比值
解释变量	模型1	模型2
教育质量指数	?0.00597***
	[0.00209]
学校教育运行质量		?0.00606***
		[0.00220]
中高教育发展质量		?0.00267
		[0.00233]
基础教育保障质量		?0.00164
		[0.00117]
年份固定效应	控制	控制
国家（地区）固定效应	控制	控制
控制变量	控制	控制
常数项	1.828***	2.238***
	[0.214]	[0.418]
观测值	282	282
国家（地区）数量	62	62
R方	0.123	0.128

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